Standard 1.4
Innovation and change is a concept that all teachers should
continue to strive for. In today’s
classroom, there are teachers who continue to teach as if they are still living
in a society without technology. This
experience can be defined as a research session. I was tasked with getting a colleague to take
an individual needs assessment. First I
had to create a survey that would give me details about what the teacher
already knows and does not know about technology. In the survey I also asked the teacher how
much technology he uses, if any, in his daily classroom. Included in the survey were tools that they
teacher may want to know more about.
From the data obtained from the survey I was able to put a course of
action in place. In the plan I would have
recommended research and ways to implement the tools in the classroom.
Once the data from the survey was analyzed, I began researching ways to coach my colleague. I used the text from the class we were taking at the time on instructional coaching. The name of the book is Instructional Coaching, a Partnership Approach to improving instruction. I used this text because there are multiple ways to coach other teachers. The way I felt comfortable with, and in the end my colleague, the “I do, you do” approach. This approach uses modeling to coach another teacher. From this point on I recommended using certain tools to create an engaging classroom. I used his responses to help guide my decision on tools to implement in his classroom. One of the tools that he was interested in was Google Docs. He was interested with this because of the ability to create and share assignments over the internet. I then modeled how I used Google Docs in my classroom so that he could see all that the tool offers. After modeling the uses, we came up with some ways that he could use it and have success with it. Having success with the tool will ensure that this innovation could be sustained. I made myself available to this teacher throughout the whole process so that the tools would be used properly and support the teacher so that he could be successful. I was able to put together a plan to support the teacher through regular sessions and through observations. Through regular observations and sessions with the teacher I can make sure that my colleague does not become dishearten with the tools and he will continue to use them in the future. I also have the advantage of working right across the hall from this teacher. We speak in between every class, so this would be a good time check up on his progress on and answer any questions he may have. Making myself available during and after school hours will give teachers the opportunity to receive support on any tools that they are having troubles with. The best way to handle teachers who may be skeptics of technology tools is to let them observe your classroom once, and see the change of atmosphere that it creates. Once teachers who resist see the students engaged and working together to learn, they will want to be a part of it. The next way to handle teachers who resist change is to be persistent with information about how well your students are doing with the tools you are using. I am not saying to rub it in, but show them that your kids enjoy learning and are engaged because of the technology you are using.
I learned a great deal about how to be a technology leader from this artifact. One, leaders have to be patient and know that you will not win all teachers over at the start. Leaders need to able to make themselves available to help support teachers who are need. Being available will give teachers confidence that when they are in trouble someone will be there to help them. Plus this helps sustain technology use in the future because they are comfortable enough to ask for help. If I were to change anything about this artifact I would extend the number of people who would receive the pre-survey and get additional data about our school staff. This would help me to see who uses technology and who does not. Teacher observations is the best way to see the impact of this artifact. Additional surveys after support is provided can show the impact that this artifact has on the school’s faculty. The students will be the biggest winners from this artifact. Students will benefit from the engaging atmosphere and authentic learning.
Once the data from the survey was analyzed, I began researching ways to coach my colleague. I used the text from the class we were taking at the time on instructional coaching. The name of the book is Instructional Coaching, a Partnership Approach to improving instruction. I used this text because there are multiple ways to coach other teachers. The way I felt comfortable with, and in the end my colleague, the “I do, you do” approach. This approach uses modeling to coach another teacher. From this point on I recommended using certain tools to create an engaging classroom. I used his responses to help guide my decision on tools to implement in his classroom. One of the tools that he was interested in was Google Docs. He was interested with this because of the ability to create and share assignments over the internet. I then modeled how I used Google Docs in my classroom so that he could see all that the tool offers. After modeling the uses, we came up with some ways that he could use it and have success with it. Having success with the tool will ensure that this innovation could be sustained. I made myself available to this teacher throughout the whole process so that the tools would be used properly and support the teacher so that he could be successful. I was able to put together a plan to support the teacher through regular sessions and through observations. Through regular observations and sessions with the teacher I can make sure that my colleague does not become dishearten with the tools and he will continue to use them in the future. I also have the advantage of working right across the hall from this teacher. We speak in between every class, so this would be a good time check up on his progress on and answer any questions he may have. Making myself available during and after school hours will give teachers the opportunity to receive support on any tools that they are having troubles with. The best way to handle teachers who may be skeptics of technology tools is to let them observe your classroom once, and see the change of atmosphere that it creates. Once teachers who resist see the students engaged and working together to learn, they will want to be a part of it. The next way to handle teachers who resist change is to be persistent with information about how well your students are doing with the tools you are using. I am not saying to rub it in, but show them that your kids enjoy learning and are engaged because of the technology you are using.
I learned a great deal about how to be a technology leader from this artifact. One, leaders have to be patient and know that you will not win all teachers over at the start. Leaders need to able to make themselves available to help support teachers who are need. Being available will give teachers confidence that when they are in trouble someone will be there to help them. Plus this helps sustain technology use in the future because they are comfortable enough to ask for help. If I were to change anything about this artifact I would extend the number of people who would receive the pre-survey and get additional data about our school staff. This would help me to see who uses technology and who does not. Teacher observations is the best way to see the impact of this artifact. Additional surveys after support is provided can show the impact that this artifact has on the school’s faculty. The students will be the biggest winners from this artifact. Students will benefit from the engaging atmosphere and authentic learning.
individual_teacher_technology_assessment_narrative.docx | |
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