Alternative PL PLAn: Call to action
Why:
I was a 5th grader in the school I teach in. It was the first school that I attended after coming to the U.S. from El Salvador. It is the school all three of my younger brother attended; it is my community. I returned to this school to impact and provide other students like me with experiences that will show them the world outside of their surroundings and show them that their possibilities are endless. I truly believe that coding, creativity opportunities, virtual reality, and robotics can help prepare students to thrive in their future careers. For these reasons, I want coding and creativity apps to become tools ingrained in our teaching practices. When these tools are used in conjunction with purposeful, active learning practices, we can develop creativity, collaboration, communication, and critical thinking skills.
To do this, we have to provide learning opportunities for teachers different from the current standard. The current professional learning approach is not yielding the needed results. Concepts from our current professional learning opportunities are not being implemented in the classroom; it is superficial. We need to do more; there is always room to grow and to be better. Stepping away from the current approach and adopting an approach that follows the 5 Key Principles of Professional Learning will guarantee better teaching practices and student learning outcomes (Gulamhussein, 2013).
Alternative PL PLAn: OUTLine
How will you foster collaboration and effective modeling?
To support teachers and develop a growth mindset culture, participants will be placed in differentiated groups according to their self-proclaimed level of familiarity with technology and iPads. We will use the following form to make that determination: https://forms.gle/MR5MrorSJHNe2K18A
Collaboration is a key element in the success and implementation of professional learning. Teachers will have opportunities for collaboration during each PL session and outside of the PL session. Session participants will engage from a student perspective, they will work in collaborative groups to complete activities. Physical space can drive collaboration; part of my innovation plan is to designate a school location for teachers to plan and collaborate during their planning period. Currently, everyone spends their planning time in their own classrooms, so designating a place for everyone will help foster collaboration (Coding and Creativity Lab).
How will you foster self-directed learning?
Our first step in creating an environment that fosters self-directed learning is to develop a shared sense of purpose. Consistent collaborative discussion that fosters shared ownership will support self-directed learning. Furthermore, consistent self-evaluation will be important so that we can all reconnect with our purpose and determine our next steps. Teachers will keep a self-reflection keynote journal, "Rose, thorn, bud." They will complete this after every session and be encouraged to share their thoughts with their groups.
Who will lead what sessions?
PL sessions will be led by the 5 teachers on our campus who have been trained through the Apple Community Education Initiative. All five of us at this point will have had at least a year to implement this in our classrooms. We will lead/facilitate differentiated groups according to their level of technical knowledge. We will all facilitate the same concepts at different depths and speeds.
What types of resources are needed?
(Resources are linked and underlined in the outline above.) Phase 1 sessions will be based on the Everyone Can Create teacher guide, and phase 2 sessions will follow the Everyone Can Code 1&2 book. These items will be supported by other apps and resources such as other iPad creativity books, additional coding apps, and coding tools (Spherobolt, GoGoBoard, MicroBit, Tinker). We will establish a foundation, and allow the participants to discover and emphasize on the tool of their interest. As teachers become more knowledgeable in an area, they will be encouraged to lead their own mini-sessions that will allow them to share their findings with other members. Additionally, collaborative discussions will be guided by Mindful School activities and Project Zero Thinking Routines. Sessions will be led through a similar set-up at first, with a guiding Keynote presentation that lays out the main ideas of the activities taking place. Lastly, Phase 3 and 4 will follow the ideas and structure created in my 4DX plan.
References:
Andrews, T. M., Leonard, M. J., Colgrove, C. A., & Kalinowski, S. T. (2011). Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses. CBE Life Sciences Education, 10(4), 394–405. http://doi.org/10.1187/cbe.11-07-0061
Beatty, B. R. (2000). Teachers leading their own professional growth: self-directed reflection and collaboration and changes in perception of self and work in secondary school teachers. Journal of In-Service Education, 26(1), 73–97. http://doi.org/10.1080/13674580000200102
Goodwin, B. (2015). Research Says/Does Teacher Collaboration Promote Teacher Growth? Educational Leadership, 73(4), 82–83. Retrieved from http://www.ascd.org/publications/educational-leadership/dec15/vol73/num04/Does-Teacher-Collaboration-Promote-Teacher-Growth%C2%A2.aspx
Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf
Schoology, H. L. (2017, October 30). SAMR model: A practical guide for Edtech integration. Retrieved March 7, 2021, from https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration
TNTP. (2015). The Mirage: Confronting the Hard Truth About Our Quest for Teacher Development. Retrieved from http://tntp.org/publications/view/evaluation-and-development/the-mirage-confronting-the-truth-about-our-quest-for-teacher-development