INSTRUCTION/DELIVERY OF SERVICES
3b. Implementing training to integrate technology
This year both campuses had a goal to implement district software that would take advantage of the use of Promethean Boards. Nearpod usage was stagnate prior to this year until a couple of district training sessions created a demand for further exploration. We had multiple sessions explaining the usage and integration of the technology both from a PC and from a PB as they became available. Victory shows a higher adoption and usage rate due to the availability of more PB's.
Brainpop was a new experiment for us. After becoming Brainpop certified we began to use some of the features available beyond the videos that Brainpop is famous for. While not enjoying a higher adoption rate post training sessions a few became aware of the tools they could integrate into their Google Classroom and began adopting. Our only frustration is the lack of usage by foreign language. Brainpop Spanish would be an excellent tool and I am continuing efforts to get them onboard.
Brainpop was a new experiment for us. After becoming Brainpop certified we began to use some of the features available beyond the videos that Brainpop is famous for. While not enjoying a higher adoption rate post training sessions a few became aware of the tools they could integrate into their Google Classroom and began adopting. Our only frustration is the lack of usage by foreign language. Brainpop Spanish would be an excellent tool and I am continuing efforts to get them onboard.
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3c. Providing skills support through training
This year we began a rotation for Campus staff development days. Along with Mr. Kirkpatrick and Ms. Baker we began the process of creating a campus resource folder for shared ideas. In four sessions throughout the year we looked at different management tools, documentation, and even tips for GAFE that previously hadn't been thought of by everyone on the campus.
This introduction to specific needs or questions at each of these sessions helped me develop time to individually coach teachers to a better classroom experience with technology. |
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3d. Using assessment and reflection in training and instruction
Brightbytes revealed the same deficits at Carver and Victory as in years past. Teachers are still in a decline in the 4C's, a small fall back in at-home and foundational skills, but improved in beliefs. After examining the data with teachers in a day long PLC session, many conveyed the idea that it wasn't an issue with instructional technology but rather an understanding about what was permissible. We examined social media and other avenues of communication for teachers with students.
Unfortunately next year we will have to explore our fear of collaboration. Students are tech savvy and use the internet to "plagiarize". This lack of understanding of the 4C's or SAMR became a chat point throughout the year with many skeptics. I look for this to become a topic with administration next year.
The after action report shows the follow up with a teacher after her lesson using Google Expeditions. The lesson went smoothly and she now feels confident to take her class on more expeditions. On further follow up we will look at how her students could create there own AR expeditions.
Unfortunately next year we will have to explore our fear of collaboration. Students are tech savvy and use the internet to "plagiarize". This lack of understanding of the 4C's or SAMR became a chat point throughout the year with many skeptics. I look for this to become a topic with administration next year.
The after action report shows the follow up with a teacher after her lesson using Google Expeditions. The lesson went smoothly and she now feels confident to take her class on more expeditions. On further follow up we will look at how her students could create there own AR expeditions.
3e. Demonstrating flexibility and responsiveness
Coaching at Carver is a tightrope. Administration allows classroom visits but only under certain constrictions so that the classroom environment is not disturbed. Consequently, looking at the Bright Bytes data, I once again shared instructional videos with teachers in need. This was only partially effective so I began seeking out teachers at times when they were not in class or PLC. Through conversations held at these points I was able to influence and coach many teachers to use online resources to do everything from save paper to add Augmented Reality to lessons.
