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INFLUENCER STRATEGY

In my school district, a common concern among teachers is the limited time available for one-on-one or small group interactions with students. Several factors contribute to this challenge, including large class sizes, restricted school hours, and increasing academic demands. As a teacher facing these obstacles, I have devised an innovative plan to introduce blended learning into my classroom. By implementing a station rotation model, my students can engage in personalized online activities while I concurrently provide additional support and enrichment through small group sessions. This approach empowers students to make choices, take ownership of their learning, and express their voices through authentic educational experiences. Furthermore, it enables me to be present as a coach and mentor to guide their progress.

93% of campus will have implemented blended learning rotations into instruction by the end of 23-24 school year.

GOAL

Results and How I plan to measure them

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In order to drive substantial change, it is crucial to possess the capacity to exert influence. Influence involves the ability to affect the actions, outlooks, viewpoints, and decisions of individuals. My approach for influencing my organization involves a multi-pronged strategy that addresses motivation and capability on PERSONAL, STRUCTUAL, and SOCIAL fronts to alter crucial behaviors and attain my intended objective. In support of my innovation plan ,take a look into my influencer strategy.

vital behaviors

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Focus : Stations in Curriculum 
Organizational leaders : Leadership , principals , parents  and teachers.

SIX SOURCES OF INFLUENCE

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MOTIVATION 

ABILITY

  • Educate teachers about the advantages of blended learning. By actively involving students in the learning process, they will discover their capacity to connect with a broader student audience, thus expanding their impact.
     

  • Encourage teachers to revisit their underlying motivations. By doing so, they can rekindle their commitment to preparing students for both immediate success and future achievements.

  • Create an environment where teachers can freely exchange their past and recent experiences with online learning to support the implementation of small group instruction.

  • Cultivate a mindset focused on growth through feedback and forward progress.

  • Offer chances to strategize and exchange ideas regarding curriculum.

PERSONAL

  • Administrators wish to observe our utilization of the resources they've supplied.

  • I'll learn with the teachers, and so will our administrator and child development specialist. 

  • Establishing chances for leaders to lead blended learning sessions with students.

  • Reiterate to teachers that Child Development Services specialists and administrators are available to assist by visiting classrooms.

SOCIAL

  • Creating classroom settings that foster student choice, ownership, and expression within authentic learning environments yields advantages for students' future prospects.

  • Teachers enhance their practices, potentially opening up opportunities for new roles within the district and increasing their access to professional development.

  • The district offers Blending Learning to every student.

  • Ensure that there are enough technology across the campus.

STRUCTUAL

Resources: 

Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (n.d.). Influencer: The new science of leading change, second edition (2nd ed.). McGraw-Hill Education.

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