The Role of the Librarian in Facilitating Project Based Learning Experiences

Overview

As technology brings changes to the learning environment it also alters the roles educators play in how they guide students and facilitate learning experiences.  This change is particularly apparent for school librarians as both their role as an educator and the physical space of the library is shifting.  In considering these changes, I chose to focus my final practicum experience for my DEL master’s program on how the school librarian can facilitate and promote project based learning experiences.  

For this project, I chose to look at the role of the librarian because I recently began coursework to attain my library media endorsement.  Through my learning I became interested in how a school librarian directly collaborates with classroom teachers and students to create, deliver, and reflect on instruction.  This caused me to want to learn more about my school librarian’s role and how facilitating the prominent learning method project based learning might fit into that role.

Before sharing my resources is necessary to say that I have such an appreciation for my school librarian, Cyndi, and her willingness to embrace this project.  This year marks Cyndi’s 38th year as an educator and, with her tremendous experience sometimes comes a negative stigma around educators in their last few years of teaching, the idea being that they are unwilling to try out new ideas.  This is so not the case with Cyndi.  Each time we met she was eager to learn more about PBL, she brought resources and shared research she had done on her own between meetings, and our conversations often shifted to other opportunities to collaborate on all types of topics–we even planned out a few student clubs we might want to facilitate together next year!  Having such an enthusiastic educator to collaborate with definitely gave some momentum to our conversations and we are eager to see where we can take our work together to create valuable, relevant, and engaging learning experiences for students at our school.

Below, I include my complete project, an infographic I created on high quality student work in PBL, and a reflection on my next steps in continuing my learning and implementation of PBL as well as well as my collaborative work with Cyndi.

How to Get High Quality Student Work in Project Based Learning

The Buck Institute for Education (BIE) has been my go-to for resources and information on PBL.  I reflect on and share many of these resources in the summaries and next steps sections of my report, but one in particular that stood out is John Larmer’s post titled “How to Get High Quality Student Work in PBL” as I think this information is essential to understanding how to start to create a PBL learning experience.  In the infographic below I summarize his tips and insights on the topic.  I created this in hopes of having it as an easy-to-follow resource for educators.

The Role of the Librarian in Facilitating Project Based Learning Experiences

I compiled my project into a report, included below, that discusses what PBL is, provides an overview of my school, shares and summarizes my interview and collaborative experiences with my librarian, and offers resources for beginning to implement PBL at our school.

Next Steps

This project was only the start of my learning regarding project based learning and my collaborative work with Cyndi to facilitate and promote PBL at our school.  Since we still have a lot of work to do, below are the immediate next steps in continuing this project.

  1. After sharing the resources and summaries from this project with Cyndi, her and I will work together to plan a PBL experience for students next year.  We will work together to take my ninth grade English students through a PBL designed learning experience.
  2. I will advocate to my principal that Cyndi and I, along with other interested educators, would like to attend professional development on project based learning.
  3. I will follow up with the teaching and learning team in my district to see that they provide PBL professional development either on our online learning portal or through planned collaborative time.
  4. I will work with Cyndi to brainstorm ideas so she can advocate for less time managing Chromebooks or other similar tasks so she has more time to collaborate with educators across subject areas to design and deliver instruction.

References

Driving Questions Webinar. (n.d.). Retrieved May 30, 2017, from http://www.bie.org/object/webinars_archived/driving_questions

Larmer, J. (2013, October 1). PBL Blog: How to Get High-Quality Student work in PBL. Retrieved May 30, 2017, from http://www.bie.org/blog/how_to_get_high_quality_student_work_in_pbl

Larson, T. (n.d.). The 4Cs Research Series. Retrieved May 30, 2017, from http://www.p21.org/our-work/4cs-research-series 

Markham, T. (2017, May 08). How PBL Can Fulfill Its Promise to 21st Century Students. Retrieved May 30, 2017, from http://www.edcircuit.com/pbl-fulfill-promise-21st-century-students/

Miller, A. (2014, May 20). PBL and STEAM Education: A Natural Fit. Retrieved June 02, 2017, from https://www.edutopia.org/blog/pbl-and-steam-natural-fit-andrew-miller

Project Search. (n.d.). Retrieved May 30, 2017, from http://www.bie.org/project_search

Recharge Learning Blog. (2015, April 06). Retrieved May 30, 2017, from http://rechargelearning.blogspot.com/2015/04/collaboration-communication-crit cal.html

Waters, P. (2014, July 09). Project-Based Learning Through a Maker’s Lens. Retrieved May 30, 2017, from https://www.edutopia.org/blog/pbl-through-a-makers-lens-patrick-waters

What is Project Based Learning (PBL)? (n.d.). Retrieved May 30, 2017, from https://www.bie.org/about/what_pbl

Professional Development and Program Evaluation Toolbox

ISTE Standard 4: Professional Development and Program Evaluation

Performance Indicator B: Design, develop, and implement technology rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning, and assessment.

