Evolving Teacher Practices in the 21st CenturyBy Wendy CulverGrand Canyon UniversityUNV-537 Leadership and Instructional CoachingDr. Danielle Else, InstructorApril 13, 2016

A Vision for A New School YearA Growth-Oriented Culture

Self-DirectedLearning

Experiential Learning

Increased Technology in

Every Classroom

Vision

A Growth-Oriented CulturePunitive 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

Self-Directed Learning

“You learn at your best when you have something you care about and can get pleasure in being engaged in.”

Howard GardnerWhat is the last thing

you tried in the classroom that excited you?

What are your personal learning goals?

Vision

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

Technology Open HouseWe 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

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.

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

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.

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?

Modeling

Goal-Setting Feedback

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 IdeasKey in on elements such as Open House and waiting for tech support that typically take teachers’ time and cause stress.

Incr

ease

Tim

e Va

lue

Decrease Wasted Tim

e

SupportStrategiesTarget needs and personal goals so that teachers can invest time on what they want to learn.

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.

Prefer Self-Analysis?Consider the many benefits of. . .

Further Encouragement

Action Research 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.

Collaboration and “Hot Groups”

Further Encouragement

Self-forming

Task-Committed

Passionate

Inclusive

Short-term

Positive RecognitionFurther Encouragement

Be on the lookout for all the opportunities we have built into this year to positively recognize our amazing teachers:1. Lunchbox Workshops2. Positive Feedback3. Action Research4. Technology Open HouseYour hard work will not be overlooked!

References

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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