As an effective coach, it is a key initial step that I know each teacher on a professional level by continually assessing their individual technological needs, learning styles, and prior knowledge-before developing an "appropriate" professional development exercise. This objective of continual assessment, is best accomplished via “management by walking around”, and engaging in direct face to face communications with instructional staff. In order to facilitate effective "personal" communication during all staff interactions, it is my practice to use language that builds trust, encourages forward thinking, and creates a culture of positivity. In establishing strong professional relationships, and a "culture of trust", it is crucial that it
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Additionally, if face to face interaction is not possible for a multitude of reasons, I would use online surveys to quickly assess teacher prior knowledge, and technological needs before beginning a professional technology training exercise. However, it is my personal preference to create, and use face to face interactions for effective professional practice. In the second phase of this process, I would define an objective that is specific, measurable, achievable, relevant, and timely based upon teacher need. In the third phase, I would construct my training materials, and engage in teacher pre-training if necessary. Typically, I would construct a presentation that could be screen cast to remote users via (Zoom, or WebEx) that also allowed for direct participant collaboration, questions, and interaction. If the function was not embedded with the presentation software, i.e. Zoom, I would run a compliment channel via Slack for user interaction. Inherent within this third phase, I would take my participant data and conduct the professional development session on a day, and time that allowed for maximum attendance, and staff participation. I would also follow-up with teachers to encourage attendance, in extolling the fact that the professional development session will be purposeful, and directly …show more content…
At the conclusion of the professional development session, I would ask teachers to complete a short anonymous online survey detailing the quality of the presentation, and effectiveness towards their practice. In order to assess the effectiveness of the professional development session, I would review survey data, and individually meet with each teacher to assess if they are able to engage in the professional development objectives. If a teacher still does not understand the objective, I would individually meet with them to ensure competency, or conduct a small mini-training as necessary. Furthermore, I would also model the process of using the new skill in a direct teaching role as required. The final phase of the development process would be to aggregate data, on whether the process, or skill was successful; this would be measured via teacher usage, and subsequent student success. As previously stated It is my mission to meet each teacher at their level of technological skill, and slowly move up the SAMR continuum to redefinition by establishing trust, through the usage of SMART (specific, measurable, achievable, relevant, and time bound) goals, continuous, and ubiquitous professional development, and feedback through one-on-one, small group, and direct classroom modeling of
Additionally, if face to face interaction is not possible for a multitude of reasons, I would use online surveys to quickly assess teacher prior knowledge, and technological needs before beginning a professional technology training exercise. However, it is my personal preference to create, and use face to face interactions for effective professional practice. In the second phase of this process, I would define an objective that is specific, measurable, achievable, relevant, and timely based upon teacher need. In the third phase, I would construct my training materials, and engage in teacher pre-training if necessary. Typically, I would construct a presentation that could be screen cast to remote users via (Zoom, or WebEx) that also allowed for direct participant collaboration, questions, and interaction. If the function was not embedded with the presentation software, i.e. Zoom, I would run a compliment channel via Slack for user interaction. Inherent within this third phase, I would take my participant data and conduct the professional development session on a day, and time that allowed for maximum attendance, and staff participation. I would also follow-up with teachers to encourage attendance, in extolling the fact that the professional development session will be purposeful, and directly …show more content…
At the conclusion of the professional development session, I would ask teachers to complete a short anonymous online survey detailing the quality of the presentation, and effectiveness towards their practice. In order to assess the effectiveness of the professional development session, I would review survey data, and individually meet with each teacher to assess if they are able to engage in the professional development objectives. If a teacher still does not understand the objective, I would individually meet with them to ensure competency, or conduct a small mini-training as necessary. Furthermore, I would also model the process of using the new skill in a direct teaching role as required. The final phase of the development process would be to aggregate data, on whether the process, or skill was successful; this would be measured via teacher usage, and subsequent student success. As previously stated It is my mission to meet each teacher at their level of technological skill, and slowly move up the SAMR continuum to redefinition by establishing trust, through the usage of SMART (specific, measurable, achievable, relevant, and time bound) goals, continuous, and ubiquitous professional development, and feedback through one-on-one, small group, and direct classroom modeling of