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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.
Teacher Survey and TIM
Teacher Survey and TIM
TIM Data
Guiding questions:
Reflect on the TIM data. How did the data guide the support provided to teachers?
Throughout this year, the TIM-O data showed that an area where teachers are weakest is in the area of digital collaboration. Therefore, more focus and emphasis were placed on this when supporting teachers.
Coaching support for helping teachers increase opportunities for student collaboration through technology included providing training during teacher team meetings that remind teachers of some of the blended learning models we learned about while participating in the digital collaboration track last year and reviewing how digital platforms and student performance tasks can be aligned with content area curricula. Additionally, individual teacher support is provided through feedback meetings to look for opportunities for digital collaboration in individual units and lessons.
By window #2, growth was shown in the Collaborative category as evidenced by a 9% reduction in the number of teachers at the Entry level and improvements of 4% and 6% in the Adoption and Adaptation categories, respectively.
In all but the Authentic category of the TIM-O, our staff showed growth as evidenced by the fact that the number of teachers at the entry level diminished by up to 11% in the case of the Constructive category.
One of the areas of strongest growth was in the area of Constructive teaching and learning. The TIM-O data shows that 96% of our staff were above the entry level during window #2 compared to 86% during window #1.
7th Grade Social Studies students participated in a living wax museum. This interdisciplinary unit integrated technology through research and data collection as well as planning and script writing for brief presentations that were delivered to event attendees.
Teacher Technology Survey
TTS3 Data.pdfGuiding questions:
Reflect on the Teacher Survey. How did the data guide the support provided to teachers?
In addition to focusing on improving teachers' inclusion of digital collaboration in their planning and instruction, increased attention to providing opportunities for student choice has also become a larger focus. The need for this focus on student choice is highlighted in the item on the Teacher Technology Survey (TTS) which asks, "How often do each of the following examples of technology use occur in your classroom: Students being able to choose what to work on through technology." In response to this survey item, 61% of teachers indicated that students are getting the opportunity to do this at least once per week. This was a growth of 15% since TTS#1 was administered earlier in the year. Evidence of this is also seen in the number of TIM-O observations that identified the lesson as either at the Adoption level or above in the Constructive area of the learning environment on the TIM.
How have the results of the survey impacted student learning?
An area of the data that I analyzed the most was how strong the staff is and how much it grew from the 2021-2022 school year to the current school year related to "students using technology to create something of their own. In last year's survey, 92% of respondents (n=52) reported that students use devices at least once per month to create content. This year, 95% of teachers reported having students use technology to create something of their own at least once per month.
2021-2022
2022-2023
Coach Support
Coach Support
COach Support
COach Support
Guiding questions:
How do you support your teachers individually and in small groups? (coaching menu)
The VILS coach supports individual teachers by meeting with them during non-instructional time to provide assistance with lesson planning and to provide feedback. The coach also visits individual teachers' classes during instruction to provide modeling and co-teaching, as well as to conduct observations.
The VILS coach supports teachers in small groups as they meet during PLCs, or teacher teams. This time is often spent reviewing lesson/unit plans and providing ways to enhance them with relevant digital learning and blended learning integrations.
How do your supports align with PLP and campus goals? (coaching artifacts)
Coaching supports, including individual meetings, classroom visits, teacher team meetings, and whole staff meetings, are aligned with goals outlined in our action planner. These supports also consider student needs based on their feedback and other data such as assessment data.
How are learning experiences implemented in the classrooms?
This year we participated in three VILS learning experiences in the equity track. The first learning experience covered how to identify and target learner variability by using the Learner Variability Navigator tool. Since going through that learning experience, many teachers placed a greater emphasis on differentiation as seen through such scaffolds as student grouping and seating, tiered assignments and activities, and student choice in demonstrating mastery of content. Since the second and third learning experiences, there has been more consideration given to inclusive learning environments.
Ceccarini Canva Tutorial.mp4Element Reflection
Element Reflection
Self Reflection on the Element: (Choose one: Emerging, Aligning, or Optimizing)
Aligning
Strengths: How did your campus exemplify illustrating this element?
Strengths in this element include very high participation rates on all three of the teacher technology surveys throughout the year, high levels of device use in classrooms, high levels of student content creation with their VILS devices, and teacher empowerment.
Next Steps: What could you have done differently to better align with this element?
Continued coaching efforts to increase and improve opportunities for digital collaboration as well as opportunities for student choice.
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