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:
|
|
Reflection:
The Technology Workshop and Coaching Journal are the artifact for 5.2. The purpose of the workshop was to conduct a one-hour professional development workshop to mode the use of a technology tool that teachers could integrate into their educational practices. One of my colleagues mentioned a need for helping more students experience field trips at our virtual school. I researched the various technological resources, I created and conducted the technology workshop on livestreaming in Adobe Connect. The Coaching Journal included communication and collaboration with a new colleague and assisting her professional development using a partnership approach.
Standard 5.2, Professional Learning establishes the expectations for developing and implementing technology-based professional learning that is aligned 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. I researched and developed and implemented a technology-based professional learning on livestreaming in Adobe Connect. The Livestreaming in Adobe Connect Technology Workshop was held during an optional professional development session of our day-long in-person faculty meeting, which promoted the choice element in best practice in teaching and learning. The topic of the professional technology workshop was previously presented to the attendees via flyer via email. I modeled principles of adult learning by explaining the purpose of the workshop was to not only learn a new skill, but also by establishing the “Why?” for the workshop, which was to increase equity and access for our students. Our students live all over the state of Georgia and often cannot attend field trips because of distance or other factors such as financial need or physical impairment. During the technology workshop, my colleagues were able to learn how to create a virtual equitable and accessible field trip experience for all their students by livestreaming the field trip into their Adobe Connect class to which all of their student have access. The face-to-face workshop was also recorded and it along with the workshop PowerPoints were made accessible online for teachers, so that attendees could refresh their knowledge as needed and so that other faculty members could receive the professional development if desired.
During the coaching sessions with my new colleague, I used the partnership approach. She determined what she wanted to learn new strategies and skills and we collaborated on the best time to host the coaching sessions. By following these principles, I modeled principles of adult learning. I promoted best practices in teaching, learning, and assessment by modeling and facilitating the effective use of diagnostic, formative, or summative assessments with her students using the digital assessment GoFar, which is an SLDS benchmark program. The coaching sessions not only helped her meet school improvement goals by assessing her students, but it also provided an opportunity for her to remediate identified weaknesses in student learning.
Completing the Technology Workshop artifact resulted in multiple learning experiences. Some of the learning experiences occurred during the development of the workshop and other occurred after the workshop. During the research and development of the Technology Workshop, I learned how to livestream in Adobe Connect. I also learned how beneficial it was to meet the need of one of my colleagues. Helping with that one request, increased the technological skills for all of my colleagues and increased the equity and access for all of our students. My next learning experience arrived after the Technology Workshop, based on feedback from one of the teacher trainers. She suggested that I reduce the auditory and visual distractions from the recording. This feedback helped me improve the Technology Workshop recording.
The work that went into creating the artifact impacted faculty development. During the workshop and as a result of viewing the workshop recording, faculty learned a new technological skill that they were able to integrate into learning experiences with students. Impact can be assessed by measuring the previous in person field trip numbers against the new combined in-person and virtual field trip numbers. The impact of faculty development from the coaching session, could be assessed by the colleague’s adoption of best practice strategies with her students and implementing her learned skills as a virtual faculty member.
Standard 5.2, Professional Learning establishes the expectations for developing and implementing technology-based professional learning that is aligned 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. I researched and developed and implemented a technology-based professional learning on livestreaming in Adobe Connect. The Livestreaming in Adobe Connect Technology Workshop was held during an optional professional development session of our day-long in-person faculty meeting, which promoted the choice element in best practice in teaching and learning. The topic of the professional technology workshop was previously presented to the attendees via flyer via email. I modeled principles of adult learning by explaining the purpose of the workshop was to not only learn a new skill, but also by establishing the “Why?” for the workshop, which was to increase equity and access for our students. Our students live all over the state of Georgia and often cannot attend field trips because of distance or other factors such as financial need or physical impairment. During the technology workshop, my colleagues were able to learn how to create a virtual equitable and accessible field trip experience for all their students by livestreaming the field trip into their Adobe Connect class to which all of their student have access. The face-to-face workshop was also recorded and it along with the workshop PowerPoints were made accessible online for teachers, so that attendees could refresh their knowledge as needed and so that other faculty members could receive the professional development if desired.
During the coaching sessions with my new colleague, I used the partnership approach. She determined what she wanted to learn new strategies and skills and we collaborated on the best time to host the coaching sessions. By following these principles, I modeled principles of adult learning. I promoted best practices in teaching, learning, and assessment by modeling and facilitating the effective use of diagnostic, formative, or summative assessments with her students using the digital assessment GoFar, which is an SLDS benchmark program. The coaching sessions not only helped her meet school improvement goals by assessing her students, but it also provided an opportunity for her to remediate identified weaknesses in student learning.
Completing the Technology Workshop artifact resulted in multiple learning experiences. Some of the learning experiences occurred during the development of the workshop and other occurred after the workshop. During the research and development of the Technology Workshop, I learned how to livestream in Adobe Connect. I also learned how beneficial it was to meet the need of one of my colleagues. Helping with that one request, increased the technological skills for all of my colleagues and increased the equity and access for all of our students. My next learning experience arrived after the Technology Workshop, based on feedback from one of the teacher trainers. She suggested that I reduce the auditory and visual distractions from the recording. This feedback helped me improve the Technology Workshop recording.
The work that went into creating the artifact impacted faculty development. During the workshop and as a result of viewing the workshop recording, faculty learned a new technological skill that they were able to integrate into learning experiences with students. Impact can be assessed by measuring the previous in person field trip numbers against the new combined in-person and virtual field trip numbers. The impact of faculty development from the coaching session, could be assessed by the colleague’s adoption of best practice strategies with her students and implementing her learned skills as a virtual faculty member.