Virtual Learning

As of the 2016-2017 school year, all Alabama schools will be required to establish a policy for virtual learning for high school students. Although not mandated until now, virtual learning is not new to Alabama schools. Alabama launched the ACCESS distance education program during Governor Bob Riley's administration. Since that time, Alabama students have been able to take virtual classes that were not available within the confines of their home school. As of April 2015, 27,000 Alabama students were enrolled in ACCESS courses. 

During our study of virtual learning in the United States. I found several things impressive, while some things were surprising and others left questions unanswered. I was impressed by the considerable amount of research surrounding interaction and the hierarchy of interaction. According to Moore and Kearsley, there are three distinct types of interaction in distance education and each are equally important: learning-content interaction, learner-instructor interaction, and learner-learner interaction (2012, p. 132-133). Instructors should use this information to build their courses. Additionally, I was impressed by Distance Education as a whole as a resource for online educators. There are countless tips and guidelines that would be helpful to new and veteran teachers of online courses. Lastly, I'm impressed by the overall concept of virtual learning and the amount of flexibility it allows students, as well as teachers. I was only vaguely familiar with ACCESS but after learning more about it, as well as Hoover´s virtual programs, I am intrigued in its future success.

I was surprised by the number of students enrolled in virtual learning as early as the 2011-2012 school year. According to my research, and as listed on my info-graphic below, there were 199,593 students enrolled in online courses during the 2011-2012 school year. On another note, I was surprised by some of the student attitudes and perceptions of virtual learning. Most surprising to me, yet encouraging, was that students noted missing the "father figure" or "mother figure" presence they feel in a traditional classroom setting (Moore & Kearsley, 2012, p. 163). On the other hand, I was left questioning why only 27,000 Alabama students took advantage of ACCESS courses in 2015. I will be interested to see how much this number increases during the 2016-2017 school year. 

References:

Moore, M., & Kearsley, G. (2012). Distance Education. Wadsworth Cengage Learning: Belmont, CA. 

Virtual schools coming to every Alabama school system by 2016-2017. Retrieved from: http://www.al.com/news/index.ssf/2015/04/virtual_schools_coming_to_ever.html

Distance Education & Learning Management Systems

With the increase of distance education courses being offered at the collegiate level, in the corporate world, professional world, and in the military, it is imperative that K-12 schools, and especially high schools, keep up with the trend. In the spring of 2015, Alabama lawmakers passed a bill requiring all public school systems to establish a policy to offer some level of virtual schooling for high school students by the 2016-2017 school year. After passing through the House of Representatives, Governor Robert Bentley signed his mark of approval on April 28th. With the passage of this innovative law, and the 2016-2017 school year quickly approaching, school boards, administrators, stakeholders and educators in Alabama are forced to consider the platform they will use to offer online courses to their students. While there are many options to choose from, school systems must take their particular situation into consideration when selecting the right learning management system for their very own, and in many cases first, platform for virtual classes.

Virtual schools incorporate the basic idea of distance education which according to Moore and Kearsley is defined as, ¨teaching and planned learning in which teaching normally occurs in a different place from learning, requiring communication through technologies as well as special institutional organization (2012, p. 2). All levels of distance education require careful planning and considerations. One of the most important considerations is evaluating and determining which learning management system (LMS) will fit the needs of the school´s teachers and students. After the task of determining the best fit, the next most time consuming effort is designing the courses. Preparing distance education courses requires not only experts in each subject area but also instructional designers who can ¨organize the content according to what is known about the theory and practice of knowledge management and the theory of learning¨ (Moore & Kearsley, 2012, p. 15). Therefore it is essential that a team of specialists work together to create effective online courses (Moore & Kearsley, 2012, p. 15).

