Jessica Fraser
Tech Comfort Survey
In order to know what the teachers' needs are at both of my school sites, it is important to have relevant and consistent data. My school district created a technology comfort survey for teachers. Teachers took the survey at the end of the 2013/2014 school year and take it at the end of every trimester during the 2014/2015 school year. The survey has five questions, one question for each of the district's technology focus areas. Teachers rate their comfort level on each technology tool. The survey never changes, so I am able to see true growth in the teachers at my schools. I analyzed the results of the survey at the beginning of the 2014/2015 school year to determine the comfort levels among the teachers. This data has helped me to create relevant professional development and lessons that meet the teachers' needs.
Click on the image above to view the entire technology comfort survey.
This artifact shows that I have met the performance indicators for ISTE Standard 4.a: Conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning. I conduct the technology comfort survey at the end of each trimester. Then, I analyze the results, first viewing which teachers have made growth and which teachers have not. From there, I know the classrooms that I need to spend more time modeling in. Then I look at each teacher's comfort levels and tailor my support to their specific needs. The needs assessment informs me of how I need to focus the content and delivery of technology-related lessons and professional development I offer. Once the teachers feel comfortable with the technology, they are more likely to use the tools with their students, resulting in a positive impact on student learning.
Google Needs Assessment
During the first month as a Digital Learning Coach, I conducted a needs assessment at both of my schools to determine which Google Apps the teachers needed the most support in. Teachers checked as many boxes as they wanted in order to show me which Google Apps they did not feel comfortable using. Above is a snapshot of this needs assessment, which I created using Google Forms. I used the results of this simple survey to drive my support offered to teachers. Before I conducted this needs assessment on Google Apps, teachers weren't sure what they needed support in, as Google Apps are completely new for many teachers. Once teachers saw the survey, it helped them to pinpoint their areas of need. When I offered my support, I was better able to narrow down what teachers needed in a sequence that made sense based upon the survey results.
This artifact shows how I am meeting ISTE Standard 4.a: Conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positve impact on student learning. Being at two new schools where I haven't known the teachers long, it was imperative for me to find out teachers' needs in Google Apps right away. The survey was a non-threatening way to determine teachers' needs. It gave me a good starting point with teachers and helped me to know where I should start my support. For teachers who needed more support in all of the Google Apps, for example, I started with the most basic applications. For others who were familiar with Google Docs and Slides, I made sure they knew all the features before moving onto teaching them Google Forms as a mode of checking for understanding after a lesson. Conducting this needs assessment allowed me to focus my support right away so teachers benefitted as much as possible. My support has a positive impact on student learning because when teachers feel confident using Google Apps, they will use them with their students to promote 21st Century Skills.
Technology PD Blog
During the first trimester of the 2014/2015 school year, I planned and lead a teacher professional development (PD) day. I worked on the PD plan and lessons with a colleague. I differentiated the training by having teachers place themselves into ability groups. The beginning group learned how to navigate and use Google Drive so they could better understand how to use it with their students. The advanced group reviewed Google Drive and then focused more on technology tools to facilitate communication and collaboration with their students. This was the first time I had lead a full day teacher inservice. I documented the entire process of my technology professional development day in the form of a blog.
Click on the above image to view my blog that outlines the entire process of planning, implementing, and evaluating my professional development day.
This artifact demonstrates my competency in meeting ISTE Standard 4.b: Design, develop, and implement technology-rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning, and assessment. The process of planning the PD day included numerous steps to ensure the inservice was meaningful for teachers. I conducted several needs assessments before I started to plan. Once I determined the teachers' needs, I spent much time researching best practices in teaching adults. I made sure that all the activities were tasks that teachers would find useful and I related everything the teachers were learning back to how it would benefit their students. During the technology PD day, I promoted digital age best practices in teaching, learning, and assessment when showing the teachers how to use Google Drive and other technology tools. The feedback from my PD day was all positive and I have seen a tremendous impact on student learning because the teachers had time to learn Google Drive and understand how their students would use it.
Professional Development and Program Evaluation
Technology Coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning.