I was a bit overwhelmed and even concerned when I first looked at this assignment. I saw personal story and post to YouTube, and I immediately thought loss of privacy. Then I looked at the suggested written work, and thought...this is why I am a techie in theatre. I don't write, act, or direct. So where am I now?
I am happy to say that I learned more about YouTube. My video is private, only reachable by a specific link. I found that they actually work to protect many in the audience how choose or should not watch certain types of videos. I was also amazed at the simplicity of uploading my video.
What about writing?
Honestly, the script was still a struggle. I felt confident in the photographs that I chose. I also knew immediately the theme of my story. My struggle was is trying to limit the time I used while still telling the story that was most important. I remain concerned now that maybe I cut too much, but I am overall satisfied with the final product!
Here it is...enjoy!
http://www.youtube.com/watch?v=HTzx-1lhpgw
Monday, August 30, 2010
Web Conference-August 30, 2010
I am excited to say that this web conference was a great experience! I was able to immediately communicate through video and sound as soon as the permissinos were given. I was particulary happy about the experience because it was a small group. The discussion seemed to flow faster both through spoken and written questions. There were no repeat questions or side conversations.
I was still not overly confident about my Photo Story project, but it is not really about the directions given. I am feeling very behind in everything. Recent events have caused me to feel behind at home, teaching, and now at school. My storyboard looks good and I am excited about the final video project!
I was still not overly confident about my Photo Story project, but it is not really about the directions given. I am feeling very behind in everything. Recent events have caused me to feel behind at home, teaching, and now at school. My storyboard looks good and I am excited about the final video project!
Thursday, August 5, 2010
Word Clouds Shape Up!
While at my technology conference several teachers shared their excitement about Wordle, which of course many of us have fallen in love with. Then another teacher introduced me to the site Tagxedo. It takes the same premise of Wordle, but allows you to use shapes to post your word lists. There is both a free and a paid version. This was fun, and there is a great selection of fonts, colors, and shapes!Wednesday, August 4, 2010
Making My way at the Vision 2020 & T3 Conference
Moving to a technology-based campus has become a hard road for many districts. Schools are looking to grants to help not only build the infrastructure, but to educate our educators to use the technology they are gaining. The Vision 2020 & T3 (Target Tech in Texas) Conference has opened up the opportunity for districts receiving these grants to come together to share ideas, learn more about using the technology to help our students, and provide for the need of technology professional development.
This has been an amazing experience! This will be a a part of my intersnship hours, but I am so pleased that the information that I am gathering will be extremely useful to my classroom, and the teachers in my district.
Among other things, I went to a phenominal seminar at the conference hosted by Krista Scott. She discussed some great web 2.0 tools. Some of the tools were familiar either because of course work or things I have experimented with, but I was excited to find some new tools to introduce to teachers for various parts of the classroom. Livebinders helps you create a list of topics to limit the search efforts by students...sort of a web notebook of resources similar to the good old Reader's Guides of yesteryear. Blabberize makes pictures speak. Penzu allows students to journal online, but is not an open online program like a blog. Xtimeline allows students to create a timeline. Bbubl is an online word map builder. Voki allows students to create an avatar that speaks using their voice. Fotobabble is also fun. It gives students the opportunity to take a photograph and share information by recording speech! Whlie some of these sites make great places to play. The potential benefits to the classroom is simply amazing! Find more awesome web 2.0 tools at a great site by Krista Scott, Krista's Tech Tidbits!
This has been an amazing experience! This will be a a part of my intersnship hours, but I am so pleased that the information that I am gathering will be extremely useful to my classroom, and the teachers in my district.
Among other things, I went to a phenominal seminar at the conference hosted by Krista Scott. She discussed some great web 2.0 tools. Some of the tools were familiar either because of course work or things I have experimented with, but I was excited to find some new tools to introduce to teachers for various parts of the classroom. Livebinders helps you create a list of topics to limit the search efforts by students...sort of a web notebook of resources similar to the good old Reader's Guides of yesteryear. Blabberize makes pictures speak. Penzu allows students to journal online, but is not an open online program like a blog. Xtimeline allows students to create a timeline. Bbubl is an online word map builder. Voki allows students to create an avatar that speaks using their voice. Fotobabble is also fun. It gives students the opportunity to take a photograph and share information by recording speech! Whlie some of these sites make great places to play. The potential benefits to the classroom is simply amazing! Find more awesome web 2.0 tools at a great site by Krista Scott, Krista's Tech Tidbits!
