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What PD leaders and learners need to know about assessment reporting in high pressure accountability contexts

Pixels&Praxis February 17, 2019 February 17, 2019assessment, blog, faculty development, ISTE Coaching Standard 4 Professional Development and Program Evaluation, organizational leadership, Professional Development, standards, strategic planning, vision

High-stakes accountability pressures can conflict with faculty implementation of best disciplinary and pedagogical practices (Meuwissen, 2017). In both public postsecondary and public K-12 education in the United States, the tension between, on the one hand, funding- and policy-driven expectations at the state and institution levels … Continue readingWhat PD leaders and learners need to know about assessment reporting in high pressure accountability contexts

Re-imagining professional learning

Pixels&Praxis February 3, 2019 February 3, 2019advocacy, andragogy, blog, continuous learning, EDTC 6106, faculty development, implementation management, individualized learning, infrastructure, instructional coaching, ISTE Coaching Standard 4 Professional Development and Program Evaluation, needs assessment, organizational leadership, Professional Development, strategic planning, vision

Web Accessibility: A Team Approach

Pixels&Praxis August 3, 2018 August 3, 2018Accessibility, advocacy, blog, diversity, EDTC 6104, equity, Ethics, implementation management, individualized learning, infrastructure, ISTE Coaching Standard 1 Visionary Leadership, ISTE Coaching Standard 3 Digital Age Learning Environments, ISTE Coaching Standard 5 Digital Citizenship, ISTE Educator Standard 3 Citizen, ISTE Educator Standard 5 Designer, ISTE Student Standard 1 Empowered Learner, needs assessment, Professional Development, reflective practice, strategic planning, vision

Check out this dyslexic font. I’m not dyslexic, but I love using this font because I do have a bit of hyperopia. Fortunately, thanks to the accessibility features in the course LMS I use, both my dyslexic students and I can opt to have our … Continue readingWeb Accessibility: A Team Approach

Research-based Frameworks for Addressing and Assessing Online Learning Engagement

Pixels&Praxis May 7, 2018 May 7, 2018andragogy, blog, closing the loop, Constant Comparison Method, constructivism, diversity, EDTC 6103, Ethics, Framework Method, ISTE Coaching Standard 2 Teaching, Learning, and Assessments, ISTE Coaching Standard 3 Digital Age Learning Environments, ISTE Educator Standard 5 Designer, ISTE Educator Standard 7 Analyst, motivation, nontraditional students, online learners, persistence, research, strategic planning, student engagement, vision

I begin this post with three hypotheses about online learning, based on my experience as a community college composition and humanities teacher in both face to face and digital formats, and on my experience as a graduate student who has taken digital courses from two … Continue readingResearch-based Frameworks for Addressing and Assessing Online Learning Engagement

Mission and Vision in Digital Education

James December 11, 2016 December 11, 2016Content Knowledge and Professional Growth, Digital Age Learning Environments, Digital Citizenship, mission, vision, Visionary Leadership

Vision & Mission as a Digital Education Leader As a digital education leader I will leverage technology for improved educational outcomes and a deeper understanding of content for both teachers and students. I will teach and advocate for the mindful use of technology. I will remind students and teachers of agency in relation to technology. … Continue reading “Mission and Vision in Digital Education”

The Makings of a Successful Professional Development Program

Becky Todd March 20, 2016 March 20, 2016Collaboration, Content Knowledge and Professional Growth, digital education leadership, EDTC6106, ISTE coaching standard 4, leadership, mentorship, peer coach, Professional Development, Professional Development and Program Evaluation, program evaluation, reflection, vision

This quarter in the Digital Education Leadership program at Seattle Pacific University I am focused on the fourth standard of the ISTE Coaching Standards, Professional Development and Program Evaluation:

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

Individualized Professional Development through Mentorship

Becky Todd February 18, 2016 February 18, 2016Collaboration, Content Knowledge and Professional Growth, digital education leadership, EDTC6106, infographic, ISTE coaching standard 4, leadership, mentorship, method, peer coach, Professional Development and Program Evaluation, reflection, vision

Last semester I began my exploration of the ISTE Coaching Standards through the Digital Education Leadership program at Seattle Pacific University. This semester I continue that inquiry, while paying particular attention to the fourth standard, Professional Development and Program Evaluation. This standard, more so than any other, delves deep into the topic and addresses several areas of importance:

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

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