Facilitation Innovation

Dear Senior Facilitator Team,

At Reading Horizons we pride ourselves on the support that we provide to sites using the RH program. One of the goals for our initial Professional Learning events is that teachers leave the event “prepared to implement Reading Horizons in (the) classroom.” This item in my own facilitator feedback is the lowest score at 93%. Other facilitators that I have spoken with report that this evaluation metric is their lowest score as well. How can we better prepare PL participants to implement the program in their classrooms?

Teachers are usually attending initial RH PL events with minimal to zero background knowledge of the RH program or method. Much of our in-person or virtual PL time is spent delivering basic content. It would be more valuable for teachers to get more hands-on practice with the content, deepen their understanding of the “why” behind RH, and practice using RH resources during their time with a facilitator. We can solve this problem by implementing a blended learning model for our PL events. We will be able to leverage specific existing Online Professional Learning Course (OPLC) modules as a requirement before attending the event. This will allow facilitators to create a significant learning environment for attendees.

I am proposing that we prepare a Pre-PL Event Guide for attendees, which will direct them to the specific OPLC modules that they will complete, at the time and place of their choice, before attending the scheduled in-person or virtual PL event. I also propose that we adjust the in-person portion of the PL content to focus on deeper learning, hands-on learning experiences, and the use of program resources. Finally, I propose that we offer virtual post-event PL support in the form of Facilitator “office hours” to answer questions and/or a brief scheduled site-specific virtual follow-up PL event. 

Using a blended learning model for our PL events will benefit the attendees because they will invest in, and take ownership of, their learning before attending the event. Attendees will also have the opportunity to spend more of their PL time with the facilitator in engaging and interactive hands-on peer-to-peer practice activities. These activities are routinely called out as being the most valuable parts of the PL event in facilitator feedback. The blended learning model will also benefit the facilitator because there will be less initial content delivery. The facilitator will be able to provide deeper learning and valuable engagement activities without feeling rushed. 

I am asking for an opportunity to pilot a blended learning model in RH PL events to test this method, using existing PL content and the OPLC modules. I am also asking to work with the Content and Senior Facilitator Teams to create a Pre-PL Event Guide to ensure attendees know what is expected before the in-person event. If successful, I ask for this blended learning model to be tested and expanded to additional PL events at Reading Horizons. 

We understand that teachers have so much on their plates and we respect that their time is valuable. I ask you to support this plan for implementing a blended learning approach in RH PL events by allowing me to pilot it with select customers. When we have a group of teachers with a Reading Horizons facilitator, let’s make it count!

Sincerely,

Shannon Bowles 

Education Specialist, Level 3 Certified Facilitator