Monday, August 2, 2010
Web-conferencing is beginning to pay off! July 31st @ 11am
I joined into my 3rd web conference, and was pleased with the results. This time around I was able to connect my camera. I also was able to fully enjoy the benefits of real-time communication since I set down to a proper Internet connection for the first time all summer. Sound seems to be the only problem with the web conferencing, but at this time I think it is an across the board problem since all members of our web conference struggled with the sound. This however was only a minor setback.
During our web conference Dr. Abernathy spent time helping all of us to more fully realize the potential in our action research. To my delight we spoke in some detail about what expectations the final product of our action research should meet. While the final action research project is a while away, Dr. Abernathy encouraged publication of our research as well as professional presentations. She also encouraged all of use to work together to prepare our writing and presentations for these sharing methods. I was concerned in some way about my style of writing, especially should much of it be completed during high school debate season. I was excited when Dr. Abernathy suggested that perhaps it would be appropriate to use a debate style of writing to look at my final writing project. Data, warrant, claim...professional development and technology research will be able to be viewed from hopefully a positive and successful light, but potentially show the disadvantages of focusing so much on the campus professional development and it's follow-up.
I am excited and charged to work on this once scary project!
During our web conference Dr. Abernathy spent time helping all of us to more fully realize the potential in our action research. To my delight we spoke in some detail about what expectations the final product of our action research should meet. While the final action research project is a while away, Dr. Abernathy encouraged publication of our research as well as professional presentations. She also encouraged all of use to work together to prepare our writing and presentations for these sharing methods. I was concerned in some way about my style of writing, especially should much of it be completed during high school debate season. I was excited when Dr. Abernathy suggested that perhaps it would be appropriate to use a debate style of writing to look at my final writing project. Data, warrant, claim...professional development and technology research will be able to be viewed from hopefully a positive and successful light, but potentially show the disadvantages of focusing so much on the campus professional development and it's follow-up.
I am excited and charged to work on this once scary project!
Sunday, August 1, 2010
Week 3, Part 4:Sharing Your Aciton Research
I first plan document much of my findings throughout the research process on either my wiki or my blog. This will both help me to reflect on my inquiry and make necessary changes, as well as show my fellow teachers how they can use blogs and wikis to create an inquiry atmosphere for their classes.
I will also complete presentations to at least three separate groups. The first group I will present to will be the Region 17 Service Center at the annual Technology Stimulus Conference. This will be a great arena for sharing my findings with schools in my area, and perhaps developing a new area of inquiry. The second group I will present to will be the constituents at the T3 conference held annually in Austin. This presentation will be important to my school, as it will help us identify the uses of our grant money. Thirdly I will present my findings to my principals and perhaps other district administrators. Perhaps if it is a fitting topic for the Texas Speech Communication Association in the fall of 2011, I may review and rewrite my findings to show how technology professional development and follow-up can improve learning in the speech and debate classroom (this will use my personal experience as well as the other district speech teachers experience with this research).
In both areas of sharing I will of course review the necessary background information so that my audience can understand the purpose of my action research. While I know my school’s problem is not unique, I am tailoring my plan to fit the needs of my specific peers and the overall personality of our school.
It would be unproductive to share every detail of the design of my inquiry in a presentation, but I will be sure to present foundations, so that my audience can further understand the context of my research. However, the blog/wiki will be the best place to share the detailed information in regards to my inquiry design.
Since my data will be more qualitative that quantitative, it will be very important that in both forms of sharing that I state my inquiry claims with satisfactory amounts of data. I foresee that the most important data will be teacher observations (provided by my principal) and student work. My only planned numerical data will be the updated STaR Chart in the fall of 2011.
Concluding thoughts will be important as well, though I hope that while I create a set of concluding thoughts for the purpose of my degree, my intention is that this will be an ongoing and ever-changing project. The key idea is that through ongoing professional development, Personal Learning Communities, and follow-up teachers will be more effective in the classroom, and therefore students will be more effective in the classroom!
I will also complete presentations to at least three separate groups. The first group I will present to will be the Region 17 Service Center at the annual Technology Stimulus Conference. This will be a great arena for sharing my findings with schools in my area, and perhaps developing a new area of inquiry. The second group I will present to will be the constituents at the T3 conference held annually in Austin. This presentation will be important to my school, as it will help us identify the uses of our grant money. Thirdly I will present my findings to my principals and perhaps other district administrators. Perhaps if it is a fitting topic for the Texas Speech Communication Association in the fall of 2011, I may review and rewrite my findings to show how technology professional development and follow-up can improve learning in the speech and debate classroom (this will use my personal experience as well as the other district speech teachers experience with this research).
