Model, Model, Model!

Second take away from #TIES15 this year.  Model, Model, Model.  Too often, there are expectations for educators to accomplish things in their classrooms, when they have yet to experiences them as learners!

I was VERY fortunate to be on a team with Matt Hillman (@mahillman), Michelle Ament (@mlament) and Rachel Gorton (@raztech ) for a session called Pathway to Personalized Professional Development.   One of the things we decided to do, as a team, was to provide participants choice in what they would learn.  So, upon coming into the session, participants would make a choice, based on a 1 minute or less pitch by us – the facilitators. We would then take our groups and split up.  After about 20 minutes of showcasing our ideas, we did a jigsaw so members of our groups had an opportunity to learn from members of other groups.   We brought the group together for a whole group conversation – and follow up with a call to action Flipgrid. (I believe we ran out of time for this activity feel free to add your ideas now!)

Group Picture

Pathways to Personalized Professional Development Team!

While I have much to share about my topic – Differentiating PD (future post) – the point I want to make is the way we rolled with this session. I have participated in Jigsaw activities, but I have never facilitated PD like this.    What a great way to model good learning strategies.  I will certainly take this back to my district and use it with my own staff when the opportunity arises.

In November, at the New Prague Blended Learning Conference – I decided to do something a little different with one of my sessions. I BLENDED it.  Yes, it was a f2f session, but at the last minute – I decided to do a blended lesson using this presentation http://bit.ly/MindsetNP.  At the very beginning, I shared with the audience, I had never done this before.  This was true.  I also shared I had my own thoughts this would crash and burn.  Also true – my fixed mindset nagging at me!  (also incredibly important to model!)

At first, the majority of the participants were not excited about this idea.  I shared – I am here to push you out of your comfort zones and besides this is the Blended Learning conference!  And then….it was MAGIC!  The participants really got into it. My only request – they had to complete Module 1, and then they could choose what module interest them next.  They had choice in where (location) they participated.  My only request,  I wanted to be in eyeshot.   They were in the classroom, out in the halls, sitting on the floor, or sitting on the stairs.  As they went through the lessons, discussions, I walked around, monitored, answering questions.  I had a chance to talk with EVERYONE!  I also wanted to get their feedback – thoughts beyond the formative assessments I had built into the lessons?  From my observation, the engagement was very high and the hour seemed like minutes! We finalized our session with an big group discussion.

Photo collage

Pictures from my Blended Session

So that brings me to today.   The last week or so, I have been running sessions around formative assessment tools with teachers.  Its been quite successful as we have conversations about opportunities the tools have to better inform instruction.  But, how often,do  we, as technology directors, model good use of technology with our leadership teams?   Formative assessment tools can be incredible to help differentiate and bring discussions deeper within our meetings.  Many times in large group staff meetings, only a few will speak up (or monopolize) the discussions.  These tools can provide everyone a voice.

So, today I introduced AND had our team do a Socrative Quiz (around a topic relevant to us) and demonstrated the opportunity of Edpuzzle as a flipped meeting tool.    The dialog was rich and hopefully the tools were seen as helpful for them to use with staff to better differentiate their own staff meetings.  (I should have done an exit ticket!)

The point is this.  Talking the talk is fine, but we ALL need to experiences how technology can be meaningful and drive deeper learning/discussion.  If we expect our classrooms to be using the tools, we should also be modeling the effective use at technology (as well as good learning design) at the school/district level too.

And so, #mnlead!  This CTA is accomplished!  (I hope to do this in future meetings as well)

CTA

My call to action after participating in #mnlead chat at #ties15

 

 

 

 

 

 

#Mindblown 3D printing – One of many TIES takeaways

Here is an  email I wrote to staff today about something I saw at our Ties 2015 Conference.  After I did it, I felt it was a good artifact to post on my blog too!  How do you share what you are learning?  In doing this again, I probably wont write what I learned in an email – and instead write and direct them to my blog.  No need to copy/paste then and I know our email boxes are inundated with tons of things. But, I also want to use email to spark interest from those who might not usually click that next link.  🙂

Warning – I was blown away when seeing this. Wanted to give you an opportunity to see what is “out there”.  Feel free to ignore from this point on if your not interested!
Staff,
Ok – I may have sparked some curiosity.  Good!
I wanted to share one of my learning experiences from the TIES conference around 3D printing this past weekend.
I took this video in one of my Makerspace sessions. It is a scanner, attached to an IPad that will make help make things we see into 3D objects.  Its short and sweet – but you can see how easy it is.

