1.4 Diffusion of Innovations & Change
Candidates research, recommend, and implement strategies for initiating and sustaining technology innovations and for managing the change process in schools. (PSC 1.4/ISTE 1d)
Artifact: Coaching Journal (ITEC 7460)
Reflection:
The Coaching Journal is an artifact recording the mentoring of a fellow teacher. During the five sessions, strategies were researched and recommended to focus on the use of technological tools during instruction. The research strategies were found in the ISTE White Paper (2011). The strategies outlined the coaching strategies in five stages. The five stages included assess, set goals, prepare, implement activities, and analyze and debrief. To begin the process, I had to assess the teacher’s use and understanding of technology. The teacher completed two surveys and I was able to identify the strengths and weaknesses of the teacher. From the surveys, I was able to use the ISTE White Paper (2011) to create a plan of coaching the fellow teacher using peer coaching.
This artifact demonstrates my ability to introduce strategies explored through research, recommend new techniques, and implement the strategies for the mentored teacher to incorporate into her classroom instruction. Using the surveys and strategies from peer coaching, I developed a plan that incorporated new technology tools and preformed a lesson for the teacher to implement. The lesson was for a seventh grade inclusion Language Arts class. The new technology tools introduced were QR codes that allowed students to watch tutorials on the 8 parts of speech and using NearPod to answer and discuss questions on the 8 parts of speech. I taught the lesson for the first class and the teacher modeled the lesson for the following class period. Following the implementation of the lesson, the teacher and I discussed the techniques that needed to be changed for the tool to be effective during the instruction.
After completing this artifact, I learned to mentor a fellow teacher with the help of strategies found through research. The teacher used new technology tools offered through recommendation and implemented the recommendations. To change the quality of the artifact, I would choose another teacher who knew little about technology. The teacher I mentored already uses several forms of technology in her classroom. Next time, I would pick a teacher who uses little to no forms of technology.
The work that went into creating this artifact impacted the development of the faculty. The faculty development was impacted by the coached teacher being able to implement technological tools into her classroom instruction. The impact was assessed by the coached teacher being able to assist other teacher in implementing technological tools.
Beglau, M., Hare, J., Foltos, L., Gann, K., James, J., Jobe, H., Knight, J., & Smith, B. (2011).
Technology, coaching, and community: Power partners for improved professional
development in primary and secondary education. ITSE White Paper, Special Conference
Release, Retreived April 8, 2014 from
https://www.softchalkcloud.com/lesson/files/GRyv9swdxK8zkr/ISTE_Whitepaper_June_Final_Edits.pdf
Reflection:
The Coaching Journal is an artifact recording the mentoring of a fellow teacher. During the five sessions, strategies were researched and recommended to focus on the use of technological tools during instruction. The research strategies were found in the ISTE White Paper (2011). The strategies outlined the coaching strategies in five stages. The five stages included assess, set goals, prepare, implement activities, and analyze and debrief. To begin the process, I had to assess the teacher’s use and understanding of technology. The teacher completed two surveys and I was able to identify the strengths and weaknesses of the teacher. From the surveys, I was able to use the ISTE White Paper (2011) to create a plan of coaching the fellow teacher using peer coaching.
This artifact demonstrates my ability to introduce strategies explored through research, recommend new techniques, and implement the strategies for the mentored teacher to incorporate into her classroom instruction. Using the surveys and strategies from peer coaching, I developed a plan that incorporated new technology tools and preformed a lesson for the teacher to implement. The lesson was for a seventh grade inclusion Language Arts class. The new technology tools introduced were QR codes that allowed students to watch tutorials on the 8 parts of speech and using NearPod to answer and discuss questions on the 8 parts of speech. I taught the lesson for the first class and the teacher modeled the lesson for the following class period. Following the implementation of the lesson, the teacher and I discussed the techniques that needed to be changed for the tool to be effective during the instruction.
After completing this artifact, I learned to mentor a fellow teacher with the help of strategies found through research. The teacher used new technology tools offered through recommendation and implemented the recommendations. To change the quality of the artifact, I would choose another teacher who knew little about technology. The teacher I mentored already uses several forms of technology in her classroom. Next time, I would pick a teacher who uses little to no forms of technology.
The work that went into creating this artifact impacted the development of the faculty. The faculty development was impacted by the coached teacher being able to implement technological tools into her classroom instruction. The impact was assessed by the coached teacher being able to assist other teacher in implementing technological tools.
Beglau, M., Hare, J., Foltos, L., Gann, K., James, J., Jobe, H., Knight, J., & Smith, B. (2011).
Technology, coaching, and community: Power partners for improved professional
development in primary and secondary education. ITSE White Paper, Special Conference
Release, Retreived April 8, 2014 from
https://www.softchalkcloud.com/lesson/files/GRyv9swdxK8zkr/ISTE_Whitepaper_June_Final_Edits.pdf