Category Archives: Teaching Learning and Assessment

The Coach – Administrator Connection: Module 5

Connecting and Collaborating with Administrators as an Instructional Technology Coach

This week in my final blog post of the quarter for my class on Educational Technology Leadership my question has led me to investigate how an instructional technology coach can partner with administrators to support and extend the learning that is happening through coaching. I have an interest in asking this question because I think that in my coaching role increased engagement and collaboration with administrators would benefit my coaching practice and the teachers and students at my schools. As I’ve written about before however, based on the literature I’ve read I am also in a unique position being in multiple schools. In addition to being in multiple schools, the fact that I’m in the middle of my first year as a coach also probably helps to explain why I may feel a slight disconnect to administrators in my building. So my questions, what does an engaged administrator do to support a coach in their building? And how can I help to engage administrators to make the most of my coaching role in their schools? Those questions will likely make sense to my peers who have been reading my previous posts this quarter because they are in a similar vein to my other posts. I was excited to investigate what an engaged administrator might look like from a coaching role, and brainstorm what I might be able to do to help further engage the administrators I work with. I also want to add that my past experience as a teacher in a school with an administrator who collaborated and met with her coaches regularly, did in fact give me an idea about some of the things an engaged administrator might do with coaches.

As I was looking for resources to guide my investigation I found a blog post written by Elena Aguilar titled “10 Ways for Administrators to Support Coaches,” which made my search fairly easy.

Some of the takeaways for me from this post are:

  • Align on a coaching model

That is one of the things I have been wondering about during this year. What do principals expect of me as a coach? What is their idea of the coaching model I am following? Aguilar suggests that coaches and administrators discuss these questions and more, then she adds, “Discussing these with a coach can lead to more cohesion and clarity as well as surface any large discrepancies” Aguilar (2014). In my monthly meetings with administrators I would like to get a better sense of what type of coaching model would best benefit their school.

  • Learn Together

Our team has often talked about what learning is happening at elementary leadership meetings but as of now we are not included. I think knowing that learning would help us support each other. The point of Elena Aguilar, (2014) though is, principals can ask questions of coaches to learn about instructional best practices and I think if principals were doing that collegiality between administrators and coaches would grow as well. Maybe another approach is inviting administrators to our professional development. Maybe asking them to come to NCCE is an opportunity to build trust, and mutual support for one another.   

  • Support Your Coaches Learning

This point encourages administrators to invest in a coaches learning and growth through PD. The author suggests that learning to instruct adults is often the most difficult thing for coaches to learn, so investing in that growth will in turn help coaches and teachers. As I provide PD for schools this year I’m going to ask for explicit feedback about how to improve my work. I was able to give my first whole staff PD last Friday, and now I think my next step is to solicit feedback form the principal and assistant principal.

  • Offer Leadership Guidance

Aguilar says, “coaches are leaders who need leadership development” (2014),  and that is definitely how I feel. Certain staff members, but not all, do seem to look to me as a leader. Often, I’m asked about the plans of the district. A lot of that depends on my coaching relationship with that staff member. Guidance from a leader is definitely something I am looking for in my position and in each of my schools. Again, I think this often comes up in whole staff PD settings so asking administrators who sit in for those trainings about how I handle staff questions is a good next step for me.

  • Appreciate your Coaches

This point is about recognizing the contribution that a coach makes to your school. I understand that I’m still working on my contributions, but I admit it would be nice if an administrator knew what I was doing. In my monthly meetings with administrators we do get to talk about what I‘m doing in the school, but usually I’m leading that part of the conversation. I am hopeful though that sometime later in the year, they hear about my work from a teacher and mention it to me in one of our meetings. That’s recognition for me!

It also seems that as I am given the opportunity to speak in front of a staff more often and if I continue to ask for feedback from administrators they will certainly see some of the work I am doing. As an instructional coach in a handful of schools my role might be unique or at least of less focus in the literature I have read but many of the same concepts still apply. One overarching theme this quarter has been building relationships and I recognize that just as I am doing that with teachers, I am still definitely doing that with administrators. I’m hoping that the reading I’ve done for this post will keep me moving in the direction of strengthening relationships with administrators and in turn will allow me to experience greater buy-in and participation in coaching in each of my schools. 

Resources

Aguilar, E. (2014, October 9). 10 Ways for Administrators to Support Coaches. Retrieved December 10, 2017, from http://blogs.edweek.org/teachers/coaching_teachers/2014/10/10_ways_for_administrators_to_.html?cmp=SOC-SHR-FB

Foltos, L. (2013). Peer Coaching : Unlocking the Power of Collaboration. Thousand Oaks, California: Corwin.

Walpert-Gawron, H. (2016, June). How to Be a Change Agent:The Many Roles of an Instructional Coach. Educational Leadership, 73. Retrieved December 11, 2017, from http://www.ascd.org/publications/educational-leadership/jun16/vol73/num09/The-Many-Roles-of-an-Instructional-Coach.aspx

Is SAMR Enough? Module 4: Teacher Practice and Technology Integration

Introduction to Module 4

For my post this week in Module 4 of my fall class, in Educational Technology Leadership I decided to focus on the SAMR model for technology integration. My district uses SAMR as a way to gauge technology integration but I wanted to know if there was a way to use that model as I work with teachers so that it doesn’t feel like an extra layer to them. It seemed to fit in this module since my professor asked us to think about what skills, resources and processes will you use to help peers co-plan learning activities they want to improve? Again since our district is already committed to using SAMR I thought I could use my question to aid teachers in the district plan for technology integration. Basically I wanted to know how can the SAMR scale be used to help improve learning activities in a way that is manageable and beneficial for a classroom teacher? My goal in this investigation is to try to not add anything else to a teacher’s plate.