Below is the replica of what Tami  (@brasst) created this morning.  While this is cool….it even gets more awesome  – so keep reading after the picture!
Inline image 1
So why does this matter?
As we think of engineering opportunities for kids to re-engineer objects we use every day is amazing.  I also learned from our keynote presenter Sylvia Martinez (@smartinez) that museums, across the globe,  are doing 3D scans of their artifacts – so schools could literally download and print a bone from a tyrannosaurus rex, or download and print the primitive tools created by Neanderthals, or sculptures carved by Michalengeo, You can also “print” and blow up micro tiny things – like molecules.  Talk about hands on access to primary materials!
But what is even more heart felt is opportunities for people to print Prosthetics for those who have lost a limb, an arm, ect.  http://enablingthefuture.org/tag/3d-printed-prosthetics/  for a much reduced cost.
Check out this ted talk describing the project!
So there you have it!  I wanted to share one of my earning experience with you!
Just to let you know we ARE exploring 3D printers right now as we begin to design our MakerSpace space type concepts in each of our buildings.

My Growth Plan: Goal 1 – Evaluation of iPads in Instruction

Goal vs Wish

Image Credit – http://www.prettydesigns.com/25-inspirational-success-quotes/

I have decided to blog about my professional growth goals and plans for the 2015-16 school year.   This will be a series of posts over the next week or so.  it’s important for me to be completely transparent  on what I am working on and what I hope to accomplish this year.   I know all of my ideas will not work.  Some may fail miserably. Others will be successful!  I need to have a place for my ideas and thoughts to go back to reference and reflect on. I am going to use this space as an opportunity to talk about things that work, things that do not work and professional successes and struggles.  We can all certainly learn from each other! And because this blog is public there is also opportunity for others to provide me feedback.  While I might be able to take all feedback into consideration – I do appreciate it – especially feedback that makes me think!

All of the items within these posts are highlighted in our district’s Technology Plan that was approved this past June (2015).  While technology plans are no longer a requirement for MN Schools receiving erate – I happen to actually like our plan.  It is Board approved, aligned to our strategic plan, and will assist my department on keeping focus of goals and action plans.

Below are a few more goals I will be working on this year!
  • Goal 2 – Create, implement and monitor a personalized model of pd that align to strategic plan and district initiatives
  • Goal 3 -Plan/create/monitor Makerspace learning environments in our K-12 media centers
  • Goal 4 – Technology planning for new PK-2 building – Byron Primary School
  • Goal 5 – What do I want to be when I grow up: My own professional growth needs to be a better technology leader

Goal 1: Evaluate the effectiveness of technology in our schools/classrooms including 1:1 classrooms

This is year 3 of our 1:1 iPad  initiative.  (I am wondering when I can get rid of the words 1:1 iPad initiative? Maybe when we are full 1:1 and its just how we do business in our schools??)  When we started our journey, we created a 4 year plan with dreams of considerable transformation in our classrooms.  Some classrooms have really moved the needle.  Our “pockets of innovation” have grown considerably.  Yet these are only the classrooms I know about.

I have been evaluating my surveys.  They are mediocre at best.  I have some great questions while others are not so great. We all should know by now, that a shiny new tool isn’t what improves/transforms instruction. While I do have some links to pedagogy in the  survey – there is GAPING holes where improvements can be made.    I know changing the questions is not usually good practice, especially for longterm goals, but if I am not receiving good data – its not effective anyways.

I know more today than I did yesterday.
How did I come to this conclusion?  Over the last couple of years I have grown professionally in the area of understanding what good instruction looks like in the digital age.  There are reasons for this:

  1. I have a seat at the cabinet level and we have many conversations about instruction. Some  discussions with the full group, others small group or 1 on 1.
  2. I have been able to see good instruction with (and without) devices in action.  I love to be invited into classrooms to observe learning and am fortunate I get an occasional invite from teachers to be witness to this!
  3. Because this is an area I want to grow, this year I have done “walk-abouts” with principals.  The dialog I have with principals afterwards is very rich in helping with understanding (more to come later)
  4. I have done my own self-directed learning  in this area too.  I am reading books about it, discussing with colleagues, peers, and coaches,  joining twitter chats about topics, subscribing to blogs and periscopes (my new fav) and voxer chats.
  5. I am trying to get better at modeling what I have learned.
  6. I try to talk/share more about learning than I do about the device or digital learning.