Triggering Question

What are the essentials of a technology rich professional development learning program?


As I reach my final blog post for my EDTC 6106 class on professional development and program evaluation I find myself reflecting on how eager I was when I first started my master’s program in digital education leadership.  At that time, I was so excited to start learning about what it meant to be an effective coach, to learn “tricks” and “tips” that would make me excel as a school leader.  I definitely did fill my “coaching toolbox” but I am now struck by the realization that what I’m really eager for is to gain experience as a coach, to learn through trials, reflections, successes, and failures.  I feel ready to take on the role as a coach and instructional leader in my district and am confident that I feel this way because of the foundation this program has laid for me.  So, for this final blog post I wanted to synthesize my learning relating to how to create a technology rich professional learning program to complete a more comprehensive bank of “musts” as an instructional leader.  My resolution, outlined below in my “12 “Do’s” and “Don’ts” for Creating a Technology Rich Professional Learning Program” was developed by studying some excellent resources, included in the “references” section, as well as through the discussions with and feedback from my professors and classmates in my master’s cohort. My professional development toolbox is filling up and I’m eager to try it out!

Future Inquiries: Shoutouts to Awesome Resources

I have come across a few awesome resource this semester that I wanted to reflect on but haven’t found a place to do so.  Since this post is a synthesis of my learning I choose to include some commentary on these resources below in hopes that I will revisit them in the future.

Five Models of Teacher-Centered Professional Development – I LOVE this resource and want to try out each of the models for PD, each are underutilized and could be excellent tips for collaborative learning.

53 Ways to Check for Understanding – this document offers some excellent ideas for formative assessments, a vital, and sadly often missing, component of professional development.

Future Ready Schools: Empowering Educators through Professional Learning toolkit – I’m so glad that my classmate Liz turned me onto this resource!  This will be the first place I look for valuable information on planning, implementing, and evaluating professional development.

Hate PD? Try Voluntary Piloting – this is a post from Cult of Pedagogy, my favorite educational blog, and discusses piloting as an alternative to traditional professional development–I’d love to explore piloting further!

How to Plan Outstanding Tech. PD for Your Teachers – this is another post from Cult of Pedagogy and is almost exactly what I would have liked my blog post to be, had it not already been done.  In this post, blogger Jennifer Gonzalez discusses several tips and strategies for making excellent professional development.

Questionnaire Design Tip Sheet – This resource, provided by Harvard University and suggested by one of my professors, has some great ideas for creating effective survey questions.  As feedback is so vital in creating powerful professional development, I would like to spend more time looking at question design in the future.

References

Burns, M. (2014, November 26). Five Models of Teacher-Centered Professional Development. Retrieved March 9, 2017, from http://www.globalpartnership.org/blog/five-models-teacher-centered-professional-development

Hertz, M. B. (2011, June 16). The Dos and Don’ts of Tech Integration PD. Retrieved March 9, 2017, from https://www.edutopia.org/blog/technology-integration-teacher-development-mary-beth-hertz

Piper, J. (n.d.). 5 Don’ts for Teacher Professional Development. Retrieved March 8, 2017, from http://www.teachhub.com/5-donts-teacher-professional-development

Vilson, J. (2012, November 07). Three Dos and Don’ts of Transformative Teacher Leadership. Retrieved March 9, 2017, from https://www.edutopia.org/blog/dos-and-donts-teacher-leadership-jose-vilson

Collaborative Learning Strategies for Professional Development

Overview

After many conversations with educators and administrators, collaborations with my digital education leadership master’s cohort, a few months of pouring over professional development research, and reflections on my own experiences I can confidently say that most educator professional development opportunities are lacking in one way or another.  A few repeated sentiments include: most PD is just not relevant to my classroom, or, I know it’s going to be a waste of my time, or, it’s just filled with a bunch of top-down jargon, how is it best for students?  This makes me sad.  Professional development should be an opportunity to observe, reflect on, and apply best practices in teaching. Educators should leave a PD session empowered, not deflated. So, how can we make professional development more inspiring and engaging?

To answer this, I began by taking a deeper look at a few of the common issues with professional development.  I also looked at ISTE coach standard four indicator “B” which states that coaches must, “Design, develop, and implement technology rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning, and assessment” (2016).  

After understanding some of the the issues and standards, I had a framework to begin unpacking my triggering question on this topic: What collaborative learning strategies help create effective professional development opportunities?

What’s the Problem?

Collaborative Learning Strategies for Professional Development

In exploring great teaching strategies I relied a bit on my own experiences and a lot on two excellent resources: The Big List of Class Discussion Strategies from the blog Cult of Pedagogy and PBS’s Teaching Strategies Resources menu. I sifted through these resources and choose ones that most closely addressed the issues outlined above.  I made an effort to limit the number of strategies that I shared to a few that I have tried personally, as a teacher or as a learner.  With that said, I highly recommend checking out these two sites and seeing what more they have to offer!

