1 of 18

#VALIN4.0

2 of 18

Table of Contents!

Phase 1 - Define

Phase 2 - Draft & Design

Phase 3 - Deliver & Next Steps

November-January 2023

February-May 2023

June-Ongoing

3 of 18

01

Phase

Define

4 of 18

Define

344 staff vacancies�
Emergency Response- pulling other staff to fill teacher vacancies�
Issues with teacher retention, overall employee wellness, and student achievement

Reactive vs. Proactive response�
Task force: principals, asst. principals, teachers and central office staff

As we started the 2022-23 school year, our district experienced a high number of staff vacancies, just as many other school divisions across the state experienced. At one point we had 344 vacancies, and with additional shortages in other support and supervision roles. Responding to these issues in a reactive posture has created challenges that limit the time available to plan and prepare for instructional needs.

To date, schools have been utilizing a variety of "emergency response" strategies to address the shortages, which has led to impacts to the amount and types of support we could provide teachers because support staff were pulled to help fill these vacancies. This has led to issues with teacher retention, overall employee wellness, and ultimately has impacted student achievement.

As we look to the 2023-24 school year and beyond, staff shortages have the potential to get worse before they improve. It is imperative to proactively seek solutions that address the instructional challenges caused by the teacher shortage.

As such, the Office of Teaching and Learning recruited staff members from a variety of roles to partner together to develop a comprehensive response to the issue.

5 of 18

Instructional Design Toolkit

Differentiated Approach

Variety of Instructional Models

Teacher Support Resources

In partnership with VaLIN, Dell, and ALP

We didn’t take on this daunting task alone. We were fortunate to have our partners from VALIN, Advanced LEarning Partnerships and Dell Education along for the ride! The goal of this diverse and forward-leaning task force was to develop a toolkit to support principals and teachers involved in making strategic decisions when confronted with potential vacancies in Fall 2023 or beyond.

This toolkit will reference a collection of curated instructional models differentiated by grade level and content that could be deployed when confronted with teacher vacancies during the Fall of 2023.
It will detail a variety of research-based instructional models that details its strengths and weaknesses along with minimum criteria necessary for successful implementation
The toolkit will also contain resources to support teachers in their implementation of every instructional model outlined within its contents.

6 of 18

Intended Outcomes

Identify resources & supports needed to support implementation

Curate examples of instructional models within local contexts to help mitigate challenges resulting from staff shortages

Champion the work across the school division with all stakeholders

Intended outcomes for learners
Billie

In the Winter and Spring of 2023, the Task Force participated in a series of synchronous and asynchronous design experiences to support the generation and activation of identified resources. The task force collaborated in vertical and school-based teams to curate examples of instructional models that could help mitigate issues related to staffing shortages. Together they work to brainstorm necessary resources, identify blind spots, and determine impacts to student learning and teacher retention.

Now that we have reached the end of the 2022-23 school year, the Task Force will shift its role into that of an advisory / steering capacity that can establish opportunities for strategic employment of the associated resources, leveraging data captured from its use to inform continuous improvement efforts throughout summer 2023 and beyond.

7 of 18

02

Phase

Draft & Design

8 of 18

Draft & Design

Instructional Design Taskforce

9 of 18

20

61

Goals

Schools represented on the task force

Teacher,School,and Central Office leaders who volunteered to champion the work

Ideate, prioritize, and organize focus areas for staffing support needs

Identify user needs and draft resources that address those needs

Review and adopt a framework for instructional design resources

10 of 18

Task Force

Phased Timeline

Three in-person and virtual meetings between January-April 2023 to:

define needs and uncover successes
review and gather input on potential models
gather feedback on toolkit one-pagers
identify and define key resources needed to support the toolkit

11 of 18

Task Force Leadership

Research

Creation

Collaboration

Refinement & Sharing

Reviewed research on a variety of instructional design models in use nationally and visited model schools

Created resources and a plan in response to ongoing feedback from task force

Participated in Dell Innovation Summit in February 2023

Ongoing leadership effort to refine and share resources,train staff,and empower leaders

12 of 18

Research-based

Instructional Design Models

13 of 18

A Leadership Protocol for Aligning Instructional Models to Problems of Practice

Create/describe your school profile

Frame a clearly articulated local problem of practice

Unpack the impact and feasibility of the model(s) as a solution to your local problem of practice

Describe what successful implementation of a model might look like at your school

Unearth potential stakeholder needs to drive implementation

14 of 18

Artifact

School	Problem of Practice	Learner-Centered Problem	Alignment to Models/Strategies	Resources Seeking
Woodside	Teacher workload Teacher experience Fear of adding to workload Limited number of teachers who know content and pedagogy. THESE PREVENT ACCESS TO QUALITY INSTRUCTION	Teacher vacancies/ transiency - lead to emotional disconnect (teacher-student) Maslow’s before Blooms Our students are facing the impact due to teacher vacancies, lack of connection w/ transient adults; therefore,low attendance and morale THESE PREVENT ACCESS TO QUALITY INSTRUCTION	Fully online model Distance Learning Model Blended Learning Model (based upon success criteria)	Need: District buy-in (so school isn’t perceived as “going rogue” despite other options) to support maintaining community connections (instead of going to VLA) Collaboration between building schedulers to determine areas of need (create virtual sections) Professional development, templates, and norms for virtual instruction Criteria for Hybrid Learning that aligns with state expectations and division policy Case studies on divisions who have employed this Nice: Content-specific digital learning tools to replace in-person learning experiences (e.g. Labster)

15 of 18

03

Phase

Deliver & Next Steps

16 of 18

Respond to Needs Identified by School-based Teams

Support Staff (Ex: Instructional Assistants)
Professional Development
Alignment of Instructional Models
Practical Guides/Case Studies
Planning for Instructional Models

17 of 18

NNPS Teaching and Learning Toolkit

Instructional Design Models

18 of 18

Next Steps

Meet with schools to identify instructional needs.

Provide guidance to help schools select an instructional model(s) that will best support their needs.