5.1 Needs Assessment
Candidates conduct needs assessments to determine school-wide, faculty, grade-level, and subject area strengths and weaknesses to inform the content and delivery of technology-based professional learning programs. (PSC 5.1/ISTE 4a)
Artifact: Coaching Experience
Reflection:
While taking the course, ITE7460, Professional Learning and Technology Innovation, I solidified my skills on how to be a Technology Coach. This course allowed me to take a deeper look at myself as a leader within my professional setting, but not with the students at my school. It allowed me to develop my skills educating my peers taking on the role of a Technology Coach. While I am a helpful individual who naturally assists my coworkers when they needed assistance regarding the subject of technology, I never had completed training in a formalized coaching setting prior to this course. Before implementing any sort of professional development, I learned about the importance in customizing training to meet the needs of the learner. This started with the implementation of a needs assessment to guide my coaching experience.
I sent the needs assistance to the teacher I was coaching using the tool Google Forms. I ensured the questions were LoTi questions that addressed adopor categories. This allowed me to gain insight into the teacher’s willingness and comfort level using technology. It indicated how the teacher utilized digital tools in her classroom and the type of learning that was going on using technology. The survey additionally contained questions that addressed the adopter categories as described by Roger’s Change Theory. These questions were added to the survey in order to gain the teacher’s perspective on how, and why technology is being implemented within the school setting. In the survey, the teacher indicated that she had minimal confidence in her ability to utilize technology and integrate it into curriculum. Sessions were scheduled to give me time to progressively improve her confidence and skills in relation to technology.
The needs assessment demonstrates mastery of Standard 5.1 because I conducted a needs assessment survey to determine faculty, grade level, and subject area strengths and weaknesses to inform the content and delivery of a technology-based professional learning program. The analysis of the survey results allowed me to determine the topic of the technology coaching. The Needs Assessment also gave me insight into the technology integration and implementation into another classroom in my grade-level.
After completing the professional learning sessions, I learned a great deal about myself as a technology facilitator and leader. I learned that proper technology facilitation and leadership is driven by the needs of an individual. Although a plan is important, it is more important to develop a relationship with the individuals whose learning is being facilitated. Listening empathetically to what others have to say, effective instructional coaches base their actions off of the needs and concerns of the individuals they coach. Additionally, I learned that instructional coaches can foster high-quality implementation of best practices through the use of the components of modeling, observing, exploring, supporting, and reflecting. They should also design, develop, and implement technology-rich professional learning programs that promote digital-age best practices in teaching, learning, and assessment. I made sure to have an understanding of all of the programs that I reviewed with the individual that I coached. I also made sure to design and develop sessions that promoted the proper use of technology in a first grade classroom.
This field experience directly impacted faculty development at my school as well as student learning. I met with and coached one individual teacher, but the teacher in turn can collaborate and work with others at the school to transfer her knowledge. The teacher was able to obtain new skills and knowledge relating to technology, improving her overall disposition and attitude towards new things. In turn, she is more confident in implementing technology with her class and using technology in her career. The impact can be assessed by the increased use of available technology tools like the Smart Board and classroom computers. Student learning will be enriched as a result of these increased learning opportunities.
While taking the course, ITE7460, Professional Learning and Technology Innovation, I solidified my skills on how to be a Technology Coach. This course allowed me to take a deeper look at myself as a leader within my professional setting, but not with the students at my school. It allowed me to develop my skills educating my peers taking on the role of a Technology Coach. While I am a helpful individual who naturally assists my coworkers when they needed assistance regarding the subject of technology, I never had completed training in a formalized coaching setting prior to this course. Before implementing any sort of professional development, I learned about the importance in customizing training to meet the needs of the learner. This started with the implementation of a needs assessment to guide my coaching experience.
I sent the needs assistance to the teacher I was coaching using the tool Google Forms. I ensured the questions were LoTi questions that addressed adopor categories. This allowed me to gain insight into the teacher’s willingness and comfort level using technology. It indicated how the teacher utilized digital tools in her classroom and the type of learning that was going on using technology. The survey additionally contained questions that addressed the adopter categories as described by Roger’s Change Theory. These questions were added to the survey in order to gain the teacher’s perspective on how, and why technology is being implemented within the school setting. In the survey, the teacher indicated that she had minimal confidence in her ability to utilize technology and integrate it into curriculum. Sessions were scheduled to give me time to progressively improve her confidence and skills in relation to technology.
The needs assessment demonstrates mastery of Standard 5.1 because I conducted a needs assessment survey to determine faculty, grade level, and subject area strengths and weaknesses to inform the content and delivery of a technology-based professional learning program. The analysis of the survey results allowed me to determine the topic of the technology coaching. The Needs Assessment also gave me insight into the technology integration and implementation into another classroom in my grade-level.
After completing the professional learning sessions, I learned a great deal about myself as a technology facilitator and leader. I learned that proper technology facilitation and leadership is driven by the needs of an individual. Although a plan is important, it is more important to develop a relationship with the individuals whose learning is being facilitated. Listening empathetically to what others have to say, effective instructional coaches base their actions off of the needs and concerns of the individuals they coach. Additionally, I learned that instructional coaches can foster high-quality implementation of best practices through the use of the components of modeling, observing, exploring, supporting, and reflecting. They should also design, develop, and implement technology-rich professional learning programs that promote digital-age best practices in teaching, learning, and assessment. I made sure to have an understanding of all of the programs that I reviewed with the individual that I coached. I also made sure to design and develop sessions that promoted the proper use of technology in a first grade classroom.
This field experience directly impacted faculty development at my school as well as student learning. I met with and coached one individual teacher, but the teacher in turn can collaborate and work with others at the school to transfer her knowledge. The teacher was able to obtain new skills and knowledge relating to technology, improving her overall disposition and attitude towards new things. In turn, she is more confident in implementing technology with her class and using technology in her career. The impact can be assessed by the increased use of available technology tools like the Smart Board and classroom computers. Student learning will be enriched as a result of these increased learning opportunities.