Resources

Bishop, D., Lumpe, A., Henrikson, R., & Crane, C. (2016). Transforming Professional Learning in Washington State: Project Evaluation Report. Retrieved February 9, 2017, from http://www.k12.wa.us/CurriculumInstruct/WA-TPL/pubdocs/2016-WA-TPL-Evaluation-Report.pdf

Gonzalez, J. (2015, October 15). The Big List of Class Discussion Strategies. Retrieved February 9, 2017, from https://www.cultofpedagogy.com/speaking-listening-techniques/

Moersch, C. (2011). Digital Age Best Practices: Teaching and Learning Refocused. Retrieved February 9, 2017, from http://digitalis.nwp.org/sites/default/files/files/94/Digital%20Age%20Best%20Practices.pdf

PBS Learning Media (n.d.). Teaching Strategies: Resources for Adult Educators. Retrieved February 9, 2017, from http://kcts9.pbslearningmedia.org/collection/ketae/

A Model for Professional Development Considering Adult Learning Principles

Image adapted from UCBHCA: Training of Facilitators Manual for the Functional Adult Literacy Training Manual

Overview

Throughout my studies on digital education leadership, and specifically what it means to be an effective instructional coach and to design great professional development, I have continually been reminded that many of the teaching and learning practices used with K-12 students are effective with adults learners as well.  In fact, this point has been the resolution to most of my inquiries over my graduate program studies.  So, over these last few weeks I have been both delighted and intrigued to get to look at what sets adult learners apart from adolescent learners.

What Makes Adult Learners Unique?

I touched on adult learning in my last blog post, but to recap, the most prolific commentary on adult learning, also known as andragogy, comes from the adult educator Malcolm Knowles.  Knowles narrowed his theory of andragogy down to six major principles (Knowles, 2015). He claims that adult learners…

  • Are motivated and self directed.

  • Bring life experience and knowledge.

  • Are goal oriented

  • Are relevancy oriented.

  • Are practical.

  • Like to be respected.

The Australian Catholic University does a great job of summarizing each of these principles, but I was left wondering how this differs from students.  To address this inquiry, I found another great resource, from the Nebraska Department of Labor’s professional development site.  Below, I include a screenshot of an interactive infographic that details what sets adult learners apart from children.

I found the first point especially interesting–that children base what is important in their learning on what they are told to study.  If a teacher says the material is important, students will often believe them.  Contrarily, adults want to know the value of what the are learning and specifically how it will be valuable to their teaching.  I highly recommend all interested parties check out this resource!   

Adult Learning Principles in Professional Development

In studying about adult learners I quickly realized that there are so many great resources already available it would be superfluous to make my own. Instead, I choose to search for a model for professional development that is designed with the adult learning principles in mind.  I didn’t have to go far, as my own school district is currently preparing for a Learning Improvement Day (LID) that takes these principles into consideration.  In fact, the following slides are from the recent facilitator training.

How does the LID consider adult learning principles?

  • Adult Learners are goal oriented: our LID revolves around the Lake 8, which are the eight instructional components of student learning.  Each professional development session is aligned with one of these standards. The infographic below details the Lake 8 standards.

  • Adult learners are relevancy oriented: the LID consists of several sessions and participants get to choose which ones to attend.  The sessions are grouped by grade level (elementary or secondary) and, while some are subject specific, many apply to various subjects.  

  • Adult learners are practical: the goal of the LID is to leave teachers with instructional tools or resources they could implement in their classrooms the next day.  The goal is to keep each session quick and provide time to work.  The LID site also includes links to presentation materials and suggestions for future PD for those who want to extend their learning.

What’s missing?

It is unfair and inaccurate to judge just how effectively my district’s LID day accounts for all of Knowles principles until during and after the session.  The follow three principles cannot be determined yet and should therefore be the priorities of the facilitators when designing and implementing their specific professional development session.

  • Adult learners are motivated and self directed.
  • Adult learners bring life experience and knowledge.
  • Like to be respected.

Future Inquires

  • My goal for this blog post was to be reflective rather than to judge or evaluate.  However, I am curious to know if and how my district intends to assess how effectively the learning from the LID is implemented into instruction.
  • I keep reading that effective professional development is ongoing.  How could the LID be extended?

References

ACU (Australian Catholic University). (n.d.). Retrieved January 27, 2017, from http://www.acu.edu.au/staff/our_university/faculties/faculty_of_health_sciences/professional_practice_resources_for_supervisors/interprofessional_resource_library/Facilitating_Learning/knowles_principles

CAV: January 13, 2017. (n.d.). Retrieved January 27, 2017, from https://sites.google.com/lkstevens.wednet.edu/learningstrategiespd

Functional Adult Literacy (FAL) – Training Manual: Unit Two: Facilitating Adult Learning: 2.1 Characteristics of Adult Learners and Qualities of a Good Instructor. (n.d.). Retrieved January 27, 2017, from http://collections.infocollections.org/ukedu/en/d/Jh0414e/5.1.html

