ONgoing Professional Learning

Ongoing professional development supports effective teacher use of technology through the use of instructional technology coaches, teams of teacher leaders, or other systems of support.

All guiding questions are aligned to the element criteria located in the Portfolio Guide.

TECHNOLOGY INTEGRATION DATA

TEACHER TECHNOLOGY SURVEYS

Guiding questions:

Reflect on the Teacher Survey and TIM data. How did the data guide the support provided to teachers?
How have the results of the survey impacted student learning?

Teacher Technology Survey #1

53% of teachers reported that students never or a few times a year use technology to explore data on their own learning. With our push over the last couple months of Lexia and Mathia, I would think this would be higher now. We are also planning on having regular grade checks starting in the 3rd trimester.

Students are accessing most of their classwork daily on the chromebook (75%) and seeing their teachers present slides most classes 75%).

Teacher Technology Survey #2

Almost every category increased the percentage of about once a week/daily while almost every category decreased the percentage of never/a few times a year. We've seen growth in giving students feedback through technology and students using technology to explore data on their own learning. These will continue to grow throughout the rest of the school year as we are putting more attention through a middle school wide grading initiative.

Teacher Technology Survey #1 vs. #2: Teacher Reflections

Teachers have grown in their confidence and skills for using technology throughout this year with more teachers rating themselves as very high and high.

We see a significant increase in every area showing that technology is important to our teachers.

In our end of year survey, 50% of teachers self reflect that their classroom functions at the adoption level.

It is surprising to see that the music teacher rated herself at the entry level as her students regularly arranged music using technology.

TECHNOLOGY INTEGRATION MATRIX DATA

We increased in each characteristic from first semester to second semester this year.

This spreadsheet was used by our coach to track when and where TIM-Os took place. The blacked out boxes show staff who were not working during that month at HLCS.

2022-2023 TIM-Os

Coach Support

In the beginning of school year 22-23, I conducted a "listening tour." I visited each teacher, introduced myself, shared my coaching menu and meet the tech coach flyer, and asked open ended questions around how I could support them this year.

I strive to align all of my coaching to our school and district goals and visions. Our learning experiences

Guiding questions:

How do you support your teachers individually and in small groups? (coaching menu)
How do your supports align with PLP and campus goals? (coaching artifacts)
How are learning experiences implemented in the classrooms?

22-23 BOY VILS Listening Tour

My "Meet the Tech Coach" and "Coaching Menu" that was shared with teachers at the beginning of the year.

MOY Teacher Responses

EOY Teacher Responses

Responding to data

TTS#1

TTS#2

After analyzing and comparing the TTS#1 & TTS#2, I noticed that teachers reported that students declined in their ability to have choice with their technology usage. I decided to curate the April Potty PD to highlight choice boards and emailed my colleagues offering support in planning student choice tasks.

Powerschool Support

Our VILS coach pushed into PLTs to provide teachers on training for progress reports and report cards using our new platform Powerschool.

Copy of PowerSchool Basics

Potty PD

I continued creating and sharing our Potty PDs. Each poster would highlight tech to try, tech tip, and breaking news that is relevant to our teachers at that time. The Potty PDs have been well received.

This year's monthly Potty PDs hung up in the staff restrooms

Professional Learning Experiences

VILS Learning Experience 1

Learning Experience #1: October 19th after-school during monthly faculty meeting
Based on teacher input in a BOY survey this year and TIM-O data last year
- 66.7% of teachers stated that incorporating student choice - best practices and models would be valuable PD
- 33.3% of teachers stated that incorporating student choice is the most valuable at the beginning of the school year
- TIM-O data showed collaboration and goal-directed learning as our lowest characteristics through the past 2 years.

Preparing for the Zombiepocalypse on a Chromebook

Learning Experience #1 Teacher Feedback

Learning Experience #2: Unified Arts

Based on TIM-O data and a school-wide focus on increasing student ownership/accountability, Becky facilitated a PD with the Unified Arts teachers on increasing the "goal-directed learning" characteristic of the TIM.

VILS Learning Experience #2: Middle School Core Teachers

Our second learning experience of this school year focused on using the Learner Variability Navigator for meeting our diverse student needs. Teachers participated in an activity (that could be used with their students) to share on their own learning preferences by creating a glyph in a tech tool of their choice. Then we watched Failure to Communicate: A 360° Experience about Learner Variability using our lab's virtual reality headsets. After having an introduction to the Learner Variability Navigator, teachers created their own personal workspace. Finally we applied our learning to our students, created workspaces, and reflected on how this tool could help us meet our students' diverse needs.

This PD was delivered intentionally through Nearpod to highlight the different ways to engage students and provide student choice. We saw an increase of our Nearpod usage after this training.

Teachers shared out their personal learning preference glyphs and reflected on this activity in a Nearpod Collaborate Board.

VILS Learning Experience #3

Nicole, TLC member, facilitating discussion with colleagues during our Promethean Board PD.

Promethean Boards

This PD session was planned and facilitated by our TLC. They decided that it would be most impactful to share best practices for our new Promethean Boards in content teams (ELA/SS, Math/Science, and Unified Arts).

This PD was originally scheduled for the entire middle school to meet together during an after-school PD session, however, our MCAS training ran over. We rescheduled the session during team meetings.

Many teachers stated that this was the best PD all year!

VILS PD Exit Ticket 3/15 (Responses)

bonus learning experience: Science & Social studies

Our 5th-8th grade Science, Social Studies, and STEAM teachers participated in an additional PD session on Discovery Education on 4/12 with Curt Witthoff. Teachers stated they each learned something new about the platform even though the majority have used the site.

Element Reflection

Self Reflection on the Element: (Choose one: Emerging, Aligning, or Optimizing)
Strengths: How did your campus exemplify illustrating this element?
Next Steps: What could you have done differently to better align with this element?

We are optimizing element 3 ongoing professional learning. We have evidence that teachers have regular access to the instructional tech coach. We leverage the expertise of teacher leaders. We provide ongoing professional development in differentiated ways based on our data that align with our curriculum, vision, and individual teacher needs.

Our strength is providing intentional professional development that is grounded in data and our vision. Teachers have stated multiple times this year that they appreciate our school based pd more than the VILS learning experiences from years one and two.

We can continue to grow by increasing the capacity of our teacher leaders and facilitate peer observations.

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