5.2 Professional Learning
Candidates develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrates technology to support face-to-face and online components, models principles of adult learning, and promotes best practices in teaching, learning, and assessment. (PSC 5.2/ISTE 4b)
Artifact: Coaching Journal
Reflection:
The Coaching Journal was completed as an assignment in ITEC 7460, Professional Learning and Technology Integration, and documented my experience with utilizing the Impact Cycle process for coaching. The journal was created to log progress working with a peer teacher as a coach for my technology coaching assignment. The journal addressed strategies used, changes observed, and my own reflections on challenges and solutions to problems in an effort to improve instruction and student participation in an ESOL Science class. This artifact is a collection of my own personal thoughts, experiences, and reflections through the identify, learn, and improve aspects of the Impact Cycle.
Standard 5.2, Professional Learning, establishes the expectations for the candidate to develop and implement technology-based professional learning that is aligned to state and national standards. It is also expected that the professional learning integrates technology to support face-to-face and online components, and promotes principles of adult learning, and best practice in teaching, learning, and assessment. The coaching experience demonstrates my ability to develop and implement technology-based professional learning through the coaching of a peer teacher, for which I designed/identified technology based strategies to assist with the process. The sessions aligned to state and national professional learning standards such as ISTE and LoTi. The coaching experience also integrated technology-supported face-to-face and online components, by providing the teacher with options to increase student engagement. The experience also allowed me to model the strategy for the teacher which modeled principles of adult learning, and to promote best practices in teaching, learning, and assessment.
In completing this artifact, I learned that there is more to coaching than just recommending and modeling various instructional and technology resources and best practices for peer teachers. Professional Learning standards must be considered, as well as technology integration methodologies and principles of adult learning. I also learned that its important to keep a journal to document observations and progress in professional learning capacities. If I could improve one thing about the artifact, it would be to include more details about the research involved in professional learning design and the varieties of technology-based options that I provided for the teacher that I coached.
This artifact impacted faculty development and student learning by allowing me to adopt a coaching role to help a peer teacher and her otherwise unengaged 1st period class. The teacher later stated to me that her students’ engagement levels and assessment scores had made obvious improvements over the next couple of units. She credited our coaching experience for this change and said that she was using the instructional strategies in her other classes as well. This denotes a direct impact to faculty development and student learning.
The Coaching Journal was completed as an assignment in ITEC 7460, Professional Learning and Technology Integration, and documented my experience with utilizing the Impact Cycle process for coaching. The journal was created to log progress working with a peer teacher as a coach for my technology coaching assignment. The journal addressed strategies used, changes observed, and my own reflections on challenges and solutions to problems in an effort to improve instruction and student participation in an ESOL Science class. This artifact is a collection of my own personal thoughts, experiences, and reflections through the identify, learn, and improve aspects of the Impact Cycle.
Standard 5.2, Professional Learning, establishes the expectations for the candidate to develop and implement technology-based professional learning that is aligned to state and national standards. It is also expected that the professional learning integrates technology to support face-to-face and online components, and promotes principles of adult learning, and best practice in teaching, learning, and assessment. The coaching experience demonstrates my ability to develop and implement technology-based professional learning through the coaching of a peer teacher, for which I designed/identified technology based strategies to assist with the process. The sessions aligned to state and national professional learning standards such as ISTE and LoTi. The coaching experience also integrated technology-supported face-to-face and online components, by providing the teacher with options to increase student engagement. The experience also allowed me to model the strategy for the teacher which modeled principles of adult learning, and to promote best practices in teaching, learning, and assessment.
In completing this artifact, I learned that there is more to coaching than just recommending and modeling various instructional and technology resources and best practices for peer teachers. Professional Learning standards must be considered, as well as technology integration methodologies and principles of adult learning. I also learned that its important to keep a journal to document observations and progress in professional learning capacities. If I could improve one thing about the artifact, it would be to include more details about the research involved in professional learning design and the varieties of technology-based options that I provided for the teacher that I coached.
This artifact impacted faculty development and student learning by allowing me to adopt a coaching role to help a peer teacher and her otherwise unengaged 1st period class. The teacher later stated to me that her students’ engagement levels and assessment scores had made obvious improvements over the next couple of units. She credited our coaching experience for this change and said that she was using the instructional strategies in her other classes as well. This denotes a direct impact to faculty development and student learning.