LSSD Professional Learning Portal. (n.d.). Retrieved January 27, 2017, from http://lifeinthetechlab.com/LSSD/plp/
Professional Development: Key Differences. (n.d.). Retrieved January 27, 2017, from http://nelearn.myelearning.org/mod/page/view.php?id=423

Differentiating Professional Development

Those in the profession of education are all too familiar with buzzwords, those bits of jargon that often come and go as topics of conversation and professional development.  While these words can often feel a bit exhausting, one that has seemed to stick, and for good reason, is “differentiation”.  Since I started studying the pedagogy of teaching, differentiation has been at the core of most of my learning .  Educators are tasked with understanding how to modify the content, process, and product of instruction to meet the needs of individual learners (Carlson).  If we understand that this is a fundamental component of effective teaching, it is safe to say that instruction should be differentiated for all learners, regardless of age level, experience, or background.  Therefore, effective professional development for teachers must be differentiated so that it is valuable, effective, and efficient for everyone.  

This is no easy task.  In a classroom, a teacher may have around 25-30 students that they see every day as they teach them one, or a few, subjects.  In this scenario, differentiating instruction is often an ongoing challenge.  Contrarily, opportunities for professional development are much less frequent and, depending on the school, there could be 50-100 (or more!) educators who all teach different subject areas and grade levels.  How can professional development be molded to meet the diverse needs of educators?

What’s Wrong With Professional Development As It Is?

Finding a comprehensive list of tips on differentiating professional development was a bit of a struggle, but it was easy to find a ton of commentary on what currently isn’t working in professional development opportunities.  One of the best resources, the Center for Public Education’s “Teaching the Teacher’s: Effective Professional Development in an Era of High Stakes Accountability” findings report, offered a clear idea of why most professional development is ineffective.  They looked at the types of professional development offered to teachers over the course of a year.  They found the following:

This information is concerning because, “most development happens in a workshop-style model which research shows has little to no impact on student learning or teacher practice” (Darling-Hammond et al., 2009).  Workshops, the report suggests, are ineffective because, in contrast, professional development programs that impacted student achievement were lengthy and intensive, but workshops are often only over the course of a day or two.  Workshops are not ongoing and there is rarely any follow-up.  Additionally, workshops assume that the issue teachers face is a knowledge gap and once they learn a few tips they will be much improved.  In reality, the struggle is in implementing instruction.  So, while a workshop may help educators gather resources, they must then have the opportunity to observe and practice good teaching in action (Gulamhussein, 2013).  This report goes on to offer some excellent tips for creating effective professional development.  While I highly suggest anyone in the education profession to check out this report, its focus is not directly on differentiation. In what follows, I use this reports tips for effective professional development, along with a few other resources, to provide an idea of how to differentiate professional development.

Differentiating Professional Development

Future Inquiries

  1. I found this topic really interesting, but as it’s one I’ve only just begun exploring, my resources were mostly introductory.  I would like to find more resources that get a bit deeper into differentiating professional development.
  2. Most of the information I found suggests that professional development be differentiated in the same ways we differentiate learning for K-12 students.  This makes sense, but are there other resources to consider when teachers are the learners?

Professional Development and Project Evaluation Mind Map

I created the following Coggle Mind Map based on my reading of Chapter 2: Evaluating and Assessing Professional Development from Sally Zepeda’s book Professional Development: What Works.  I will be using this learning throughout the quarter as I continue to look at what makes professional development valuable, effective, and efficient.

Resources

Carlson, A. M. (n.d.). What is Differentiated Instruction? Retrieved January 12, 2017, from http://study.com/academy/lesson/what-is-differentiated-instruction-examples-definition-activities.html

Gulamhussein, A. (n.d.). Teaching the Teachers. Retrieved January 12, 2017, from http://www.centerforpubliceducation.org/Main-Menu/Staffingstudents/Teaching-the-Teachers-Effective-Professional-Development-in-an-Era-of-High-Stakes-Accountability/Teaching-the-Teachers-Full-Report.pdf

Guskey, T., & Suk Yoon, K. (2009, March). What Works in Professional Development? Retrieved January 12, 2017, from http://www.k12.wa.us/Compensation/pubdocs/Guskey2009whatworks.pdf

Project Evaluation Report. (n.d.). Transforming Professional Learning in Washington State, 1-87. Retrieved January 11, 2017, from http://www.k12.wa.us/CurriculumInstruct/WA-TPL/pubdocs/2016-WA-TPL-Evaluation-Report.pdf

Zepeda, S. J. (2012). Professional Development: What Works. Larchmont, NY: Eye on Education.

Zdonek, P. (2016, January 15). Why Don’t We Differentiate Professional Development? Retrieved January 12, 2017, from https://www.edutopia.org/blog/why-dont-we-differentiate-pd-pauline-zdonek

Soliciting and Providing Feedback through Peer Coaching Experiences

Overview

Imagine peering into the engine of a running vehicle.  It is likely that you visualize several parts, working together harmoniously so the car runs smoothly.  It is less likely that you think about how many trials and errors, restarts and near quits it took for the vehicle to get to the point where it ran at all, let alone well.  Observing extremely effective peer coaching may look the same–it just seems to work.  However, unless I’m missing the secret key to coaching, this is very far from true.  In fact, the one “key” idea I have learned is that becoming a great peer coach and implementing a peer coaching plan is extremely difficult.

