1.4 Diffusion of
Innovations & Change
Candidates research, recommend, and implement strategies for initiating and sustaining technology innovations and for managing the change process in schools. (PSC 1.4/ISTE 1d)
Artifact: Coaching Journal
Reflection
A coaching journal was a required class assignment for ITEC 7430. My completed project, an individual effort, was submitted in the fall of 2014. Meeting the requirements for this assignment, I reflected on five coaching sessions, each a narrative description of my coaching practices and change strategies. The purpose of this project was to document the benefits and teachers’ skill changes that resulted from my instructional coaching. As described by Knight (2007) and other leading experts, my coaching approach was a partnership method. My coaching journal includes the challenges I faced, the solutions I presented, and how I was part of changes in science instruction practices.
At the subject curriculum department level, I coached two teachers in my department. Both teachers were new to science content, and one of the teachers was also new to the English language acquisition program. A veteran teacher, from another content department, requested my help and was included in my coaching project. All three teachers had similar needs: science content knowledge, instructional technology tools and administrative technology tools.
Using our common planning period, I was able to meet with my science team teachers weekly during school hours, however we also meet occasionally after school. Using teacher input from casual dialogue and from a teacher assessment survey, I purposed increasing integration of technology and data collection. Both components, technology and data collection, support the building’s School Improvement Plan (SIP). Our primary goal became our use of an online assessment tool, Interface Design Management System (IDMS). IDMS was used to construct class-level assessments, and it provided easy to use data analysis products. In addition to the professional learning time use to incorporate IDMS into our learning model, I provided instruction on the use of a document camera, ELMO, and a new grade book program, Infinite Campus. By building up teachers‘ skills to use the document camera and Infinite Campus, I was able to build a stronger partnership with these teachers.
The survey data I collected from my teachers did not reflect content knowledge needs, and most of our meetings targeted key concepts needed for student learning. My agenda had a much different order from what occurred in our training sessions, due to the time needed for content sharing. I had to adhere to what teachers wanted to know at the moment of need. I wanted to begin with gradebook entries, but use of ELMO was more beneficial and an immediate need. I provided training on the gradebook interface once teachers had prepared grades for input and were pressed to enter grades. With pressure to post grades, my coaching sessions were not as relaxed as I had planned. My third teacher required more repetitive practice on administrative computer functions (such as saving images and naming folders), and this administrative technology skill-building will require my on-going attention.
The large English Learners’ class size/population made data collection unmanageable at times. Use of IDMS makes data investigation much more manageable. Once teachers assessed student content gains using IDMS, the data was also available to administration; already our administrator acknowledged and complimented our data collection efforts. As a Title I school, data collection is required. IDMS is a more efficient method compared to non-digital data collection processes. As part of the Teacher Keys Effectiveness System (TKES) evaluation, pre-post-assessments are required for exemplary teacher performance. Even without monetary incentives for teachers to learn and use IDMS, it is to our advantage to use this technology.
Candidates research, recommend, and implement strategies for initiating and sustaining technology innovations and for managing the change process in schools. (PSC 1.4/ISTE 1d)
Artifact: Coaching Journal
Reflection
A coaching journal was a required class assignment for ITEC 7430. My completed project, an individual effort, was submitted in the fall of 2014. Meeting the requirements for this assignment, I reflected on five coaching sessions, each a narrative description of my coaching practices and change strategies. The purpose of this project was to document the benefits and teachers’ skill changes that resulted from my instructional coaching. As described by Knight (2007) and other leading experts, my coaching approach was a partnership method. My coaching journal includes the challenges I faced, the solutions I presented, and how I was part of changes in science instruction practices.
At the subject curriculum department level, I coached two teachers in my department. Both teachers were new to science content, and one of the teachers was also new to the English language acquisition program. A veteran teacher, from another content department, requested my help and was included in my coaching project. All three teachers had similar needs: science content knowledge, instructional technology tools and administrative technology tools.
Using our common planning period, I was able to meet with my science team teachers weekly during school hours, however we also meet occasionally after school. Using teacher input from casual dialogue and from a teacher assessment survey, I purposed increasing integration of technology and data collection. Both components, technology and data collection, support the building’s School Improvement Plan (SIP). Our primary goal became our use of an online assessment tool, Interface Design Management System (IDMS). IDMS was used to construct class-level assessments, and it provided easy to use data analysis products. In addition to the professional learning time use to incorporate IDMS into our learning model, I provided instruction on the use of a document camera, ELMO, and a new grade book program, Infinite Campus. By building up teachers‘ skills to use the document camera and Infinite Campus, I was able to build a stronger partnership with these teachers.
The survey data I collected from my teachers did not reflect content knowledge needs, and most of our meetings targeted key concepts needed for student learning. My agenda had a much different order from what occurred in our training sessions, due to the time needed for content sharing. I had to adhere to what teachers wanted to know at the moment of need. I wanted to begin with gradebook entries, but use of ELMO was more beneficial and an immediate need. I provided training on the gradebook interface once teachers had prepared grades for input and were pressed to enter grades. With pressure to post grades, my coaching sessions were not as relaxed as I had planned. My third teacher required more repetitive practice on administrative computer functions (such as saving images and naming folders), and this administrative technology skill-building will require my on-going attention.
The large English Learners’ class size/population made data collection unmanageable at times. Use of IDMS makes data investigation much more manageable. Once teachers assessed student content gains using IDMS, the data was also available to administration; already our administrator acknowledged and complimented our data collection efforts. As a Title I school, data collection is required. IDMS is a more efficient method compared to non-digital data collection processes. As part of the Teacher Keys Effectiveness System (TKES) evaluation, pre-post-assessments are required for exemplary teacher performance. Even without monetary incentives for teachers to learn and use IDMS, it is to our advantage to use this technology.