How do professional development schools and /or PLC’s create
opportunities for teachers to become leaders?
PDSs or PLC’s create opportunities for teacher leaders due to the collaborative model framework. One example of a PLC that I’ve been part of consisted of teachers meeting during the school day and substitutes were provided to allow classroom teachers to meet for a full day. These meetings were quite successful (due to administrator support and common goals) and at the end of the day you felt a sense of accomplishment. Our agendas consisted of comparing instructional methods, book studies, creating assessments, mapping the curriculum, writing grants, and the opportunity to “just talk” to colleagues. I’ve also been subjected to watching videos (of my choice), and reporting to a whole group (PLC) with a brief summary. While watching these videos, the time was logged and stamped, and this was reported to your administrator, so professional development credit hours could be noted. These videos were not allowed to be viewed during your regular school work hours. I believe teacher leaders emerge from PDSs and PLC’s when consistent, job-embedded professional development occurs and consistency is expected from administration. The Professional development should based on teacher and student needs, the teacher’s knowledge base and interests, the school’s curriculum/planning goals, and opportunities to meet frequently. Also, teachers must lead these meetings and share responsibilities. It’s pretty amazing what actually occurs when teachers get together and discuss the real needs and issues for their classrooms. You learn that your colleagues are chock full of information and more than willing to share. I’ve witnessed teachers from PDSs leading staff development sessions, presenting at conferences, and mentoring new teachers. I am the PDS coordinator at Fairview Middle School and this position has led to a collaborative network with FSU faculty and the FSU PDS Partnership. Due to the overwhelming support from this network, I've been able to grow professionally, fulfill leadership roles, and garner the motivation to enroll in the Digital Media and New Literacies program.
Share at least one strategy you will use/are using to assess
the technology needs of your context (how will you document needs, what kind of
data will you use, etc..)
I plan to revisit my school’s five year plan and technology focus. To document needs in relation to context and data, I will administer a google survey form for faculty members and students to complete. The survey will allow participants to document needs and what they want to be able to do. Some example questions may include: How do you presently use technology in your classroom? What technology do you have available for instruction? What technology would you like to have available for instruction? How do you think additional technology would help you achieve your instructional goals? What kind of support or professional development should be offered to help achieve your technology goals? Some of these questions may be constructed to obtain quantitative as well as qualitative data. If I’m focusing on a particular classroom, or the entire school, I should create a survey for students as well. A student survey would consist of the same types of questions, but reworded for student responses.
I plan to revisit my school’s five year plan and technology focus. To document needs in relation to context and data, I will administer a google survey form for faculty members and students to complete. The survey will allow participants to document needs and what they want to be able to do. Some example questions may include: How do you presently use technology in your classroom? What technology do you have available for instruction? What technology would you like to have available for instruction? How do you think additional technology would help you achieve your instructional goals? What kind of support or professional development should be offered to help achieve your technology goals? Some of these questions may be constructed to obtain quantitative as well as qualitative data. If I’m focusing on a particular classroom, or the entire school, I should create a survey for students as well. A student survey would consist of the same types of questions, but reworded for student responses.
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