How Can Administrators Best Support Professional Development in Education Technology?

At the heart of my current studies with the Digital Education Leadership program at Seattle Pacific University is ISTE Coaching Standard 4, which focuses on how professional learning can be best support teacher practice and, ultimately, student learning. Professional development is often associated with the administrators who orchestrate it. As a result, recognizing how paramount administrators are to the implementation of good professional learning is the key to its success.

My exploration on this topic began by examining an additional set of ISTE standards, the standards for administrators. An excellent resource, these standards explore everything from modes of establishing a learning culture at one’s school to the development of school improvement plans. Most relevant to this post is ISTE Administrator Standard 3, which specifically calls for, “Educational administrators [t0] promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources.” How is this achieved? 

How can administrators best support professional development in education technology?

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Ed Tech Professional Learning Considerations

For the past few weeks I have explored ISTE Coaching Standard 4b to try to understand how professional learning specifically impacts the use of education technology. School districts continue to take major steps, both in effort and resources, to provide professional development opportunities in the hopes of improving student learning. Unfortunately, the results continue to indicate that most professional development is unsuccessful (Jacob & McGovern, 2015). What are some potential options?

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Reflections on Peer Coaching: Experiences and Essentials

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

How can a school without a peer coaching program still benefit from the peer coaching method?

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The Unconference Model: Valuing and Engaging Active Participants

In my last post, I examined how perceptions shape our beliefs. I also commented on how this has impacted the implementation of educational technology. As I think about how perception has prevented those in my own school community to resist a BYOD practice, I have been thinking about my past exploration of unconference models. Many attest to the fact that teachers learn best from one another. Knowing this, I have been wondering how I can broaden the practice of learning collaboratively to my entire school. In a past post, I investigated the unconference model, a more informal collaborative form of professional development. I shared what I’d learned from attending two EdCamps, noting how collegiality and collaboration impacts instructional practices. I also commented on the impact of autonomy and personalization on our development as educators. I have also previously shared my informal collaboration with a colleague last year, exploring technology enabled learning by holding conversations on practices that worked and didn’t. The inquiry model infographic I designed below showcases our method.

I merged this inquiry method with my reflections on the unconference model to come up with the video below, a vision of how this model might transfer into monthly sessions at my school.

Some questions posed by @RMoeJoe and @EllenJDorr left me thinking further about how to accomplish an unconference model as part of a BYOD action plan.

  • How have unconference models worked in the past?
  • Where are evident spaces for it in my K-12 environment?
  • What do I need to invent on campus to help it foster?
  • What supports can I offer to help my colleagues and system to continue growing?

Although this approach to professional development saw its start in the tech industry, its influence is growing in education. The significance of the unconference model is that, as the name suggests, it dispels some of the previous notions of how professional development should work (Howard, 2010). For example, unconferences are propelled by the attendees, not the facilitators, bringing democracy to professional development (Howard, 2010). Normally, professional development asks attendees to choose from pre-determined presentations. With the unconference model, attendees propose the topics for workshopping and discussion together, not for presentation from one person at the front. Howard (2010) shared that an online space be created for participants to suggest ideas of interest and exploration. I did broach a similar idea in my video above, suggesting users pitch ideas on a forum like Padlet for popular vote. AnswerGarden is another tool that can be great for this, and I’ve seen it used spontaneously at EdCamps as late as the very start of the session. And, if interest isn’t high enough, the topic isn’t discussed (Howard, 2010). With the motto that “user-generated is the guiding principle,” the focus is on teachers’ needs, not the directives of administration (Howard, 2010, para. 4). Fostering personalization and leadership for all teachers involved is an extremely empowering practice which might influence buy-in.

Attendance is usually smaller than that of a real conference, which does make it an easily transferable model for recurrence in a K-12 school environment. It is loose, informal, but not without norms and procedures. I thought a lot about the word informal during the crafting of my last posts on this topic. I felt that the work I did with my colleague last year was altogether informal, but I realized that we did have norms for our conversations which is how I came to link our practice to the inquiry model above.

It Belongs to Everyone

The sessions don’t belong to the facilitator; they belong to everyone in attendance (Watrall, 2010). As a result, decisions, conversations and leadership are driven by everyone in the room (Watrall, 2010). Budd et al. (2015) called this “participant-centric thinking” and noted that this style is what separates it from traditional models (2015, p. 3). The empowerment of participants, who are aware of their important contribution to the process, leads to more investment and often better results (Budd et al., 2015). This is also perhaps the key to fostering buy-in and sustainability. Just like the teacher is shifting from the sage on the stage to the guide on the side, so too is the PD facilitator. My colleague @Ingersoll_Ryan said in his feedback that my focus on valuing the input of teachers is key. Perhaps part of valuing teachers to participate is to seek out and encourage colleagues in my building with unique expertise and perspectives to participate (Budd et al., 2105). I hadn’t thought about reaching out beyond those who show up. I should reach out to colleagues who have reservations about implementing technology BYOD. I should reach out to those I know are doing interesting tech-enabled learning in their classrooms. I should reach out and invite administrators and our IT support personnel to take part in conversations. This will send the message that all teachers are valued in this conversation, not just those who are already interested.

