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Wendy culver evolving teacher practices in the 21st century
- 1. Evolving Teacher Practices in the 21st Century By Wendy Culver Grand Canyon University UNV-537 Leadership and Instructional Coaching Dr. Danielle Else, Instructor April 13, 2016
- 2. A Vision for A New School Year A Growth- Oriented Culture Self-Directed Learning Experiential Learning Increased Technology in Every Classroom Vision
- 3. A Growth-Oriented Culture Punitive Culture Growth-Oriented Culture First of all, great job taking a risk! Second, what has been done well, and how can we bridge to where YOU want to go? Why don’t these cupcakes look like they should? Vision
- 4. Self-Directed Learning “You learn at your best when you have something you care about and can get pleasure in being engaged in.” Howard Gardner What is the last thing you tried in the classroom that excited you? What are your personal learning goals? Vision
- 5. Experiential Learning “It is not enough to insist upon the necessity of experience, nor even the activity in experience. Everything depends on the quality of the experience which is had.” John Dewey Experience and Education Supporting Teachers in Experiential Learning: 1. Listen to needs and observe strengths. 2. Develop objectives that reflect personal learning goals and also incorporate components that require a healthy stretch of current abilities. 3. Provide a learning environment in which the messy process of true learning is honored. Vision
- 6. Technology Open House We will re-think our traditional Open House to create an interactive experience for parents and the community and highlight the innovative incorporation of technology into each classroom. Throughout the year, we will support teachers in gaining new expertise in this field by leading them through transformative learning experiences. In this way, we will work to ensure that each teacher is proud of his or her success and looks forward to sharing those successes with others. Big Ideas
- 7. Technology Support Team Big Ideas Tiger Tech Team Diffusing Leadership and Enhancing Experiences 1. A team will be assembled of self- selected teachers, students, parents and community members to serve as technology mentors on campus. 2. Members will cultivate their own expertise and act as subject matter experts for particular programs and tools. 3. The team will be connected through a website with mobile capabilities and will respond to classroom needs.
- 8. Skills and Needs Inventory Support Strategies Before we can move forward, we have to have a thorough understanding of where we are beginning. Here’s what ours looks like: Skills and Needs Survey
- 9. Monthly “Lunchbox Workshops” Support Strategies 1. The Instructional Leadership Team and Self-Selected Teachers present a new technology application each month. 2. Beverages and snacks are provided. 3. Participants may stay as long as they like after practicing the presented application in the workshop.
- 10. Feelings of Low Self-Efficacy Potential Roadblocks and Additional Supports This is a time of unprecedented change in education. Many teachers frequently feel over- whelmed by the rapid rise in technology coupled with changing standards and other demands on their time and expertise. How will the Instructional Leadership Team support teachers in overcoming these feelings? Goal- Setting
- 11. Where Will the Time Come From? Potential Roadblocks and Additional Supports There are many competing agendas right now, so how will teachers’ time be managed in order to take on this additional professional development? Big Ideas Key in on elements such as Open House and waiting for tech support that typically take teachers’ time and cause stress. IncreaseTimeValue DecreaseWastedTime Support Strategies Target needs and personal goals so that teachers can invest time on what they want to learn.
- 12. Timely, Goal-Oriented and Positive Feedback Concerned about inviting a team member in to observe? Watch this video of our team’s intended approach to meeting your needs: Coaching Cartoon Further Encouragement 1st • Evaluate your own strengths and interests in technology with the Skills and Needs Inventory. • Choose a learning goal in technology implementation for the year. 2nd • Attend “lunchbox workshops” and seek support from the Tiger Tech Team. • Begin implementing your chosen technology in the classroom. 3rd • Schedule an observation from a member of the Instructional Leadership Team. • Receive feedback—not evaluation—designed to encourage and support you.
- 13. Prefer Self-Analysis? Consider the many benefits of. . . Further Encouragement You aren’t under review—the program is! Be confident that your chosen technological implementation is achieving its desired results Be able to draw from concrete data when negotiating for additional resources to continue your implementation in the future. Your Instructional Leadership Team can equip you with the tools and help you identify your measurable data points for your action research project.
- 14. Collaboration and “Hot Groups” Further Encouragement Self-forming Task- Committed Passionate Inclusive Short-term
- 15. Positive Recognition Further Encouragement Be on the lookout for all the opportunities we have built into this year to positively recognize our amazing teachers: 1. Lunchbox Workshops 2. Positive Feedback 3. Action Research 4. Technology Open House Your hard work will not be overlooked!
