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Rogers High staff to receive targeted professional learning ahead of new building opening
Summary
Through Line Learning outlined a multi‑part plan to train teachers and integrate new classroom technology before students move into the new Rogers High School. The plan includes teacher‑coaches, unconference faculty sessions, a video/resource library, and summer practice time in new classrooms.
Through Line Learning presented to the Newport School Committee on Tuesday with a multi‑pronged approach aimed at preparing Rogers High School teachers for the move into the district’s new high school and its expanded classroom technology.
Sean Rubin (S17) described three core elements: (1) identifying and training a cohort of teacher‑coaches who will mentor peers, (2) leveraging monthly faculty “unconference” sessions so teachers can run short peer workshops on classroom tech and formative assessment, and (3) developing an asynchronous resource library (videos, how‑tos, lesson samples) to let teachers access just‑in‑time guidance. Rubin said early adopter teachers have already been using smart boards and that a small cadre of high‑quality coaches is being trained now.
Rubin framed the work as aligning with the district strategic plan and said the goal is that teachers walk into the new building confident using the devices and the new instructional design. “...this crew of teacher coaches that we're training and these individuals that are kind of leading these unconference sessions, we wanna be gathering and collecting a lot of this as assets, video, asynchronous resources, and actually create a library of these resources that teachers will have access to independently and individually,” Rubin said.
School staff emphasized hands‑on time in the new classrooms before students arrive. The district plans to coordinate with construction and vendor teams (Gilbane and vendors) to complete a few fully outfitted classrooms so teachers can run mock lessons and practice device management. The career and technical education (CTE) side will train AOIT students as resident help‑desk experts so technicians are available for quick fixes in class.
Committee members asked about scheduling, vendor support, and grant funding for professional learning; presenters said much of the work is grant‑funded and that the plan is designed to be sustainable after external providers step back.
The presentation concluded with a plan to offer summer professional learning blocks and a phased release of the professional‑learning structure so teachers retain ownership of the practices beyond the contractor engagement.
