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
Reflection
This artifact involved coaching a student teacher/colleague in developing and implementing goals for the use of technology for instruction, to increase teacher effectiveness and student engagement. I conducted three coaching sessions and two classroom visits that involved goal-setting, assistance in meeting goals, observation of technology implementation, and analyzation of feedback. This coaching journal was an individual effort reflective of support of a student teacher in my personal field of art education.
This artifact or reflection demonstrates my ability to develop and implement technology-based professional learning. The professional learning was developed through personal coaching sessions with my student teacher in art education, as I explained the schedule for coaching sessions, evaluated her goals as a teacher, and designed a plan for implementation of the professional learning sessions and activities that would help her meet her goals.
This artifact explains how the professional learning is aligned to state and national professional learning standards. In developing the technology-based professional learning, we aligned her goals with the school improvement plan, which includes references to state and national professional learning standards. Her goals included use of technology for instruction and assessment, which could support not only art and technology standards but reading and math as well.
This artifact explains how the professional learning integrates technology to support face-to-face and online components. The coaching sessions were all conducted face-to-face, and further support included online resources that could be accessed at any time. Face-to-face sessions included observations, modeling, and discussion of those components, all of which included use of devices such as the Simplicity tv and Recordex for implementation of FlipGrid and components of Office 365. The online resources were made available through OneNote.
This artifact explains how the professional learning models principles of adult learning. By attending her classes and modeling implementation of lessons involving use of technology for instruction and assessment, I was able to also demonstrate how principles of adult learning could be demonstrated as a coach and fulfilled as a teacher. Equality is an aspect of adult learning that was evident as I made certain the teacher’s opinions were as important as my own in respect to her goals and implementation.
This artifact explains how the professional learning promotes best practices in teaching, learning, and assessment. Best practices are evident through discussion of, modeling of, and implementation of technology for instruction and assessment, and through inclusion of reflection in the form of an Observation/Feedback Form and an After-Action Plan.
Through this experience, I learned how to use the partnership approach to support the goals of another teacher, as well as how feedback forms can assist in evaluating goals and actual implementation of technology, so that myself as the coach, as well as the teacher being coached can continue to reflect and improve upon our teaching and coaching. In supporting my student teacher/colleague through use of digital tools and resources, I expanded upon my skills using specific programs and devices, through initial development of a plan of use, as well as through assistance in actual implementation. To improve the quality of this artifact, I would include student feedback to inform teaching practices and further technology implementation.
In coaching a colleague/student teacher in art education at my same school, I was able to support a faculty member in her personal goals for technology implementation. In doing so, I was also able to support the students that we both teach. Her goals involved using technology for instruction, and for students to use online learning along with traditional art instruction. These goals also support our school improvement plan, as well as a school initiative of moving from STEM to STEAM – incorporating the arts and technology. The impact can be assessed through evaluation of student digital journals, as well as through the After-Action and Observation/Feedback forms that we completed during and after each coaching session/classroom visit.
This artifact involved coaching a student teacher/colleague in developing and implementing goals for the use of technology for instruction, to increase teacher effectiveness and student engagement. I conducted three coaching sessions and two classroom visits that involved goal-setting, assistance in meeting goals, observation of technology implementation, and analyzation of feedback. This coaching journal was an individual effort reflective of support of a student teacher in my personal field of art education.
This artifact or reflection demonstrates my ability to develop and implement technology-based professional learning. The professional learning was developed through personal coaching sessions with my student teacher in art education, as I explained the schedule for coaching sessions, evaluated her goals as a teacher, and designed a plan for implementation of the professional learning sessions and activities that would help her meet her goals.
This artifact explains how the professional learning is aligned to state and national professional learning standards. In developing the technology-based professional learning, we aligned her goals with the school improvement plan, which includes references to state and national professional learning standards. Her goals included use of technology for instruction and assessment, which could support not only art and technology standards but reading and math as well.
This artifact explains how the professional learning integrates technology to support face-to-face and online components. The coaching sessions were all conducted face-to-face, and further support included online resources that could be accessed at any time. Face-to-face sessions included observations, modeling, and discussion of those components, all of which included use of devices such as the Simplicity tv and Recordex for implementation of FlipGrid and components of Office 365. The online resources were made available through OneNote.
This artifact explains how the professional learning models principles of adult learning. By attending her classes and modeling implementation of lessons involving use of technology for instruction and assessment, I was able to also demonstrate how principles of adult learning could be demonstrated as a coach and fulfilled as a teacher. Equality is an aspect of adult learning that was evident as I made certain the teacher’s opinions were as important as my own in respect to her goals and implementation.
This artifact explains how the professional learning promotes best practices in teaching, learning, and assessment. Best practices are evident through discussion of, modeling of, and implementation of technology for instruction and assessment, and through inclusion of reflection in the form of an Observation/Feedback Form and an After-Action Plan.
Through this experience, I learned how to use the partnership approach to support the goals of another teacher, as well as how feedback forms can assist in evaluating goals and actual implementation of technology, so that myself as the coach, as well as the teacher being coached can continue to reflect and improve upon our teaching and coaching. In supporting my student teacher/colleague through use of digital tools and resources, I expanded upon my skills using specific programs and devices, through initial development of a plan of use, as well as through assistance in actual implementation. To improve the quality of this artifact, I would include student feedback to inform teaching practices and further technology implementation.
In coaching a colleague/student teacher in art education at my same school, I was able to support a faculty member in her personal goals for technology implementation. In doing so, I was also able to support the students that we both teach. Her goals involved using technology for instruction, and for students to use online learning along with traditional art instruction. These goals also support our school improvement plan, as well as a school initiative of moving from STEM to STEAM – incorporating the arts and technology. The impact can be assessed through evaluation of student digital journals, as well as through the After-Action and Observation/Feedback forms that we completed during and after each coaching session/classroom visit.