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: Coaching Journal from ITEC 7460, Professional Learning and Technology Innovation
Reflection:In standard 5.2, the focus is on using various methods of
professional learning to spread best practices to other teachers. The artifact
that I chose for this standard is the instructional coaching journal that I
created for the instructional coaching sessions that I conducted with my
colleagues during the course of ITEC 7460, Professional Learning and Technology
Innovation. In creating this artifact, I worked with two different colleagues
in weekly coaching sessions over the course of the semester. In the coaching
sessions, I evaluated the practices of each of my colleagues and engaged them
in conversations about their current practices as well as the areas in which
they would like to improve. Outside of our sessions, I researched methods to
improve their practice, and I brainstormed ways to help them implement those
methods.
In the course of the technology coaches, I evaluated as many aspects of the classroom practice of both of my colleagues as possible. Included in those evaluations were technology integration, information delivery methods, hardware and software troubleshooting, and classroom management skills. Coaching my colleagues on some of those aspects of their practice was easier than on other aspects. Some of the strengths in my own practice were easy to spread to them such as the use of technology in the classroom. I was also able to easily troubleshoot some of their technological issues with software and hardware. The difficult part for me came in finding methods to improve the classroom management techniques of my colleagues since this is one of my weaknesses.
In order to help my colleagues with their own classroom management, I first observed their classes to attempt to find the root of their problems. One problem was based in time management, while one was based in allowing students to drive the flow of the class off track. To help with time management, I searched out and recommended some classroom timers, and I suggested that the teacher begin planning class agendas with time attached. The same class agenda tool was suggested to help keep my other colleague’s class on track.
When I had identified possible methods to help them, I delivered that information in a variety of different ways. Since we were having weekly coaching sessions, I was able to deliver most of the information face to face when we met. However, there were some instances in which I found resources that I didn’t want to wait for the next coaching session. In those cases, I searched for videos to convey the information and sent them along to my colleagues via e-mail so that they could get a head start. In such cases, our coaching sessions focused more on planning the use of the new techniques than on my delivery of the technique.
In creating the coaching journal for this artifact, I learned a lot about instructional coaching. I also learned a lot about the instructional methods of my colleagues as well as my own instructional strengths and weaknesses. Finally, the process of creating this artifact helped me to understand some of the intricacies of instructional coaching. One of the biggest struggles that I had in the coaching process was in being able to critique the practices of my colleagues while still maintaining my personal relationships with them. In the future when and if I get a chance to complete similar instructional coaching activities, I will work to be more honest with my colleagues in order to help them more.
The impact of my instructional coaching came in changes to the professional practice of the teachers that I worked with in the instructional coaching process. In the case of both teachers, they reported a positive impact in their use of technology in their classrooms and in their abilities to manage their classes. While one colleague did not faithfully stick with the classroom management routines that we discussed, he still reported that his classes became easier to control. A secondary impact of this coaching was on my own classroom practice. Since I was instructing my colleagues on methods to improve their own classroom management, I also changed my own routines in order to better manage my own students. This lead to a final impact which was on the educational experience of the students in all of our classes based on the increased instructional time that we were afforded by better managing class time.
In the course of the technology coaches, I evaluated as many aspects of the classroom practice of both of my colleagues as possible. Included in those evaluations were technology integration, information delivery methods, hardware and software troubleshooting, and classroom management skills. Coaching my colleagues on some of those aspects of their practice was easier than on other aspects. Some of the strengths in my own practice were easy to spread to them such as the use of technology in the classroom. I was also able to easily troubleshoot some of their technological issues with software and hardware. The difficult part for me came in finding methods to improve the classroom management techniques of my colleagues since this is one of my weaknesses.
In order to help my colleagues with their own classroom management, I first observed their classes to attempt to find the root of their problems. One problem was based in time management, while one was based in allowing students to drive the flow of the class off track. To help with time management, I searched out and recommended some classroom timers, and I suggested that the teacher begin planning class agendas with time attached. The same class agenda tool was suggested to help keep my other colleague’s class on track.
When I had identified possible methods to help them, I delivered that information in a variety of different ways. Since we were having weekly coaching sessions, I was able to deliver most of the information face to face when we met. However, there were some instances in which I found resources that I didn’t want to wait for the next coaching session. In those cases, I searched for videos to convey the information and sent them along to my colleagues via e-mail so that they could get a head start. In such cases, our coaching sessions focused more on planning the use of the new techniques than on my delivery of the technique.
In creating the coaching journal for this artifact, I learned a lot about instructional coaching. I also learned a lot about the instructional methods of my colleagues as well as my own instructional strengths and weaknesses. Finally, the process of creating this artifact helped me to understand some of the intricacies of instructional coaching. One of the biggest struggles that I had in the coaching process was in being able to critique the practices of my colleagues while still maintaining my personal relationships with them. In the future when and if I get a chance to complete similar instructional coaching activities, I will work to be more honest with my colleagues in order to help them more.
The impact of my instructional coaching came in changes to the professional practice of the teachers that I worked with in the instructional coaching process. In the case of both teachers, they reported a positive impact in their use of technology in their classrooms and in their abilities to manage their classes. While one colleague did not faithfully stick with the classroom management routines that we discussed, he still reported that his classes became easier to control. A secondary impact of this coaching was on my own classroom practice. Since I was instructing my colleagues on methods to improve their own classroom management, I also changed my own routines in order to better manage my own students. This lead to a final impact which was on the educational experience of the students in all of our classes based on the increased instructional time that we were afforded by better managing class time.