Week 4 Innovative Leadership

 Week 4

The Western Dubuque Community School District (WDCSD) currently has a professional development schedule of students being released at 2:09 every Wednesday. Then teachers do PD from 2:15-3:15. After whole group PD, there is PLC+ time where we work in a group about our common challenge until 4:15. This time will be valuable for implementing professional development related to the Technology Integration Plan (TIP). Research shows that educators often lack understanding of how to effectively integrate technology into their curriculum and without clear guidelines can get even more lost (Crompton, 2023). Crompton (2023) argues that guidance and standards on how to effectively incorporate technologies into teaching could support educators in pushing for more effective use of technology. This professional learning time, will be the time to share the TIP and learn about strategies to incorporate in their classroom. 

Zimmer and Matthews (2022) worked to create an intensive PD which focused on three main factors. These factors include: having teachers as the students, providing feedback to the teachers during the coaching process, and having goals that align with the building. The coaching cycle included in the research allowed for choice, flexible options, individualized based on experience, provide support, and include reflection. This structure allowed for teachers to be heard and acknowledge their experience to drive their learning goals in regard to technology (Zimmer & Matthews, 2022). I would like to incorporate this into our professional learning. Currently our building has an instruction coach and coaching cycles are optional; however, as tied to goals from last week, this would not be the case with the TIP. This is because teachers will be expected to set their own goal in regards to the Triple E Framework and technology integration in their classroom. Having a coaching cycle ensures follow through and an opportunity for reflection and collaboration. This increases in teacher skills can directly impact student achievement. Williams et al (2008) found that having technology as a focus for PD led to increased teacher comfortability and less student behaviors and absences. Students were also more engaged because it leads them to have more control of the learning process and students were active instead of passive learning. This aligns with my vision from the week before because teachers need to be trained first, before trying things in the classroom. Teachers must be able to collaborate with students to support them. Crompton (2023) found that educator collaborative activities were more effective in improving student achievement. The other thing teachers need to be able to do is create real-world experiences for their students. This can help them with their 21st Century skills and lead to positive gains for student learning. 

By having a TIP in place, student learning and assessment can be transformed because it can create a more personalized learning experience. Technology can enable more real-time feedback, and collaborative learning environments. Assessments can be less paper and pencil tests and shift to performance-based tasks and digital portfolios. To meet expectations like PISA, we should tackle increasing student digital literacy and ensuring access to technology for all students. Additionally, with the TIP, we are giving an opportunity for educators to undergo professional learning to design authentic and technology-enhanced assessments to help on tests like the PISA. 

Crompton, H. (2023). Evidence of the ISTE standards for educators leading to learning gains. Journal of Digital Learning in Teacher Education 29(4), 201-219.

Williams, L. A., Atkinson, L. D., Cate, J. M., O'Hair, M. J. (2008). Mutual support between learning community development and technology integration: Impact on school practices and student achievement. Theory Into Practice, 47, 294-302.

Zimmer, W. & Matthews S. D. (2022). A virtual coaching model of professional development to increase teachers' digital learning competencies. Journal of Teaching and Teacher Education, 109(9). doi: 10.1016/j.tate2021.103544.