In both areas of sharing I will of course review the necessary background information so that my audience can understand the purpose of my action research. While I know my school’s problem is not unique, I am tailoring my plan to fit the needs of my specific peers and the overall personality of our school.
It would be unproductive to share every detail of the design of my inquiry in a presentation, but I will be sure to present foundations, so that my audience can further understand the context of my research. However, the blog/wiki will be the best place to share the detailed information in regards to my inquiry design.
Since my data will be more qualitative that quantitative, it will be very important that in both forms of sharing that I state my inquiry claims with satisfactory amounts of data. I foresee that the most important data will be teacher observations (provided by my principal) and student work. My only planned numerical data will be the updated STaR Chart in the fall of 2011.
Concluding thoughts will be important as well, though I hope that while I create a set of concluding thoughts for the purpose of my degree, my intention is that this will be an ongoing and ever-changing project. The key idea is that through ongoing professional development, Personal Learning Communities, and follow-up teachers will be more effective in the classroom, and therefore students will be more effective in the classroom!
Week 3, Part 3:Action Research Plan Steps
1. Setting the Foundation- After a lengthy discussion with both my school principal and my site mentor, we feel that technology-based professional development is a key concern because our teachers struggle to use available technology in their classrooms now, and we are getting new technology this year.
2. Analyzing the Data-In a look at the past three school years of Plainview High School’s Texas STaR Chart data, our school is still at the developing tech level for professional development even though the district has given teachers new technology to work with. Also, to meet a part of the T3 grant requirements (from a grant our school recently received for technology adoption) teachers must take part in a minimum number of technology-focused professional development hours with emphasis on the tools that the teachers will be receiving in their classrooms.
3. Developing Deeper Understanding-"Staff development that has as its goal high levels of learning for all students, teachers, and administrators requires a form of professional learning that is quite different from the workshop-driven approach. The most powerful forms of staff development occur in ongoing teams that meet on a regular basis, preferably several times a week, for the purposes of learning, joint lesson planning, and problem solving.” (NSDC, 2010)
In a conference I recently attended on Personal Learning Communities I read a quote by Peter Senge that said, “Those with high levels of personal mastery regularly spend time reflecting on their vision, skills, and practices. They clarify what is important to them and are clear about the current reality. They are extremely focused, but in a particular way.”
In the Texas Long-Range Plan for Technology, Educator Preparation and Development is recognized as one of the four key areas to addressing technology in schools. "Professional development carries the urgent charge of supporting the move from traditional schooling to 21st century education." (TEA, 2006) There is no doubt, "technology related professional development programs need to provide teachers with a variety of activities such as modeling, discussion, brainstorming of ideas, hands-on actions, and just-in-time support." (Mouza, 2002-2003)
“Teacher proficiency with technology results in greater use of technology by students and increased learner-centered instruction.” (Burns, 2002)
4. Engage in Self-Reflection-In what ways will I need to further my technology skills to help train my peers? What support does the other administrative staff have to offer that may not have been previously tapped? Are there resources that I need before beginning further research? After carefully reviewing my choice of action research topic, I feel that I am a prime example of the subjects that I am completing the project for. I have not utilized my classroom technology to its fullest potential because until recently I did not know how. I will be utilize others expertise to help me solve the issues of my action research. I have on the other hand I have found several sources that support my research questions. All of the skills needed for this project are skills that I have recently acquired or will work on alongside my research. I am truly excited about the changes that will be reflected in student learning in my classroom this year based on the research!
5. Exploring Programmatic Patterns-After meeting with both my principal and site mentor on the topic of my research plan, we have identified both potential benefits and pitfalls to my proposed action research plan. Of the benefits: 1. Increased student and teacher use of classroom technology in all subjects; 2. Better parent communication through the use of technology; 3. Better understanding of available technology; 4. Meeting and exceeding requirements of STaR Chart and the T3 Grant. Of the pitfalls: 1. Limited time to perform professional development with teachers; 2. Limited access to student computers; 3. Challenging preconceived notions or ignorance’s about technology; 4. How technology could change the classroom management dynamic; 5. Redefining Acceptable Use Policies to identify student use of new technology resources.