In building anything great, the process needs to be altered, refined, expanded, and sometimes thrown out.  In prior blog posts for the quarter I have shared some peer coaching strategies I’ve found effective as well as reflected on my successes and areas of improvement.  For my final reflection, I wanted to look at how to continue to grow a powerful peer coaching system, specifically by looking at when feedback is and is not appropriate, how and when to solicit feedback, and what to do with it once gathered.  I chose to include my final reflection on my recent “real world” peer coaching experiences along with this post to provide a reference point and to keep me thinking about how to continue growing as a peer coach.

Feedback vs. Evaluation

The infographic below represents the difference between feedback and evaluations, which I created by synthesizing some of the most relevant information from various resources, listed in my “references” section. I thought that it was important to distinguish between these two terms before looking further at the place for feedback and evaluation in peer coaching opportunities. I am glad I did so as it actually appears that feedback is much more effective at encouraging growth, and is therefore more appropriate in peer coaching.  Evaluations, while useful in determining areas of growth, are best suited for conversations between administrators and individual teachers. Examples of how feedback can be used in peer coaching, with resources, are included further on.

Feedback in Peer Coaching

In our cohorts Google Hangout several weeks ago, one of my professors, David Wicks, made a quick side comment about how a coach must be careful with how feedback and evaluation are used in peer coaching.  This was a sticky comment, it got my brain spinning, and it gave me a good framework for my research. I chose to spend the remainder of my peer coaching course exploring the question, “How can a peer coach effectively self-assess and gather feedback from others in order to grow as a coach and ensure that the feedback is accurate?” While I never directly asked David why he said this, my initial inquiries helped lead me to two possible reasons:

  1. Evaluations have no place in peer coaching.  From here on, I will only talk about feedback.
  2. One must be very intentional in seeking feedback and consider how feedback is solicited, how the questions are worded, what is done with the feedback once received, and who gets to review it.

To help further focus my exploration, I appreciated that my classmate, Liz Ebersole, asked me the following question:  “Would you use this type of evaluation/feedback to plan PD for coaches or to collect data to advocate for adopting a peer coaching practice at the school/district level? What do you hope to learn from the feedback and how will you share it and who with?”

Using David’s comment and Liz’s question, I created the following infographic to display a rough idea of how feedback can be used in peer coaching and included a few resources that might help start the process.

Reflection on My Peer Coaching Experiences

This quarter I had the opportunity to practice peer coaching by working with a teacher at my school.  While there were a few hiccups in the process, this experience was so valuable for me because I was able to debrief and share ideas with my master’s program cohort.  An overview of what I learned during this process, along with the work that my colleague and I produced, is included in the document below.

Future Inquiries

  • In my peer coaching experience, I worked with a colleague who is also a close personal friend.  This presented unique challenges and made parts of the process easier.  What additional tools and strategies might a coach want to use when working with someone they are less familiar with?
  • One topic that myself and others in my cohort explored this quarter was that other professional fields, outside of education, offer great insights into how to be an effective coach.  I would like to explore this further in the future.
  • In this blog post I touched on providing feedback in peer coaching.  I would like to look at this deeper too and gain some “field experience” to help explore this further.

Resources

Baehr, M. (n.d.). 4.1.2 Distinctions Between Assessment and Evaluation. Retrieved December 08, 2016, from http://www.pcrest3.com/fgb/efgb4/4/4_1_2.htm

Rehman, S. (n.d.). Effective Feedback. Retrieved December 8, 2016, from http://phoenixmed.arizona.edu/sites/default/files/content/facdev/rehman-512014.pdf

Developing a Peer Coaching Toolbox

toolbox-1582313_960_720

One major “ah ha” moment I have had during my master’s program research in digital education leadership is that good teaching is good teaching.  By this I mean that many of the best practices we use in our K-12 classrooms are equally effective when creating professional development for teachers. This quarter, my cohort has had the chance to look deeper at peer coaching and I recently had a similar “ah ha” moment; good coaching is good coaching.  Specifically, efficient coaching strategies for educators are, at their core, very similar to those used in other fields of work. I have used this perspective most recently as I have conducted research for my module 4 triggering question:

What are a few essential resources to add to my “peer coaching toolbox” that will help create valuable conversations while ensuring I don’t come across as critical?

Asking “what makes a great peer coach” without limiting my search to only educational coaching led me to countless resources, some gems and some that were easy to pass by.  As my intention is to create a “toolbox” of peer coaching resources, my resolution to my research was to synthesize some of the best information I came across into a document (shared in the “resolution” section). While sifting through resources, I attempted to really focus on the second part of my question, “[to choose tools that] create conversations that don’t come across as critical”. What follows is only the start to my peer coaching toolbox and I intend to build on it as I learn and gain more experience.

