1.4: Diffusion of Innovation & 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: Individual Teacher Technology Plan
Needs Assessment
Reflection:
There are two artifacts used to represent this strategy. The first is an Individual Teacher Technology Assessment. The second is a Needs Assessment conducted from my school. Both documents showcase strategies for implementing technology changes with individuals and also at a school level.
The Individual Teacher Technology Assessment details several sessions held with a math teacher regarding her concerns for using technology in the classroom. It is important to remember that all students should be using technology in the classroom; however, in this situation they were not. The
teacher I interviewed was open to being coached. She felt being coached would increase her comfort level with technology. She also felt this would enhance her classroom instruction making her students more engaged. She was open and excited about the changes she could bring to her classroom. After talking with the teacher, she began to open up and talk to me about what she would like to be better at as far as using technology. The first was basic troubleshooting such as connecting to the internet. Additionally, she suggested discussing how to and resources on the internet she could use in the classroom. Finally, we discussed reviewing her current lesson plans and incorporating more of the items from the questionnaire into them.
In order to ensure the teacher felt comfortable and was willing to accept help, I allowed her to set up a time and place where we could meet. It
was important to make her feel like she was a stakeholder not someone who was being criticized. Next, we viewed some lesson plans relating to her content area in which she had considered implementing, but didn’t due to her lack of knowledge with technology. Finally, after talking for a while, she came up with suggestions for what she would like help with.
It was important to gain the trust of the teacher. It was also important for her to believe she was truly going to benefit from our coaching sessions. I had to ensure her that I wasn’t trying to get an upper hand on her. When she felt comfortable she began making suggestions. I feel as we continue to work
together, she will eventually adapt all of the changes necessary to enhance her classroom instruction as she would like.
The Needs Assessment conducted for the school level identifies professional learning needs and incentives at the school. In order to determine needs, teachers suggest areas of improvement or interest for professional learning. Additionally, the Title I plan also identifies areas of improvement for the school. Within the last year, there were multiple opportunities for professional learning in regards to technology. Since there was an abundance of
technology available at the school, it is imperative teachers know and understand the most efficient uses of it. Upon completion of the assessment, it
was determined that many of the workshops have follow-ups to determine the success of the content. These follow-ups also detail what else needs to be
covered in order to make implementation more successful.
In order to align the goals with professional learning standards, teachers have professional learning days which allow for enhancement
in the improvement areas. Emphasis is also put on professional learning for students with special needs and diverse backgrounds. Since the school is in such a small town, it is important for teachers to ensure all students are getting the best education possible. In order to assist students with disabilities,
there are many data days in which classroom teachers’ work with special education teachers to enhance classroom lessons and structure time for all
students to receive adequate services.
Upon my completion of both artifacts, I learned many important lessons. First, it is important to establish relationships with colleagues. By establishing these relationships, colleagues are more likely to take advice regarding practice. In turn, this allows for successful classrooms and successful students. I also learned conducting a Needs Assessment from a school level is very detailed. I did not understand what went into professional learning and planning for it until I began the Needs Assessment. It is important to provide opportunities that teachers can learn from. By providing necessary professional learning, teachers are more likely to take this knowledge and apply it in the classroom. However, teachers can’t be expected to use this knowledge
immediately. It is important to get feedback and allow for follow up before implementing the new skills.
It would be beneficial for every school to conduct a Needs Assessment. The Needs Assessment details changes that need to be made in order
to continue on a successful journey. The Needs Assessment should be shared with all employees in order to build trust and accountability. Relationships are important in a school.
Artifact: Individual Teacher Technology Plan
Needs Assessment
Reflection:
There are two artifacts used to represent this strategy. The first is an Individual Teacher Technology Assessment. The second is a Needs Assessment conducted from my school. Both documents showcase strategies for implementing technology changes with individuals and also at a school level.
The Individual Teacher Technology Assessment details several sessions held with a math teacher regarding her concerns for using technology in the classroom. It is important to remember that all students should be using technology in the classroom; however, in this situation they were not. The
teacher I interviewed was open to being coached. She felt being coached would increase her comfort level with technology. She also felt this would enhance her classroom instruction making her students more engaged. She was open and excited about the changes she could bring to her classroom. After talking with the teacher, she began to open up and talk to me about what she would like to be better at as far as using technology. The first was basic troubleshooting such as connecting to the internet. Additionally, she suggested discussing how to and resources on the internet she could use in the classroom. Finally, we discussed reviewing her current lesson plans and incorporating more of the items from the questionnaire into them.
In order to ensure the teacher felt comfortable and was willing to accept help, I allowed her to set up a time and place where we could meet. It
was important to make her feel like she was a stakeholder not someone who was being criticized. Next, we viewed some lesson plans relating to her content area in which she had considered implementing, but didn’t due to her lack of knowledge with technology. Finally, after talking for a while, she came up with suggestions for what she would like help with.
It was important to gain the trust of the teacher. It was also important for her to believe she was truly going to benefit from our coaching sessions. I had to ensure her that I wasn’t trying to get an upper hand on her. When she felt comfortable she began making suggestions. I feel as we continue to work
together, she will eventually adapt all of the changes necessary to enhance her classroom instruction as she would like.
The Needs Assessment conducted for the school level identifies professional learning needs and incentives at the school. In order to determine needs, teachers suggest areas of improvement or interest for professional learning. Additionally, the Title I plan also identifies areas of improvement for the school. Within the last year, there were multiple opportunities for professional learning in regards to technology. Since there was an abundance of
technology available at the school, it is imperative teachers know and understand the most efficient uses of it. Upon completion of the assessment, it
was determined that many of the workshops have follow-ups to determine the success of the content. These follow-ups also detail what else needs to be
covered in order to make implementation more successful.
In order to align the goals with professional learning standards, teachers have professional learning days which allow for enhancement
in the improvement areas. Emphasis is also put on professional learning for students with special needs and diverse backgrounds. Since the school is in such a small town, it is important for teachers to ensure all students are getting the best education possible. In order to assist students with disabilities,
there are many data days in which classroom teachers’ work with special education teachers to enhance classroom lessons and structure time for all
students to receive adequate services.
Upon my completion of both artifacts, I learned many important lessons. First, it is important to establish relationships with colleagues. By establishing these relationships, colleagues are more likely to take advice regarding practice. In turn, this allows for successful classrooms and successful students. I also learned conducting a Needs Assessment from a school level is very detailed. I did not understand what went into professional learning and planning for it until I began the Needs Assessment. It is important to provide opportunities that teachers can learn from. By providing necessary professional learning, teachers are more likely to take this knowledge and apply it in the classroom. However, teachers can’t be expected to use this knowledge
immediately. It is important to get feedback and allow for follow up before implementing the new skills.
It would be beneficial for every school to conduct a Needs Assessment. The Needs Assessment details changes that need to be made in order
to continue on a successful journey. The Needs Assessment should be shared with all employees in order to build trust and accountability. Relationships are important in a school.