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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 subtopics align with the VILS outcomes and guiding questions align with the criteria in the Portfolio Framework Guide. Use the questions to guide your reflection on the artifacts to narrate your journey toward the goals.
Adopting equitable teaching practices for digital learning: Data-based Decision Making
Adopting equitable teaching practices for digital learning: Data-based Decision Making
Based on the VILS Teacher Survey Data, here are the key findings:
Instructional Approach: Most teachers are using a synchronous, teacher-paced approach for instruction, utilizing a variety of apps and websites for both instruction and assessment purposes.
Common Activities: Teachers frequently engage students in completing assessments, emailing general information, giving feedback, presenting slides, accessing course materials, allowing student choice, collaboration, creation, exploration of data, outreach, and independent work on devices. Additionally, viewing internet-based videos is a common practice.
Teacher Confidence: Teachers express high confidence levels in their use of technology both in their professional lives and specifically for teaching their subject areas. Confidence ratings exceed 50% for general technology use and 60% for teaching-specific technology use.
Goals and Outcomes: Teachers prioritize extending learning beyond the classroom, facilitating communication with parents and students, improving communication, enhancing student learning outcomes, increasing access to course content, motivating or engaging students, providing differentiation, and offering ways for students to demonstrate their learning.
Engaging in responsive professional learning experiences: Coach Support
Engaging in responsive professional learning experiences: Coach Support
Individualized Coaching: The VILS coach meets regularly with teachers to discuss their specific technology integration goals and develops personalized action plans to support their growth. This involve demonstrating how to effectively use a new educational app or providing guidance on integrating multimedia resources into lesson plans.
Accessibility: Teachers take advantage of the VILS coach's open-door policy by dropping in for quick troubleshooting sessions or scheduling longer coaching sessions as needed. The Genius Squad provides timely support to both teachers and students, whether it's helping a teacher set up a new device or assisting a student with accessing online resources for a research project.
APPY HOUR
APPY HOUR
Role of Administrative Support and Coaching: Admin. provides professional development opportunities and recognizes teachers' efforts in integrating technology into their instruction. The VILS coach works closely with administrators to ensure that the coaching program aligns with the school's overall goals and priorities.
Group Workshops: In small group workshops, teachers collaborate on projects such as creating digital portfolios or designing interactive multimedia presentations. These sessions provide opportunities for peer learning and sharing of best practices.
Mater Academy's student tech team, the Genius Squad, trains teachers on how to use new apps at their "Appy Hours."
Reflection
Reflection
Optimizing:
Optimizing:
Mater excels in technology integration, boosting teacher confidence and student engagement. Through personalized coaching and accessible support, educators thrive in leveraging technology effectively.
Next steps include to continue ensuring equal access to technology, fostering inclusivity, and promoting collaborative learning communities among teachers.
Mater aims to utilize student data for targeted support and encourage reflective professional development to enhance digital teaching skills and promote equitable outcomes for all students.
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