In my investigation I came across some other technology integration protocols that might be useful to a teacher or a technology coach, especially if a district didn’t have a protocol they were committed to using or if it wasn’t clearly implemented or understood. With the help of my professors I found the Triple E as well as TPACK. In my own searching I also came across a protocol called the Trudacot. In addition to SAMR I will spend some time reflecting on the Trudacot and using it to answer my question for the module. I didn’t feel that I had time in this post to get into Triple E or TPACK during this post.

Connection to ISTE Coaching Standards

This module seems to have an extremely clear connection to two of the ISTE Coaching standards we are focusing on throughout the quarter. First ISTE-C 1d. Implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms. The second standard supported by this module is ISTE-C 2f. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences. The reason why I think the connection is so clear in this module is that in using the technology integration protocols I have seen seems to guide teachers back to focusing on what is really good teaching. As coaches if we continue to remind teachers that the focus is on good teaching, I think that some of the concerns and discomfort with technology might actually be erased. Furthermore, as we continue to advocate for good teaching through using a reflective process like Trudacot or SAMR I think that collaborative higher-level thinking among teachers and coaches will continue to shape innovation and fuel the change process. I’m excited that my district has decided to use the SAMR model as a way to gauge technology integration and I hope that through this post I can figure out some ways to guide teachers as we think through the process together.

Three Resources to Consider: The SAMR Model, Trudacot and Peer Coaching

SAMR

There is a lot of information on the SAMR model available on the web. There are some very well known blogs that have taken up the SAMR model as a topic for their posts including Kathy Schrock’s Guide to Everything. She has even linked other SAMR resources from all across the spectrum of use to her page. So, there is abundant information available. Still I’m not sure that teachers fully understand the model (or that I do) and from what I’ve read during this module this is a common problem. One great thing about SAMR is its simplicity in comparison to some of the other protocols, it’s only four sections. However, maybe for that reason there seem to be some misunderstandings.

The SAMR Model by Dr. Ruben Puentedura
Image created by Dr. Ruben Puentedura, Ph.D.
http://www.hippasus.com/rrpweblog/

As I look at SAMR as a part of my job, talking through it with other coaches and using the protocol my district has developed to measure technology integration I realized that don’t know if teachers are taking advantage of the SAMR protocol to leverage technology and improve student learning. As a coach I wonder how I can aid that change and what support I can offer to teachers in that process?

Even though it is short, I think SAMR can seem a bit complicated and foreign to teachers especially those who might be unfamiliar with the model in the first place. I think as a coach it is important to emphasize that often it is appropriate for teachers to stay in one area of the continuum, to ebb and flow depending on many factors, or to move up slowly during the course of a unit. Many of the resources I’ve read this module emphasize again that there are many great lessons that don’t have to incorporate technology (Swanson, 2014). In other words, focus on good instruction, not technology.

One great addition to the SAMR that I think would be very helpful to teachers is Kathy Schrock’s graphic and blog post that connects Bloom’s to SAMR. Teachers across the spectrum are more familiar with Bloom’s than SAMR so to me it makes sense to connect the two to help teachers see how as you move up the SAMR ladder the cognitive load increases, (Schrock, 2013). The language of Bloom’s is familiar to teachers. They feel confident working to improve a lesson to move students from knowledge toward evaluation, however going from substitution toward redefinition might feel foreign. As a coach I think I can help to bridge that gap by using the work Schrock has done by using Bloom’s to explain SAMR. Finally, in discussing higher level thinking it is possible that the discussion may lead to the integration of technology into a lesson or unit thereby moving the lesson or unit up the SAMR scale.  

 Digital Bloom’s Video

Trudacot

The next model I wanted to discuss is called Trudacot. Trudacot is a discussion protocol designed to facilitate deeper learning. Trudacot is short for Technology-Rich Unit Design And Classroom Observation Template. In his post introducing Trudacot Scott McLeod argues “while SAMR is useful as a concept, its use of four levels often puts teachers on the defensive because they feel labeled and judged when placed into a lower level” (McLeod, 2017). I think he is right because I got the feeling that teachers might have felt judged during our latest technology walk through. Some even asked about the effectiveness of the snapshot view that we got of classroom practice. Their feelings are valid, even though we have said it is not evaluative, it’s hard to feel that way when 2 adults enter your classroom and take notes as you teach or as your students work. One thing they may not know is that in our walkthroughs we are categorizing technology use on the SAMR scale we are collecting a longitudinal study of integration since it has been done in the district over a two year period.

Regardless, this reaction by teachers is what got me thinking about how we could support integration without overwhelming teachers. I think the key lies in a coach thoroughly understanding the protocols and questioning techniques needed to help teachers move to purposeful integration of technology because of high quality teaching and reflection throughout that process.

The Trudacot discussion protocol seems to aim to get teachers to consider instruction instead of focusing on the technology through a series of questions that are answered by the teacher. I would think that these questions could be easily used by a coach to help stimulate the lesson design process, but there are a lot of questions. In order to not overwhelm a teacher it would be necessary to either unpack the process together slowly or a coach could internalize the process and call upon it in a discussion with a teacher drawing from the questions and categories in Trudacot.