6. Determining Direction-I am clear on my problem area, unused classroom technology and new incoming technology. I am satisfied with my research questions. I know that I do not have the skills to exclusively perform all tasks related to the professional development, and will be enlisting the help of my mentor and several other technology teachers and specialists to help me. I am hoping to work with at least to peer scholars from Lamar as well as the aforementioned staff members. My timelines are really just a short-term look at a long-term work. I will monitor progress through surveys of student work, and the Professional Learning Community’s that will be created. The key look into how my plan works will be the STaR Chart results completed in the Fall of 2011 with the move from developing tech to advanced tech, however my principal’s observations and other qualitative methods will also serve as sufficient proof of success. Any adjustments necessary will be based on teacher need. The idea of follow-up is that teachers have accessible hands on training.
7. Taking Action for School Improvement-I am currently in discussion to compare findings and research with two peers within my cohort at Lamar University. I will also be working with my principal to utilize her observation findings. Furthermore, I will be in contact with my former school district, Lubbock ISD, to review and compare their use of technology professional development. Most importantly, I will be looking to the technology teachers and department heads to help me with PLC and follow-up session evaluations including the interviews and surveys.
8. Sustain Improvement-This area will consist of sharing my research with several groups (see part four of this assignment). It will also however focus on ongoing technology professional development, follow-up, and use of Personal Learning Communities to not only sustain improvement, but advance to the Target area on the Texas STaR Chart.
Burns, Mary. (December 2002). From Compliance to Commitment:Technology sa a Catalyst for Communities of Learning. PHI DELTA KAPPAN. P295-302
Mouza, Chrystalla. (Winter 2002-2003). Learning to Teach with New Technology: Implications for Professional Development. Journal of Research on Technology in Education. Volume 35, Number2. p 272-289.
National Staff Development Council. (Accessed: July 29, 2010). Learning Communities. http://www.nsdc.org/standards/learningcommunities.cfm
Texas Education Agency. (November 2006). Long-Range Plan for Technology, 2006-2020.
Texas Education Agency. (2006-2008). Campus STaR Chart Data. Retrieved June 1, 2010.
2. Analyzing the Data-In a look at the past three school years of Plainview High School’s Texas STaR Chart data, our school is still at the developing tech level for professional development even though the district has given teachers new technology to work with. Also, to meet a part of the T3 grant requirements (from a grant our school recently received for technology adoption) teachers must take part in a minimum number of technology-focused professional development hours with emphasis on the tools that the teachers will be receiving in their classrooms.
3. Developing Deeper Understanding-"Staff development that has as its goal high levels of learning for all students, teachers, and administrators requires a form of professional learning that is quite different from the workshop-driven approach. The most powerful forms of staff development occur in ongoing teams that meet on a regular basis, preferably several times a week, for the purposes of learning, joint lesson planning, and problem solving.” (NSDC, 2010)
In a conference I recently attended on Personal Learning Communities I read a quote by Peter Senge that said, “Those with high levels of personal mastery regularly spend time reflecting on their vision, skills, and practices. They clarify what is important to them and are clear about the current reality. They are extremely focused, but in a particular way.”
In the Texas Long-Range Plan for Technology, Educator Preparation and Development is recognized as one of the four key areas to addressing technology in schools. "Professional development carries the urgent charge of supporting the move from traditional schooling to 21st century education." (TEA, 2006) There is no doubt, "technology related professional development programs need to provide teachers with a variety of activities such as modeling, discussion, brainstorming of ideas, hands-on actions, and just-in-time support." (Mouza, 2002-2003)
“Teacher proficiency with technology results in greater use of technology by students and increased learner-centered instruction.” (Burns, 2002)
4. Engage in Self-Reflection-In what ways will I need to further my technology skills to help train my peers? What support does the other administrative staff have to offer that may not have been previously tapped? Are there resources that I need before beginning further research? After carefully reviewing my choice of action research topic, I feel that I am a prime example of the subjects that I am completing the project for. I have not utilized my classroom technology to its fullest potential because until recently I did not know how. I will be utilize others expertise to help me solve the issues of my action research. I have on the other hand I have found several sources that support my research questions. All of the skills needed for this project are skills that I have recently acquired or will work on alongside my research. I am truly excited about the changes that will be reflected in student learning in my classroom this year based on the research!
5. Exploring Programmatic Patterns-After meeting with both my principal and site mentor on the topic of my research plan, we have identified both potential benefits and pitfalls to my proposed action research plan. Of the benefits: 1. Increased student and teacher use of classroom technology in all subjects; 2. Better parent communication through the use of technology; 3. Better understanding of available technology; 4. Meeting and exceeding requirements of STaR Chart and the T3 Grant. Of the pitfalls: 1. Limited time to perform professional development with teachers; 2. Limited access to student computers; 3. Challenging preconceived notions or ignorance’s about technology; 4. How technology could change the classroom management dynamic; 5. Redefining Acceptable Use Policies to identify student use of new technology resources.
