Reflective Blogging Assignment #2

The change in the "high stakes" test has left most high school educators with some anxiety.  Many still do not now enough of the details of the new Smarter Balance Assessment to make any sense of it.  However, we do need to realize that the look and feel of the test will change in two years time.

The difficulty lies in the types of changes that could occur in the new assessment.  It is really difficult to imagine that the college test (the ACT) could completely go away.  With the amount of money that is involved and the importance of taking a test that is so important to the entrance and admission into colleges and universities, it is difficult to imagine that this part of the state assessment would not be a part of the grand scheme.

In the meantime, it is important to make certain that we are continually adjusting the process of administering our educational assessment and preparation.  The first is making sure that our current students are prepared to be successful on the current test.  Preparing them for the content, skills, and test taking strategies are all part of the current focus and priorities.

Educators will have to continue to prepare our kids for the ACT/MME.  Meanwhile, it is also important for our schools to also prepare our students for new skills that are needed to be productive in our society.  From inquiry based learning to communication to group effectiveness to attitude and applied skills, our schools have the responsibility to make a huge impact on a students life away from academia.  Whatever the new high stakes test looks like, our educators are preparing our kids for their future.  

So, what we are currently doing is flying the plane and fixing it at the same time.  What I mean by that is, we are constantly preparing our students for the current expectations and trying to be forward thinking enough to help them be prepared for the future.  

Our teachers have been balancing these responsibilities forever.  The balance for test preparedness is the same as our conversations regarding technology.  The question lies in the priority and direction of your goals and expectations set in the school improvement plan.  Your school will determine the focus of the priorities and the balance lies in the detailed plans of the teacher in the classroom. Embedded technology, clear content expectations, student skill development, and proper assessment with quality feedback should prepare students for any test that they face.

The success of inquiry based learning is based on a consistent level of expectations from the teacher to the student.  Inquiry based learning is predicated on a style of learning and facilitation of active strategies.  This is very different from the typical "stand and deliver".  So, you are talking about skills that both teacher and student must have to make this a successful endeavor.  Classroom management, facilitation skills, proper questioning, and ability to move the inquiry in a positive direction are key skills for the teacher.

Also, because the teacher is going deeper with the level of thinking and content, everything cannot be important.  Content standards need to be reduced or adjusted to make certain there is time to get the depth of knowledge the teacher seeks and students understand before pressing on.

The students need to have developed the concept of being in this type of learning environment.  For a student new to this type of learning after years of "stand and deliver" would be a huge learning curve for any student.  Patience for both student and teacher would have to be at the highest level to maintain control of the classroom environment.  Problem solving, group effectiveness, personal management, self esteem and motivation, knowing how to learn, are all  very important skills for our students to have in order to have success.

Technology is only a strategy and tool for any type of teaching and learning.  Technology plays a part only when all participants understand the importance of roles and responsibilities.  In taking the example of the 5E model, technology could be a part of the process or a tool used in any of the phases if appropriate to the lesson.

In all of our learning, we know that technology is important if used in an efficient and useful way.  Placing technology in a lesson to add filler or "just because" leads to using this tool for the wrong reasons.  

Reflective Blogging Assignment #1

Three years ago, the GRPS district applied for an MDE School Improvement Grant.  The grant provided funds to hire supplemental staff, purchase materials, and make technological improvements within the school. In the Spring of 2012, Union High School began the journey of purchasing technology to the tune of $1.8 million.  

In conjunction with the purchase, the school community (teachers, administrators, and district) had to put a plan together to ensure the proper use of the tools and how training would be implemented throughout the school year.  Several documents were created to assist in the implementation of the new technology purchases.  The links to the documents below created policies and procedures to create the environment conducive to learning and maintaining the substantial investment.

Professional Development
Student Guidelines
Teacher Expectations

In each of the plans, it was important to make certain that procedures were in place and were consistent across the board.  Including, documenting ongoing professional development of the teaching staff that was clear and planned.  We used a portion of the funds to hire a staff person in charge of the maintenance, professional development, and classroom implementation.   Even with a staff person overseeing this endeavor, there are still many obstacles to overcome in implementing technology in the classroom on a daily basis. 

One of the agreements, with the teachers and administration prior to the purchase, was that technology would be used as often as possible and the teaching staff would attend ongoing professional development.  It has now been a month into the 2012-13 school year, and many of the initial maintenance issues are behind us.  Now, the main focus will be how technology is being used in the classroom.  It took us a month to get things settled and we are still not quite there yet, but it's time to get into the classroom to see how the students are adapting to the technology.

Classroom and technology walk throughs will begin along with observations.  Walk throughs are much less time consuming and focus on a specific part of the lesson or teaching tool.  Observations will allow us to see if the technology is embedded or just being used at a presentations level or somewhere in between.

Evaluating the success of the technology depends on the outcome and expectations of the specific unit, lesson, or period of time students utilize the tools.  Especially in the infant stages of our technology journey, teachers will need to have an "experience" time.  The teachers will have the opportunity to start slowly and get used to the equipment or web tool or program.  The priority and the process is the content, the delivery, how students react and retain, and the results.

There is an art and science to teaching, and how the teacher maintains this balance will be a key factor in the success.  If technology is embedded and implemented on a daily basis, I have to assume that the teacher is comfortable and has the knowledge/experience to make this a part of the process. The sooner the teacher feels comfortable implementing technology, the better for the students.  It all depends on the comfort level of the teacher.  The expectation is that this becomes common practice and embedded in the "normal" instructional delivery and student work.

Currently, the Union High School Facebook page shows many successes in technology.
http://www.facebook.com/pages/Union-Red-Hawks-GR/187032714709560?fref=ts
Throughout the course of the year, we will be documenting our strengths as well as our challenges.  Unfortunately, we will lose our technology director next year and will have to rely on the growth and learning of our teaching staff throughout the year, as well as a transition plan to spread the work and responsibility across to all staff.
  
To summarize, documents have been submitted and conversation has been ongoing to prepare our school with a technology plan for the year.  Including, teacher and student expectations along with ongoing planned PD.  A technology director is in place to maintain and ensure proper process for implementing technology in the classroom.  We have documented successes through Facebook with clips from students using iPads, Edmodo, and other technology.  Technology walk throughs will occur throughout the year documenting challenges and positives moving the school forward.  Finally, we will have a sustainability and transition plan as we move to a new school year.