In turnaround schools that partner with Matchbook Learning, the Blended Learning Specialist is a professional project manager and coach for teachers. In most professions (e.g., business executives, artists, athletes, etc.) coaching is employed to accelerate the learning curve toward excellence. Education should be the same, shouldn't it? We invest heavily in the quality of the classroom experience, providing feedback to teachers on a daily basis regarding student engagement, student product, student assessment, and leaderhip practice. Below is an interview with Nichole Husa, who recently started as a Blended Learning Specialist at Brenda Scott Academy in Detroit.

How would you describe the biggest challenge of a Blended Turnaround Specialist?
This is really a pedagogical revolution. Whether veteran teachers or brand new, most teachers weren’t trained to use student-centered approaches and especially a blended learning platform.  In this structure, the teacher is no longer supplying all of the content, but instead relinquishes primary control of the learning process.  My role is to help them understand the vision of this program, providing tips for instruction, classroom management, lesson planning, technology implementation, etc.

What are your goals for this school year?
My goals are first to increase student achievement. I want to build relationships with teachers, administrators, and all stakeholders, and I especially want to help teachers feel comfortatble reflecting on their practice and the entire blended learning format. I also want to help improve the coaching model, which is a very different approach to teacher professional development.  It’s important that we help teachers feel trust in the process. I also hope to help author some of the curriculum in the new online learning platform. Another goal is to be an advocate for the teachers and students, providing support and a listening ear. 

What are the keys to accomplishing a school turnaround?
Having a great staff and coaching is definitely the top priority. Results are the ultimate measurement of accomplishing the school turnaround. This is not easy. The biggest key is the teachers—will the teachers buy-in to the vision and execute the plan with discipline and flexibility? They have to be equipped with the right tools and processes. The little distractions will be the barriers to success for the faculty.  The importance of thoroughly preparaing for the huge number of logistical issues involved and then planning to make it all work seamlessly cannot be overestimated. Transparency is also impactful—Parents need to be kept involved in the process.

How can parents engage in the turnaround process?
That’s the BIG question. Parents need to have their students prepared on a daily basis with good nutrition, dressed in the proper uniform, and at the school on time. They should read communications from the school, ask questions, attend teacher conferences, and check the online school gradebook.  There should be no surprises these days with access to so much information.  We will do whatever is required to give parents access to this information so they can stay engaged in the process. We want them to feel welcome and to be involved.

What most attracted you to this position?
Several things. First, I wanted to be in a role like this for years. I wanted to share my classroom experiences, because I have lots of "tricks of the trade" and I wanted to use my PLC experience. Building support and capacity within the faculty is critical.  The technology aspect was especially attractive. I love how it changes, how excited students get with technology, and being able to show teachers and students new things. Being in a leadership role that also impacts classroom excellence is right on target for me. Being part of a turnaround that is going to make such a huge difference in this city is very important to me. 

How would you describe your most unique accomplishment to date?
This might sound strange, but three years ago I started a talent show at my school. This enabled me to use all of my talent and skills in one event. Delegation, organization, project management, etc. Hundreds of students auditioned for the show, so the involvement was huge.  It excited everybody—which was big for me.  The kids got to be in the spotlight, no matter their academic reputation, and could shine with their unique talent. We could tap into their other skills, making them feel very valuable.  Staff were involved, parents were involved, teachers were involved, students were involved! There’s nothing like that experience. I hope that program remains a legacy for that school.

Why should other unusually gifted educators consider the challenge of working in a turnaround school?
If you go into education to be a teacher, you’re in it to help the kids.  It’s easy to walk into some districts and schools that are highly successful. But think about it—they might have done that with or without you. In a turnaround school they need you. They’re desparate for high quality leaders who have the courage to take a ground floor program and make it real. Talented educators must give this a chance because if it will work in these schools, it will work anywhere.

What are your expectations at the end of this school year? How will you be different?
I’m very interested in the pre- and post-tests to see what progress is made academically.  That’s critical.  We need 1.5 years of growth AT LEAST.  And I believe that is achieveable. 
We also need the teachers to believe in the model, setting high expectations and delivering a truly student-centered curriculum and experience. I think I’ll be different by growing as a leader, demonstrating evidence of data implementation and process improvement in the blended model. I’m not sure how this is going to happen, but its an exciting challenge. I want to be more decisive in my leadership, transitioning ideas into action plans. I also want to develop coaching skills to help teachers where they are and from their experiences rather than from my own. I’m looking forward to tailoring my approach to each teacher, helping personalize the experience for them.