Resolution

Peer Coaching Toolbox

Overview of Resources

Since most of my peer coaching toolbox is made up of resources created and shared by others, rather than simply created by me, I didn’t think that a quick link in the “references” section gave due credit.  Below I include a brief overview of the resources I used to create my comprehensive toolbox.

  • EDTC 6103 Course Materials: this quarter it has been a bit difficult finding resources that top those provided by my professors, David Wicks and Les Foltos.  All that they have provided is already part of my toolbox, but for the sake of this module resolution I tried to narrow down to just a few resources that I found most valuable in general.  Some which I included are the learning activity checklist and tips on listening and asking probing questions.
  • Peer Coaching Resources: this resource was a gem and exactly what I was looking for to help address my question!  This was actually created by the Centers for Medicare and Medicaid services and, as far as I can tell, is for nurses, specifically those working in nursing homes.  That being so, I still found that just about all of these resources are equally relevant to peer coaching for teachers, or most professions.  I liked that they included several ready-to-use resources and among my favorites were ones on setting goals, establishing a clear plan for peer coaching, active listening, and activities for reflection and seeking feedback.  While not included in my toolbox, I really appreciated that they included a document that lists common peer coaching roadblocks along with solutions.  This is something I would like to develop later on!
  • How Google is Making Work Better: This episode of the podcast The Hidden Brain talks with Laszlo Bock about how his research on a successful workplace, outlined in his book Work Rules has been applied at Google.  In this episode, Bock and host Shankar Vedantam discuss leading theories on what creates an effective work environment.  
  • What Makes a Good Sports/Fitness Coach: when I looked at how to be an inspiring coach, I came across many resources for sports/fitness coaches.  While I didn’t come across many tangible items to add to my toolbox, I did appreciate that many of these resources seemed to focus on encouragement, positivity, and the attitude of the coach, which seemed a vital point to consider when selecting other resources.

Future Questions or Inquiries

  • What resources am I missing? Is there an element of peer coaching that is totally neglected?
  • I started this module intending to look at questioning strategies for peer coaches.  I ended up straying from that topic though because I feel like that’s already been done by many of my classmates and there are some good materials in our course documents.  In the future, this is something I would like to revisit.  
  • I want to look a bit further into how to include feedback and reflections into peer coaching opportunities.

References

Goldburg, A. (2016). SPECIAL: What makes a GOOD COACH? Retrieved November 27, 2016, from https://www.competitivedge.com/special-what-makes-good-coach

How Google’s Laszlo Bock Is Making Work Better. (2016, June 7). Retrieved November 27, 2016, from http://www.npr.org/2016/06/07/480976042/how-googles-laszlo-bock-is-making-work-better

Peer Coaching Resources. (2015, August). Retrieved November 20, 2016, from http://www.alliantquality.org/sites/default/files/Peer_Coach_Resource_508_FNL.pdf

Quinn, E. (2016, April 5). 9 Qualities of a Great Sports Fitness Coach. Retrieved November 22, 2016, from https://www.verywell.com/what-makes-a-good-coach-3120792

Reeder, E. (2011, March 4). Retrieved November 20, 2016, from http://pimarsc.pbworks.com/w/page/37053775/LessonActivityChecklist

Setting Goals and Establishing Action Steps

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For the past four years I have taught an English support class for students who need a little extra help being successful in school, and particularly in reading and writing.  While I typically change up my lessons each year, hoping to grow off of successes and missed opportunities, one unit that has remained mostly intact revolves around having students create SMART goals (detailed in the additional resources below).  The task is simple–they make an academic SMART goal that they want to work to attain for the school year.  They get frequent opportunities to reflect on their goal, discuss character traits that one might need to reach a goal, and they can revise and edit their goal as the year progresses.  Ultimately, it does not matter whether or not they meet their goal, but having a clear idea of what to work towards helps students maintain clarity and focus on how they want to progress through the year.  I was thinking about this project as I began to consider my question for this module, which was…

What is a SMART goal for a secondary level peer coach based on 21st century learning? What are the components of this goal and what resources are available to help attain it?

As I find myself in more peer coaching opportunities, I feel like I have way too many goals–listen better,  don’t interrupt, help others take risks, create an environment for taking risks, and on, and on, and on.  While there is nothing wrong with being aware of areas for improvement, these “goals” can seem a bit too vague or unspecific and leave me feeling overwhelmed as they aren’t exactly attainable.  So, this week I chose to take some time to make one specific SMART goal for myself as a peer coach, which I will reflect on and edit as I progress.  Additionally, I included five specific action steps I will take to reach my goal to help have a more specific idea of how to move towards achieving it.

My Peer Coaching SMART Goal and Action Steps

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Additional Resources

SMART Goals

As I previously mentioned, I teach a unit on writing SMART goals.  Below, I have included the presentation that I use to introduce SMART goals to students.

