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Key Concepts:

* majority of people use majority of brain at all times
* neuromyths
* mindfulness and mindset matters
* stereotype threats
* growth mindset

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Technology and learning is extremely important in today's field. EDUC 802 has offered an opportunity for me as a school leader to reflect on where we are "technologically" as a school as well as how are we utilizing the tech that we currently have? From learning about the functions of the brain to being introduced to new technology and apps that I was previously unfamiliar with, I have gained valuable knowledge that is immediately transferable to the school environment.

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DAILY TECHNOLOGY USE

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- Reflection moments
* Stressing the importance of informing students of their own brain capabilities. "How to teach students about the brain."
*Schools have a window of about 20 years to influence the rewiring of students' brains.
*Look more closely at the executive functioning skills that schools can influence the development of :"problem solving, prioritizing, thinking ahead, self-evaluation, long-term planning, calibration of risk and reward, and regulation of emotion."

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Neuroscience
ZONE OF PROXIMAL DISCOMFORT and the YERKES-DODSON curve

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IMMEDIATE APPLICATION of the 14 Essential Conditions for Leveraging Technology - i-Ready Math

1.)   Shared Vision: Houston’s Leadership team is composed of several staff members. Teachers are included on the Leadership Team. Although all teachers are not present during Leadership team meetings, cluster leaders are and provide a voice for the teachers they represent. During our leadership team meetings and ultimately at whole staff professional development, we will provide leadership that sets the stage for a shared vision for next steps regarding the iReady math program.

2.)   Empowered Leaders: Teachers and school leadership will be provided with an opportunity to express their professional opinions and assessments regarding the iReady math program. These suggestions and observations will be discussed during leadership team meetings, 1 on 1 meetings with the principal, grade group meetings, and whole staff professional development. Leadership input is very important and will be the driving force behind implementation of this intervention at Houston.

3.)   Implementation Planning: All stakeholders will follow a timeline coordinated by the school leadership. This timeline will include dates and times for assessment, data review, meetings, and professional development.

4.)   Consistent and Adequate funding: The i-Ready program is to cost at least $14,000 a year. This is the set price for the program itself. Traditionally, these funds have been paid out of the school’s operating budget. We will take a deeper dive into the sustainability of these funding as we look to the future.

5.)   Equitable Access: All students regardless of whether or not they are students with special needs will have access to the program. Each child in grades 3-8 will be provided with a username, password, and direct access to all the resources provided via iReady.

6.)   Skilled Personal: Teacher training will be thoroughly mapped out. This timeline not only includes training, it also includes continuous conversations regarding data, lessons, and differentiating instruction according to student performance.

7.)   Ongoing Professional Learning: Teacher staff and school leadership will be engaged in professional development throughout the year. This training will not only consist of Houston staff but will also be executed by iReady’s staff trainers.

8.)   Technical Support: Houston currently has a position named Technology Teacher Leader. This TTL is responsible with attending professional development which will help her address any “bugs” in the system at our school.

9.)   Curriculum Framework: The iReady program is scripted and paced according to student needs. Each teacher will be trained on the program and familiarized with the scope and sequence of the set program.

10.) Student Centered Learning: Needs and abilities of all learners will be the center of the  conversation regarding iReady roll out at Houston.

11.) Assessment and Evaluation: Assessments for i-Ready begin with diagnostic testing.    Diagnostic testing of i-Ready specifies students’ needs. In addition, once identified, this assessment provides the information necessary for teachers to deliver differentiated and personalized instruction. Due to the uniqueness of each student’s data, every students’ actual performance level will be different. i-Ready provides reports on three (3) distinct levels. These reports are generated to reflect the data on a class, school, and district level. These three reports should help direct decisions regarding student grouping, student pacing, and student progress. In addition and perhaps more importantly, these reports help predict whether students are on track to meet their growth targets or not.

12.) Engaged Communities: Parents and guardians are an important part of the implementation roll out regarding iReady. This important school community members will also have an opportunity to learn more about and help support the program for their child(ren).

13.) Support Policies: Houston’s TTL will work closely with school administration to map out support policies regarding the implementation and engagement of this math intervention.

14.) Supportive External Context: Leaders and stakeholders outside of the school setting will be instrumental in the assessment of the effectiveness of the iReady mathematics program.

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INTRODUCED TO  THE
14 Essential Conditions for Leveraging Technology

1.     Shared Vision

Proactive leadership develops a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents and the community.

2.     Empowered Leaders

Stakeholders at every level are empowered to be leaders in effecting change.

3.     Implementation Planning

All stakeholders follow a systematic plan aligned with a shared vision for school effectiveness and student learning through the infusion of information and communication technology (ICT) and digital learning resources.

4.     Consistent and Adequate Funding

Ongoing funding supports technology infrastructure, personnel, digital resources and staff development.

5.     Equitable Access

All students, teachers, staff and school leaders have robust and reliable connectivity and access to current and emerging technologies and digital resources.

6.     Skilled Personnel

Educators, support staff and other leaders are skilled in the selection and effective use of appropriate ICT resources.

7.     Ongoing Professional Learning

Educators have ongoing access to technology-related professional learning plans and opportunities as well as dedicated time to practice and share ideas.

8.     Technical Support

Educators and students have access to reliable assistance for maintaining, renewing and using ICT and digital learning resources.

9.     Curriculum Framework

Content standards and related digital curriculum resources align with and support digital age learning and work.

10.  Student-Centered Learning

Planning, teaching and assessment all center on the needs and abilities of the students.

11.  Assessment and Evaluation

Teaching, learning, leadership and the use of ICT and digital resources are continually assessed and evaluated.

12.  Engaged Communities

Leaders and educators develop and maintain partnerships and collaboration within the community to support and fund the use of ICT and digital learning resources.

13.  Support Policies

Policies, financial plans, accountability measures and incentive structures support the use of ICT and other digital resources for both learning and district/school operations.

14.  Supportive External Context

Policies and initiatives at the national, regional and local levels support schools and teacher preparation programs in the effective implementation of technology for achieving curriculum and learning technology (ICT) standards.

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Key Terms

Neuromyths - Not substantiated by any scientific facts.

Neurodiversity- refers to variations in the human brain regarding sociability, learning, attention, mood, and other mental functions.

Neuroplasticity- the ability of the brain to form and reorganize synaptic connections, especially in response to learning or experience or following injury.