Creating Collaborative Environments through Language and Tech Tools – Getting Started!

Through specific language phrases and intentional technology tools, create collaborative environments to encourage participation and engagement.  This includes strategies for synchronous and asynchronous communication based upon research in neurological learning, technology interaction, language, and communication. …

Continue reading

Modeling technology tools in professional development

“Starting with vision allows professional development work to be messy. Learning isn’t linear, and it isn’t easy. It’s strongest when it involves challenge, is collaborative, and is supported and celebrated along the way. Teachers are …

Continue reading

Acknowledging change to improve the future.

Change happens.  Change exists.  Change is.  Whether change is qualified as good or bad, bad or good is based upon personal perspectives, experiences, and understandings reflective of situational contexts.  Emotionally charged, excessively logical, or flying …

Continue reading

Putting the Practicum into Practice: Notes from Emergency Remote Learning

I have been part of the Digital Education Leadership (DEL) graduate program at Seattle Pacific University (SPU) for the last 2 years and this final quarter consists of a practicum experience. When school closures occurred, there was a sudden shift in my position and what this practicum experience would actually be. The final practicum became …

Continue reading “Putting the Practicum into Practice: Notes from Emergency Remote Learning”

Continue reading

Word-Of-Mouth = Evidence-Based: Merging word of mouth momentum with evidence-based EdTech implementation

While learning more about at ISTE Standard 4b, ISTE Standard 4: Professional Development and Program Evaluation Performance Indicator B, I started to wonder about the effect word-of-mouth has on EdTech implementation, strong professional development opportunities and program evaluations by teachers in our schools.  It led me to the question, how can we move from ‘word of …

Continue reading “Word-Of-Mouth = Evidence-Based: Merging word of mouth momentum with evidence-based EdTech implementation”

Continue reading

Becoming a 21st Century Administrator

There are many ideas and conversations surrounding 21st Century Learners and 21st Century Teaching/Teachers.  While learning more about ISTE Standard 4: Professional Development and Program Evaluation - Performance Indicator 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, I wanted to extend this learning …

Continue reading “Becoming a 21st Century Administrator”

Continue reading

Doing – The Most Important Digital Age Best Practice for PD

“For the things we have to learn before we can do them, we learn by doing them.”  ― Aristotle   Student needs and outcomes should be at the heart of how educators teach and grow but how can this happen in a thoughtful way that includes how digital practices have changed how we all (educators and students) learn, interact and consume information?  While looking more closely at the ISTE Standard 4: Professional Development and Program …

Continue reading “Doing – The Most Important Digital Age Best Practice for PD”

Continue reading

Best Practices for Adult Learners When Designing Professional Development

In order to determine what best practices are for designing Professional Development (PD) for adult learners, I first had to learn about and understand what adult learning principles are.  Looking at Androgyny, defined as the method and practice of teaching adult learners; adult education, there are six basic principles and eight design elements of Andragogy (Park, Sunyoung; Robinson, Petra; and Bates, Reid (2016)).  The tables below explain in …

Continue reading “Best Practices for Adult Learners When Designing Professional Development”

Continue reading

Revamping Professional Development Using Ed TEch Tools

Educators attend Professional Development (PD) for a variety of reasons which span from personal interests to clock hour requirements to required attendance from district or administration. No matter what the reason is for why educators are in attendance at a PD, the hope is that knowledge will be shared, gained and then brought to life …

Continue reading “Revamping Professional Development Using Ed TEch Tools”

Continue reading

A Foray Into Coaching ~

I recently read an article about coaching with the title, Instructional Coaching – A Springboard not a Scarlet Letter, and this phrase has stuck with me.  While practicing coaching skills with a teacher at my school, I quickly realized that because we have a strong foundation of trust built, the conversation focused on how to deepen …

Continue reading “A Foray Into Coaching ~”

Continue reading