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4.5 Coaches plan, provide and evaluate the impact of professional learning for educators and leaders to use technology to advance teaching and learning.
a) Design professional learning based on needs assessments and frameworks for working with adults to support their cultural, social-emotional and learning needs.
b) Build the capacity of educators, leaders, and instructional teams to put the ISTE Standards into practice by facilitating active learning and providing meaningful feedback.
c) Evaluate impact of professional learning and continually make improvements to meet schoolwide vision for using technology for high-impact teaching and learning.
ARTIFACTS
Needs Assessment/Reflection
ISTE 4.5.a, b, c
At the end of every year, I like to send out a survey to the teachers to get their input on how useful I was throughout the year. This gives me a chance to reflect on the needs of the teachers, technology, and professional development. By receiving this feedback, I am able to form a professional development plan with proper scope and sequence for the following year. This will give the educators of the building a more meaningful use of their time.
As the ITC, I feel that I am in a very unique position that allows for me to be the conduit between the Administration and the Teachers without putting anyone in a precarious situation. I am able to speak on behalf of individual teachers, departments, and programs. This not only allows the Administration to hear what they might be missing by not being directly in the classroom daily, but it gives me a time to build a trusting relationship with the Teachers.
Although some people who complete this form just need a place to vent their frustrations, I use my creative thinking skills to identify what is frustrating the teacher and find a solution. I find that one of my greatest strengths as an educator is giving unbiased critique and feedback to all parties for the sake of positively improving the workplace environment.
Coaching Cycle Sequence
ISTE 4.5.b, c
Using Goodnotes on my iPad with an Apple Pencil, I was able to take some notes during an observation when working with a Spanish teacher in a Coaching Cycle. Below are some of the notes that I wrote down. We had some great educational conversation afterwards where I inadvertently offended the teacher by suggesting that her presentations could be updated with larger font, better formatting, and an easier visual method of learning from the student's perspective.
The good news is that during our conversation, we came up with some new ideas to incorporate technology. One of those ideas was learned about in an earlier artifact and required speaking, writing, listening, and reading all at the same time for one test question. We also came up with a neat activity that involved 'texting' each other as a means of communication in the classroom.
As a former Band Director, I know the importance of sequencing out an entire year's worth of content and projects. I have already started a scope and sequence with the newly evolved Advisory Program so that when students come as Ninth Graders, they’re doing Ninth Grade things. But if it’s the beginning of the year, they’re not focusing on end-of-the-year things.
I take this same philosophy and apply it to the professional development that I offer to teachers throughout the school year. Ten-Year Teachers, near-retirement Teachers, brand new Teachers, and Substitute Teachers all require a different type of approach to learning and understanding. Therefore, I give them the option of when to participate in the professional development I offer. If they need to learn about OneDrive, Microsoft Teams, SharePoint, Rise Vision (our digital signage solution) then they can have that chance to meet with me. If they don’t need it then they don’t have to come to the training.
Of course I offer required building-level and county-level professional development, but I position those trainings at a time where teachers are not overloaded or inundated with other tasks and duties. The one thing that I fail to do consistently as a professional learning facilitator is uploading professional development courses into the PWCS professional learning catalog. That is a very time consuming process and often times it provides a lot more work on the teacher's end. As a professional learning facilitator I look for ways that I can streamline the process to support teachers and avoid having them do any additional work.
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