6. Determining Direction-I am clear on my problem area, unused classroom technology and new incoming technology. I am satisfied with my research questions. I know that I do not have the skills to exclusively perform all tasks related to the professional development, and will be enlisting the help of my mentor and several other technology teachers and specialists to help me. I am hoping to work with at least to peer scholars from Lamar as well as the aforementioned staff members. My timelines are really just a short-term look at a long-term work. I will monitor progress through surveys of student work, and the Professional Learning Community’s that will be created. The key look into how my plan works will be the STaR Chart results completed in the Fall of 2011 with the move from developing tech to advanced tech, however my principal’s observations and other qualitative methods will also serve as sufficient proof of success. Any adjustments necessary will be based on teacher need. The idea of follow-up is that teachers have accessible hands on training.
7. Taking Action for School Improvement-I am currently in discussion to compare findings and research with two peers within my cohort at Lamar University. I will also be working with my principal to utilize her observation findings. Furthermore, I will be in contact with my former school district, Lubbock ISD, to review and compare their use of technology professional development. Most importantly, I will be looking to the technology teachers and department heads to help me with PLC and follow-up session evaluations including the interviews and surveys.
8. Sustain Improvement-This area will consist of sharing my research with several groups (see part four of this assignment). It will also however focus on ongoing technology professional development, follow-up, and use of Personal Learning Communities to not only sustain improvement, but advance to the Target area on the Texas STaR Chart.
Burns, Mary. (December 2002). From Compliance to Commitment:Technology sa a Catalyst for Communities of Learning. PHI DELTA KAPPAN. P295-302
Mouza, Chrystalla. (Winter 2002-2003). Learning to Teach with New Technology: Implications for Professional Development. Journal of Research on Technology in Education. Volume 35, Number2. p 272-289.
National Staff Development Council. (Accessed: July 29, 2010). Learning Communities. http://www.nsdc.org/standards/learningcommunities.cfm
Texas Education Agency. (November 2006). Long-Range Plan for Technology, 2006-2020.
Texas Education Agency. (2006-2008). Campus STaR Chart Data. Retrieved June 1, 2010.
Week 3, Part 2:Developing and Action Research Plan
This week we were asked to look at the School or Professional Improvement Project outline or another form of action research outline to create our action research plan. This image reflects that plan.
Week 3, Part 1:Writing an Action Research ?????
Topic: How can increased technology professional development, follow-up sessions, and personal learning communities improve the use of technology in the classroom at PHS?
Because our teachers struggle to use available technology in their classrooms now, and we are getting new technology this year, I will be introducing a series of technology professional development to our teachers. While the technology based professional development would cover various topics from hardware to software to acceptable student use, the key to my study is the follow-up throughout the school year.
Purpose:
1. How can increased technology based professional development improve the use of technology in the classroom at PHS?
2. How can follow-up sessions improve teacher willingness to use technology?
3. How can follow-up sessions improve classroom use of technology for students?
Significance:
1. Teachers
a. will learn and use various technology hardware and software to help improve teaching and student learning.
b. will learn and use communication based programs to remain in contact with students and parents.
c. will work in small groups to follow-up on technology use in the classroom.
d. will have access to outside professional development opportunities online 24/7.
2. Administration
a. will see improved classroom use of technology.
b. will see increased student participation.
3. Students
a. will utilize technology based resources in the classroom.
b. will be active participants in technology based problem solving.
c. will have access to online communication methods with teachers 24/7.
4. Parents
a. will have access to online communication methods with teachers 24/7.
5. Community
a. will see increased classroom and school use of technology.
b. will see greater participation in technology based learning through communication on websites, blogs, and wikis.
Ideally, by creating a learning environment on campus for our faculty, student participation and as a result of that participation, learning will greatly improve. Also, my hope is that in the future this will open up greater opportunities for community involvement in the technology based classroom.
“Staff development that has as its goal high levels of learning for all students, teachers, and administrators requires a form of professional learning that is quite different from the workshop-driven approach. The most powerful forms of staff development occur in ongoing teams that meet on a regular basis, preferably several times a week, for the purposes of learning, joint lesson planning, and problem solving.” (NSDC, 2010) In beginning my research, I chose to start by looking at the National Staff Development Council. In doing so I discovered that not only to they seek to encourage teachers, schools, and districts to be involved in meaningful staff development, but they view the best way to do this as the use of professional learning communities. Both our texts refer to PLCs in education. Specifically the text’s supports engaging in PLCs for not only professional development, but also for the use of research and research sharing.