Peer Coaching

Les Foltos, in his book Peer Coaching (2013) is continually saying it doesn’t make sense to overwhelm teachers by giving them a number of different areas of focus to consider. That is making more sense to me as I learn more about these protocols. Part of the coaches job seems to be eliminating those choices through careful consideration and asking questions of the teacher to draw out what they would like to focus on. “Too often, teachers plan their lessons around technology instead of putting learning first, (Foltos, p. 136, 2013). As a coach, at times I feel I’m dealing with two extremes of the spectrum. There are teachers who are fully focused on technology, while others seem that they couldn’t care less about integrating it into their classroom instruction. Whether that comes from learned helplessness or just the overwhelming amount of work teachers are expected to do I’m not sure. As an instructional technology coach I think looking through the lens of instruction and higher level thinking is helpful. I wish I could help teachers to understand that the work we can do together should lead to higher quality instruction and deeper learning even if my title is instructional technology coach, it’s still all about the learning.

“The coach’s job is to bring the conversation back to pedagogy and learning objectives before talking about technology. It is at this point in the process when meaningful conversations about integrating technology occur, (Foltos, p. 151,  2013). Clearly coaches, teachers and students benefit when there is a clear understanding of a technology integration model or protocol but that isn’t the ultimate goal. As a coach if I can clearly understand the tool used by my district and even other protocols, I believe I can use that knowledge to help teachers improve instruction while at the same time integrating technology in more meaningful ways. It’s not about the tools, it’s about the teaching!

Resources

Common Sense Education. (2016, July 12). What is Bloom’s Digital Taxonomy? Retrieved from https://www.youtube.com/watch?v=fqgTBwElPzU&feature=youtu.be

Foltos, L. (2013). Peer Coaching : Unlocking the Power of Collaboration. Thousand Oaks, California: Corwin. Retrieved from http://dx.doi.org/10.4135/9781483300252

Going Deeper with Learning Technology Integration — A 9-Question Protocol. (2017, October 5). Retrieved November 27, 2017, from http://frontandcentral.com/moving-to-digital/going-deeper-learning-technology-integration-using-9-question-protocol/

SAMR. (n.d.). Retrieved November 27, 2017, from http://www.schrockguide.net/samr.html

Swanson, P. (2014, December, 16). Rethinking SAMR – Teacher Paul. Retrieved November 30, 2017, from http://www.teacherpaul.org/2889

Trudacot. (n.d.). Retrieved November 27, 2017, from http://dangerouslyirrelevant.org/resources/trudacot

Turning SAMR into TECH: What models are good for. (n.d.). Retrieved November 27, 2017, from http://www.litandtech.com/2013/11/turning-samr-into-tech-what-models-are.html

Building a Better Education with Scaffolding!

Scaffolding for Coaches, Teachers, and Students For this module’s blog post, I decided to look at scaffolding and how it applies to peer coaches in education.  Les Foltos mentions scaffolding with regard to helping teachers aid students in solving particular tasks in Chapter 7 of  Peer coaching : Unlocking the Power of Collaboration (Foltos 127), and … Continue reading "Building a Better Education with Scaffolding!"

21st Century Skills to Connect Teachers and Coaches: Module 3

Module 3 of EDTC 6105 and my definition of the problem

For this week my program is focusing on 21st century learning. The topic alone brings a lot of questions forward, what is 21st century learning? Does it matter to teachers and students? How do you measure 21st century learning? My search for resources didn’t really narrow down my options much. Since we are focusing on peer coaching and thinking about how we define 21st century learning and how to use that definition in our coaching, I started to wonder, do teachers and coaches define 21st century learning in the same way? I think that often we do, but for a large portion of teachers maybe it isn’t even considered because of all the other worries and concerns that come with teaching in a classroom with nearly 30 unique individuals from different backgrounds and environments in the same room. Teachers are busy, they have a lot on their plates as I’ve said before on this blog, so I think 21st century learning might not be on the forefront for many teachers. I wonder how coaching can help teachers to move toward sharing the same definition technology coaches have of 21st century learning, and integrating that learning into their practice.

In framing my question it is important to note that teachers and coaches are in vastly different circumstances at least based on my limited experience as a coach. The pressure I feel as a coach is different than the constant pressure I felt as a teacher to bring my students to standard in a subject that they didn’t necessarily like or in an area of need that supported my growth goal. I want to share that struggle with teachers and offer support that will help them achieve those goals. However, coming from the realm of the classroom teacher and having been a teacher in a dual language classroom for the last 8 years gives me insight into what teachers experience. Based on my reading I have tried to think critically about some ways that teachers and coaches can work together to see growth in students while at the same time improving teaching practices in classrooms.

The Coaches Role

As a coach I feel like part of my job is knowing the latest research and knowing and being able to visualize ways that teachers can subtly change their practice in order to improve student learning. Many teachers do this same research and learning while teaching full time, but I have to acknowledge that in moving into a coaching role part of my responsibilities include knowing the current best practices in teaching pedagogy and specifically technology integration. It doesn’t necessarily mean I know any more than teachers, but it is still worth stating that part of my role includes researching how to help teachers move toward incorporating 21st century learning into their classrooms. As a coach, I have additional resources and time available that teachers do not always have. I can use that time to research how to support growth in teaching practices and instruction.

One other benefit from a coaches role is the exposure I have to different classrooms. As a classroom teacher I maybe got to see 2 or 3 different classrooms a year max, instead I had to learn what teachers were doing from reading, or listening to them describe their practice. Recently in my coaching role I was able to tour every classroom in 8 different elementary schools. That exposed me (although briefly) to a couple hundred teachers and their approach to teaching literacy, math or another subject and showed how they were integrating technology. That is many times the exposure I would have gotten to different classroom as a teacher and I’m not even considering the classrooms I have visited at other times this year as a co-teacher.