- 16. References Donnelly, A., Morgan, D. N., DeFord, D. E., Files, J., Long, S., Mills, H., . . . Styslinger, M. (2005). Transformative Professional Development: Negotiating Knowledge with an Inquiry Stance. Language Arts, 82(5), 336-346. Getzlaf, B., Perry, B., Toffner, G., Lamarche, K., & Edwards, M. (2009). Effective Instructor Feedback: Perceptions of Online Graduate Students.Journal Of Educators Online, 6(2), Goddu, K. (2012). Meeting the Challenge: Teaching Strategies for Adult Learners. Kappa Delta Pi Record, 48(4), 169-173. Lipman-Blumen, J., & Leavitt, H. J. (1999). Hot groups : seeding them, feeding them, and using them to ignite your organization. New York : Oxford University Press, 1999. Mezirow, J. (1997, Summer). Transformative learning: Theory to practice. New Directions for Adult & Continuing Education, 74, 5. Schunk, D. H. (1995). Self-efficacy, motivation, and performance. Journal of Applied Sport Psychology, 7(2), 112-137. Spaulding, D. T., & Smith, G. (2012). Instructional coaches and the instructional leadership team: A guide for school- building improvement. Thousand Oaks, CA: Corwin Press. Stansberry, S., & Kymes, A. (2007). Transformative learning through Teaching With Technology electronic portfolios. Journal of Adolescent & Adult Literacy, 50 , 488-496. Research
Editor's Notes
- Presenter: The layers of the vision diagram will be explained in later slides. Focus on pointing out how each preceding layer provides for the functional existence of the layer that follows. Explain that the current demands on the educator present the need for “transformative learning” (Mezirow, 1997). This is the process by which learners confront their personal beliefs about what is possible and learn to not let their past experiences determine whether they incorporate new learning as a part of their permanent identities. Through critical self-reflection and by teaming with others in facing the same challenge, new expectations about the future are formed (Stansberry and Kymes, 2007).
- Presenter: The image will appear first. Encourage participants to evaluate what they see either to a partner or to the group. You may choose to write down some phrases that are used and classify them after sharing the two cultural categories. Share the categories and elicit additional feedback about how participants have experienced these two cultures. Explain that the Instructional Leadership Team (ILT) will be attending to research which has shown that learners do best in a growth-oriented culture (Schunk, 1995), and share the perspective of Spaulding and Smith (2012) of the importance of beginning and completing any professional development project within a climate of engagement and an orientation toward positive growth.
- Presenter: Invite participants to share out some learning experiences, not necessarily in school, that they truly enjoyed. Confirm that they agree with the Gardner quote. Share the findings of Goddu (2012) that adult learners are aware of their own learning goals and seek learning experiences that support these goals. Share with participants that each of them will choose what learning in the field of technological implementation they will pursue this year. Give a few examples of possible goals so that participants are acquainted with the desired breadth. For example, a learning goal might be, “I would like to use technology to increase student collaboration in research and enhance their creativity in the presentation of their work.” Participants will want to make their goal oriented around a subject area but broad enough to give them room for experimentation and growth throughout the year.
- Presenter: Allow participants to comment on the Dewey quote. Ask if there have been times when professional development has felt like “jumping through hoops.” Share that as our goal is transformative learning, learning through experience is necessary and effective, but not all experiences are transformative. Donnelly et al. (2005) claim that for transformative learning to occur, it must stem from current knowledge and practices but pose new questions and problems that deeply engage the learner. It must also be long-range in scope to give learners a chance to “live their answers” (Donnelly et al., 2005, p. 337). Present the ways teachers will be supported in their experiential learning this year and point out how by providing a lengthy learning process, we will be allowing learning to take root in classroom practices.
- Presenter: Point out that this slide and the next present the “big ideas” that will be a kind of summative assessment of the ILT and their abilities to initiate and support transformative learning in the field of technology this year. As such, teachers should not worry about their participation. Although everyone will participate in the Technology Open House, it is the duty of the ILT to ensure that everyone is prepared and confident in their presentations. Specific ways in which the ILT will offer teacher support will follow.
- Presenter: Explain that the Tiger Tech Team is not simply a way to develop the technology leadership skills of others—in this year of experimentation and increased implementation, it is a vital support network. Explain that the ILT will meet with the team once a month and discuss progress, difficulties, and arrange to bring in outside expertise in areas where the team would like to continue its growth. Through the TTT’s website, action research will be maintained as team members log in their “service calls.” We will be able to see whether teacher experimentation and confidence correlates with more or fewer calls for help and be able to demonstrate whether our site warrants more funding to serve this capacity in the future. Discuss the participants questions about how the team will function and provide examples.
