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Ibis PBL Powerpoint

Ibis PBL Powerpoint. Gail, Gerline, Lauren, and Kelly. Introduction. Hickory Ridge High School has a technology reform in place Urban school of 1800 students 15 computers per classroom New teachers well versed with technology Hesitant principal

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Ibis PBL Powerpoint

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  1. Ibis PBL Powerpoint Gail, Gerline, Lauren, and Kelly

  2. Introduction • Hickory Ridge High School has a technology reform in place • Urban school of 1800 students • 15 computers per classroom • New teachers well versed with technology • Hesitant principal • What needs to happen to have an effective technology reform?

  3. The Problem • Principal O’Connor lacks motivation for change and is not being respected by his staff • Technology is not being utilized • Teachers are not working cohesively for the benefit of student learning

  4. The Challenge • Motivating Principal O’Connor • Principal O’Connor earning the respect of his staff • Empowering staff • Providing support for his staff • Creating an environment that promotes change and collaboration

  5. Understanding The Reform • Principal O’Connor must understand the reform • Research reforms • Study data that supports technology programs as a tool to enhance student learning • Become familiar with technology programs that will be implemented in the classrooms at Hickory Ridge • McEwan (2003) Principal’s as “change masters” know that to lead change, they need to change.”

  6. Principal O’Connor Must Gain The Respect of His Staff • Principal O’Connor must have the respect of the staff at Hickory Ridge High School in order for the technology reform to flourish.

  7. Effective Communicator • Principal O’Connor must be an effective communicator • Research and data • His continual learning • Eagerness and mission • Support for staff • Developing effective means for teachers to communicate with one another • Maintaining open and effective lines of communication with staff • Marzano, Waters, McNulty (2005). Good communication is a critical feature of any endeavor in which people work in close proximity for a common purpose.

  8. Empower Teachers • Utilize and value the staff and their skills • Seasoned teachers • Deep understanding of thecurriculum • 27 new teachers • Technology skills • Whitaker (2003) Effective Principals get teachers to be more excited about teaching tomorrow than they were today.

  9. Support For Staff • Principal O’Connor must device a plan and support for his staff • Open Forum for teachers to share concerns and ideas • Professional Development • Professional Learning Communities McEwan, E. (2003). 10 Traits of highly effective principals: From good to great performance. Thousand Oaks: California.

  10. Professional Learning Communities • Teachers can work together to analyze student progress, best practices, and plan together • Utilize the knowledge and skill of the new teachers to aid the seasoned teachers advancement in technology • Likewise, utilize the seasoned teachers knowledge of the subject matter to strengthen the instruction • Teacher Leaders

  11. Building Leadership Capacity Coach staff members in the inquiry process Linda Lambert defines leadership as “reciprocal purposeful learning in a community.” Lambert, L. (2003). Leadership Capacity for Lasting School Improvement. Virginia: Association for Supervision and Curriculum Development.

  12. Guidelines for Participation Set community norms Use skilled facilitators Develop a focused agenda Distribute responsibility Examination of evidence Lambert, L. (2003). Leadership Capacity for Lasting School Improvement. Virginia: Association for Supervision and Curriculum Development.

  13. Setting Community Norms Be respectful Use effective listening Engage in dialogue Decision making Designating responsibilities Lambert, L. (2003). Leadership Capacity for Lasting School Improvement. Virginia: Association for Supervision and Curriculum Development.

  14. Four Keys to Effective Listening Hear Interpret Evaluate Respond Bone, D. (1988). The Business of Listening: A Practical Guide of Effective Listening. Maryland: Crisp Publications.

  15. The Personality Compass North South East West Turner, D. and Greco, T. (2001). The Personality Compass: A New Way to Understand People. London: HarperCollins Publishers.

  16. Skilled Facilitator Surfaces ideas about current beliefs/practices Generates new ideas Participate in dialogue Reframe actions/plans to incorporate new knowledge Lambert, L. (2003). Leadership Capacity for Lasting School Improvement. Virginia: Association for Supervision and Curriculum Development.

  17. Setting agendas Should be made before meeting Include desired outcomes, processes, responsibilities Allow time for dialogue, inquiry, action, reflection Lambert, L. (2003). Leadership Capacity for Lasting School Improvement. Virginia: Association for Supervision and Curriculum Development.

  18. Distributing Responsibilities Facilitator Recorder Process observer Lambert, L. (2003). Leadership Capacity for Lasting School Improvement. Virginia: Association for Supervision and Curriculum Development.

  19. Examine Evidence Transpose the problem into a question Use inquiry skills Collect evidence Participate in dialogue Pose questions from dialogue Reflect on findings Lambert, L. (2003). Leadership Capacity for Lasting School Improvement. Virginia: Association for Supervision and Curriculum Development.