I wholeheartedly agree with Budd et. al (2015) that some of the most influential conversations to instructional development and relationship building often take place in the space between typical professional development, as well as during before and after school visits with colleagues. Budd et. al advocated that the unconference model should “prioritize conversation over presentation” (2015, p. 2) I wonder if it might be useful to survey my colleagues on their perception of how they best learn professionally. Might they also agree that we often learn better from each other than we do from large scale presentations? Involving my colleagues in this initial question might lead to more interest and buy-in.

The Details: Environment, Anxiety and Communication

Breaking down the formality of a classroom or presentation hall should also be considered. Just like we are shifting our own classrooms to be more student-centered and collaborative, so too should this model. Arranging desks to form circles or clusters for breakout sessions, or even getting out of the classroom in pursuit of more comfortable seating shouldn’t be disregarded as helpful (Watrall, 2010) .

I have been asked multiple times by my cohort and professors how I will lead my colleagues to be active participants in the discussion of BYOD and/or the pedagogical approaches to technology. Asking teachers to engage in regular conversations is a good place to start, although this might incite anxiety. In my first EdCamp, I was very anxious about being asked to lead or speak. In my second, I spoke but still had anxiety about it. Fears such as public speaking or engaging in debate can be concerns in the transition from a passive listener to an active participant (Budd et al., 2015). However, creating an environment that values those in it and carves out a place for all those involved, by giving credence to contributions can build confidence (Budd et al., 2015).

Part of valuing participants is creating a public online space to contribute ideas. Whether through a living online document or via ongoing online conversations, this creates an additional opportunity to be heard by one’s peers, to have a clear influence, and to gain confidence (Budd et al, 2015). It also provides the opportunity for the work accomplished to be lasting. I mentioned the use of Padlet and AnswerGarden, but Twitter is often used to stream conversations occurring during and after. Google Docs is another tool often used to document collaborative activity in real time.

@EllenJDorr also asked how I can prove my theory of action and offer entry points so anyone could join my movement. This is a tough question. The need to accrue clock hours towards re-certification makes professional development a paperwork issue. My school has strict policies for how to run PD and while I could choose not to worry about getting paid as a facilitator, negating clock hours for participants would certainly prevent buy-in. Accountability is required from sign-up to attendance so registration unfortunately stays rigid. As a result, adding additional participants throughout the year might be a difficult to approve. I’ll have to this on this!

Conclusion

Budd et al. stated that “The idea that no individual person has all the answers promotes a spirit of generosity, interaction, and respect amongst all participants. Every voice is valued” (2015, p. 3). This seems to say it all. I think I should even post this for my students in the classroom.

Resources

Watrall, E. (2010). Notes on organizing an unconference. The Chronicle of Higher Education. Retrieved from http://chronicle.com/blogs/profhacker/notes-on-organizing-an-unconference/24028

Howard, J. (2010). The ‘unconference’: technology loosen up the academic meeting. The Chronicle of HIgher Education. Retrieved from http://chronicle.com/article/The-Unconference-Technology/65651/.

Budd, A., Dinkel, H., Corpas, M., Fuller, J. C., Rubinat, L., Devos, D. P., & … Wood, N. T. (2015, January). Ten simple rules for organizing an unconference. PLoS Computational Biology. pp. 1-8.

 

ISTE Teaching Standard 5: Leading Collaborative PD in EdTech

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?

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ISTE Teaching Standard 3: The Power of Collegiality and Collaboration in EdTech

@University of the Frasier Valley via Flickr

@University of the Frasier Valley via Flickr

This week in my graduate studies, I looked at ISTE Teaching Standard 3 or “Model digital age work and learning.” The broad implications of this standard initially left me wondering where to start. The more I thought about it the more I realized that, in many ways, I have lived this standard over the past year. I investigated the following two indicators, with a focus on the audience of my peers.

  1. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
  2. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation

This school year has seen a major shift in my instruction. Due to the influence of my graduate studies, I have both experimented with and implemented more new ideas with technology, than ever before in my past seven years of teaching. While I have never felt behind in my use of technology, I have certainly never been ahead. Previously, digital tools have felt additive, as opposed to integrative. With new tools emerging all the time, I found myself overwhelmed. I viewed digital tools as finite tasks to master, instead of part of a larger pedagogical approach. As my own discovery of education technology has emerged and left my excited to share, I now wonder how I can become a leader in this field. What are the best methods for sharing my own shift in mindset and becoming a resource to fellow educators?

How can educators share and model successful and unsuccessful technology tools and ideas to colleagues in a manner that is useful, applicable, and trustworthy?

Collegiality

If I reflect on my lack of experimentation in past years, I am reminded that new ideas have been often shared with me in presentations at professional development settings. These have been static in nature, and rarely, ever collaborative. However, this year, that has changed. Learning and improving any practice doesn’t happen in isolation. While informal in nature, my collaboration with one particular colleague this year has resulted in impactful change for my students.

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ISTE Student 5: Improving Technology Integration with Classroom Management Strategies

One of my projects this quarter in the Digital Education Leadership program was to collaborate with my cohort in the design of a digital citizenship lesson. Using the ASSURE model to design our lesson, we focused the lesson around  ISTE Standards for Teachers 4. As a group, we wanted to address the challenges faced by many when implementing technology in the classroom. Many educators are uncomfortable with the BYOD policies that are slowly emerging, and they bring valid concerns to the table. We chose to address these concerns by designing a session for educators who are interested in learning classroom management strategies for technology use. I hope to share this lesson with others, in my own community and beyond. Let me know if you could use something like this in your school or what you think about the strategies presented. Download the pdf of the lesson here.

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