Not surprisingly because I’m an instructional technology coach, I think that technology might play a prominent role in allowing for better differentiation in the classroom and might lead us to improving our teaching in a way that lifts students to a higher level of achievement, including mastering 21st century skills. Foltos, (2013) makes the role of a coach clear when he writes that a “coaches job is to encourage innovation.” He goes on to add that, “without this kind of outside stimulus, drawing on prior learning may only succeed in supporting the status quo,” (Foltos, 2013). As a coach, I’m available to be the outside stimulus that can aid in integrating 21st century learning into the classroom.

Challenges for Teachers

It might sound easy so far, just organize a meeting with a coach and voilà, 21st century skills will arrive. I must acknowledge that integrating 21st century skills into your teaching will not be a quick and effortless process, change is usually difficult and often slow. As I reflected, I drafted a quick list of things that might qualify as constraints to a classroom teacher:

  • Lack of time
    • No formal collaboration time – or fragmented focus during that time
  • Curriculum
  • Evaluation
  • Standards
  • District or school policies
  • Lack of training

This is just a quick list I came up with while outlining this post, it isn’t intended to be exhaustive, but I’d love to hear of you have other constraints that might keep you from integrating 21st century skills into your teaching. Or, on the other hand, if any of the things listed actually drive you to integrate 21st century skills into your teaching.

What to Try

I think a great place to start is to “define the skills and competencies your students will need,” as Foltos, 2013, shares in Peer Coaching. Then match those competencies with school goals, and pick one skill to work on. Slowly add to those skills to change your practice. This is the work that coaches and teachers can do together to lead to more 21st century skills being taught in all classrooms. Another good resource is the 6 Essential Modern Teacher Skills and Why You Need Them from the Global Digital Citizenship Foundation. The author defines these skills as:

  1. Adaptability
  2. A desire to learn
  3. Confidence
  4. A knack for teamwork
  5. An empowering nature
  6. A global mindset

If you consult other sources you might see different skills. From what I have read there doesn’t seem to be consensus about what skills are definitely 21st century skills. P21.org seemed to focus much attention on critical thinking and how to teach it. Notably, incorporating PBL into undergraduate education courses led to more effective critical thinking skills as noted by Ventura, Lai & DiCerbo (2017). It also seems to be different if you are talking about teachers skills or students skills. I think both are important because to teach skills to our students, we need to possess those skills. Many of the skills listed above are facilitated through technology. Similarly, there is the graphic of 9 Fundamental Digital Skills for 21st Century Teachers from educatorstechnology.com 

9-fundamental-d_19217909_509343d7c3bf1adffcfc2e825791322c41d30799

I believe that in partnership with instructional technology coaches if they are available, or with the right mindset when using technology student learning will increase.

I would encourage teachers who are able to pick a skill they want to learn and email or call a coach to begin working on learning that new skill. Have a learning goal in mind, a project or a lesson where you integrate that skill or tool into your teaching. Try to think beyond that even to see how students could use the same tool to produce something that demonstrates their learning. Then continue to use those skills in a number of lessons or a unit. Another idea for how to work with a coach would be to offer personalized learning to students. Develop fluency in tools that lend themselves to this personalization. Finally, ask questions. Ask your coaches, ask your students maybe even ask of yourself. How can the work be improved, extended, modified to reach more students? That is how we empower students to be 21st century learners and it’s one of the ways we demonstrate that learning to our students. Here is a quote from The Global Digital Citizen Foundation that just might sum up how difficult and necessary it is to work to define 21st century learning and to incorporate it into our teaching. A final quote comes from 4 Common Misconceptions about Teachers We Must Rethink.

When writing lesson plans, you need to connect to curriculum, design essential questions, and create challenging projects. Students need something to strive for that will develop skills for living successful and happy lives. This isn’t a lesson that comes from any textbook, either; it has to come from the mind and heart of a passionate teacher.

Doing those difficult things will certainly lead to increased development of 21st century skills in teachers and students.

Resources

4 Common Misconceptions About Teachers We Must Rethink. (2017, September 10). Retrieved November 12, 2017, from https://globaldigitalcitizen.org/4-misconceptions-about-teachers?utm_content=60114297&utm_medium=social&utm_source=twitter

9 Fundamental Digital Skills for 21st Century Teachers. (2016, December 30). Retrieved November 12, 2017, from http://www.educatorstechnology.com/2016/12/9-fundamental-digital-skills-for-21st.html

Foltos, L. (2013). Peer Coaching : Unlocking the Power of Collaboration. Thousand Oaks, California: Corwin.

Ventura, M., Lai, E., & DiCerbo, K. (2017). Skills for Today: What We Know about Teaching and Assessing Critical Thinking. Pearson. Retrieved from http://www.p21.org/storage/documents/Skills_For_Today_Series-Pearson/White_Paper_-_P21_-_Skills_for_Today-What_We_Know_about_Teaching_and_Assessing_Critical_Thinking_v4_1.pdf

Watanabe-Crockett, L. (2017, February 24). 6 Essential Modern Teacher Skills and Why You Need Them. Retrieved November 12, 2017, from https://globaldigitalcitizen.org/six-essential-modern-teacher-skills-need

“A Tale of Two Attics” or “What Sherlock Doesn’t Know Won’t Hurt Him”

A Literary Indulgence Permit me, if you will, to begin with a rather lengthy quote from the Sherlock Holmes story, A Study in Scarlet. Here we see Watson describing his new roommate, Sherlock Holmes: His ignorance was as remarkable as his knowledge. Of contemporary literature, philosophy and politics he appeared to know next to nothing. … Continue reading "“A Tale of Two Attics” or “What Sherlock Doesn’t Know Won’t Hurt Him”"

Collegial Relationships and Instructional Coaching: Module 2

Introduction to Module 2 and My Question

This week I was thinking about developing professional relationships when in a new role. I wanted to reflect on that process and find out what was normal. At the same time I wanted to consider ISTE 1 d for coaches, how coaches advocate for change, that is the standard behind our module. So in my research for my M.Ed. in Digital Education Leadership Program at SPU, I decided to look for some sources outside of the world of education where coaching has been around and has been popular for some time. I will try to share best practices for building collegial relationships and some things that stood out to me in particular as useful from what I found in the business world and a connection between instructional technology coaching and literacy coaching. 