While the task of selecting and designing effective online courses is a huge and time consuming effort, it is nonetheless essential for today´s learners. According to Moore and Kearsley, 81% of degree-granting higher education institutions offered distance education courses as long ago as the 2006-2007 academic year (2012, p. 49). Additionally, the corporate world spent $45.48 billion between face-to-face training and distance education training in 2008 (2012, p. 57). The United States military was an early proponent of distance education, even before that correspondence was online (2012, p. 28). Today, all branches of the military incorporate distance education courses into their programs, with a total of more than 6,000 independent study courses available to military personnel and dependents through the Defense Activity for Non-Traditional Education Support (DANTES) (2012, p. 61). Furthermore, countless professions require continuing professional education (CPE) credits, many of which are online courses and Webinars (2012, p. 62).

Locally, Shelby County Schools has offered teachers Moodle as a learning management system for years. While online classes have not previously been required, many teachers chose to use Moodle to create a blended learning environment for their classroom. Moore and Kearsley refer to this as the individual teacher level of distance education organization (2012, p. 5). During the 2012-2013 school year, I personally taught government and economics to seniors via Moodle. It was my first experience using a learning management system (with the exception of Edmodo) and I was tasked with creating an economics course from scratch. While it was time consuming (as is any course creation effort) I found it manageable and an effective platform for my needs as well as my students´ needs. After comparing Moodle to other learning management systems and reviewing updates and new features of Moodle from my classmate´s wiki page, I believe that Moodle still fits the needs of Shelby County Schools. It is my opinion that as Shelby County prepares their online courses, in accordance with the new legislation, Moodle is the best learning management system to adequately prepare students for life after high school, whether that path includes higher education, the workforce, or the military.

Visit DANTES Home for more information on the Department of Defense Digital Network. 

References:

Moore, M., & Kearsley, G. (2012). Distance Education. Wadsworth Cengage Learning: Belmont, CA.

Untitled image of distance education. Retieved from https://shimaaismail.wordpress.com/

Aspects of Coaching

• This semester as I ventured into my first instructional coaching experience I felt a wide array of emotions. Some of these emotions included excitement, motivation and passion. On the other hand, I also felt nervousness, hesitancy and fear. Although I was excited to help integrate technology into other classrooms, I was anxious about the impact I would have on my colleagues. The process entailed much more than I previously thought instructional coaching would, and proved to be a learning experience for not only my coaching participants. As I reflect on the steps taken thus far and prepare for the continuation of our partnership, I consider the coaching systems, and behaviors that I've taken as an instructional coach. 

Although my current coaching partnerships are for a class assignment, two colleagues of mine requested one-on-one assistance after participating in a technology training during our grade-level professional learning communities. This provided the perfect opportunity to transition into a teacher-initiated coaching system. According to Marzano and Simms (2013) this system is enacted when a teacher asks their administrator for a coach, or arranges for their own coaching (p. 211). I knew that my coaching experience would be that much more meaningful knowing that my teacher-coachees wanted to grow professionally, as opposed to mandated instructional coaching.

I am in a school that does not participate in school or district-wide coaching programs, so the basis of my coaching preparation was solely from my class and personal study. In areas where there are coaching programs in place, specific guidelines are often used to guide the selection of coaches. Additionally, these guidelines may specify expectations for the coaching partnership (Marzano & Simms, 2013, p. 212). I can definitely see the importance and need for these guidelines in formal coaching situations. In my personal study of instructional coaching, I came across the article, Things to Consider Before Becoming an Instructional Coach. I found that although I was not using the article as a guide before choosing to become an instructional coach, I could relate to the guidelines that were provided and found meaning behind each of them.