- Presenter: Remind participants that all along we have maintained that transformative learning begins with what is already in place. To get a clear picture of how to move forward and to identify how we can best support teachers along the way, we must get an accurate picture of what is already happening in classrooms. This strategy is supported by the research of Spaulding and Smith (2012). Ideally, everyone will take a step forward. Many teachers are already implementing quite a bit of technology into their daily practices, but there is always room for improvement. The survey will additionally provide a cache of baseline data prior to the growth that will occur this year. Repeating the survey at the end of the year will allow us all to celebrate the transformation we have accomplished.
- Presenter: Remind participants of the findings of Goddu (2012) who maintained that adult learners learn most deeply when they are in charge of their own learning. Explain that the Skills and Needs Survey will help the ILT identify teachers who are willing to demonstrate their current technological practices in order to benefit their colleagues. The survey will also inform the team of what subject areas or classroom procedures have little current application on the site and may benefit from outside expertise. Every month, a workshop will be made available and will be led by either a teacher, a member of the ILT or an outside expert. They will take place during the lunch hour prior to our professional development time so that all will be free to attend if they so choose. The atmosphere of these workshops will not be a “sit and get,” but rather a brief overview of the program or tool and a chance for teachers to experiment with it for themselves to determine whether it could be helpful in furthering their personal learning goals.
- Presenter: Explain that this slide and the next will address possible teacher concerns related to this year’s initiative. Remind participants that these are simply two examples of potential roadblocks but that the ILT intends to support teachers through all possible difficulties. Explain the research of Schunk (1995): The use of modeling has been proven to effectively raise self-efficacy especially if the learner perceives similarities between himself and the model. For this reason, the ILT will be seeking peer models whenever possible during the “lunchbox workshops.” Schunk also reports on the research supporting goal-setting as a powerful tool for establishing self-efficacy. When coaches help teachers identify and set goals that are achievable but challenging and in line with their personal values, teachers enter a kind of stair-step model of self-efficacy growth in which each achieved goal contributes to a higher level of self-efficacy. For this reason, the ILT provide teachers with resources and opportunities to identify and develop their own goals. Finally, when learners are provided with well-timed feedback that targets either their abilities or their performances (efforts), research has demonstrated that self-efficacy increases substantially. The more positive messages a learner receives, the greater the feeling of self-efficacy, the higher the motivation, and the stronger the impulse is to learn. The participants will hear more about feedback in the slides that follow.
- 1. The “big ideas” have been chosen specifically to try to diffuse the time and stress that already arise from a traditional Open House and from struggling to rectify classroom technology issues. The hope is that with yearlong support in these issues, teachers will gain time and energy instead of losing it. 2. The “support strategies” are in place to identify and utilize the skills of willing participants to benefit the whole group. By framing our development with self-directed learning, we hope teachers will choose to invest their time where and when it will benefit them the most and avoid feeling that they are tasked with “busy work.”
- Presenter: Share with teachers the following guidelines for effective feedback that Getzlaf, Toffner, Lamarche and Edwards (2009) that the ILT will use as guideposts in interactions with teachers: Student Involvement and Individualization (the ILT will form feedback to meet the preferences of the recipient), Gentle Guidance (the ILT will help teachers keep their goals in sight throughout the year), A Positive and Constructive Approach (feedback will be positive and encouraging in addition to corrective and challenging), Timeliness (The ILT will provide feedback within an agreed upon and mutually-acceptable length of time, and Future-Oriented (the ILT will ensure that all feedback is geared toward the growth of the recipient and not an evaluation of their past work).
- Presenter: Assure participants that a more detailed explanation of action research complete with examples and modeling will be given at a later time. For now, simply demonstrate, as Spaulding and Smith (2012) do, that action research is an extremely valuable tool in evaluating whether a change in classroom procedure or a new program or tool will be worthwhile and whether it will represent the kind of transformative experience we are targeting this year.
- Presenter: Lipman-Bluman and Leavitt (1999), describe the formation of “hot groups” as ones that form when groups of people come together, often spontaneously, to accomplish something that they are all truly passionate and excited about. The fact that the learning goals this year are self-chosen allows for the possibility that more than one teacher may want to pursue the same goal. These teachers do not have to be in the same grade level team or have any other shared concerns. These groups will not be managed by the ILT. We simply want you to be aware of the ability you have to collaborate with anyone—including administrators, instructional assistants, parents, teachers from other sites, or experts in the field. We want you to be able to get connected to like-minded people!
- Presenter: Please share the following closing statement with participants: One final note before you are released to begin completing the survey and evaluating your curriculum and classroom practices to identify a possible learning goal: This entire initiative is built around the respect the ILT has for the ingenuity and hard work our staff has always demonstrated. We are excited to be able to showcase our greatest strength: our teachers.