SO, I have some work to do and need to create a plan to rework surveys and communicate results.  Of course, the input we receive from our surveys are invaluable and will help with future action plans.    We need to compare where we were and where we are today with our implementation/progress. This is a difficult task because it could continue to evolve as we learn about these new environments. I do have some reservations because right now, this is still putting iPads and digital learning as “separate”.  One day, I have dreams where this is not separate – instead part of our overall strategic planning surveys.   But I do understand the need to provide data to show we are making progress.   Below is a proposed timeline to get this goal completed with the end result being reported to school board by January board meeting

  • Evaluate/Redesign Surveys for Parents, Students, Teachers – Drafts complete by 11/30
  • Chat with building principals and create survey timelines (for parents, students, teachers) 12/2
  • Complete Surveys by 12/15
  • Data Analysis complete by 12/22
  • Develop presentation and potential new action plans (include visible samples of classroom transformation)
  • Present to the board in January –  1/19
Move the needle

Move the Needle towards success Image Credit – http://www.tribridge.com/knowledge-center/tribridge/posts/p2/2013/06/11/crm-moving-the-needle-in-healthcare

Beyond the evaluation – thoughts on change leadership

It is important that we need to continue to evaluate whether or not we are making progress towards the goals we set out to accomplish with the integration of these devices/environments- (or lets face it any transformational change we intend to make in or organizations)  As I reflect on the original goals of our program, we certainly were going down the right path towards the vision of our district!

Goals from original plan in 2013

  • Improve the efficiency and efficacy of classroom instruction
  • Prepare thoughtful, collaborative, and creative students who problem solve and think critically about global issues
  • Develop customized, individualized content to meet each student’s unique learning needs
  • Increase student engagement
  • Utilize innovative strategies for the delivery of rigorous and relevant curricula

But we must face facts.  Just putting ipads in the hands of our students will not make our goals come to life!  Our original plan had a great year 1 plan.  While there is always area for improvement, we did very well on the preparation of  implementation.  We had supports in place to continually revisit and support our teachers.

Where I fell short was continuing to make connections to this initiative with other district initiatives and state mandates. This is no easy task.  I am sure there are many districts that feel “over – initiated”. Year 2 was a struggle.  State mandates had taken up all district PD time. Because teachers had so much to learn about our new evaluation process I made the decision to “take a back seat” with digital learning for at least the 1st semester.  Not a wise decision and now unfortunately 1:1 iPads /digital learning was viewed as “one more thing to do”.  I had plenty of opportunities to intervene but I did not have the confidence I have today about the process. Why the confidence today?  See I know more today than I did yesterday above.

Lesson learned.

So here it is – Year 3 and time for my wakeup call.  (see graphic below) We are trying some things this year that appear to be working.  (at least that is what the data is telling us).  I will plan on sharing those ideas in the next post –  Goal 2 – Create, implement and monitor a personalized model of pd that align to strategic plan and district initiatives

 

Transformational Change - Beware of pitfalls

 

Linking my goals to national competencies and district plans. What am I missing?

MARZANO District Leadership Competency

Data driven progress monitoring – The district leader ensures data are analyzed, interpreted, and used to regularly monitor the progress toward district, school, and individual student goals

COSN Competencies

Data Management – Manage the establishment and maintenance of systems and tools for gathering, mining, integrating, and reporting data in usable and meaningful ways to produce an information culture in which data management is critical to strategic planning

Strategic Planning – Have a high-level view across the school system and work with instructional and technical teams to identify steps needed to transform the technology vision into a long-range plan, complete with specific goals, objectives, and action plans.

Byron Strategic Plan: Maintain excellence in resource management

Byron Technology Plan: Harness the power of technology to support, enhance, and amplify student centered learning.


Lets get crazy! Reflections from Kevin Honeycutt’s Keynote!

On the Wednesday of MEA weekend,  we were very fortunate, through our local collaborative – Zumbro Education District, to have Kevin Honeycutt (@kevinhoneycutt) come to SE MN and present to several school districts.  It has been a couple of days since that presentation, and I felt compelled to take some time to reflect on the day!