I am extremely lucky in my current coaching partnerships because I am working with two teachers who are motivated to grow professionally and ready for change, especially as it relates to technology integration. However, although they are both motivated and anxious to begin using technology in their classrooms, the need for differentiated coaching is evident. According to Marzano and Simms (2013)  the process outlined in Coaching Classroom Instruction can be used with any teacher to improve instruction, but some aspects of the partnership should be tailored to fit the specific teacher and situation (p. 213). The experience level of my current coachees differ greatly with one of them having a great deal more experience than me and the other a couple years less than me. Marzano and Simms (2013) point out that coaches should take a teacher's level of experience into account when making coaching decisions (p. 214). I've noticed that in my current partnerships, the newer teacher wants more of a co-teaching/hand-holding relationship when it comes to integrating technology into her classroom, while the more experienced teacher prefers a brief tutorial with guidance and then time to work on her own. The difference in their styles naturally leads to different coach-teacher conversations. My conversations with the newer teacher are more direct and coaching, while my conversations with the veteran teacher are more reflective.

Both of my coachees chose beginning elements under the design question "What will I do to engage students?" (Marzano & Simms, 2013, p. 27) to become growth goals. This design question correlates nicely with technology integration. As we've progressed from forming trust, writing the growth goals, one-on-one coaching, modeling and co-teaching, I will continue to provide informal and formal feedback in order to move my coachees from beginning to applying and hopefully, ultimately, increase their use of technology in the classroom.

References:

Marzano, R. J., & Simms, J. A. (2013). Coaching classroom instruction. Bloomington IN: Marzano Research.

Virtual Coaching and the Coaching Continuum

Although the field of instructional coaching is still relatively new, technology is already transforming the discipline. Researchers Haag, et. al. (2011) argue that for professional development to be successful it must include on-going modeling, practice, feedback and reflection over time. Additionally, according to researchers Joyce and Showers (2002), even trainings that include demonstrations, practice sessions and feedback, do not necessarily lead to visible transfer of knowledge to classroom teaching. Instead, they found a "large and dramatic increase in transfer of training" when coaching was added to the initial training (as cited in Marzano & Simms, 2013, p. 5). Therefore, in an effort to provide immediate, individualized feedback and on-going modeling, instructional coaches are turning to technological innovations to assist their coaching.

The coaching continuum (for both traditional and virtual coaching) calls for an instructional coach to help their mentee complete a self-audit in order to choose a strategy or behavior to improve upon. The coach then guides the teacher through the process of deeper understanding behind theory and research of one or more of the forty-one teaching elements (Marzano & Simms, 2013, p. 37). The coach then ultimately strives to guide the teacher from the beginning level to developing, from developing to applying and from applying to innovating. Although there are several coaching models to consider when guiding a teacher through the process, virtual coaching may provide the most effective feedback and reflection over time.

Virtual coaching, or "bug-in-ear" technology, as it is referred to in the Educational Leadership article The Power of Virtual Coaching, is an example of the compelling role that technology can have on instructional coaching. Virtual coaching uses advanced online and mobile technologies to allow teacher and coach to interact before, during and after real-time classroom experiences from remote locations (down the hall or across the country). Although it may sound expensive and time consuming, virtual coaching is actually a savings in time, money and travel. In fact, both teacher and coach only need a computer with access to high speed internet. Most coaching sessions take place over Skype, which is free for use. Virtual coaching is built around feedback, which is given while the teacher is still teaching (Marzano & Simms, 2013, p. 16). Like traditional coaching, the coach's role is to provide tips and guidance when needed, and unlike traditional coaching, intervene when a teacher is struggling mid-lesson. How better to model effective teaching strategies and provide job-embedded professional development than real-time "bug-in-ear" coaching?

References:

Haag, K., Kissel, B., Shoniker, R., & Stover, K. (2011) Differentiated coaching: fostering reflections. The Reading Teacher, 64(7), 498-509.

Marzano, R. J., & Simms, J. A. (2013). Coaching classroom instruction. Bloomington IN: Marzano Research.