21st Century Learning

I had intended to create a resource that took a deeper looking into the P21 Framework for 21st Century Learning.  However, when I started my research I quickly learned that anything I had to say would be redundant as there is already so much great information out there.  One particular article I enjoyed reading was by Jennifer Gonzalez titled “Buzzword Bling: Putting Subtance Behind our Big Words”.  In it she explains that many belileve that teaching 21st century skills means teaching with technology, and while technology is a part, it is not the whole.  She explains that “we must also include life and innovation skills along with the traditional core subjects” and to do this we need to “step away from notes and lectures and build experiences” (2016).  To understand the P21 framework more completely, I am also including the infographic from the P21 site, which lays out each component.

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Future Questions

  1. How can I effectively reflect on my goal over time?  How can I ensure it will continue to grow as I grow as a peer coach?
  2. How do the 21st century learning standards relate to the ALA standards for the 21st century learner?

References

Bernard, S. (2008, December 03). BookmarkCollaborative Crusader: Creating a Twenty-First-Century Learning Community for Teachers. Retrieved November 4, 2016, from https://www.edutopia.org/collaboration-age-technology-lisa-huff

Gonzalez, J. (2016, July 17). Buzzword Bling: Putting Substance Behind Our Big Words. Retrieved November 04, 2016, from http://www.cultofpedagogy.com/buzzword-bling/

Partnership for 21 Century Skills (P21). (2007). Retrieved November 4, 2016, from https://www.imls.gov/assets/1/AssetManager/Bishop Pre-Con 2.pdf

Standards for the 21st-Century Learner. (2016). Retrieved November 04, 2016, from http://www.ala.org/aasl/standards/learning

Setting the Stage: Establishing an Environment for Peer Coaching

A photo by Julia Caesar. unsplash.com/photos/asct7UP3YDE

“Leap, and the net will appear.” (Zen saying)

Overview

This fall I began my fifth year of teaching, a milestone in many ways. While I am still at the beginning of my career, I am no longer a “new” teacher.  I have greater confidence in my instructional strategies, classroom management skills, and collaborative relationships.  I no longer have slight dread while wondering how am I going to make it through the year but now find myself asking how can I shape myself into a phenomenal educator?  As I have been wondering this, an answer has presented itself in my module one explorations for my digital education leadership program.  This quarter, my cohort is looking at the role of peer coaching in the professional learning environment.  While my learning has been very general so far as I am just delving into this dynamic topic, it is clear that great educators are shaped by great educators.  So, if I am to become great and help others do so as well, I must work to create an environment that successfully integrates peer coaching into professional development.  

I start this exploration with a strong advantage as I get to learn about peer coaching from Les Foltos, an expert on the topic and one of my professors for the quarter.  In his book Peer Coaching: Unlocking the Power of Collaboration, I was struck by how frankly Les explains that creating a successful environment for peer coaching requires educators to be extremely vulnerable.  In his introductory chapter he explains that, when confronted with a peer coaching opportunity, the learning partner hears, “my coach is asking me to open the doors of my classroom and to demonstrate want I know and what I don’t know.  My coach is asking me to take risks and make mistakes in public” (Foltos 2013). While I am eager to get into the intricacies of models for peer coaching, this point stopped me in my tracks.  It made me realize that, before I can understand what meaningful peer coaching looks like, I must first look at what elements are essential to establishing an environment where peer coaching can happen.  Without a safe learning environment, educators will not feel comfortable being vulnerable and therefore cannot open their doors to peer coaching opportunities.  

What is essential to creating a successful environment for peer coaching?

As is often the case, when I began exploring essential elements of a successful peer coaching environment, I was met with an overabundance of information.  After skimming through multiple blog posts, educator resources, and scholarly articles, I started to see many overlapping ideas and decided that, rather than reinvent the wheel, I would synthesize my findings into a comprehensive list.  Below are what I found to be the leading tips on creating a successful environment for peer coaching.

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What topics relating to peer coaching will I explore in the future?

All that I have learned this week has been both fulfilling and overwhelming.  Now that I have gotten to dive into the topic of peer coaching, I am aware of how much great information there is out there to explore!  Since this week’s blog post only scratches the surface, I wanted to take a moment to mention a few ideas that have started to spark in my head which I would like to look at deeper in the coming weeks.

  • Now that we have created an environment where peer coaching can be successful, how do we get teachers to “open their doors”?
  • What is the role of an instructional coach?  
  • What behaviors and strategies should an instructional coach master in order to be effective?
  • My school district currently has nine full time secondary level instructional coaches.  How are their roles defined?  What are the next steps my district is taking to create an environment for peer coaching?
  • How can we make time for feedback and reflection more valuable in professional learning opportunities?