In reflecting on the aforementioned purpose, I find myself truly looking at creating PLCs at Plainview High School. By creating these PLCs within the school, follow-up will be teacher centered, teacher led professional development. Ideally, teachers will be able to reflect on best practices, raise concerns in a trusted environment, and use ideas from each other’s classrooms to integrate technology into their own courses.
I am currently trying to determine the best way to reflect and collect data on the PLCs that will be created. After completing this week’s assigned readings I know that I will work closely with my principal to collect data from her field notes (classroom walk-throughs). Group interviews throughout the PLC process may be valuable as well. I think that the best way for me to collect this data would be to create Weblogs or even a wiki with each PLC in mind. In doing this I would be able to share my reflections with teachers, and read and reflect on the thoughts of the teachers I work with. While not the main portion of my data collection, surveys and artifacts such as lesson plans (which are freely accessible by all teachers) and technology-based student work will also be utilized.
National Staff Development Council. (Accessed: July 29, 2010). Learning Communities. http://www.nsdc.org/standards/learningcommunities.cfm
Because our teachers struggle to use available technology in their classrooms now, and we are getting new technology this year, I will be introducing a series of technology professional development to our teachers. While the technology based professional development would cover various topics from hardware to software to acceptable student use, the key to my study is the follow-up throughout the school year.
Purpose:
1. How can increased technology based professional development improve the use of technology in the classroom at PHS?
2. How can follow-up sessions improve teacher willingness to use technology?
3. How can follow-up sessions improve classroom use of technology for students?
Significance:
1. Teachers
a. will learn and use various technology hardware and software to help improve teaching and student learning.
b. will learn and use communication based programs to remain in contact with students and parents.
c. will work in small groups to follow-up on technology use in the classroom.
d. will have access to outside professional development opportunities online 24/7.
2. Administration
a. will see improved classroom use of technology.
b. will see increased student participation.
3. Students
a. will utilize technology based resources in the classroom.
b. will be active participants in technology based problem solving.
c. will have access to online communication methods with teachers 24/7.
4. Parents
a. will have access to online communication methods with teachers 24/7.
5. Community
a. will see increased classroom and school use of technology.
b. will see greater participation in technology based learning through communication on websites, blogs, and wikis.
Ideally, by creating a learning environment on campus for our faculty, student participation and as a result of that participation, learning will greatly improve. Also, my hope is that in the future this will open up greater opportunities for community involvement in the technology based classroom.
“Staff development that has as its goal high levels of learning for all students, teachers, and administrators requires a form of professional learning that is quite different from the workshop-driven approach. The most powerful forms of staff development occur in ongoing teams that meet on a regular basis, preferably several times a week, for the purposes of learning, joint lesson planning, and problem solving.” (NSDC, 2010) In beginning my research, I chose to start by looking at the National Staff Development Council. In doing so I discovered that not only to they seek to encourage teachers, schools, and districts to be involved in meaningful staff development, but they view the best way to do this as the use of professional learning communities. Both our texts refer to PLCs in education. Specifically the text’s supports engaging in PLCs for not only professional development, but also for the use of research and research sharing.
In reflecting on the aforementioned purpose, I find myself truly looking at creating PLCs at Plainview High School. By creating these PLCs within the school, follow-up will be teacher centered, teacher led professional development. Ideally, teachers will be able to reflect on best practices, raise concerns in a trusted environment, and use ideas from each other’s classrooms to integrate technology into their own courses.
I am currently trying to determine the best way to reflect and collect data on the PLCs that will be created. After completing this week’s assigned readings I know that I will work closely with my principal to collect data from her field notes (classroom walk-throughs). Group interviews throughout the PLC process may be valuable as well. I think that the best way for me to collect this data would be to create Weblogs or even a wiki with each PLC in mind. In doing this I would be able to share my reflections with teachers, and read and reflect on the thoughts of the teachers I work with. While not the main portion of my data collection, surveys and artifacts such as lesson plans (which are freely accessible by all teachers) and technology-based student work will also be utilized.
National Staff Development Council. (Accessed: July 29, 2010). Learning Communities. http://www.nsdc.org/standards/learningcommunities.cfm
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