Professional Development: Partnership Approach vs. Traditional Approach

It's Autumn in the South. In addition to the changing colors of leaves, pumpkin everything, and the approaching holiday season, this means football. This time of year, the names of football coaches are as common in households across the South as the question, "what's for dinner?" Although, this may come as surprising, I always knew I wanted to be a coach. I enjoy guiding others to get better at something that I love and I got to do just that as a high school cheerleading coach for three years. My main reason for stepping down from that position was my decision to begin working on my Ed.S. In my discussion with my principal, I told him that it was not my desire to be a "coach" throughout my teaching career. I wanted to shift my focus to becoming an instructional teacher leader. Little did I know at the time that I would still be a "coach", just of another type. According to Richard Gauthier and David Giber, "coaching is all about helping transport someone from where he or she is to where he or she needs to be. The verb 'coach' derives from the old English noun describing the vehicle for transporting royalty, moving from one place to another via the coach" (Marzano & Simms, 2013, p. 4). As a world history teacher, I love that the term originates from the transportation of royalty! 

In Coaching Classroom Instruction, Marzano and Simms provide substantial research and theory surrounding the history of coaching as well as research on the benefits of coaching. As research indicates, "teacher effectiveness is directly linked to student achievement" and therefore it is "well worth the effort to support teacher growth and performance through coaching" (Marzano & Simms, 2013, p. 3). As educators, our sole focus should be on student growth and achievement. Why wouldn't we participate in instructional coaching relationships if the research points to increased effectiveness on student achievement? Through my initial reading of chapters one and two of Coaching Classroom Instruction, I've concluded that often times we, as educators, administrators and teacher leaders, assume that whole group professional development and training is enough. I believe that administrators and teacher leaders are hopeful that other professionals participating in the training will take back what they learn to their classrooms, but unfortunately research shows that isn't the case. As referenced by Marzano and Simms, Bruce Joyce and Beverly Showers conducted research on the effectiveness of coaching as early as 2002. In their research they found that, "even when training included demonstrations, practice sessions, and feedback, it did not noticeably affect teachers' transfer of their learning to the classroom (effect size = 0.0)." There was however, a "large and dramatic increase in transfer of training - effect size of 1.42 - when coaching was added to an initial training experience" (Marzano & Simms, 2013, p. 5).

There is additional research on the idea that a partnership approach results in more effective teaching than the more often used traditional approach. In 2007, Jim Knight concluded that educators were four times more likely to transfer new knowledge and skills they learned in a coaching relationship than those learned in traditional, lecture from an expert, sessions (Marzano & Simms, 2013, p. 6). In fact, Knight reported previous findings from Robert Bush, that traditional professional development usually only leads to "about a ten percent implementation rate" whereas when "teachers receive an appropriate amount of support for professional learning, more than ninety percent of them embrace and implement programs that improve students' experiences in the classroom" (Marzano & Simms, 2013, p. 6). 

This research is eye opening to me. Why do we, as administrators and teacher leaders, so often neglect the coaching aspect when research shows its effectiveness? Instead, we deliver valuable information to our faculty in whole group settings and expect them to transfer that knowledge, new strategy, technology, etc. into their teaching on their own. If we are really concerned with teacher effectiveness that results in student achievement, we must refocus our professional development model to include instructional coaching. 

References

Gardner, A. (2014, August 12). Instructional Coaching. Retrieved from: http://www.cleanvideosearch.com/media/action/yt/watch?v=32a5pR3CUEc

Marzano, R. J. & Simms, J. A. (2013). Coaching classroom instruction. Bloomington IN: Marzano Research.

Miller, B. (2013). What makes mentoring and coaching different? Retrieved from: http://blog.vistage.com/business-leadership/what-makes-coaching-and-mentoring-different/

NETS-C

Statement of Purpose

ISTE.NETS-C Advancing Digital Age Coaching

The following describes current achievements and beliefs in each of the six strands of NETS-Coach and affirms future goals as a full-time Technology Leader, aligned with NETS-C. The bullet points in each section list evidence of growth and achievement within that area.