  20. Administrator .Provide Resources.Establish Team Leaders.Community Involvement

  21. Parents .Learning Encouragement.Parent Workshops.Students have rights

  22. Data .Record quantitative and qualitative data.Surveys.Empowerment

  23. Teachers .Policy development.Empowerment.Teacher appreciation

  24. Research States .Woman vs. Men.Community Involvement.Able to obtain resources

  25. Foundation .Collaboration among employees.Positive atmosphere.Good judge of character

  26. Site Based Management .Administrative role.Quality teachers are essential for a successful school.Bottom-up approach

  27. Mega Skills .Employees should have a good attitude.Teachers should take pride in their work.Principals should have confidence

  28. Approaches to Change • Routine • Strategic • Transformative Baer, L.L., Duin, A.H., & Ramaley, J.A. (2008). Smart change. Planning for Higher Education, 36, 4-16

  29. Routine Change • Using well-practiced approaches to familiar problems • Current practice at Hickory Ridge not resulting in success • Technology reform will change the culture of the school and how teacher instruct and assess Baer, L.L., Duin, A.H., & Ramaley, J.A. (2008). Smart change.Planning for Higher Education, 36, 4-16

  30. Strategic Change • Planned out approaches • Involves design and reengineering to improve quality of activities or outcomes. • Done primarily by administration & incremental • Strategic change helps identify problems but people do not feel personally responsible. Baer, L.L., Duin, A.H., & Ramaley, J.A. (2008). Smart change.Planning for Higher Education, 36, 4-16

  31. Transformative Change • Focuses on application of adaptive expertise to emerging challenges. • Employs shared leadership, integrative engagement, and transformative goals Baer, L.L., Duin, A.H., & Ramaley, J.A. (2008). Smart change.Planning for Higher Education, 36, 4-16

  32. Transformative… • This changes calls for people to work together • Anyone can be a change agent • Approach fits the PLC school environment model Baer, L.L., Duin, A.H., & Ramaley, J.A. (2008). Smart change.Planning for Higher Education, 36, 4-16

  33. Design Design A well thought-out course of action put into place to produce a desired outcome. Encourage design Begin by involving staff Develop leadership teams, Curriculum teams, and a technology team, levels of power

  34. Design cont… • According to Baer, Duin and Ramaley (2008) “for shared leadership to be successful, there must be a balance of power, shared purpose and goals, shared responsibility for the work, respect for each person, and a willingness to work together closely on complex, real-world situations”. Baer, L.L., Duin, A.H., & Ramaley, J.A. (2008). Smart change. Planning for Higher Education, 36, 4-16

  35. Design… • Traditional form of design • Focus on topic • Use of particular resource • Choose specific instructional methods

  36. Design… • Backward Design • Begin with the end in mind Identify desired results Determine acceptable evidence Plan learning experiences and instruction McTighe, J. & Wiggins, G. (2008) Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

  37. Short-Term Design Goal • Allow teachers to create a form of assessment to ascertain how effectively and creatively a student uses technology

  38. Long-Term Design Goal • Establish and Reaffirm teamwork • Teachers continue to work cooperatively • Share ideas, successes and failures in using specific forms of technology

  39. Experimentation • Greater experimentation entails the opportunity to engage in questioning and testing resources

  40. Road Blocks • Rigid academic structure • Lack of teacher autonomy • Lack of trust in teachers

  41. Effects • Lose of passion • Lack of innovation • Low teacher morale • Low student achievement

  42. New View on Experimentation • View teachers as co-laborers instead of subordinates • Greater trust in teacher professional judgment • Experimentation becomes necessary function of the school community for it to change and improve

  43. Starting Point • Opportunity to use technology in a variety of ways • Teacher empowerment • Increased level of engagement

  44. Creative Implementation • ePals • communicating with students across the globe through email and blogs • Connect with one of many classrooms around the world to create a collaborative learning experience • learn the similarities and differences in culture

  45. ePals… • Foreign language teachers • Teachers post profiles • Chat with other teachers • Currently 130,000 profiles (classrooms) and continue to add several thousand new profiles each month • 136 different languages • Free program

  46. Benefits of ePals • Access to tools that help save"prep" time • Exposure to successfully implemented programs, as well as the framework for replicating them • Opportunity to provide authentic learning experiences for your students • Example: Connect with classroom in the rain forest while you study the rain forest

  47. Short term Goal Use technology to retrieve valuable data in order to analyze and monitor academic progress

  48. Long-term goal Implement technology as part of a student’s final assessment in the content areas.

  49. Risk-Taking • Risk-taking does not equate poor quality • Teachers can pick specified number of lessons per week in which they use a specific form technology over a period of time • Report their findings to the rest of the faculty or grade level team

  50. Short- Term goal Allowing teachers to use three forms of technology of their choice over the course of the year to enhance instruction.

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