Building Collegial Relationships

 

How do we build collegial relationships? I find myself wondering about that, probably in part because I am building collegial relationships across schools, in a new district all at the same time. It’s common practice for coaches to only go into classes after they have been invited, probably to avoid any feeling of evaluative practice being associated with them. So here I am waiting for an invitation. How do instructional technology coaches develop relationships across multiple school buildings? It is something that takes time as I’ve read multiple times in the book Peer Coaching: Unlocking the Power of Collaboration (Foltos, 2013),  and in other resources I’ve used for my past two blog posts. I came across an article at Mindtools about building great relationships at work. I don’t want to summarize the entire article here, but you can go and read it if you would like, but I do think much of it applies to new coaches and anyone who has many interpersonal interactions at work. Instead I want to talk about parts of the article that stood out to me as an instructional technology coach. The article does link Mindfulness to building great relationships at work. That seems to be a hot term lately in education, and for good reason. I wrote about  mindfulness in my mission and vision as a digital education leader earlier in my program. Being mindful seems to draw us out of ourselves, that reflection leads us to think more about others and their needs and concerns, not just focusing on our own. It makes sense that practicing mindfulness in regard to your words and actions would lead to better work relationships. A couple other ideas stood out to me from this article, one was identifying your relationship needs along with focusing on your EI and listening actively and being positive  (Mindtools, n.d.).

It seems important to know what you need from others and what they need from you, especially in the position of a coach (Mindtools, n.d.). Part of a coaches role is helping teachers to figure out what they can do to grow their practice, through reflection. To me that seems like another way to say, understand what others need from you. As an instructional technology coach I also need to know what I need from others, or what I can learn from them. There is so much to learn, it’s important to keep that in mind in order to take advantage of the many opportunities I have to learn from others. In addition, I want to be sure to voice what I have learned or am learning from them, to emphasize the peer to peer relationship we have. Continue reading Collegial Relationships and Instructional Coaching: Module 2

Let me ask you a question…

The Tricky Nature of Questioning in Coaching We’ve already established this quarter that coaching is not about being an expert. It’s not “I Know” as much as it is “I Trust” (Goldberg).  The module for this week’s post dealt with how to build that trust. One key element was to ask questions rather than provide … Continue reading "Let me ask you a question…"

Screencasting in the Classroom: Using Video for School Based PD with Staff and Students

Community Engagement Project

For the final project in EDTC 6104 – Digital Learning Environments I’m reflecting on my Community Engagement Project. Using screencasting in the classroom for instruction with students or PD with staff members. I attempted to identify a learning need for a community of educators and design a workshop and presentation to distribute the content through a presentation at a local conference. I initially had a difficult time thinking of an area where I was comfortable and capable of providing PD or exposure to a specific topic for a group of K-12 educators. Eventually I settled on the topic of screencasting. I decided to apply to present this project at a local technology conference, NCCE. When I was thinking about the length I knew it would be between 30 and 60 minutes based on the topic and what I had to say luckily the conference application helped, since there was a choice for a 50 minute spot or a 2 hour spot. I went for 50 minutes.

Engaged and Active Learning

A focus of our class was active and engaged learning in a digital environment. It was a challenge to incorporate into PD especially since I am used to sit-and-get style of PD. I have done a lot of thinking and reflecting on how to adapt and update PD to a more engaging style, but putting it into practice has proved to be difficult. One way I’ve attempted to engage learners is to provide freedom, and that is a great draw of video, you make videos that fit the purpose according what is needed in your class or by your staff. I hope participants will be engaged because they are able to apply this learning to their individual classrooms and plan videos for their students or staff. Another idea was to incorporate flipped learning content into the session. I decided that trying to get participants to record their own screencast before coming to the PD would hopefully help spark an interest and facilitate buy-in from participants. I also decided to try to gather the recorded videos together along with a description to create a library of screencast and video resources that would hopefully benefit teachers for use in their classrooms or job. To get participants involved in the session I attempted to have them script and record a screencast toward the end of our time. In planning for this, I have some concerns because I’ve heard conference wifi can be unreliable at times and video of course requires more bandwidth.

I really hope that the idea of a library of screencast videos would serve as a springboard for teachers recording more videos, or using videos linked through this Google site in their own classrooms. I will be interested to get feedback and track the use over time through some sort of analytics. As I was thinking about adding one more website to teachers taxed brains, I became concerned that mine would not stand out. I don’t have any answers, and I realized I have no way to remind anyone that it exists. I’m hoping that if my training is valuable and the videos recorded by others are shared this will become a valuable site for the teachers that visit. Who knows, maybe it can be used by my school district in some way. Right now, as you can see below it is just beginning as a basic Google site with four different pages focused on gathering and sharing screencast videos and my presentation.

The main page from the screencast collective website.