1. Visionary Leadership

Like most educators, during the first few years of my teaching career my vision pertained almost exclusively to my own classroom. I spent countless hours preparing lessons as well as strengthening my classroom management. Beginning my very first year, I planned and coordinated the use of technology in my classroom to support a digital-age education for my students. However, now that I am in an instructional leadership position, in addition to full-time teaching, I participate in discussions concerning all classrooms and all students. As the school Technology Coordinator, I am part of administrative decisions regarding the development and implementation of instructional technology across all curriculums, as well as technology usage for teacher productivity. Additionally, I work closely with the county technology department to ensure that we are working toward their vision for the county. 

• Regular meetings with the administration concerning vision and goals
• Regular meetings with school technician concerning technology needs to reach goals
• Constant contact with county technology resource teacher concerning county vision
• Regular meetings with social media team to encourage positive PR using social media.

As a full-time Technology Leader, I will inspire and participate in the development and implementation of a shared vision for the comprehensive integration of technology

2. Teaching, Learning and Assessments

Early in my Ed.S. program, I read a statement about the 21st century shift in pedagogy and emphasis on technology integration that stuck with me. The author pointed out that in teaching and learning, the verbs remain the same (students need to be able to think critically, present logically, communicate effectively, as well as read and write efficiently and logically). However, the nouns are the tools used to accomplish these tasks and they change rapidly. To be effective, educators must realize that while the verbs, the skills that students should be equipped with are fundamentally the same, the tools and pedagogy of getting them to that point have changed. Not only must we look at technology integration, we must look at how we teach and the way we structure our lessons.

 

Technology for technology's sake is not the answer. In fact, sometimes technology isn't the best fit for a lesson or learning model, but technology definitely enhances assessment with real time data and provides for differentiated instruction. I strive in my classroom to use technology for both delivering content as well as assessing learning. In my leadership role, I enjoy helping other educators find ways to teach using technology (if it is the best fit for the task they have in mind) as well as assess using a variety of technological tools. As the University of Montevallo social studies content specialist this spring, I met with pre-service teachers and shared countless practical tips, lessons, and classroom procedures, many of which included technology devices and tools.

• Socrative assessments
• Nearpod assessments
• Edmodo assessments
• Quizlet assessments
• CPS/Exam View assessments
• Global Scholar (used only in English and math currently)
• Stride Academy (used only in English and math currently)

As a full-time Technology Leader, I will assist teachers in using technology effectively for assessing student learning, differentiating instruction and providing rigorous, relevant, and engaging learning experiences for all students.

3. Digital Age Learning Environments

The early model of education prepared students for the Industrial Age. This model is what Marc Prensky (author of From Digital Natives to Digital Wisdom) calls the "sit up straight, pay attention, take notes fantasy of education past." Today, fifteen years into the 21st Century, our schools and classrooms must no longer follow this same model because this model does not effectively prepare our students for their future. As an educator I realized the importance of incorporating emerging technologies as well as multiple learning strategies into my curriculum very early in my career. Each year I strive to create a digital age learning environment in my classroom by allowing and providing a technology-rich atmosphere. My curriculum is a blended model where students have an online presence via Edmodo as well as Google Apps for Education. Students use Edmodo and Google to communicate with me and other classmates as well as collaborate on assignments and turn in assignments electronically. Both learning management systems enable me to provide feedback as well as share information beyond the school day. In addition to the learning management system, students use a variety of Web 2.0 tools to enhance learning and engagement. I love sharing my ideas and what I've found to be effective with other educators. In my leadership role, I enjoy helping others incorporate technology into their curriculum, not only because it is innovative and enhances productivity but because in today's world, technology integration is what our students need to be successful in their future.

• Edmodo learning management system
• Google Apps for Education learning management system
• Hapara teacher dashboard
• 9th grade transition, QR scavenger hunt
• Nearpod interactive lessons
• Live polling such as Socrative and Poll Everywhere
• Quizlet for vocabulary
• Remind for text messaging
• QR codes
• Electronic primary document analysis
• Student creations using Tiki-Toki timelines, web mapping and countless Web 2.0 tools

As a full-time Technology Leader, I will continue to create and support effective digital-age learning environments to maximize the learning of all students.

4. Professional Development and Program Evaluation

Throughout my time as an educator, I’ve participated in countless professional development opportunities, especially PD concerning technology integration. During my first year teaching, I participated in a technology grant that provided on-going PD throughout the school year. At the end of my first year, I presented at the Alabama Educational Technology Conference and attended the International Society for Technology in Education Conference. I believe that these experiences very early in my career paved the way for my passion for technology integration.

Throughout my technology leadership role, I provide tech tips during faculty meetings and via email and assist faculty members with instructional technology. I relay information to the faculty from the central office and assist with any technology purchases as well as conduct inventory changes. I am responsible for the completion of the Transform2020 Technology Plan.  I serve as the first point of contact for technology integration as well as minor troubleshooting. Additionally, I assist the administration in evaluating the impact and effectiveness of technology usage on student learning.

• AETC presentation
• Shelby County Continuing Education PD, Nearpod
• Mathematics department PD, Nearpod
• Grade level PD, GAFE
• Grade level PD, Hapara
• Grade level PD, Google Classroom
• Individual and small group faculty requests for additional help
• Faculty instructional technology BINGO
• Facilitator of faculty meeting "Monthly Share Dare"
• U.M. content specialist workshops, March and May 2015
• Created TC electronic request form (and fulfilled requests)

As a full-time Technology Leader, I will conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning.

 

5. Digital Citizenship

Our students are constantly participating in the digital world, whether it be in a controlled classroom environment or outside of school. Their entire existence has taken place during the digital age. In the future, they will continue to participate in the digital world in tremendous and newfound ways and perform jobs that are not even created yet. Therefore, it is more important than ever to educate students on ethical, legal, and safe uses of digital information and technologies. In my own classes, I spend time talking about the appropriate use of devices and internet safety. In my leadership role, I oversaw the implementation of the county digital citizenship program, SNCC. The administration and I decided that the program might go over better with our students if other students implemented it. Our student social media and PR team met with me on two separate occasions to go over the program and develop their lessons. On a late start school day, the team conducted the lessons throughout all history classrooms so that all students participated in the program.

• Facilitated school-wide digital citizenship program

As a full-time Technology Leader, I will model and promote digital citizenship.

 

6. Content Knowledge and Professional Growth

Educators must engage in continual learning to deepen their knowledge in technology integration as well as improve and strengthen their ability to model and facilitate digital age learning. I am passionate about teaching and learning and a prime example of a lifelong learner. Since I started my formal education in kindergarten many years ago, I have only taken three years off from formal education (my first three years teaching). I am now pursuing my third degree, the Ed.S. in instructional technology from the University of Montevallo. In addition to continuing my formal education, I am constantly reading, researching and practicing new ways of teaching and learning. I am passionate about deepening my own understanding of technology integration as well as my understanding of teaching and learning as a whole.

• GOT-IT grant participation
• AETC attendee and presenter
• ISTE attendee and member
• Owens Young Technology Innovation Award winner (Chiquita Marbury)
• 2015 Outstanding Graduate Student, Ed.S. IT
• Montevallo's Excellent Educator Award
• ADK and Phi Mu scholarship recipient to further education
• Shelby County Schools Filtering Committee member
• Shelby County Schools Technology Planning Committee member
• Shelby County Schools Social Studies Curriculum team member
• U.M. College of Education Advisory Council member
• U.M. Content Specialist, conducted two workshops spring 2015

As a full-time Technology Leader, I will demonstrate professional knowledge, skills and dispositions in content, pedagogical, and technological areas as well as adult learning and leadership and continuously deepen my knowledge and expertise.

References

 

ISTE Standards for Coaches. (n.d.). International Society for Technology in Education. Retrieved from www.iste.org/nets

Pritchett Articles (2014)

Shelby County Reporter - Owens Young Award




Shelby County Reporter - Equipping the Future Generation




Shelby County Reporter - Salon Simulation