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Leading Online

Leading Online. An Autoethnography on Facilitating an Instructional F ocus on Student Learning. Sally A. Lancaster May 2, 2011. Context. Growth of Online Learning Inconsistent quality measures Teaching metrics focus on online class management not instruction

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Leading Online

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  1. Leading Online An Autoethnography on Facilitating an Instructional Focus on Student Learning Sally A. Lancaster May 2, 2011

  2. Context • Growth of Online Learning • Inconsistent quality measures • Teaching metrics focus on online class management not instruction • Best practices tend to focus on metrics

  3. Problem • Monthly staff meetings and discussions lack energizing discussions about student learning. Instead, they focus on the details and mechanics of teaching an online course. • Percentages not standards

  4. Socio-technical theoretical framework • Tavistock Institute: Social and technical components directly correlate to produce a given goal state. • Balance of human needs and technical needs

  5. Application of socio-technical theoretical framework • Look at balance of human needs versus technical demands in the system. • Look through lens of all three level proposed by Trist (1980) • Primary – Classroom (Human resources frame) • Whole organization – School (Structural frame) • Macro-Social system – District/State Context (Political frame)

  6. Anticipated research questions • As a leader of an online high school, how can I facilitate teacher engagement in analyzing courses to ensure student success? • What does online learning look like when teachers identify and implement best practices in the online setting? • As a leader, how can I work with teachers to shift the discussion about online learning from an emphasis on teacher metrics to a focus on student-centered learning? • How do teachers effectively utilize the technology to manage the workload while focusing their personal resources on the important task of ensuring learning?

  7. Key research • Martin Mueller Testimony • Nelson 2009, 2010 • Tallent-Runnels 2006 • Kopcha 2008 • Portin, Feldman and Knapp 2006

  8. Methodology • Analytic Autoethnography • Designed to study self-reflection in daily praxis • Story behind data • Ellis and Bochner, Muncey, Chang and Anderson

  9. Autoethnography: A triadic model - Ellis and Bochner (2000)

  10. Anderson’s five elements • Complete member researcher • Analytic reflexivity • Narrative visibility of the researcher’s self • Dialogue with informants beyond the self • Commitment to theoretical analysis

  11. Setting • Everett School District • OnlineHS • 7 Teachers, 1 Support Staff, 1 Principal • # Classes • Contractual Agreement • Success Rate • Political Context

  12. Anticipated Methods for Data Collection • Daily journal • Thoughts, reactions, perceptions, use of time, political context • Meeting agenda items • Meeting notes • Reflections of teachers

  13. Positionality • Supervisor: Reflexive role alleviates power differential • Beliefs about online learning • Ownership by virtue of developing the program

  14. Anticipated Outcomes • Provide insights into one leaders successes and challenges with developing a high quality online program. • Contribute to growing body of knowledge of online learning. • Increase knowledge of the importance of instructional leadership in this new arena.

  15. Questions?

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