For our last module, we are continuing our work with ISTE Coaching Standard 4: Professional Development and Program Evaluation, Indicator 4: Design, develop, and implement technology rich professional learning programs that model principles of adult learning and promote digital age
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.”
The project was designed to evaluate … Read More
This week I explore the first and sixth ISTE Coaching Standards through the Digital Education Leadership program at Seattle Pacific University. Through my studies, the terms “21st century skills” and “21st century learners” continue to pop up. These phrases have been used in abundance over the last decade, but what do they really mean? And how do I, as a school librarian, help incorporate them into the classroom? In an effort to succinctly articulate my musings, my question this week is as follows:
What are 21st century skills and how can they be incorporated into the classroom in a meaningful way that enhances the curriculum?
Before I can explore the implementation of 21st century skills, I needed to pause and illustrate what a 21st century learner might look like:
The National Council of Teachers of English define a 21st century learner as someone who is able to:
