How do I know that my support, research, and information is having an impact on staff/student learning?
Throughout the school year I will share on this blog:
1) my evidence from school sites
2) and how I am moving the learning forward for colleagues
I’ve already spoken briefly about it earlier this month in Got How? You Also Need to Know Your Why?.
Based on draft TQS July 2016, I have chosen the following competencies and indicators:
Demonstrating a Professional Body of Knowledge
A teacher applies a current and comprehensive repertoire of effective planning, instruction, and assessment practices to meet the learning needs of every student.
- incorporate a range of instructional strategies, including the appropriate use(s) of digital technology, according to the context, content, desired outcomes and the learning needs of students;
- incorporate digital technology and resources, as appropriate, to build student capacity for: – acquiring, applying and creating new knowledge; – communicating and collaborating with others, – critical-thinking; and – accessing, interpreting and evaluating information from diverse sources;
- provide a variety of methods through which students can demonstrate their achievement of the learning outcomes;
- provide accurate, constructive and timely feedback on student learning;
Establishing Inclusive Learning Environments
A teacher establishes, promotes and sustains inclusive learning environments where diversity is embraced and every student is welcomed, cared for, respected and safe.
- using appropriate universal and targeted strategies and supports to address students’ strengths, learning challenges and areas for growth;
- recognizing and responding to specific learning needs of individual or small groups of students and, when needed, collaborating with service providers and other specialists to design and provide targeted and specialized supports to enable achievement of the learning outcomes;
- providing opportunities for student leadership.
For both competencies, my…
- Acknowledge the diverse needs and contributions of all
- Access resources, services, information and collaboration opportunities
- Hone academic, social/emotional and physical skills through knowledge-building, creativity and innovation
- Utilize a variety of resources, technologies and spaces to support learning for teachers, leaders and students through thoughtful instructional design and collaboration as well as effective assessment of learning
- Model and share learning experiences to empower real-world and relevant learning experiences
- Refine instruction for essential digital literacy, research and inquiry and communication skills
- Develop opportunities for staff learning and innovation to be demonstrated, shared and showcased
- Build staff capacity to ensure sustainability and attainment of PSD/School Ed Plan/Tech goals
- Advocate for the essential and effective uses of technology
- Explore and connect personalized learning while embracing the use of digital literacies and skills to empower independent learners
- Assist staff in taking ownership of their digital rights and responsibilities in building their digital skills
- Learning Services and IT Teams
- Senior Exec
- Admin Teams
- Inclusive Education Leads
- Collaborative Teaching Partners
- Frameworks: Fierce Conversations, Cognitive Coaching, Bucket Filling, Cooperative Learning, Critical Thinking, Universal Design for Learning
- Listservs: QIAT, ATLE, ORC
- Alberta Education, School Technology Branch
- ERLC Advisory Committees
- ATLE and ATLE ProLearn
- ISTE and TCEA
- Frameworks: TPACK, SAMR, UDL, DI, RTI, SETT, LTPF
- Twitter feeds and weekly chats (#edchat, #atchat, #edtech)
- GSuite Apps for Education
- Monthly meetings: Lead Team, ERLC CoP, Inclusive Education Leads, Learning Services Team
Indicators of Success
- Contribution to Learning Services work is recognized
- Learning Services Team work plan is moving PSD Vision, Mission and Commitment Statements forward as per Admin meetings, PSD Voice, Student Advisory Committee
- Learning Services Team incorporate the LTPF throughout their work with staff
- Staff utilizing, documenting success and sharing how they are using technology in learning, for efficiency, etc.
- Marked improvement between Fall 2016 and Fall 2017 ET/IT survey with Admin
- Well attended training, PL and PD sessions with follow up work with staff
“Children with disabilities are often excluded from, or restrained in, play activities because of the physical barriers of play structures and the surrounding environment” (Ripat & Becker, 2012). According to the United Nations, 10% of the world’s population has a disability. Canada and the United States report the rate of disability closer to 20%. It was reported that only 17 parks and playgrounds in British Columbia were identified as being fully accessible (Accessible Playgrounds, 2014).
Canada is often described as being a civil society. We pride ourselves in our inclusion of others and our respect of diversity. However, 1 in 7 Canadians are excluded from enjoying our playgrounds and municipal parks. We need to revisit the notion of accessibility and ensure our play areas are inclusive for all users, including the disabled and the elderly.
Your team has been selected to develop a prototype of a structural element or component of a playground that is inclusive, safe, fun, and engaging. It needs to foster fitness, flexibility, and a joy of play. Your team needs to consider issues of mobility, access, sensory challenges, etc.
Your playground structure must be a small-scaled prototype of a structural element or component that could be found in a playground or theme park. It must satisfy two of the following identified concerns:
- Be accessible for someone with mobility issues
- Be accessible for users of variable heights / sizes
- Be accessible for someone with sensory issues
- Be accessible for someone with cognitive challenges
- Enjoyable for users of all ages
Success will be determined by
- Alignment of the prototype with the design sketch
- Ability of your item to help the user enjoy play
- Ergonomic design
- Colorfulness to match environment and attract users
- Intriguing enough to hold users’ attention
- Degree to which it Is intuitive to all users
- Ease of long term maintenance
- Alignment to design motto: “Make it smaller, stronger, do more, be easier to use, be cheaper, be clean, be greener”
- You must use some of all the items in tool kit in some way
- You must consider how to make your prototype colourful, intriguing and ergonomic.
- You must prepare a group display which includes your design notes, your design thinking sketches and your prototype.
For teacher’s please read through the Facilitator Guide.
BELOW is an ingenious theme park, this video may be shown before the challenge or after. Is this theme park inclusive?
In May of this year, I wrote about The Elusive Why: Yours and Theirs, and today I continue this stream of thought with looking at the HOW but really to need to KNOW YOUR WHY. Whether this wny is personal or professional there are some important pieces that we need in place in order to find our “calling”, our “passion” or the reason why we get up in the morning every day.
Just taking time throughout the week to look at the upcoming personal/professional activities is important. Yet, having some sort of growth plan will allow for these weekly overviews to connect and make sense with your BIG goals. With this “big picture” plan of personal/professional life in place, we can begin to make incremental changes in our daily habits and routines, and our life will start to change. If you haven’t read Stephen Covey’s, The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change, definitely check it out!
As well, watch Michael Jr’s short video clip on this topic. It’s a video definitely worth showing your colleagues, family, friends and even students.
Now it’s my time to work on my annual Teacher Professional Growth Plan. As per my teacher organization (Alberta Teacher’s Association), “developing the plan is a professional function through which teachers demonstrate their commitment to lifelong professional learning while fulfilling their regulatory requirement pertaining to continuing education. The key components of developing the plan found in the policy governing growth plans states a teacher’s annual growth plan shall:
- Reflect goals and objectives based on an assessment of learning needs by the individual teacher
- Show a demonstrable relationship to the Teaching Quality Standard
- Take into consideration the educational plans for the school, school board and Alberta Education”
I hope this inspired some conversation on your part!
Nowadays we are bombarded with a variety of messages, information, and resources that are made available through social media, email, word of mouth, video, TV, posters and promotional gadgets. How do organizations and specifically educational teams get these types of messages, information and resources in front of teachers?
Yes, through the exact ways that were mentioned above! YET, in this world where even 7 seconds is precious, I want to leave teachers thinking about a specific resource or idea.
Over the summer my Twitter PLN used #bathroom PD which gave me a great idea to provide learning during bio breaks. No, I didn’t want to invest in fancy frames like Boston Pizza and I wanted to stay away from actual washroom stalls. However, I do know that washing and drying hands do take a minute or two so I’ve asked each school site to put up the edTech Focus inSTALLment posters in this area.
Each coloured poster is slipped into a plastic sheet protector and is put up for a specific two-week period.
Follow this blog so you can see the embargoed posters.