Visionary LeadershipOne of the most important responsibilities of any leader is establishing a vision and inviting others to share in its development.
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The Standard -
Instructional Technology coaches inspire and participate in the development and implementation of standards driven educational experiences with the integration of technology to enhance student comprehension and support transformational change throughout the classroom environment.
Instructional Technology coaches inspire and participate in the development and implementation of standards driven educational experiences with the integration of technology to enhance student comprehension and support transformational change throughout the classroom environment.
The Indicators -
- Contribute to the development, communication, and implementation of a shared vision for the comprehensive use of technology to support a digital-age education for all students.
- Contribute to the planning, development, communication, implementation, and evaluation of technology-infused strategic plans at the district and school levels which support standards driven instruction.
- Advocate for policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in the school and district technology plans and guidelines.
- Implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms.
My personal vision statement on the use of instructional technology to support student learning...
Instructional Technology Goals (supporting the vision statement above) -
- Teachers will investigate and demonstrate the use of technology resources to support instructional strategies that engage students in blended learning activities.
- Teachers will investigate and demonstrate the use of technology resources to support instructional strategies that address the needs of special education populations, including bilingual and ESL students within a Blended Learning environment.
- All students will use technology to enhance skills for working both independently and in collaborative groups.
- All students will use wide-area networks to access text and video information for individual and group research projects.
- All students will recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they will act and model in ways that are safe, legal and ethical.
An action plan is a sequence of steps that must be taken, or activities that must be performed well, for a strategy to succeed. An action plan has three major elements (1) Specific tasks: What will be done and by whom. (2) Time Horizon: when will it be done. (3) Resource Allocation: What specific funds or resources are available for specific activities.
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1. What actions will you take this year to make your vision a reality at your assigned schools?
I will:
October - Interactive Video, Chapter 3, effect size, .54
November - Vocabulary Programs, Chapter 5, effect size .62
December - Direct Instruction, Chapter 6, effect size .6
January - Concept Mapping, chapter 8, size effect .64
February - Problem Solving Teaching, Chapter 12, effect size .63
March - Reciprocal Teaching, Chapter 11, effect size .74
April - Spaced Versus Massed Practice, Chapter 13, effect size .6
I will:
- offer after school professional development sessions on our school wide book study: Bold School, Blended Learning That Works by Weston Kieschnick.
October - Interactive Video, Chapter 3, effect size, .54
November - Vocabulary Programs, Chapter 5, effect size .62
December - Direct Instruction, Chapter 6, effect size .6
January - Concept Mapping, chapter 8, size effect .64
February - Problem Solving Teaching, Chapter 12, effect size .63
March - Reciprocal Teaching, Chapter 11, effect size .74
April - Spaced Versus Massed Practice, Chapter 13, effect size .6
- provide teachers with a monthly newsletter focused on each of the Bold School Strategies being highlighted for that month with additional resources and strategies for implementation.
- conduct a Needs Assessment Survey with specific questions surrounding the Bold School Blended Learning Model in an effort to group my teachers by strengths and weaknesses for differentiated professional development through 10 minute PDs, after school sessions, PLC team trainings, and modeling best practices in a co-teaching environment.
- pair colleagues for support during the implementation process.
- continue to co-teach with teachers during utilization of the station rotation model to allow teachers to build their confidence level at this best practice.
- promote and encourage a "growth mindset" in my actions and daily communication with my faculty.
- attend PLC meetings in an effort to seek out digital resources on the topics currently being covered during classroom instruction.
- introduce all SPED and RTI teachers to the Learning Tools withing Office 365 such as Immersive Reader.
- work and co-teach with ELA and CARS teachers on effective digital research lessons with an emphasis on researching within a group or team environment.
- provide digital citizenship lessons to all students 6-8.
2. How will you be accountable for your work towards this vision?
- By conducting a prior needs assessment before after-school professional development sessions, I can plan my offerings in a way that caters to my participants grade level and content needs. During the session, I will observe and monitor teachers to gauge comprehension of the content being presented. After the sessions, I will have participants complete an evaluation survey. Analyzing the survey results as well as identifying areas for follow up will allow me to evaluate the success of my presentations.
- After analyzing the Needs Assessment Surveys, I will group my teachers according to areas of need. I will create an Excel spreadsheet of teacher names, teacher needs, and then dates the needs were addressed to hold myself personally accountable for reaching every teacher with an identifiable need.
- Teachers will be complete a form within Office 365 to identify their areas of strengths and weaknesses with implementing technology within their classrooms. Once I have analyzed these areas of strengths and weaknesses, I will pair teachers for a "co-mentoring" experience. I will visit with each mentoring team for continued support throughout the year. At the end of the school year, I converse with teachers to analyze the effectiveness of this strategy.
- Co-teaching on the Bold School Blended Learning Model will be documented on my Office 365 Calendar. At the end of the school year, I will reflect back on my calendar and analyze it in a way to indicate that I successfully modeled a Blended Learning Lesson with in each mini school and each content area.
