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Technology Professional Learning Plan

Samantha Niehaus
04/03/18

1. Self-assess your skills related to the ISTE Teaching, Learning and Assessment
standards (Unit 3) by writing a reflection that examines your skills, knowledge and
professional practice in relation to each standard.
ISTE states that technology coaches assist teachers in using technology effectively for assessing
student learning, differentiating instruction, and providing rigorous, relevant, and engaging
learning experiences for all students. The following bullets will list the specific standards and my
personal reflection and self-assessment in relation to each.
A. Coach teachers in and model design and implementation of technology-enhanced learning
experiences addressing content standards and student technology standards.
I think that I do a great job of modeling the design and implementation of technology-enhanced
learning experiences with my students and colleagues. I model how to use PBL activities and can
now learn to focus on coaching other teachers about these techniques and activities. We use
Chromebooks daily in my classroom, type daily, and use STEM materials to reach content and
student technology standards. We also use technology to present our learning to each other and
collaborate with others.

B. Coach teachers in and model design and implementation of technology-enhanced learning


experiences using a variety of research-based, learner-centered instructional strategies and
assessment tools to address the diverse needs and interests of all students.
I have learned the importance of making sure that peer coaching needs to be learner-centered and
strengths-based. It is important to build upon the strengths of my peers as we are going through
the coaching process to learn about technology-enhanced learning experiences and activities.
Paraphrasing and active listening are also important in the process, and there needs to be an
equal partnership and collaborative environment.

C. Coach teachers in and model engagement of students in local and global interdisciplinary
units in which technology helps students assume professional roles, research real-world
problems, collaborate with others, and produce products that are meaningful and useful to a
wide audience.
This is a standard that very closely aligns with the PBL training that I have had and implemented
through the iChallengeU program which allowed high school students to work together with a
local nonprofit to help solve a problem, present on their problem in a competition and learn
meaningful strategies while collaborating and working on real-world problems as professionals. I
have extensive training in PBL and am very familiar with the Buck Institute as a resource
D. Coach teachers in and model design and implementation of technology-enhanced learning
experiences emphasizing creativity, higher-order experiences emphasizing creativity,
higher-order thinking skills and processes, and mental habits of mind (e.g., critical thinking,
meta-cognition, and self-regulation).
This is one of my favorite standards to implement, as students expressing their creativity and
higher-order thinking turn into such enjoyable experiences. Some of my favorite things to do
here are having students blog with the help of writeabout.com, using Makey-Makey in the
classroom, ozobots, creating portfolios with Google Sites, and participating in Genius Hour
activities. We also love to use Breakout Edu games in the classroom and collaborate with other
classrooms for the games and even genius hour activities. This standard correlates to the
principles of STEM and STEAM and allows students to use engineering skills and become
makers.

E. Coach teachers in and model design and implementation of technology-enhanced learning


experiences using differentiation, including adjusting content, process, product, and learning
environment based upon student readiness levels, learning styles, interests, and personal goals.
This standard is addressed when a classroom truly becomes a constructivist classroom. There are
several differentiation techniques that can be used simply by offering your students choice in
their learning and assessment environments. Students can receive feedback using Google Docs,
and can choose their own presentation tools (google Slides, powerpoint, Buncee, Animoto,
PowToon, and others). It takes some time to create independent and social learners who work at
their own pace, collaborate with others, and make choices about their learning. The teacher loses
the control of the classroom environment when coaches are aware of these learning techniques
that create a constructivist classroom.

