Embedded Files
4.2 Connected Learner
Coaches model the ISTE Standards for Students and the ISTE Standards for Educators, and identify ways to improve their coaching practice. Coaches:
4.2.a
Pursue professional learning that deepens expertise in the ISTE Standards in order to serve as a model for educators and leaders.
4.2.b
Actively participate in professional learning networks to enhance coaching practice and keep current with emerging technology and innovations in pedagogy and the learning sciences.
4.2.c
Establish shared goals with educators, reflect on successes and continually improve coaching and teaching practice.
Evidence of Competency
Evidence of Competency
Indicators
4.2.a Pursue professional learning that deepens expertise in the ISTE Standards in order to serve as a model for educators and leaders.
4.2.b Actively participate in professional learning networks to enhance coaching practice and keep current with emerging technology and innovations in pedagogy and the learning sciences.
4.2.c Establish shared goals with educators, reflect on successes and continually improve coaching and teaching practice.
Description
This artifact is a podcast, slideshow, and transcript shared via social media to influence teachers to participate in a Massive Open Online Course (MOOC). The artifacts serve as a reflection (4.2.c) of the overall experience of participating in a professional learning network (4.2.b) to deepen expertise (4.2.a) in American Poetry. The MOOC challenged the user to evaluate the poets' reliability, authority, and bias by providing historical, political, and personal context.
Implementation
The podcast, slideshow, and transcripts were uploaded to audio.com and then shared via Twitter/X with my professional learning community (4.2.b).
Impact
The podcast was listened to by 237 people, according to audio.com, Twitter/X, and Canva analytics. The Pomona Unified Special Education director retweeted the podcast to share it with their 554 followers. The direct impact of the artifacts is unseen. Still, the intended impact was to expose my followers to a professional learning network to keep current with emerging technologies (4.2.b) by participating in professional learning that deepens their expertise (4.2.a). By reflecting on my experiences with the MOOC in a podcast, I wanted to inspire my followers to seek out a MOOC to participate in to continue to improve their teaching practice (4.2.c).
Reflection
Reflection
As a coach, I am confident in my abilities regarding indicator 4.2, coaches model the ISTE Standards for Students and the ISTE Standards for Educators, and identify ways to improve their coaching practice. My intention of participating in a MOOC was to learn how my team could utilize a MOOC as an opportunity for professional development during our professional learning community time (4.2.c). Upon reflection, participating in a MOOC will not only be beneficial for teachers but our students as well. By honing our craft and learning new skills, we as teachers develop confidence in our abilities (4.2.a) to try new things with our students (4.2.b). For example, when completing this project, I learned how to create a podcast using the Audacity software. Through audio.com and Twitter/X, I could share my podcast on a platform that amplified the reach of my voice. I am excited to begin podcasting with my students so they can share their voices and, in the near future, participate in a MOOC with my team to continue developing our skills to better serve our students.
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