5.2 Professional Learning
Candidates develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrates technology to support face-to-face and online components, models principles of adult learning, and promotes best practices in teaching, learning, and assessment. (PSC 5.2/ISTE 4b)
Artifact: Coaching Journals
Reflection:
I created the Coaching Journals in ITEC 7460, Professional Learning and Technology Innovation. The Coaching Journals detailed my experience with another teacher to identify a need in the classroom, determine a plan including a digital tool, the training, and the follow-up with the teacher. After each session, I wrote about the experience with the teacher and how my coaching was improving through the artifact.
The coaching journals demonstrate my ability to develop and implement technology-based professional learning that promotes the best teaching, learning, and assessment practices. The first and second journals outlined how I developed and implemented technology-based professional learning. The coaching and activities performed in this artifact come from the reading of The Impact Cycle by Jim Knight. The strategies discussed to explain how I model principles of adult learning. I used a questionnaire to gather data on the teacher's teaching, learning, and assessment and used this data to develop and implement the technology-based professional learning. The two meetings were via Microsoft Teams; therefore, I integrated technology to support online.
I identified Nearpod as the digital tool the teacher could use to meet her teaching, learning, and assessment goals. I trained her in person on the use of Nearpod and had the teacher videotape a lesson. Both meetings this time were face-to-face. The teacher and I watched the lesson and rated the lesson together. The ISTE NETS standards addressed in this lesson include standard 2-design relevant learning experiences that incorporate digital tools, Standard 3-model digital age work and learning, and Standard 5-engage in professional growth and leadership. The artifact demonstrates how I can design professional learning aligned to national learning standards.
I did not know before completing this artifact how accomplished and satisfied it feels to see how something you taught someone helped them. I want to be a coach or admin someday, so this is a needed skill. I chose someone I knew well, so I could focus more on the steps of coaching; however, I know in the future, I will have to build the same trust prior to coaching with whomever it may be. When I coach someone again, I will add more time in the later steps to really ensure there is confidence in using the digital tool. I do not feel one coaching meeting watching a teacher use it is enough. I would add check-in meetings for later after more practice had occurred.
The work that went into this artifact impacted faculty development and student learning. The teacher was able to meet the needs of students better and maintain a better-managed classroom because of completing the training. The students' achievement scores can be measured to rate the artifact's impact on them. Once the teacher's students show progress, other teachers will inquire about how the teacher improved. This could lead to the teacher recommending others to me or the teacher taking on the role of the coach.
I created the Coaching Journals in ITEC 7460, Professional Learning and Technology Innovation. The Coaching Journals detailed my experience with another teacher to identify a need in the classroom, determine a plan including a digital tool, the training, and the follow-up with the teacher. After each session, I wrote about the experience with the teacher and how my coaching was improving through the artifact.
The coaching journals demonstrate my ability to develop and implement technology-based professional learning that promotes the best teaching, learning, and assessment practices. The first and second journals outlined how I developed and implemented technology-based professional learning. The coaching and activities performed in this artifact come from the reading of The Impact Cycle by Jim Knight. The strategies discussed to explain how I model principles of adult learning. I used a questionnaire to gather data on the teacher's teaching, learning, and assessment and used this data to develop and implement the technology-based professional learning. The two meetings were via Microsoft Teams; therefore, I integrated technology to support online.
I identified Nearpod as the digital tool the teacher could use to meet her teaching, learning, and assessment goals. I trained her in person on the use of Nearpod and had the teacher videotape a lesson. Both meetings this time were face-to-face. The teacher and I watched the lesson and rated the lesson together. The ISTE NETS standards addressed in this lesson include standard 2-design relevant learning experiences that incorporate digital tools, Standard 3-model digital age work and learning, and Standard 5-engage in professional growth and leadership. The artifact demonstrates how I can design professional learning aligned to national learning standards.
I did not know before completing this artifact how accomplished and satisfied it feels to see how something you taught someone helped them. I want to be a coach or admin someday, so this is a needed skill. I chose someone I knew well, so I could focus more on the steps of coaching; however, I know in the future, I will have to build the same trust prior to coaching with whomever it may be. When I coach someone again, I will add more time in the later steps to really ensure there is confidence in using the digital tool. I do not feel one coaching meeting watching a teacher use it is enough. I would add check-in meetings for later after more practice had occurred.
The work that went into this artifact impacted faculty development and student learning. The teacher was able to meet the needs of students better and maintain a better-managed classroom because of completing the training. The students' achievement scores can be measured to rate the artifact's impact on them. Once the teacher's students show progress, other teachers will inquire about how the teacher improved. This could lead to the teacher recommending others to me or the teacher taking on the role of the coach.