2. Based on the self-assessment you just completed, identify your


strengths/weaknesses, knowledge and skills, and/or practical technology use.
I think that as I reflect on my strengths and weaknesses, I find myself feeling pretty confident
about my knowledge and skills and practical technology use. I think my biggest strength is the
ability to personalize learning for my students and create a constructivist learning environment
that puts the students at the center and allows them to learn both independently and socially with
collaboration. I also create an environment in my classroom that promotes risk taking, question
asking and answer finding. With that being said, I think that an area I can improve in is teaching
my students to defend their arguments and to be able to explain why they think the way they
think or feel the way they feel when it comes to their learning. I think I have a strength in my
ability to see the value of purposeful lesson planning, and replacing an emphasis on grades with
an emphasis on learning. With that being said, I struggle to actually implement a policy that
focuses more on learning than on grades. I find it important that students are assessed on their
learning rather than their ability to be compliant. I have followed the ditch homework initiative
already but am not as strong in developing a classroom that values the grades less than the
learning even though I preach it. I think another one of my weaknesses is also providing
effective professional development to my own peers. Through my professional development plan
this semester, I have learned the importance of organizing learning experiences for my peers and
building off their strengths. However, I found that it was much harder to differentiate with the
adults than it was for with my students. I felt myself second guessing myself and feeling like I
had to really know what I was talking about, whereas with my students, I tend to feel more
comfortable “winging it”. My weakness is also linked to my insecurities in my own knowledge
with my peers.

3. Reflect on what your answer to Question 2 means for potential areas of


improvement, questions to be answered, skills to be learned, and/or problems to be
addressed.
The biggest area of improvement that I can see is my own confidence in my skills when it comes
to talking with and mentoring my peers. While I love sharing what I do in my classroom with my
students, as a newer teacher, I always feel as though I am not taken seriously so being the one
sharing and mentoring can feel like an awkward place to be in. Over time, I think I will lose my
insecurities and gain trust in my own knowledge, and I think that stepping out of my comfort
zone and continuing to offer mentorship to my peers will help me to feel more confident.
Continuing to research and stay up to date on the best practices of technology education, trying
new things in my classroom and keeping my students at the center of the learning environment
will help me become a better coach and teacher. A skill that I should focus on learning is the skill
of focusing more on learning and less on grades. This will be difficult because there has to be
buy in from everyone; including administration and parents. It is hard to shift away from a focus
on grades, but I want to push the idea that showing what we have learned is more important than
showing we can be compliant and complete activities or even worse, worksheets.

4. Create several goal statements based on your answer to Question 3. Include your
specific, attainable learning goal, a measurable outcome, and how you expect to
achieve it. Choose one goal to address through action research
Goal 1: Become more informed. I will do this by keeping notes, researching best practices, and
participating in Twitter Chats with my PLN. I will seek out information, research further based
on what I learn, and keep a journal to track what I try, how it works, and what I can do to share
the information I am learning. This will be a lifelong goal, but the main focus will be for the
remainder of the school year and throughout the summer.
Goal 2: Peer Collaboration. I will continue to offer support to my coworkers in the area of
educational technology and implementation. I will offer a weekly meet up time for us to
collaborate and connect about the things we are doing, what we need help with, and what
technologies we are using or struggling with using. We will keep a collaborative Google
Document of each of our meetings logging what is discussed and resources for us to use. I will
do this for the remainder of the school year, and will ask my peers if they feel they have been
able to increase the amount of technology integration used in their classrooms.

Goal 3: Online Graduate Courses. I will continue taking online graduate classes throughout the
next year as I work towards my masters degree. The purpose of this is to be learn all that I can
about being a technology and learning coach, and also be able to work my passion for STEM
into my coaching experiences.

Goal 4: Work with a Mentor. I will work with a mentor; Alaina Sharp. Alaina is a technology
integration coach and specialist through my local ISD and offers support to my district. I will
meet with her once per month to discuss how to better implement technology and increase
engagement in my classroom. We will keep a log of our meetings and discuss the progress made
after each meeting. We will set a goal for me to work on throughout the month and check in to
see how it is working and what changes need to be made. This will take place for the rest of the
school year and Alaina will help me plan my presentation for the Jackson Ed Tech kick off in
August.

Goal 5: Action Research: ISTE Standard 2.g. Coach teachers in and model effective use of
technology tools and resources to continuously assess student learning and technology literacy
by applying a rich variety of formative and summative assessments aligned with content and
student technology standards.
I will focus on creating a variety of formative and summative assessments that also align with the
student technology standards and effectively use technology tools and resources. I will develop
rubrics, and work on implementing my idea of focusing on learning over grades throughout this
project. I will implement this over the next two weeks with my own fourth grade students.

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