Content Knowledge Needs

During this quarter we focused on the ISTE Coaching Standards, and specifically standard 3. We covered the standard extensively and because of the time we put in reflecting and applying standard 3, I felt that my project meets many of the indicators for standard 3. I had difficulty explaiThis is the draft website showing my presentation resources. ning other content knowledge standards that are me by using screencasting for student learning and staff PD because the application is so broad. However, I can reflect on how I have used screencasts and instructional videos in my classroom in the past and share the content knowledge I have incorporated and what standards those videos could address for students or staff. I was looking back at some of my instructional videos tied to 4th grade math standards and I found that instructional videos for two chapters on fractions covered nearly all of the common core state standards for fractions for 4th grade. Instructional videso do differ from screencasts in my experience in recording however, and I have not yet made such a clear connection to standards in my own screencasts. I find that I often use screencasts to allow for more time to focus on standards within a lesson or in class because they help explain how to use a tool or how to navigate within a tool that will be used often in class.

Teachers Needs

One benefit of choosing to focus on screencasting and video is that it can be used for a variety of purposes. The skill of recording screencasts can be focused on student needs or the needs of teachers. I was able to record videos that I used for both purposes which I felt could be beneficial to share with other teachers. Teacher needs are vast, and we are stretched in many different directions. Recording a video can be one way to alleviate some of the pressures felt by teachers because it allows some basic needs and directions to be explained outside of the instructional block, or frees the teacher to focus attention on complex standards or deeper thinking.

The shared screencasts page from the screencast collective website.

Collaborative Participation

In past classes and in our class on on Digital Learning Environments we’ve been studying about engagement and professional development and best practices around engagement. So, naturally I want to make the professional development I’m providing as engaging as possible to those in attendance. From past investigations I should know how to do that but I found that knowledge very difficult to put into practice! I found that there were outside factors that limited my ability to provide the type of collaborative participation I wanted. Our class often discussed the constraints of the wireless network at large conferences, so when leading a PD session that is focused on videos posted online, naturally audience participation in the form of making their own videos is limited. Honestly, because of those limits I find myself more understanding of the typical forms of PD we experience as teachers. That being said, I don’t want my desire for transformation of PD to end here. I hope that in my upcoming classes and in my new job this year I will be able to continue working to transform the type of PD teachers experience. It is great to hear about things that are working across the country from our readings, as well as reading and hearing from classmates about their experiences in providing meaningful and differentiated PD opportunities. I still have a lot left to learn, in fact I’ll never be finished learning as all teachers know, but I feel that I’m on a great path that will hopefully benefit others along the way.

Resources

Building Technology Infrastructure for Learning. (2017, June). U.S. Department of Education. Retrieved from https://tech.ed.gov/files/2017/07/2017-Infrastructure-Guide.pdf

Module 2: Collaboration Across Districts in Technology Selection

Collaboration Across Districts in Technology Selection

ISTE Standard 3 for Coaches

This week for my reflection on ISTE Coaching Standard 3 we were using this question to frame our investigation: How do we evaluate, select, and manage digital tools and resources for teachers and students that meet accessibility guidelines and fit within our institution’s technology infrastructure? I decided to focus on part of that question with my own investigative question. I asked: What is an effective process to evaluate, manage and select digital tools that solicits feedback and buy-in from teachers and administrators? This week I didn’t choose to focus on accessibility guidelines because when I read the standard it wasn’t something that initially stood out to me. Over the two weeks I’ve seen what my colleagues are going to investigate and I think I will come back to accessibility in another post, hopefully in the near future. Also I know that one project I will be working on this year is working to help make sure all websites of my new district are ADA compliant. That will be new learning for me and I’m excited to put what I learn into thoughts in a future post.

This week I decided to focus on the structure of technology adoption and approval of apps, software, websites, add ons and other forms of instructional technology that affect teachers and students. I’ve only worked in one district so I have limited experience, but it sounds like in talking with colleagues and some informal surveys my previous district was ahead of many others in their processes for approval of technology use. The one thing I always thought about was that the process you were supposed to follow and the website to check for approval was difficult to get to and not known by everyone. That is part of the reason that I wanted to write about this topic. So that led me to insert the idea of buy-in into my question. I was not really shocked to learn that “nationwide 51% of teachers select up to half of the education technology they use” (Johnson, 2016). I was never sure was our district technology portion of the website under advertised or if teachers just weren’t interested in whether or not the district supported a tool and if it was ethical to use with students. Is it something that they saw as important? Additionally, how many administrators were asking teachers about the technology tools they used with students and whether or not they were approved by the district, protected student privacy, made an impact on student learning? Those are some questions that are still lingering for me even as I try to record my leaning around this standard and topic.

Making an Improvement

So what could districts do to streamline this process? What could they do to include more administrators and teachers and spread the word about approved and supported technology tools within a district? One idea I like is to have a building technology team. It could be incorporated into the leadership team but if an administrator made sure that the team occasionally revisited approved technology and communicated that with staff members perhaps there would be more widespread use of those tools. Of course, administrators would either have to be given new information from the technology department or remember to review that information themselves. I think building it into a method of communication that already exists within the district infrastructure would make the most sense and be the least burdensome to all.  

Many of my other ideas come from two resources that I came across. The first resource is my professor for this class Ellen Dorr, she has worked with the technology team in her district to develop an impressive process and system of evaluations and surveys that lead to a recommendation from the school district along with a designated level of support that the district will provide for that tool.

Denver Public Schools also has a website, called The Academic Technology Menu, with a layout that seems easy to navigate for teachers and other staff members. I’ve included a screenshot of the main page below:

The main reason I thought to include the DPS resource is because it seems easy to navigate for teachers. Speed is key, the website has clickable headings that expand and lead to related web pages. If you click on a category like Math, you can even sort resources based on many different categories.