- I will consistently meet with teachers prior to co-teaching experiences to complete the Coaching Cycle with them consisting of the pre-conferencing meeting, identifying "look fors" during instruction, assigning teacher/instructional technology coach responsibilities during the lesson, and post conferencing to reflect on best practices and areas of improvement.
- To assist in cultivating the growth mindset within Oakland Middle School, I will do the following:
- view challenges as opportunities.
- value the process over the end result.
- celebrate growth in others.
- disassociate improvement from failure.
- cultivate grit.
- place effort before talent.
- use the word "yet".
- learn from other people's mistakes.
- make a new goal for every goal accomplished.
- take ownership over my attitude.
3. How will you support the vertical alignment of student learning within your respective buildings(s) with technology? How will you support teachers in your building in getting students from where they are to where they need to be for the next grade level or school?
Since what happens in the middle years can affect students' success in high school, planning toward transition is essential. Vertical alignment allows middle school teachers and instructional coaches to work with their subject-area counterparts in the elementary school and the high school to identify best practices to get students where they need to be for the next grade level or school.
I will:
Since what happens in the middle years can affect students' success in high school, planning toward transition is essential. Vertical alignment allows middle school teachers and instructional coaches to work with their subject-area counterparts in the elementary school and the high school to identify best practices to get students where they need to be for the next grade level or school.
I will:
- consult with the elementary technology coaches from our county feeder schools to determine what skills have been taught to upcoming 6th graders and plan instruction accordingly.
- consult with high school technology coaches to determine the skill sets needed for upcoming 9th graders and plan my instruction to 8th graders accordingly.
- teach digital citizenship lessons by grade level topics which will include 6th grade topics of passwords, digital rights and responsibilities, digital footprint, and cyberbullying; 7th grade topics of online plagiarism, digital privacy, digital footprint, and cyberbullying; 8th grade topics will include social media, digital research, internet safety, and cyberbullying. An Excel spreadsheet will be created to document classrooms and lessons taught to ensure that all classes are taught by the end of the school year.
- incorporate a new section on the Oakland Middle School webpage called Parent Tech Talk to assist parents with strategies to combat technology pitfalls that could occur with their children.
- regularly meet with PLC teams across grade level/content areas to vertically align lesson planning with technology resources.
- continually move students in all three grade levels toward mastery of all Office 365 products with an emphasis on email, OneDrive, and calendar features with 8th graders in preparation for high school.
4. As an instructional technology coach, how would you want teachers to describe the work you do?
First and foremost, I would want my teachers to describe me as fearless. Not growing up with technology made me work harder to become proficient with it. One common thread myself and my peers had to overcome was our "fright" that we might tear something up if we tried to complete a project on a computer. I purposely try to exhibit a "no fear" attitude when working with technology, placing an emphasis on the fact that it is ok to take risks when trying new approaches to teaching even if it leads to failure. Without failure, no learning can take place.
I would hope that my teachers would describe the work I do at Oakland Middle School as irreplaceable. I have been honored to have teachers tell me that I explain things so well, go the extra mile in any area needed, and that I bring a smile or laughter into their day. Building relationships has been a key to my success in this role. I feel that my teachers depend on me and I feel that they would share that I am a person of my word.
Hopefully, my teachers would also add that they trust me when trying new ideas or using new resources. I will be depending on this trust relationship as I work to implement the Bold School, Blended Learning Model in my school.
First and foremost, I would want my teachers to describe me as fearless. Not growing up with technology made me work harder to become proficient with it. One common thread myself and my peers had to overcome was our "fright" that we might tear something up if we tried to complete a project on a computer. I purposely try to exhibit a "no fear" attitude when working with technology, placing an emphasis on the fact that it is ok to take risks when trying new approaches to teaching even if it leads to failure. Without failure, no learning can take place.
I would hope that my teachers would describe the work I do at Oakland Middle School as irreplaceable. I have been honored to have teachers tell me that I explain things so well, go the extra mile in any area needed, and that I bring a smile or laughter into their day. Building relationships has been a key to my success in this role. I feel that my teachers depend on me and I feel that they would share that I am a person of my word.
Hopefully, my teachers would also add that they trust me when trying new ideas or using new resources. I will be depending on this trust relationship as I work to implement the Bold School, Blended Learning Model in my school.
5. As an instructional technology coach, how would you want your administrator to describe the work you do?
The relationship I have with my principal is unique in the fact that my principal sees me as an equal and integral part of our school culture. I am very fortunate to have a trusting relationship with my principal that allows us to bounce ideas off each other and collaborate to make decisions to increase student achievement at Oakland Middle School across all grade levels and content areas. I would want my principal to describe me and the work I do as:
The relationship I have with my principal is unique in the fact that my principal sees me as an equal and integral part of our school culture. I am very fortunate to have a trusting relationship with my principal that allows us to bounce ideas off each other and collaborate to make decisions to increase student achievement at Oakland Middle School across all grade levels and content areas. I would want my principal to describe me and the work I do as:
- vital to the success of our academic programs.
- a facilitator of digital learning experiences.
- a support person for students, parents, and teachers in navigating through the digital age.
- a catalyst for student centered learning.
- a mentor to new and experienced teachers.
- a coordinator of professional development at the school level.
- being a change agent.