2C. Portfolio Assignment
Establishing Professional Growth Goals for Stakeholders
What are your goals for this course? How do you plan to achieve those goals and how will you measure success? Please take a moment to create a similar table like the one below to jot down your ideas for this course.
As a Professional Learning Leader it is your role to assist stakeholders in continuous growth similarly how it is a teachers job to assist students in continuous growth. There are two parts to this: individualized growth and systemic growth. Both have to be communicated to staff and teams in order to drive alignment. The chart above was focused on planning for your individual growth. At the beginning of professional learning programs, whether it be traditional or job embedded, it is essential to make sure participants are aware of larger system goals and begin and/or review individual goals.
View the PDF below from www.mylearningplan.com to get an idea of a systemic approach to professional growth. What type of system programs are developed in your school, district, and/or organizations in which individuals can align to?
View the PDF below from www.mylearningplan.com to get an idea of a systemic approach to professional growth. What type of system programs are developed in your school, district, and/or organizations in which individuals can align to?
Individual Professional Growth Goals
Creating a plan for the facilitation of individual growth involves looking at a variety of data points. These data points can include:
View the video Improving Teaching Practice from the Australian Institute for Teaching and School Leadership to see an example of this initial planning phase to begin to facilitate professional growth work with teachers.
Self Reflection: How will you begin the process of assisting teachers in professional growth goals?
- Self-assessments
- Student achievement
- Observational data
- Professional learning plan
- Systemic Professional Growth Plan
View the video Improving Teaching Practice from the Australian Institute for Teaching and School Leadership to see an example of this initial planning phase to begin to facilitate professional growth work with teachers.
Self Reflection: How will you begin the process of assisting teachers in professional growth goals?
Standards and Frameworks to Drive Goal Development
As mentioned above, standard alignment is essential to growth. For about 80% of the United States, most professional developers will insure teachers align goals to the Common Core. How does technology play a role in these growth plans though? As you probably know, technology is interwoven into the Common Core. Technology, thus, should also be included in professional growth. Providing stakeholders with technology frameworks to assist their continuous growth is essential for improvement in the digital age.
You may already be infusing technology into lessons, activities, and assessments in your existing educational role. How do you insure these elements of integration meet the needs of our students? Are you using any existing frameworks and/or standard sets to insure student success with these tools?
You may already be infusing technology into lessons, activities, and assessments in your existing educational role. How do you insure these elements of integration meet the needs of our students? Are you using any existing frameworks and/or standard sets to insure student success with these tools?
International Society for Technology in Education Standards
The International Society for Technology in Education (ISTE) developed the ISTE Standards, formerly the National Educational Technology Standards (NETS). These standards are widely accepted by states and countries as their standards they are held accountable towards. The core set of standards are for students, teachers, administrators, and coaches/professional developers. ISTE also provides a list of essential conditions that must be in place for effective technology integration. Examine the documents linked below and think about which standards you, students, teachers, and school leaders are proficient in and where the weaknesses lie in which professional growth goals can be set.
Technology Integration Matrix
As you work with teachers and other stakeholders always think about the benefit of the technology to aid to in content mastery. The Technology Integration Matrix was developed by the University of South Florida. This tool can provide you with a vision for integration technology successfully and can aid as a rubric as stakeholders develop their professional goals. The matrix consists of five characteristics of technology integration: active, constructive, goal directed, authentic, and collaborative. It also defines five levels of integration for each characteristic from entry to transformation. View the summary of the matrix below and self-reflect on which level some educators would want to grow in. Begin thinking about how the components of adult learning theory, presentation design, and diverse forms of professional learning that can assist their growth.
The International Society for Technology in Education (ISTE) developed the ISTE Standards, formerly the National Educational Technology Standards (NETS). These standards are widely accepted by states and countries as their standards they are held accountable towards. The core set of standards are for students, teachers, administrators, and coaches/professional developers. ISTE also provides a list of essential conditions that must be in place for effective technology integration. Examine the documents linked below and think about which standards you, students, teachers, and school leaders are proficient in and where the weaknesses lie in which professional growth goals can be set.
Technology Integration Matrix
As you work with teachers and other stakeholders always think about the benefit of the technology to aid to in content mastery. The Technology Integration Matrix was developed by the University of South Florida. This tool can provide you with a vision for integration technology successfully and can aid as a rubric as stakeholders develop their professional goals. The matrix consists of five characteristics of technology integration: active, constructive, goal directed, authentic, and collaborative. It also defines five levels of integration for each characteristic from entry to transformation. View the summary of the matrix below and self-reflect on which level some educators would want to grow in. Begin thinking about how the components of adult learning theory, presentation design, and diverse forms of professional learning that can assist their growth.
View a few videos from the TIMS Grade Level Index to get a sense of true technology integration can look like within the content areas. Identify a few videos you can utilize to showcase best practices with the educators you work with.
SAMR Model
SAMR Model
The Substitution Augmentation Modification Redefinition (SAMR) Model provides a model for evaluating the continuum of technology integration mastery. Educators can utilize technology for a variety of tasks, the most basic, substitution which offers little functional differences to the most advanced which is redefinition which allows for tasks that were once unimaginable.
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Portfolio Directions
Now that you have an idea of technology-specific frameworks, presentation design, and the different forms of professional learning, it is time to think about how you can integrate these ideas into existing professional learning so you can truly redesign engaging professional learning for the stakeholders you serve. You will generate a graphic through a table, mindmap, or another creative way that shows current professional learning offering and how they can build on teachers skills relating to ISTE Standards for Teachers, Technology Integration Matrix, and the SAMR model. To complete, please include the following:
- Identify a professional learning offering (i.e., Close Reading, Project-based learning, Socratic Seminars, Cornell Notes, etc.).
- Align this offering to at least 2 ISTE-T Standards, 2 areas of the Technology Integration Matrix (TIM's) and one area of the SAMR model so that it is relevant towards the variety of professional growth plans that may exist in your professional learning offerings.
- Decide how the offering will be provided through a traditional PD event, job-embedded, or a combination of both.
- Develop the graphic that demonstrates the relationship of the above.