Honeycutt totally reaffirmed everything I believe in the potential of “school”.    Sometimes work in EDU can make things so cloudy, confusing.  Sometimes things that shouldn’t matter get in the way of things that should.  Sometimes things seem so complex, so unattainable, you even begin to doubt yourself.  It’s hard to put into words what the keynote provided me.  I needed it.  It helped me reconnect with My Why.  

 The notes, tweets (#zedrocks2015), pics (selfies) etc do not do this keynote justice.  Kevin shared many stories of how he inspired his students to rise above problems and challenges.   Stories where he was able to connect with students and engage them through use of authentic and relevant learning experiences.  His title”Tools and Tactics in the 21st Century” may have led one to think workshop was going to be about technology (unfortunately still  viewed as extra in many schools) but instead this was about students and learning and the endless opportunities we have to connect with them and inspire them!   And what was exciting? Our entire staff was there!  If anyone left that room – uninspired – they need to seriously have an edu “soul selfie” reality check.  I heard so much feedback from staff ready to put themselves “out there” for the sake of our kids. All kids.  The energy in the room was awesome. I was so engaged, hours seemed like minutes.

 I have been at the TIES conference (MN Tech Conference) with a small group of teachers through similar keynotes.  Simon Sinek, Sir Ken Robinson, Tony Wagner, Yong Zhao.  This was just as inspiring as all of those talks – with a couple of exceptions:

  1. These stories came directly from the classroom – Kevin’s classroom.  He shared stories of self perseverance and grit both personally, professionally as an educator.  Because of this, and his belief in ALL students, he made an incredible impact on kids… his students.   What he shared is obtainable.  Where there is a will, there is a way!
  2. Everyone (my teachers and administrators) was in the room! HOORAY!  Thanks ZED!

Take aways for me –

  1. We can’t afford to have “secret geniuses” in our classrooms. We have so much talent. So much talent that we can learn from right in the walls of our schools.  I sincerely believe, in every room, every teacher has talent they can bring to the table!  Yet some teachers are fearful of sharing.  Many times fearful of sharing with their own peers, their own teams. Many times the “crazy ones” (Kevin referred to – see video below) are left to quietly innovate in their classrooms.  Why? I honestly think it’s a mindset issue.  Instead of feeling threatened by the success of others – Shouldnt we be inspired to learn from one another?  And to the educators who feel they have no one to turn to, lets talk about helping you create your personal learning network (PLN).  There is a whole lot of crazies out there just waiting to support you and celebrate your work!  (Including this crazy  – @jenhegna

    Growth vs. Fixed Mindset

    Growth vs. Fixed Mindset Image Credit – http://carriekepple.com/2015/04/24/growth-mindset-vs-fixed-mindset-which-do-you-have/

  2. Administrators and Teachers need to spread (and be supported/encouraged) their messages and stories of what is working with kids. On top of that –  add the student voice to these successes and people will listen. We need to get our parents talking, our communities talking  because  politicians don’t get it and because they are policy makers they drastically need to be educated! Spreading these message of great teaching – has never been easier.  Within minutes – anyone of us can publish a story.   Anyone can start a movement!
  3. The last take away was “we need to bend to system to fit our kids, not bend kids to fit our system”.  There is a lot of depth  in that quote.  What are the passions and talents of our kids?  How can we connect those to curriculum?  There should not be a one shot one way of showing what kids know.  Our kids have incredible talents and passions (that we can hopefully cultivate to talents).  Let’s make learning real and relevant for them.  Killer App of the 21st century? Learning to Love to Learn!

 

 Are you ready to get a little crazy? 

 

My Why…

Our district administrative team was at a leadership training today with several districts from MN.  Towards the end the day, We watched Simon Sinek’s “Start with Why” video.  It had been a while since I had seen it, but good to reflect upon the vision of our district.

As a homework assignment, we were to reflect on our why.  Why are we in the positions were are in? Why do we come to work everyday? And what is our why (vision) for education?

Below is a few things that drive me. That I believe to my core….

  1. Foster self-directed learners who persevere through difficulties.
  2. Engage learners in authentic tasks to create authentic products for an authentic audience.
  3. Develop student leaders with global and empathetic view of the world who actively act upon problems we face today and tomorrow.
  4. Personalize the education of our children to meet core curriculum as well as their passions and interests.
  5. Create a culture of shared leadership and learning in our organization’s system to provide 1-4 that engages all stakeholders.
A graphic of My Why...

