3: ONGOING PROFESSIONAL LEARNING

EOY Reflection: Some staff changes have occurred, and data reflects new teachers who are still getting acclimated to VILS and coach; fewer respondents than last time; consistency is shown with existing staff as far as usage; "not at all" reduced in two categories.

Guiding Questions:

1. Reflect on the Teacher Survey data. How has the data guided the support provided to teachers? How have the results of the survey impacted student learning?

   • We are a school and network that has always sought data as the way to plan, modify, and proceed. Our TTS data, coupled with a beginning-of-year survey for returning staff is what guided my coaching in the first half of the year. Before VILS provided us access to the TTS data, I did pre-TIM-O walkthroughs of each classroom as a temperature check, to assess where teachers strengths were, and what opportunities I saw to incorporate new methods or tools. The makeup of our VILS staff changed a lot this year – many new teachers who weren't with us last year, some of whom who had not taught with tech before or had access to coaching, nor students with 1-to-1 devices. Data was crucial in helping us to see where some of the greatest needs for specific supports are.

   •  TTS results drive my coaching. I couple that data with TIM-Os and other data to deliver resources to teachers that are timely and hopefully save time in their planning, while enhancing all aspects of student learning.

Ms. Caldwell was back with another multi-layered challenge for 8th grade math! She used a '90s TV game show theme Legends of the Hidden Temple for students to work through a series of review problems for LEAP and to spiral in new skills for the week. Some items were tech-based, some were on paper with a partner, but all of them had to be completed for a spot in the competition!

Guiding Questions:

1. What does your TIM data show? 

   • We cannot fully compare last year's data to this year's because our staff has changed – more than half of our VILS staff are new this year. However, there is clear evidence that returning staff have continued to grow in their frequency distribution. Additionally, fewer new staff are working at Entry level than the staff at EOY last year.

2. How has TIM data reimagined the support for teachers at your campus?

   • Our TIM data from last year showed a clear need for more collaboration in our classes. This year, through the VILS Learning Experiences, as well as other resources with collaboration in mind, we have seen a greater push in most classes to build in collaboration and projects that encourage more student interaction and collective learning and skill-building. 

TLC member Mrs. James created a rubric and calendar for her students' collaborative project on sundials. Her TIM-C fall goal included students completing a collaborative project that aligned with her Amplify Science curriculum.

Guiding Questions: 

1. How do you support your teachers individually and in small groups? 

   • I meet with individual teachers on a regular basis and/or provide feedback via email (including templates and resources relevant to their content), and I do the same with content teams: I send out resources that are applicable by content or grade area, and offer options for them to implement them with support. I meet with pairs of teachers on occasion, especially to help a teacher learn a new skill, by leveraging another teacher who is familiar with a given method or tool. I meet with teachers using my VILS device so they can practice a new app with me as a student – this often is a huge confidence booster!

2.  How do your supports align with PLP and campus goals?

   • By providing resources that are aligned to content, and also offer multiple options, which allows teacher autonomy. Building teacher confidence is key to increasing student achievement!  I've spent lots of time this year supporting SPED hybrid teachers and interventionists who use tech to 

3. How are learning experiences implemented in the classroom?

   • The coach encourages teachers to use templates and ideas from every VILS experience and helps teachers connect those items to timely content. TLC members in particular lead the way on immediate implementation and provide a place for other teachers to look for how to find success in their own classroom with those skills and tools.

4. Do you leverage TLC members to lead peer observations? If not, how can you leverage their expertise?

   • We haven't done peer observations yet, but our TLC members regularly share their own templates and sit in on coaching sessions for other teachers who are learning things for the first time. They are open to giving quick tutorials, troubleshooting, and are always there to encourage and support their colleagues with tech!

TLC member and 8th grade math teacher, Ms. Caldwell,  has been leveraging Slides to give students a way to toggle between in-person learning and virtual during quarantines so they don't miss any important content! She has been creating virtual BINGO cards that are an amazing app smash: students use the Slide as a guide, and each activity is either completed within Slides, or launches other tools, such as Nearpod, Kami, or any other tool she may like them to use, to write or draw, respond in video, and more!