If you clicked on a main page heading like Curriculum & Content Solutions: Career and Technical Education you can even sort the results in useful ways such as by approval status, grade level, cost and type of technology. Those are some features that seems to make this website very friendly for teachers. I would think that the district worked hard to develop it in this way so resources would be easy to access.

One additional feature that I saw from Ellen and from DPS was a flowchart that explained the steps of the approval process. The unique feature that Ellen talked about and that I saw from DPS comes in the final section of the flowchart, where results are listed there are more than two options. As you can see there are tools that are not allowed, tools allowed with cautions, tools allowed and tools that are supported. The biggest clarification this gives, in my opinion, is that you can clearly see if a district will support a specific tool with PD or if it will not. Since some of my previous posts have been focused on what is next for Professional Development, I think that the mention of a tool being supported with PD or not is important for buy-in from teachers.

The last resource that I found to be relevant to my question of how to get the district, administrators and teachers on the same page with technology adoption and implementation was an article that isn’t actually about technology. The title itself is provocative, Listening to Teachers: How School Districts Can Adopt Meaningful Change. The article chronicles how a district in rural New Hampshire first listened to teachers then fully committed to professional development across the entire district to support and sustain the change that they wanted to see. The key takeaways for me were that administrators and teachers were able to attend the same professional development sessions in order to learn together. Then administrators were able to function in two roles simultaneously, they could coach teachers as well as evaluating them as they normally would. It doesn’t sound like it was an easy process for them but I think it would be valuable to have an administrator function as a coach (thereby non-evaluative) and separately as an administrator normally would. One other interesting point that was made is because administrators were so familiar with the problem based learning program they had implemented, they could collect student data that helped them to know if students were getting to where they wanted them to be. Additionally, they had identified behaviors they might see in students who were participating in a well run problem based learning classroom. I imagine that all of this learning could be equally powerful if a district focused on the 21st Century Skills or any number of outcomes that technology could help students and teachers to achieve.

Conclusion

If the ideal is that districts, administrators and teachers are all working collaboratively to identify and use technology tools in the most effective way possible in order to support student learning then I think that there is still work to do to achieve that goal. Having a clear process that is accessible to all teachers within a district is one important step. That process could be communicated in new staff trainings, reviewed at the start of each school year or made known to building level leadership teams to spread the process across the district. A flowchart for teachers to be able to see the steps of the process is helpful so they know whether or not to request an application or tool, and what will happen when they do. A district website that clearly displays approved and not approved tools is necessary so teachers know where to look for tools. Collecting feedback via survey or through another method is a key way to find out if a tool really is aiding student achievement. Student feedback is important as well, providing them surveys or another way to give their own feedback would help buy-in across districts. Finally, I think if a district is committed to a tool or resource then professional development should be required for all staff including administrators. Cohesion will be more far reaching if everyone understands key terminology, learning targets, processes for evaluating learning with technology like the SAMR model or knows the ins and outs of technology tools that have been adopted and supported by each district. These are some ideas that I think would allow all levels of a school district to work toward the common goal of integrating technology tools in a way that has a positive impact on student learning.

Resources

DPS: ATM Approval Process. (n.d.). Retrieved July 23, 2017, from https://atm.dpsk12.org/process.aspx

DPS : Academic Technology Solutions Menu. (n.d.). Retrieved July 23, 2017, from https://atm.dpsk12.org/

Johnson, K. (2016, March 15). Resources to Help You Choose the Digital Tools Your Classroom Needs – EdSurge News. Retrieved July 13, 2017, from https://www.edsurge.com/news/2016-03-15-resources-to-help-you-choose-the-digital-tools-your-classroom-needs

Schwartz, K. (n.d.). Listening to Teachers: How School Districts Can Adopt Meaningful Change. Retrieved July 12, 2017, from https://appserver-ec711ff6.c.pantheon-dmz.internal/mindshift/2015/08/11/listening-to-teachers-how-school-districts-can-adopt-meaningful-change/

ISTE 4: Teachers Who Promote and Model Digital Citizenship and Ethical Use – Can We Try Different?

The Standard

ISTE for Teachers Standard 4 states that “teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices” (ISTE 2008). To me that seemed like quite a charge. It’s a huge responsibility for teachers, but it is one that is essential in the 21st century. Initially I was planning on investigating how primary teachers demonstrate to their students that they are ethical users of technology and I wondered how that positively impacted students? When I started researching and thinking about how teachers could be empowered to be responsible and ethical users of technology, I began to realize the vast quest that this standard entails. Like many of our modules in the Digital Education Leadership Program at Seattle Pacific University, I think that is the point of our assignment and our research. We are working toward a M.Ed. but we are also embodying the charge of the school of education at SPU, part of the mission is “to equip educators for service and leadership in schools and communities by developing their professional competence and character, to make a positive impact on learning.” I think that part of the reason we are focusing on standards that are very broad is to prepare us for conversations we will have with teachers and other stakeholders in the future as we become technology leaders in our schools and districts.

Try Different

Maybe we can’t just try harder, maybe we need to try something different?

