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.
Guidance for Teacher Support: The survey data sheds light on critical areas where teachers can receive targeted support to enhance their use of technology in the classroom.
Confidence Building: Recognizing that most teachers feel confident using technology in their professional lives, support programs can focus on reinforcing this confidence. Providing workshops, peer mentoring, and access to best practices can empower educators to explore advanced tools and strategies.
Subject-Specific Training: While teachers express moderate confidence in using technology for subject-specific teaching, targeted training sessions can bridge this gap. Subject-area workshops, online resources, and collaborative platforms can equip teachers with specialized skills tailored to their disciplines.
Skill Enhancement: The even distribution of technology skills in general professional life suggests an opportunity for skill development. Professional development sessions can address specific tools, digital pedagogy, and troubleshooting techniques.
Teaching Strategies: The data highlights the need for strategies that integrate technology seamlessly into teaching. Support programs can emphasize practical approaches, lesson planning, and effective utilization of digital resources.
Impact on Student Learning: The survey results have significant implications for student learning outcomes.
Improved Learning Experiences: Teachers who prioritize technology for extending learning beyond the classroom and increasing access to course content can create richer learning experiences. Online resources, flipped classrooms, and virtual collaboration enhance student engagement and understanding.
Enhanced Communication: Technology facilitates better communication with both parents and students. Regular updates, digital newsletters, and parent-teacher portals strengthen home-school partnerships, leading to informed parents and more supportive learning environments.
Motivation and Differentiation: The emphasis on motivating and engaging students through technology aligns with research showing that interactive tools, gamification, and multimedia content boost motivation. Additionally, providing differentiated learning paths caters to diverse student needs.
Assessment and Feedback: Leveraging technology for student assessments and feedback can yield timely insights. Adaptive quizzes, peer reviews, and digital grading systems allow teachers to personalize learning paths and address individual challenges.
Teachers are offered support in several ways. A VILS Coaching Menu is provided to all teachers. Teachers can request individual coaching or coaching through their Professional Learning Community/Department. Coaching opportunities are ongoing, differentiated, and supported by our Professional Development Cycle.
PLP, campus, and professional development goals are informed by all staff through various methods (TTS, Technology Needs Survey, PD Evaluations/Reflections, weekly Instructional Leadership Team meetings, and TLC Collaboration). These goals are clearly articulated by leadership through weekly updates, faculty meetings, professional developments, and Schoology resources. The VILS Coach leverages the TLC and Student Tech Team to create resources (presentations, tutorials, surveys, peer-to-peer assistance) to meet PLP goals #2 and #3.
All staff members at South Gate Middle School (administrators, counselors, coordinators, teachers, teacher assistants) participate in all VILS Learning Experiences in order to build capacity and awareness of strategies, tools, and resources that promote the use of technology to build equitable, accessible, and inclusive classrooms. Follow-up meetings are conducted to gauge the implementation of strategies and tools. The TLC researches and determines the digital tools that would foster equitable, accessible, and inclusive classrooms and designs upcoming professional developments.
During our TLC monthly meeting, we discuss possible professional development topics for our monthly technology trainings. Each training is co-facilitated by TLC members and highlights their expertise with a specific digital tool. TLC members make themselves available for peer observations with the tools they presented. In addition, the VILS Coach provides small group training for TLC members prior to providing school-wide professional development.
Self-Reflection: Use the portfolio guide and self-reflect on your progress (Choose one: Emerging, Aligning, or Optimizing).
How does your school demonstrate excellence in showcasing the outcomes listed above?
Next Steps: What are your next steps to adopting equitable teaching practices for digital learning and engaging in responsive, professional learning experiences?
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