6.3 Field Experiences
Candidates engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards. (PSC 6.3)
Artifact: ITEC 9460 Field Experience Log
Technology Workshop
Reflection:
In ITEC 7460 I participated in a field experience that was very valuable and applicable to the job of a technology coach. The activities and delivery of the Technology Workshop serve as evidence of my mastery of standard 6.3.
In this field experience I assessed staff needs related to a current technology related challenge. I then designed, developed and delivered staff professional development to address this challenge. Through this process I was able to synthesize and apply much of the professional knowledge and skills I learned about in the class. I used some of the main principals of adult learning as explained by Jim Knight in Instructional coaching: A partnership approach to improving instruction. These included targeting each person's needs and giving teachers a voice in the what/where/when of professional learning they receive. I created a website and other collateral materials to assist teachers in my building in learning how to use the new Georgia Department of Education electronic platform. Our school administrators required all certified teachers to upload at least one artifact for each of ten TKES standards. It was discovered that many of my colleagues did not know how to even access the platform, much less how to navigate and add artifacts. The workshop I created taught participants/users 1) how to access the site 2) how to select appropriate artifacts and 3) how to add artifacts to the platform. I shared the resource in an optional face to face professional development session, but I also sent information to teachers who wanted assistance asynchronous setting.
Like many other districts, my system has become entrenched in the "one and done" model of staff development where teachers are forced into a room to endure a mandated training session which they may or may not apply to their practice. Through the completion of this artifact I learned the value in giving teachers a choice of if/where/when they would like to receive professional development. This is an extremely important idea that I hope to continue to advance as I grow in my role as a technology coach.
The old way of measuring the effectiveness of professional development assumes that teacher attendance automatically ensures that the implementation of new skills in the classroom. As I continue to advocate for this new form professional development delivery, I will be able to impact faculty development in my school. The impact can be measured through classroom observation and improved student learning.
In ITEC 7460 I participated in a field experience that was very valuable and applicable to the job of a technology coach. The activities and delivery of the Technology Workshop serve as evidence of my mastery of standard 6.3.
In this field experience I assessed staff needs related to a current technology related challenge. I then designed, developed and delivered staff professional development to address this challenge. Through this process I was able to synthesize and apply much of the professional knowledge and skills I learned about in the class. I used some of the main principals of adult learning as explained by Jim Knight in Instructional coaching: A partnership approach to improving instruction. These included targeting each person's needs and giving teachers a voice in the what/where/when of professional learning they receive. I created a website and other collateral materials to assist teachers in my building in learning how to use the new Georgia Department of Education electronic platform. Our school administrators required all certified teachers to upload at least one artifact for each of ten TKES standards. It was discovered that many of my colleagues did not know how to even access the platform, much less how to navigate and add artifacts. The workshop I created taught participants/users 1) how to access the site 2) how to select appropriate artifacts and 3) how to add artifacts to the platform. I shared the resource in an optional face to face professional development session, but I also sent information to teachers who wanted assistance asynchronous setting.
Like many other districts, my system has become entrenched in the "one and done" model of staff development where teachers are forced into a room to endure a mandated training session which they may or may not apply to their practice. Through the completion of this artifact I learned the value in giving teachers a choice of if/where/when they would like to receive professional development. This is an extremely important idea that I hope to continue to advance as I grow in my role as a technology coach.
The old way of measuring the effectiveness of professional development assumes that teacher attendance automatically ensures that the implementation of new skills in the classroom. As I continue to advocate for this new form professional development delivery, I will be able to impact faculty development in my school. The impact can be measured through classroom observation and improved student learning.