A graphic of My Why…

 

I know this probably sounds like a lot of fluff but this keeps me up at night.  My why keeps me coming to work even when times get tough and it would so much easier to quit. As a tech director, you would think I would focus on technology – and trust me – I do have a passion for tech, but it has taken me years to realize that focus is not about technology – rather focus on those relevant tasks and let technology amplify….

  • Amplify learning
  • Amplify student voice/choice
  • Amplify our students’ opportunities to make a positive impact in our world.

So, what am I missing?  I would love to hear your WHY.

School Leaders: What does your digital footprint say about you? Your school?

Over the next couple of weeks our leadership team is leaving room on our weekly agenda to discuss  DIY PD with twitter as well as sharing our district’s story using social media.  What is our brand? Who is telling our story? How does social media impact our story?  What does my digital footprint say about me as a professional?

To start, I sent a short google form and asked team members to share their professional interests and current twitter use.   I took the time and selected  hashtags that would be relevant to them. As for their Twitter use (below)  I could care less if someone is a beginner… this isn’t an evaluative question – this is a question to guide learning.  My goal – to get all of our team at a level 3.

1 – Beginner – I am fairly new to twitter and I may know some features, but not all features. It still is a little bit of a mystery to me.

2 – Developing –  I know the basics of twitter. I can follow, retweet, tweet, reply, send pictures. Hashtags may still be a little of a mystery to me. I understand there is potential to support my growth – I am just not sure I am there yet.

3 – Proficient – I have a personal learning network that is tailored to my needs. I not only listen and learn, but contribute back to my network. I use twitter on a regular basis to support my growth and use it to showcase the passions and talents of others.

4 – Innovating – I can provide PD around Twitter.  Twitter is just part of my DNA

5 Stages of Twitter Use

5 Stages of Twitter Use

Brad Gustafson’s post “For the Kids” is an excellent way to start a social media conversation as well as taking some time observing his school’s #GWGREATS hashtag. On a personal note, I love LOVE learning about all of the great things our teachers and more importantly students are learning about.  I think its our important for our community as well. While we do have a successful facebook page –  it is manned by a few.  Twitter and hashtags can allow anyone to contribute!

Here are just a few guiding questions (and a few of my thoughts) to start your conversation with instructional leaders:

  • How do you personalize your learning ? When one properly creates their personal learning network (PLN), learning can happen when and where you need it.  Twitter has become the most positive PLC anyone could ever ask for.  I have been fortunate to connect with others (tweeps) to learn personally/professionally  but more importantly to create opportunities for our staff and students to learn.  This takes time – but so so worth it!
  • Who will model good use?  Whether you like it or not kids, as early as 9 or 10, are signing up for social media accounts.  Who do they look for? People they know.  I would much rather have my child  follow a teacher/admin who models and is developing a good digital footprint than some of the pop who has little or no moral intentions.   And even if they do follow those pop stars (you know they will) we can provide opportunities to model good use of technology.
  • Who is telling our story? Branding (AKA TELLING OUR STORY) our schools is a great way to share with our community about how we learn, share, innovate, and inspire our staff and kids.  Its a great way to cross-pollinate ideas from classroom to classroom, building to building or district to district. I also find it great to keep up to date.  Just this past weekend I was watching our #cybears hashtag to keep track of the progress of our robotics team!  We have a great facebook page – however it is only managed by a few.  Using twitter and a hashtag – allows anyone to contribute to our story – including students.
  • How do we continue to seek talented staff? How do we attract families to our community? As more and more people use social media to interact or learn – they also will use it to shop for jobs and schools.  We want families to seek Byron as a great place to educate their kids. We want talented staff in our district. Our schools footprint should be transparent and show why Byron is a great place to work and learn!  For school leaders…. our personal profiles should indicate we are great people to work for/with.

Here is an agenda I used the other day.  Feel free to tweak and use with your own teams.   If you have other ideas -share them out!

