Wendy culver evolving teacher practices in the 21st century

Ideas for professional development in classroom technology

1. Evolving Teacher Practices in the 21 st Century By Wendy Culver Grand Canyon University UNV-537 Leadership and Instructional Coaching Dr. Danielle Else, Instructor April 13, 2016

2. A Vision for A New School Year Vision

3. A Growth-Oriented Culture Punitive 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

4. Self-Directed Learning “You learn at your best when you have something you care about and can get pleasure in being engaged in.” Howard Gardner What is the last thing you tried in the classroom that excited you? What are your personal learning goals? Vision

5. 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: Listen to needs and observe strengths. Develop objectives that reflect personal learning goals and also incorporate components that require a healthy stretch of current abilities. Provide a learning environment in which the messy process of true learning is honored. Vision

6. Technology Open House We 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

7. Technology Support Team Big Ideas Tiger Tech Team Diffusing Leadership and Enhancing Experiences A team will be assembled of self-selected teachers, students, parents and community members to serve as technology mentors on campus. Members will cultivate their own expertise and act as subject matter experts for particular programs and tools. The team will be connected through a website with mobile capabilities and will respond to classroom needs.

8. 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

9. Monthly “Lunchbox Workshops” Support Strategies The Instructional Leadership Team and Self-Selected Teachers present a new technology application each month. Beverages and snacks are provided. Participants may stay as long as they like after practicing the presented application in the workshop.

10. Feelings of Low Self-Efficacy Potential Roadblocks and Additional Supports This is a time of unprecedented change in education. Many teachers frequently feel over- w helmed 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?

11. 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? Support Strategies Target needs and personal goals so that teachers can invest time on what they want to learn.

12. 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

13. 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.

14. Collaboration and “Hot Groups” Further Encouragement Self-forming Task-Committed Passionate Inclusive Short-term

15. Positive Recognition Further Encouragement Be on the lookout for all the opportunities we have built into this year to positively recognize our amazing teachers: Lunchbox Workshops Positive Feedback Action Research Technology Open House Your hard work will not be overlooked!

16. References Donnelly, A., Morgan, D. N., DeFord, D. E., Files, J., Long, S., Mills, H., . . . Styslinger, M. (2005). Transformative 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