TF/TL Facilitator Standard II:
Planning and Designing Learning Environments and Experiences
The topics covered in standard two were very relevant to my current experience. Since I have been in this program, I have tried to implement different strategies into my classroom and on my campus. Some, not all of the issues I faced, were covered in the textbook. The text mentioned the planning process and how it needs to be very clear, “If no criteria are provided, teachers will continue to plan and design the same types of learning experiences that they have implemented in the past.” (Williamson & Redish, 2009) This practice was really evident for much of my teaching career. During professional development meetings we received many good lesson designs but that was it. No real background or framework to allow us to continue in a successful manner. Also, when looking at trying to convince teachers about the importance of designing the learning experience, it has been difficult to use research. Many teachers do not have time to figure out what the numbers mean and how they relate to their students. I think if teachers had a chance to be actively engaged in a lesson that was designed to produce a certain learning experience; they would be more apt to consider the research. In my experience, it has been necessary for the administration to be in full support of the integration of technology and the endless possibilities it can provide the students. “Administrative support is essential as teachers make the transition from more traditional teaching to student-driven learning.” (Boss & Krauss, 2007) In order for teachers to excel in providing relevant learning experiences, the administration needs to provide professional development opportunities that immerse teachers in that type of learning experience. From the text, I was already familiar with the different types of models that can help teachers provide authentic learning experiences. I have seen videos and witnessed several different teachers that have tried to create a 21st century type learning environment. I think the hardest aspect of this standard that I had to deal with was the lack of change by some teachers. Even when given a multitude of methods to enhance the learning environment, the teachers are set in their ways. I thought I would have a realistic shot in changing their views because I once was in their shoes and I felt I could relate to them. I’ve experienced some success in establishing an ongoing collaboration between the teachers in my department. We usually meet once a week to discuss any new ideas that can aid in lesson design and student engagement.
The way that I tried to assist teachers at my school with technology has been through meetings and one-on-one training. Usually, I set up a time when I could meet with the teachers during my planning period. If we didn’t share the same planning period, we tried to meet after school. Most of the teachers came to me if they needed help with different web 2.0 tools that involved discussion boards, blogs, and educational social networking sites. I think the small group setting was best for giving teachers the opportunity to try out the sites because it allowed for personal attention. Since my learning style is more hands on, it was good for me to be actively involved in teaching the different tools to the teachers. In time I wouldn’t mind presenting the information to a large group, but my main concern would be if the teachers are paying attention. My interaction with colleagues provided me with mixed reactions. The hardest part was the lack of change when trying to provide strategies to implement technology in the classroom. I also had trouble trying to present research results to teachers to validate certain practices. On the other hand, I’ve had positive responses to our department meetings, one-on-one technology sessions, and modeling technology standards.
What I learned about myself when dealing with this standard is patience. I have to realize that change occurs when a person is ready to change. As I progress into the leadership role, I need to make sure that my expectations are clear and that failure to plan is planning to fail. Somehow I need to relay how important this will be for our students. “Proven technology, integrated by well-trained and competent teachers, who are guided by effective school leaders; and solid longitudinal data that provide not just accountability, but also a compass by which to keep teaching and learning on a true course for each unique student.” (Stansbury, 2007) Because of the success with the one-on-one and small group technology sessions, I will continue to use that format to introduce new technology applications. Professionally, this will help me grow and become more comfortable with presentations, eventually with a larger group. I think the biggest challenge I will face will be compliance by teachers. I think my best method for research will be to consult with administrators. I think they can provide invaluable information that may not be found in a textbook.
References
Boss, S., Krauss, J. (2007). Real projects in a digital world. Principal Leadership,8(4) pg24
Stansbury, M. (2007). Savvy educators reveal secrets of reform. eSchool News, 10(9), 17.
Willamson, J., & Redish, T. (2009). Iste’s technology facilitation and leadership standards, what every k-12 leader should know and be able to do. (p40). Eugene , OR
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