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)
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)
This video and coaching journal are both part of the same project. For ITEC 7460, I enrolled a teacher into my coaching program in order to try out, reflect on, and improve my skills as a technology coach. I embarked on a coaching “cycle” described by Jim Knight in The Impact Cycle. According to Knight, the coaching process has three distinct phrases: identify, learn and improve. While I made a video of my role in each phase of the cycle, I included the “learn” video as an artifact because it is the one that most clearly shows my instruction of an adult learner. I also included my coaching journal since it gives a broader view of my approach to each phrase of the coaching cycle. While I had the help of the teacher I mentored and my technology mentor during this project, I was the sole creator of these artifacts.
This artifact demonstrates mastery of Standard 5.2: Professional Learning. In order to coach my mentee teacher, I developed and implemented a technology-based professional learning that aligns to state and national professional learning standards. The video I included shows my delivering online content face-to-face with the teacher I worked with. Knight (2017) recommends that coaches model lessons for teachers either face-to-face, through a video, or by visiting that teacher’s classroom and teaching I lesson as a way to model the technology and the instructional strategy for teachers. In addition to what you see in the video, I also create how-to guides and checklists for my mentee, for on-going support as she tried the practice on her own. Additionally, I followed up with her frequently for on-going support and to look for others way I might help her improve her practice. The professional learning I did integrated face-to-face and online component as support, since she had an example online lesson to based her own lesson off of and since I created paper materials for her to take back to her classroom. The face-to-face component was effective since she could ask questions about the step in the instructional strategy and I could address them in real time. This artifact shows that I promote best practices in teaching, learning, and assessment, since I model a research-based instructional strategy (Webquests), give clear and actionable for learning, and follow up with the teacher with candid feedback about how the strategy went and what can be improved in the future.
The impact cycle videos and coaching journals were the most important learning experience I had in the program because they helped me get a more objective view of where I am versus where I would like to be as a technology coach. Just as I asked my mentee to reflection on her teaching practices, through the process of making these videos, I was forced to confront the reality of my current coaching practice. This helped me reflect honestly on my strengths and weaknesses as a coach. Additionally, I asked other instructional technology candidate to view my videos and evaluate my coaching performance. The process of creating and peer reviewing coaching videos help improve my practice in a way I didn’t expect. If I were to do something differently to improve the quality of the artifact, I would have liked to do a second take of the coaching video. I had technical difficulties in the middle of the video that I had to include since I had no other footage of the coaching session.
The work that went into creating the artifact had an impact on school improvement since I worked close with a faculty member to improvement her classroom technology repertoire and add a research-based, technology-based teaching strategy to her arsenal. We measured the impact of this strategy on her students by analyzing footage of her classroom before this strategy, where only 50% of her students were actively engaged to during the implementation of this strategy where close to 80% of her students were actively engaged. It was clear to us that the strategy help to improve student engagement, which has a close connection to student learning.
This artifact demonstrates mastery of Standard 5.2: Professional Learning. In order to coach my mentee teacher, I developed and implemented a technology-based professional learning that aligns to state and national professional learning standards. The video I included shows my delivering online content face-to-face with the teacher I worked with. Knight (2017) recommends that coaches model lessons for teachers either face-to-face, through a video, or by visiting that teacher’s classroom and teaching I lesson as a way to model the technology and the instructional strategy for teachers. In addition to what you see in the video, I also create how-to guides and checklists for my mentee, for on-going support as she tried the practice on her own. Additionally, I followed up with her frequently for on-going support and to look for others way I might help her improve her practice. The professional learning I did integrated face-to-face and online component as support, since she had an example online lesson to based her own lesson off of and since I created paper materials for her to take back to her classroom. The face-to-face component was effective since she could ask questions about the step in the instructional strategy and I could address them in real time. This artifact shows that I promote best practices in teaching, learning, and assessment, since I model a research-based instructional strategy (Webquests), give clear and actionable for learning, and follow up with the teacher with candid feedback about how the strategy went and what can be improved in the future.
The impact cycle videos and coaching journals were the most important learning experience I had in the program because they helped me get a more objective view of where I am versus where I would like to be as a technology coach. Just as I asked my mentee to reflection on her teaching practices, through the process of making these videos, I was forced to confront the reality of my current coaching practice. This helped me reflect honestly on my strengths and weaknesses as a coach. Additionally, I asked other instructional technology candidate to view my videos and evaluate my coaching performance. The process of creating and peer reviewing coaching videos help improve my practice in a way I didn’t expect. If I were to do something differently to improve the quality of the artifact, I would have liked to do a second take of the coaching video. I had technical difficulties in the middle of the video that I had to include since I had no other footage of the coaching session.
The work that went into creating the artifact had an impact on school improvement since I worked close with a faculty member to improvement her classroom technology repertoire and add a research-based, technology-based teaching strategy to her arsenal. We measured the impact of this strategy on her students by analyzing footage of her classroom before this strategy, where only 50% of her students were actively engaged to during the implementation of this strategy where close to 80% of her students were actively engaged. It was clear to us that the strategy help to improve student engagement, which has a close connection to student learning.