One of the biggest takeaways from my time in the Digital Education Leadership program through Seattle Pacific University is that teachers are students, too. When diving into effective mentoring and professional development, some of the most successful strategies are those that are also used in the classroom. Many back-to-school workshops remind teachers to get to know their students and provide differentiation in every learning experience. In other words, providing learners (adults included) with a pre-assessment (formal or informal) to determine where they are in order to reach where they need to be.
Edutopia has a great article and video that touches on the importance of assessment before learning even begins:
In an earlier post, I wrote about my journey in reviewing and redesigning a university’s Library Media Endorsement (LME) certification program. Here, I continue that work by drafting a Needs Assessment survey for potential students. As I mentioned in my last post, the program is not yet finalized, so I am omitting the name of the institution and it will henceforth be identified as “University.”
Before writing the Needs Assessment survey, I did a bit of background research, attempting to see how other schools have assessed their incoming … Read More
When I talk to people about the Digital Education Leadership program through Seattle Pacific University, I often end up saying, “Well, there’s homework, but it’s not really homework. I do work, but it’s directly related to my responsibilities as a librarian and an educator. So, it’s homework but it’s not really homework. It’s bigger than that. It has more significance than ‘homework.'” While this has been proven throughout the duration of the program, it couldn’t have been more true than when I was offered the opportunity to redesign a Library Media Endorsement certification program… As part of my “homework.”
My classmates and I were recently tasked with conducting a program evaluation. Students learned “how to conduct needs assessments, develop technology-related professional learning programs, evaluate the impact on instructional practice and student learning, and communicate findings to the institution” (Course syllabus). Dr. David Wicks, Chair of the Digital Education Leadership program, came to me with a wonderful opportunity to redesign a university’s Library Media Endorsement (LME) certification program. Because the program is not yet finalized, I am omitting the name of the institution and it will henceforth be identified as “University.”
Technology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning.
Over the last several weeks, my classmates and I have learned how to implement a successful professional development program and I have identified the following elements as being most useful when evaluating a professional development program:
Sadly, professional development is generally “something that is ‘done’ to teachers” (Pilar, 2014). Teachers need opportunities to explore their own interests and venture into those topics at a personalized level that works for their individual learning styles. In a study conducted by the Center for Professional Education, it was found that “90% of teachers reported participating in some form of professional development, and they also reported that it was not helpful in their practice. Thus, professional development is happening, but it is not effective” (Blattner, 2015). Imagine a place where teachers drive their learning by expressing their interests, learning at their own pace, implementing their discoveries and reflecting on their current and future practices. … Read More
Technology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning:
a. Conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning
b. Design, develop, and implement technology-rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning, and assessment learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students
c. Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience
d. Coach teachers in and model design … Read More
While the entire Digital Education Leadership program at Seattle Pacific University is designed to be a hands-on experience which embeds learning opportunities into students’ current workplace, this course, in particular, provided students with a meaningful opportunity to practice our newfound skills in a professional environment. Under the tutelage of Dr. David Wicks, Associate Professor and Chair of the Digital Education Leadership program and Dr. Les Foltos, Director of Educational Innovation at Peer-Ed and author of Peer Coaching: Unlocking the Power of Collaboration, students were trained as peer coaches and we worked with a collaborating teacher from our respective schools. I chronicled that learned and the skills I obtained in posts throughout the quarter and now, as this course comes to a close, I’m reflecting on the work that was done and thinking about how to sustain my skills as a peer coach in the future.
The importance of peer coaching practice in schools became evident to me very quickly into the quarter. Teachers that are supported create students that are successful. Well-renowned researchers of teaching methods and staff development, Bruce Joyce and Beverly Showers, have found that teachers that have been coached generally demonstrate the following:
This week I continue my exploration of the first and second ISTE Coaching Standards through the Digital Education Leadership program at Seattle Pacific University. As I delve into these standards, I also hone my skills as a peer coach, merging my studies with my new role as Technology Integration Specialist. These opportunities of real-time implementation of my education has me wondering why more graduate (and even undergraduate) programs don’t follow a similar model, with students catering their learning to fit their “real lives.” I am so very thankful that my homework is directly connected to the responsibilities of my job. This week, for example, I was introduced to a variety of communication tools to make the peer coaching experience equally effective for both the coach and the collaborating teacher. My classmates and I devoted time to hold mock coaching meetings to practice these new skills, an exercise that initially felt silly, but proved to be a great confidence builder.
While this activity was designed to train peer coaches, the communication skills are useful in all collaborative relationships (they were a great reminder for all areas of my life). Les Foltos, Director of Educational Innovation at Peer-Ed and author of … Read More
Last semester I began to explore the ISTE Coaching Standards through the Digital Education Leadership program at Seattle Pacific University, this semester I will continue that examination as I start the journey of serving as a peer coach. Before diving into my individual experience as a coach, it was necessary for me to understand the expected roles and responsibilities of this position. Les Foltos, Director of Educational Innovation at Peer-Ed and author of Peer Coaching: Unlocking the Power of Collaboration, describes a peer coach as a “teacher leader who assists a peer to improve standards-based instruction by supporting the peer’s efforts to actively engage students in 21st-century learning activities” (2013, pg. 3). What I quickly realized after reviewing the various roles of a peer coach is that this is an educator who is expected to wear a multitude of hats simultaneously. Foltos outlines the various roles below:
Facilitator – Planning and leading meetings, activities, and staff development in one-on-one, small group, or large group situations.
Collaborator – Working together with colleagues to plan, implement, and evaluate activities.
Expert – Acting as a subject matter expert on a variety of topics.
Catalyst – Helping teachers reflect on and improve
I have written a number of posts this quarter chronicling the planning, design and execution of my Global Collaborative Project (GCP). Today, I take a moment to reflect on the project and how I was able to address the five ISTE Teacher Standards through the completion of this project.
When the GCP was first introduced by the professors, there were a great deal of questions because the nature of the project is so open-ended. As I look back on the last several weeks, I realize the freedom to pursue a project based on my own interests and curiosities helped me to stretch and grow so much as an educator. As the librarian of a dual-curriculum school, I am always looking for opportunities to connect students with the world and other students of bilingual schools. When I stumbled across Mystery Skype, I knew it had the potential to be a great learning experience, but my school had ever done anything quite like it in the past. With little idea of what I hoped to accomplish, I jumped in with both feet and my fifth graders happily followed. They were thrilled to be participating in a new endeavor, they seemed to … Read More
This quarter we are exploring the ISTE Teacher Standards and in order to take that learning to the next level, in knowledge and practice, we are planning and facilitating Global Collaborative Projects (GCP). I introduce the project and give an overview of my plans in a previous post, check it out here. In this post, I outline my design for the project and review the 6 A’s of project design:
6 A’s of Project Design
My students attend a small non-secular school where they participate in a Hebrew immersion program for half of their school day. I was talking to a student recently and they mentioned that it was hard to do their Hebrew homework because they didn’t have anyone at home that spoke the language and could offer assistance. This lead me to realize that my students are part of a very small community and it would be a great opportunity for them to see that there are other students from around the world, that they have things in common with.
By connecting my students to another Jewish day school, they can learn about another school, while noting the various similarities and differences. This can help them