Designing Agile Learning Spaces

Yesterday I attended an excellent  webinar called “Designing Agile Learning Spaces”  Presented by Bill Selak, Director of Technology and Ilsa Dohmen, CTE Research Designer and 6th Grade Science Teacher at Hillbrook School. While watching, I did a lot of reflecting around our new pk-2 building (Due Fall 2016), our current buildings/classrooms AND our district’s strategic plan.  There were  many resources provided  by the participants and audience that I am including in this post.  Side note –  I absolutely loved the action research this team did to measure success of these environments!
Webinar – Designing Agile Learning Spaces  (just enter name and email and you will have access) The webinar is an hour – and is very worth it.  Maybe one of the best I have seen in some time!
MLE Furniture

Photo credit – http://elearningclassroom.wikispaces.com

Technology in MLE

Photo Credit – http://elearningclassroom.wikispaces.com

One of the resources provided by the audience, I especially liked, was the Modern Learning Environment Matrix.    I  appreciate the guiding questions for each criteria in each phase.  Scroll to the very bottom and you some guiding questions for measuring the success of these environments including:
  • Ubiquity in Learning
  • Student Agency
  • Connectedness
Modern Learning Environments
Other links worth reviewing and provided in the webinar

Where are you and your district in your journey of designing modern classrooms/schools? Please share any resources you have found to be valuable!

These kids TODAY…

In the history of education, our kids TODAY have more opportunities than ever before to connect, learn, and co create new knowledge with other classrooms, organizations, and experts from around the globe.  Through these connections, our kids TODAY, have more opportunities to make an impact in this world and make it a better place for generations to come.

I see a shift in schools, from being solely “dispensers of knowledge” to, instead,  helping students learn how THEY can apply their learning in a real world context.  I see a shift in schools from focusing solely on test scores – to fostering and measuring the whole child.

In my mind, our challenge is “How do we “do school” efficiently to incorporate these shifts and effectively measure success?”  Its going to take a different school system than we have TODAY as we can not continue to add these new shifts to traditional paradigms.

There is never enough time! TODAY, we need to evaluate and challenge how we currently use our time in education. TODAY, we need to create new ways to evaluate and measure student success – beyond the test score.  And TODAY, we need leaders in our schools with a mindset to challenge these traditional paradigms to support and create a better, more efficient way to “do school” in order to support every learner.

Who is up for the challenge TODAY?

I will leave you with this quote – tweeted last week by @justintarte that really hit home in my thinking…  I hope to use this blog in the weeks to come to share ideas of how we can challenge (and ACT upon) these paradigms.  Stay tuned!

Jefferson Quote

 

 

What’s in a name?

“What’s in a name? That which we call a rose by any other name would smell as sweet. ”
William Shakespeare

As I reflect on 21st century learning and the support systems (in the form of people) new education leadership roles have emerged across our state.  Here are just a few titles I am aware of:

  • Data Coach
  • Instructional Coach
  • Curriculum Instruction and Assessment Coach
  • Personalized Learning Coach
  • Technology Integrationist
  • Digital Learning Coach
  • Innovation Coach
  • Media Specialist (Suggested by @blueskunkblog  – added 1-8-2015)
  • and dozens of others….

After reading A Rich Seam, by Michael Fullen and Maria Langworthy, it is clear to me, that  new pedagogies are emerging that blend pedagogy, technology and innovation, and new partnerships between teachers and students.  Technology  is no longer an addition to pedagogy but instead meld a new pedagogy.   Fullan and Langworthy (2014) share the following graphic and explanation:

How New Pedagogies are Different

How New Pedagogies are Different, A Rich Seam, Michael Fullan

“The above diagram helps summarise this discussion of how the new pedagogies and deep learning differ from the model of education that dominated much of the last century. First, this model is new because it aims to achieve deep learning goals that involve the creation and use of new knowledge in the real world. Second, this model becomes manifest in the new learning partnerships that emerge between and among students and teachers when the learning process becomes the focal point for the mutual discovery, creation and use of knowledge. Third, this model responds to and is enabled by digital access inside and outside of schools.”

This work also aligns to a post by Scott McLeod – 3 Big Shifts – in which Scott shares there are 3 shifts that are or need to happen in schools today.

3 Big Shifts

3 Big Shifts, via Scott McLeod, Dangerously Irrelevant

As we think of these shifts in education and/or the new pedagogies that focus on the deep learning  – are our leadership roles also shifting to support these new pedagogies?  For instance, do technology integrationalists also coach these new instructional models?  Do our instructional coaches have discussions about technology?  Do we still need separate roles or are these roles becoming a blend as well?