Technology PD and Teachers

Recently I found myself in a PD for Code.org this week and while listening to the presentation and participating in the PD, I was thinking about the ethical use of technology by teachers and how it relates to how we teach digital citizenship to our students. I had a realization and thought that made sense to me. I don’t think that districts can expect teachers to be examples of ethical users of technology unless they are willing to invest in some kind of PD to encourage teachers to be aware of the lapses, blind spots and disconnects in the ethical use of technology. As users of technology, and teachers we are all over the place in our use and struggle to grasp content in any technology PD. Therefore, I think that slowing down and building in a focus on ethical use to every PD would aid in the process of teachers demonstrating this ethical use to students in the classroom. Are there standards that explain how to demonstrate ethical use in an elementary school? What does this instruction look like in primary versus intermediate grades? I mostly found resources for teaching digital citizenship to students, as expected. There is definitely room for improvement there in my own classroom as well as in my school. Using an LMS as a safe environment that mimics social media is one strategy (Hertz, M.B., 2011). Engaging videos like Follow the Digital Trail with Pause & Think are great for primary students. I guess in my research I came to realize that while teaching digital citizenship is necessary, I struggled to find how we can encourage and empower all teachers to teach it. They have to know that it matters! I think certain groups in every school could help to transmit that message with some slight modifications to common practice.

The Current System, Slightly Modified

Teachers who are motivated and fluent users of technology can be examples for students. It seems that most districts, based on my experience, as well as the experience of colleagues I’ve talked to in this program, expect librarians to be the main instructors responsible with informing students about the expectations for digital citizenship. Therefore, librarians would be the ones who receive PD related to digital citizenship from technology coaches or coordinators. In my building we have a technology team but most of the professional development is actually done by the administrator or the coaches and leadership team members. What if districts invested in these teams and encouraged them to demonstrate ethical use of technology to the rest of the staff? I imagine that doing so might help it to trickle down to students. In my building this seems like it would be a good start. Or, could a technology team at a building level provide the necessary PD yearly to encourage ethical use from teachers? I think it is possible but it would take a district level commitment that I have yet to see or hear about from others. Additionally I think that districts could continue to empower a larger number of students to be ethical users of technology by offering optional technology classes taught by a district level technology employee or a motivated teacher in order to focus on ethical use and integration of technology into learning.

This week I’m also reflecting on my own use of technology. What is my use like at school and at home? How are the two related? Where can I improve to be a better example? What are the primary reasons that I even use technology? I’ll continue to think about those questions and make it a goal to build in new habits when I identify a lapse or blind spot.

My notes from readings:

Other Questions and Conclusion

Is video PD a reliable way to help teachers remain current on ethical use of technology? Thinking about my role as a technology leader in my school I realize that my example in the ethical use of technology matters. I also think that administrators can influence a teacher’s ethical use of technology by becoming an example and referring to ethical use. Teachers are definitely busy, it is a challenge to fit in anything extra, but building in new habits can be a good investment for our own ethical use and examples for students. I think that teams in each school building could start off by being the example for how to do this to the general classroom teachers. Again, as I have said in past posts, I’m really just scratching the surface for ISTE 4. 

A Promising Resource

One resource that I came across really seemed say a lot that resonated with what I know and have learned about technology through my own use and through PD was about preparing teachers for technology integration. I don’t know that it is entirely relevant to this post on ethical use and how teacher promote and model digital citizenship and responsibility, but it is a resource I will likely return to later. The article by Jacobson, Clifford and Friesen makes me excited to see how new teachers will be trained to integrate technology into their teaching, and perhaps with an increased focus in the university, these new teachers will be prime examples of digital citizenship for their students. However, in the meantime this paragraph might fit where we are currently at, and hopefully it motivates reluctant adopters to give it a try:

“Learning and teaching with technology is hard, it can be overwhelming, and the field is always changing. The way in which preservice teachers reacted to the ICT Program of Studies and building web pages is much like the reaction of many class room teachers and faculty members when they grapple with how to integrate technology and the curriculum. It is also the way that experienced technology users venture into an area that is unfamiliar to them. Because the field is changing so quickly, everyone is in some sense a beginner. And everyone has exactly the same starting place where they are, at the moment. While where you are will change with experience and the acquisition of skills and knowledge, there will always be new skills, new knowledge, and new starting places for us all (Jacobson, Clifford, & Friesen, 2002).

I think this is an attitude we should all strive to have in our approach to technology, ethical use and the integration of technology into our classrooms.

Resources:

Follow the Digital Trail. (n.d.). [Clip]. Retrieved from https://www.commonsensemedia.org/videos/follow-the-digital-trail

Hertz, M. B. (2011, October 12). Teaching digital citizenship in the elementary classroom [Blog]. Retrieved from https://www.edutopia.org/blog/digital-citizenship-mary-beth-hertz

Jacobson, M., Clifford, P., & Friesen, S. (2002). Preparing teachers for technology integration: Creating a culture of inquiry in the context of use. Contemporary Issues in Technology and Teacher Education, 2(3). Retrieved from http://www.citejournal.org/volume-2/issue-3-02/current-practice/preparing-teachers-for-technology-integration-creating-a-culture-of-inquiry-in-the-context-of-use/

Ohler, J. (2012). Digital citizenship means character education for the digital edge. Education Digest, 77(8), 14–17. Retrieved from http://ezproxy.spu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip&db=f5h&AN=83515505&site=ehost-live

Ribble, M., & Northern Miller, T. (2013). Educational leadership in an online world: Connecting students to technology responsibly, safely, and ethically. Journal of Asynchronous Learning Networks, 17(1), 137–145. Retrieved from http://files.eric.ed.gov/fulltext/EJ1011379.pdf

Seattle Pacific University School of Education. (2017). Retrieved from http://spu.edu/academics/school-of-education/about/four-commitments/conceptual-framework

Simsek, E., & Simsek, A. (2013). New literacies for digital citizenship. Contemporary Education Technology, 4(2), 126–137. Retrieved from http://files.eric.ed.gov/fulltext/ED542213.pdf

Venosdale, K. (2012). Try Different [Digital Print]. Retrieved from https://flic.kr/p/bcXwrr