Resources

Aguilar, E. (2011). Four Conditions Essential for Instructional Coaching to Work. Retrieved October 06, 2016, from http://www.edutopia.org/blog/four-conditions-instructional-coaching-elena-aguilar

Dupree, O. (n.d.). What is an Instructional Coach? Retrieved October 06, 2016, from http://piic.pacoaching.org/index.php/piic-coaching/what-is-an-instructional-coach

Foltos, L. (2013). Peer coaching: Unlocking the power of collaboration. Thousand Oaks, CA: Corwin.

Gonzalez, J. (2016, September 25). How Pineapple Charts Revolutionize Professional Development. Retrieved October 06, 2016, from http://www.cultofpedagogy.com/pineapple-charts/

Gonzalez, J. (2016, March 20). How to Plan Outstanding Tech Training for Your Teachers. Retrieved October 06, 2016, from http://www.cultofpedagogy.com/tech-training-for-teachers/

Guest Post: Who Sits In the Big Chair? Reflections on Building Collaborative Partnerships with Teachers. Retrieved October 06, 2016, from https://yourinstructionalcoach.com/2016/09/07/guest-post-who-sits-in-the-big-chair-reflections-on-building-collaborative-partnerships-with-teachers/

Workshop Proposal: Giving Quiet Students a Voice with Social Tools

Rationale

Every classroom has them.  Students with great ideas who are just too shy to speak out, while a few dominate the conversation.  Give those students a voice in your classroom with technology tools that let them be heard.  In this workshop, on giving quiet students a voice with digital tools, you will learn about and how to use several different types of forums, polls and interactive assignment tools to increase participation and get those students into class discussions.  Use these tools as pre-cursors to classroom discussions to spark the flow of ideas and empower all students in your class!  This workshop also addresses tips for selecting, evaluating, and managing digital tools so you can feel confident that you are using the best tool for the task!  

This workshop seeks to address the following essential questions:

  1. How can I encourage quiet students to engage in class discussions and activities?
  2. How can I balance class discussions and activities so that more students are participating?
  3. How can I select, evaluate, and manage digital tools?

Workshop Structure

This workshop is best suited for a 90 minute session to allow time for collaboration and for individuals to experiment with the tools. It could easily be shortened, by only covering the presentation (or parts of the presentation), or lengthened, by giving more work time afterwards.  An approximate breakdown of the session is as follows:

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One point to highlight about this workshop is it’s collaborative learning element.  Creating a collaborative space is essential to experimenting with and troubleshooting digital tools.  As the workshop facilitator, I intend to keep the presentation short to allow time for participants to explore tools in teams and to provide opportunities for trial and error so they are more confident to use the digital tools on their own.  If possible, it would be beneficial to incorporate a flipped learning element where the participants could come prepared with a lesson or learning activity they would like to apply their new learning to.  To foster a collaborative environment, I have created activities on Padlet and Answer Garden which asks participants to reflect on their teaching and share digital tools and ideas relating to the topic.  Additionally, the presentation includes a think-pair-share activity to promote collaborative relationships during the workshop.

Presentation Materials

During the workshop I will share the giving quiet students a voice presentation, included below.  Participants will need computers, tablets, or phones with internet access so they can actively participate with the presentation.  I will need access to a projector, with either a laptop hookup or a designated computer attached that I can use to access the presentation.  If the technology does not come through, the workshop could easily be adapted to focus on discussing the essential questions and planning lessons or brainstorming ways to incorporate digital tools that promote engagement in discussion.

Content Knowledge Needs

The digital tools covered in this workshop can be used in just about any learning environment, regardless of age range or subject. That being the case, the specific student learning standards addressed may vary by task or subject.  However, this workshop topic most holistically addresses Common Core State Standards in English/language arts relating to speaking and listening. By twelfth grade, students are expected to prepare for, participate in, respond to, and evaluate discussions.  Taking advantage of digital tools that increase student engagement directly addresses this standard.

This workshop is also intended to address standards six and seven of the newly released 2016 ISTE Standards for Students.  Standard six requires that students communicate clearly and express themselves creativity through appropriate digital media.  Standard seven asks that students use digital tools to broaden their perspectives and enrich their learning through collaboration.  As already noted, the digital tools featured in this workshop encourage wide participation in discussions and learning opportunities.

Teacher Needs Addressed

This workshop addresses several accessibility needs, including:

  • Rather than having the presentation simply displayed on a screen at the front of the room, participants will also have access to the presentation from their personal devices by using Pear Deck.
  • Participants can access the presentation using a shortened link available on the introductory screen.  They may choose to access it this way if they would prefer it to Pear Deck.
  • Using Pear Deck I can share notes from the presentation with participants once it is finished.  This way, participants can access the information for later reference.
  • The introductory video includes closed captioning for participants with hearing disabilities.
  • The location of the workshop will be accessible to all, regardless of disabilities.  
  • The digital tools highlighted in the presentation were selected because they were all free, available on any device, and easy to use.  They are also all applicable to any subject or age range. They are all web based, so students would need internet access to access the tools at home.

Workshop Proposal

The main points of the workshop are addressed in this post.  The full workshop proposal is included below.