So it leaves me to ask you – Has your leadership role evolved to support these new pedagogies?

  • If so, how was support given to you? What kind of development did you receive?  What resources were you given? What challenges have you overcome?
  • If not, do you find value in this idea? Or do you think we still need separate people (tech, instruction, data, ect) to support these new learning environments? If you like the idea, what support do you need? What roadblocks would you encounter?

 

Fullan, Michael, and Maria Langworthy. How New Pedagogies Are Different. Digital image. A Rich Seam: How New Pedagogies Find Deep Learning. N.p., Jan. 2014. Web. Nov. 2014. <http://www.michaelfullan.ca/wp-content/uploads/2014/01/3897.Rich_Seam_web.pdf>.

Mcleod, Scott. 3 Big Shifts. Digital image. Dangerously Irrelavent. N.p., 22 Sept. 2013. Web. 21 Dec. 2014. <http://dangerouslyirrelevant.org/2013/09/3-big-shifts.html>.

PD, Online Learning, and Growth Mindset

This week will mark the end of yet another 8 week e-Classroom course and 6 more Byron educators will officially be e-Certified.  I developed and have been facilitating this for nearly 4 years and am constantly tweaking and fixing the course (via Moodle).  The smallest of improvements  can have great impact for future participants.  One of the things I LOVE about online learning, is that I have a record of discussions, reflections, and feedback.  This is critical – not for the participants – but for myself, my facilitation, and my course.

eCertification Framework

Establishing your eClassroom – Framework

Because of the way I have crafted the eClassroom course, it has provide extra time to focus on very personalized feedback.   Last year, I stumbled on Dwecks Mindset book.  It has changed my life.  I was determine to put extra time and effort to  focus on growth mindset techniques in all of my responses.   Generally reflections in Mod 1 indicated frustrations, doubt, and fear.   This is very natural and module 1 generally requires significant facilitation.   I will not lie.  I have seen some very VERY significant growth in participants this time around.  Not just growth in skill and technology but growth in mindset. From “I dont think this is for me and my classroom” to “I am ready to do this”!

I always provide opportunity for my teachers to give me feedback after each module and in an end of course survey.   The narrative provided this time around were great and the comments reflected my work in facilitation.

End of course feedback

End of Course Feedback from October-December 2014 cohort.

 

Improvements needed – my reflections

1. Somewhere in Module 1 or 2, I need to create a video about Moodle Design.  I would hope this would eliminate the amount of adjusting/clean up participants would have to do in Mod 4.  OR – better yet, maybe when I create their sandbox course – I only allow 2 or 3 topics. That way, they will try to keep unit materials under 1 topic.

2. Our district recently adopted the Marzano Framework for teaching.   This course is very aligned to Domain 1, 2, and 3.  I need to take some time and align the course to the framework, as well as ISTE and INACOL standards.  I would like to try utilize outcomes in Moodle.  If I could do standards based feedback/grading via Moodle – that would even be better. Word is @moodleshare may have figured this out!

Moodleshare Tweet

3. I would like to add a few scales to my activities to help with clarity in assessing the learning artifacts.  It is always important that my participants get opportunities to improve them.  I really like the Moodle rubrics.  Will I use those – or just a simple scale?

4. Give choice in reflections.  Either allow participants to reflect with me 1:1 (Moodle activity) or allow them an option to create a blog and reflect to their own audience – submit link to me.   I noticed one of my participants reflection improved significantly when the reflection went to our course discussion board in Mod 6.  Makes me think  – audience matters for some! I remember when I was in my masters courses and I loved LOVED blogging vs. private reflections.

5. Pay special focus with teachers in the as they are developing their units.  As they begin creating tasks and resources – its important that I provide feedback on whether or not the resources and tasks are age appropriate.  I would love to do cohorts of teachers in similar grade levels.

6. Consider either a module in copyright/fair use  or adding an activity in Mod 2/3.

7. Add more relevant research in hybrid learning.  When I first created – it was focused on online learning, I then readjusted to include flipped classroom.  I believe “Blend/hybrid” is the best solution and need to find research to support it.

Is there such a thing as the “perfect” course?  I doubt it.  But I will do my best to conquer and build it!  In the mean time, I am satisfied with the completion rate of Byron teachers (who voluntarily sign up) and the feedback they provide me to improve this course!

certification rate

eClassroom certification rate as of December 2014