As part of my studies with the Digital Education Leadership program at Seattle Pacific University, I recently engaged in and completed an exercise in peer coaching with a new teacher. I considered the additional challenges that face new teachers in the first few months of school and transitioned from an advocate to a collaborative partner, capable of leading and guiding inquiry. I practiced communication skills, including active listening and questioning strategies as my collaborating partner and I worked to build lessons together. Much of my work in this course centered around the study of Peer Coaching: Unlocking the Power of Communication by Les Foltos.
Action Plan Feedback
This quarter, I have been working to develop an action plan centered around how the policy of Bring Your Own Device (BYOD) fits into my ideal learning environment. Recently, my class came together for a face-to-face session to review emerging plans. We engaged in a practice known as a Tuning Protocol to receive feedback. Just as student learning isn’t as powerful in a vacuum, neither is the ongoing learning and development of educators. Dearman and Alber (2005) address using collaborative practices to analyze and reflect on student work, and claimed that the involvement of educators in reflection and decision making not only creates commitment, but propels and sustains instructional shifts. After my participation in this process, I can see how this would work.
I was astounded by the high level of my peers’ action plans. Their thoughtful reflections on their school learning environments seamlessly merged into their envisioned growth opportunities. The feedback I received on my own plan left me poised to dig deeper, clarify confusions, and make decisions about how it will all come together. For example, @EllenJDorr prompted me to remember that I have to address the connection between BYOD and student-centered learning. Student independence requires teachers to loosen some control over the use of technology in the classroom. Additionally, @Ingersoll_Ryan reminded me that it is not just about rationalizing the positive impacts of BYOD, but owning the distractions personal devices do cause. Yes, students will be distracted at times, and this will be challenging. However, we can own our role to instruct students how to manage this distraction.
Professional development has continued to be the focus of my plan. While I have continued to focus on the unconference model, I have struggled to articulate the research-based evidence of this choice. Additional research has highlighted the power of working in cohorts, who focus on content and engage in active learning (Desimone et al., 2002). The professional development cycle I graphically outlined above centers on these fundamentals. The first step of my plan involves introducing this professional development plan to staff. Many in my cohort suggested that I showcase what successful BYOD in the classroom looks like, share school demographics about student online and device use, and present the rationale for why BYOD benefits student learning, all in the pursuit of inviting staff to participate in the larger conversation (@MrsBTodd gave me a great suggestion to develop a simple infographic to distribute).
Finally, the feedback I received also pushed me to realize that I need jump in and start designing this professional development process. My biggest struggle has been how to blend the unconference model, which fosters interest and participant-driven conversations, with the inquiry model, which supports instructional growth via experimentation and collegial feedback. Participating in both of these practices led to my own instructional shifts this past year, so their value is fresh in my mind. So how do these two ideas come together? I thought the only way to figure this out was to start to build it…
This week in my exploration of ISTE Teaching Standards with my graduate program in Digital Education Leadership at Seattle Pacific University, I am examining ISTE Teaching Standard 5 in an effort to understand how teachers can…
“continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.”
Embedded in this standard is the indicator for teachers to…
“exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.”
This standard immediately make me think about my previous post on ISTE Teaching Standard 3 in which I explored collegiality and collaboration among educators. Collaboration of any kind is an important global skill that takes advantage of unique perspectives and expertise, while also being an effective method of adult learning (Morel, 2014). It is one that we need to be fostering in our own students, so it is important that we develop and model this ability ourselves. EdSurge reported that “Teachers consistently say they learn best from their peers” (2014, p. 8). In my previous post on collaboration, I used the word informal at times to define a collaborative experience that is less about attending a training guided by a top-down approach and more about working with colleagues to experiment and offer reciprocal feedback. My professor, @RobinHenrickson, guided me to consider my use of the word informal, as it can connote practices without norms or protocols. I realized that my past year of effective collaboration that I shared in this post utilized norms, whether I knew it or not. My colleague and I followed an inquiry model for implementing new practices or technologies, we offered each other feedback and support, and we respected each other’s expertise. So, as I approach ISTE Teaching Standard 5, I am now wondering how leadership can play an important role in the effectiveness and sustainability of collaborative professional development. How can I expand upon the success I’ve had collaborating during this past school year and work to lead a model that engages and benefits more of my school community?
What role do teacher leaders play in establishing effective collaborative practices focused on Ed tech?
As part of my ongoing exploration of how ISTE Student Standards can be implemented in the classroom, I am focusing this week on ISTE Student Standard 2: Communication and Collaboration, addressing how students will communicate and collaborate in a digital space to construct new meaning. I am specifically looking at the following performance indicators:a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
d. Contribute to project teams to produce original works or solve problems.
Assigning collaborative work in group projects is often a difficult task, especially at the middle school level. Students range in their ability to contribute productively to assignments, and are frequently left frustrated by the inconsistency of contributions. Assessment can also pose a challenge; final products do not necessarily reflect individual productivity. Desanctis (1987) researches the effects of technology on group work in “A foundation for the study of group decision support systems” and confirms our long held assumptions that certain members tend to dominate communication, while other less dominant members exert less effort overall (p. 596-7). Regardless, as educators we know that collaborative learning is important for students because it “fosters the development of critical thinking through discussion, clarification of ideas, and evaluation of others’ ideas” (Gokhlad, 1995). And regardless of the challenges, collaboration is an important 21st century skill to teach. Forbes magazine regards virtual collaboration as one of the top ten workplace skills for the future; so, “Whether you’re a fan of it or not, working and collaborating effectively virtually, whether on a simple task or a very complex challenge is a necessity as the nature of our work is globalized” (Gorscht, 2014, para. 12).
How do we as educators effectively use technology for student collaboration? If we rethink the group project as a means of developing skills alone, we may be guided in the right direction. Bates (n.d.) reinforces in Teaching in a Digital Age, that there has been a shift from teaching content, or academic knowledge to teaching skills, or applied knowledge (p. 37). Therefore, we should focus on fostering the skills of collaborating and communicating effectively, rather than on the final product of the group work.
Currently, I am in the midst of designing a lesson with a silkscreen artist out of Toronto (my sister-in-law) for a lesson art designed for social movements. We developed a project in which small student groups will use their background knowledge of the middle ages to design a visual message. They will collaborate to design a poster that champions a cause from the perspective of a specific, medieval community. This project has emerged as a ripe opportunity to enhance their collaborative design process with the aid of some digital tools.