1.     Identify Coaching Session Video 

2.     Learn Coaching Session Video 

3.     Improve Coaching Session Video

 Part 2: A reflection on the experience of participating in the PLNs during the semester. This reflection could be a written reflection paper, a video reflection, or other multimedia reflection.

 Part 3: A detailed plan for building possible local learning networks to promote professional learning in the department, grade level, or school.

·  Students will develop and implement a lesson plan using at least 3 of the Digital Tools presented in the online modules. 

·  Students will use the lesson plan template provided by their instructor with the required components. 

·  Assessment tools, which include rubrics and/or checklists and teacher-created assessments, must be submitted as well. 

·  Students will then create a brief (5-minute limit) ScreenCast presentation of the lesson, which includes 

o   a demonstration of the 3 tools and their use, to share with the class; 

o   the implementation process with a reflection on the challenges and opportunities that occurred;

o   how the lesson could be improved in the future. 

·       Principles: Candidates will 1) communicate what personalized learning principles/philosophies/professional standards they address 2) using reputable sources. 

·       Strategies: Candidates will 1) choose classroom strategies 2) aligned with personalized learning principles/philosophies/standards 3) based on evaluation of strengths and weaknesses of various classroom strategies informed by research.  

·       Technologies: Candidates will 1) choose reputable technology tools 2) based on evaluation of the strengths and weaknesses of various options and 3) articulate a plan of how they will facilitate personalized learning using each of the technology tools to help P-12 learners in achieving unique and specific learning goals. 

 

In total, you will prepare 10 reflective responses about your short weekly projects, module readings, and other topics that pertain to creating with emerging technologies. Each response is approximately 500 words of text or other multimedia of equivalent length. This digital journal is probably the most important artifact that you will be creating as part of this course. As such, it should reflect everything about what you are learning and doing as part of this course.

 

These projects can take different forms, but must focus on (a) creating learning opportunities that challenge students to use a design process and/or computational thinking to innovate and solve problems. (PSC 6.3/ISTE-E 6c), and (b) modeling and nurturing students’ creativity and creative expression to communicate ideas, knowledge or connections. (PSC 6.4/ISTE-E 6d). 

 

This project will have five milestones (40 points each) throughout the semester to work through the processes empathizing, defining, ideating, prototyping, and testing before implementing the project in either a formal or informal learning environment. We will be working on this project for the entire semester, but your implementation will take during the second half of the course.

 

Additionally, you will be sharing and reflecting on your project through the creation of a final report, including a 8-to-10 minutes screencast or video. 

a. Overview: In this section, briefly describe how your school’s data team(s) can use data to measure meaningful progress toward realization of your school’s vision (i.e. benchmarking progress toward SIP goals, etc.)

b. Purpose & Roles - Describe the overall purpose of the Data Team(s). List the specific roles of the Data Team(s). 

c. Data Team Formation, Rationale & School Structures - Describe how the data team(s) will be formed and the process used to select the members. Provide a rationale for the team’s composition (Why did you select who you selected?).  If you selected a pre-existing team, provide a rationale for why. Since the current job responsibilities of team members may impact teamwork, describe existing school structures that will become venues for data discussions (i.e., early release days), and identify any new structures that may be needed to create a schedule allowing for collaborative work. In other words, how will you make time for the data team to engage in collaborative inquiry?

d. Decision-Making Authority - Explain the decision-making authority of the Data Team(s). In other words, can the team decide to implement interventions to address student-learning problems or are they responsible for recommendations to someone else for that decision?

e. Outreach Plan – The success or failure of collaborative inquiry rests on the commitment and support of key stakeholders. Create an Outreach Plan describing the various audiences you will reach out to and how you will work with them in order to build “buy-in” and support for your school’s data initiative. 

 Your story should align with the mission of the school, the school’s improvement plan (SIP), and/or learning initiatives with your school/district. In addition to standardized test scores, you can use benchmark tests, national test, or formative assessments to support and inform your data overview. Please include three (3) years of longitudinal data for comparison—particularly when using the demographic data to show how the student population has changed in various subgroups. Be sure to include your school's transiency rate, if available.

 The overview should be persuasive, well organized, and include relevant graphic displays such as pie charts, bar charts, and/or line graphs. Make sure all charts and graphs have titles, legends, and include the number of students reported (N=34). The key thing to remember is to make your graphic displays easy to read for your audience. Make sure there is no way of identifying any individual student in the presentation. Keep in mind the lessons you have learned in this class about analyzing and presenting data and what not to do with data.  

 Ultimately, the findings of your data analysis in the overview will direct your action plans. The overview should be a concise summary of results that guide the audience to understand the current state of achievement in your school and consider the issues that are illuminated in the data.  

 Finally, candidates will use the findings of the data overview to guide progress and communicate with students, parents and education stakeholders to build student self-direction. 

The project should meet the following criteria: 

·     Involves students for 10 or more hours of guided instruction, collaborative, and/or independent work.

·     Models appropriate and innovative uses of technology to engage students in (1) local or global collaboration with others, (3) self-directed learning, (4) higher-order thinking, and (5) culturally responsive, authentic, meaningful learning tasks.

·     Aligns to required content standards in one or more subjects 

·     Aligns to required student technology standards (District, State, and/or ISTE-Student technology standards)

·     Includes list of instructional resources needed to implement the learning experience, including technology. 

This project will be completed in three phases, as follows: 

·     Engaged Learning Project Idea

·     Engaged Learning Project Draft

·     Final Engaged Learning Project

 Candidates will provide coaching response to peers Engaged Learning idea (25 points), draft (25 points), and final projects (25 points).

Create an action plan to address one of the weaknesses presented in the Data Overview (see Exhibits 6.4 and 6.5 on pp. 145-146 in the Data Wise text and Table 7.2 on p. 313 in Data Coach’s Guide). Describe how you would communicate these findings with students, parents, other teachers and stakeholders. Also, consider any data from your school’s improvement plan review, if applicable, in the development of your action plan.  Use the template provided by your professor.

b.  Part II

Create a comprehensive Data Coach’s action plan outlining each step you would take to launch a data initiative in your school. You will need to review all the tasks laid out in the Data Coach’s Guide and decide which activities you will implement with your data team during the first year of implementation. Use the template provided by your professor.