Cycle 1 - Creating A Shared Experience
Research Questions
What information is deemed important by the leadership team and the new teachers targeted during research? Subsequently, how can it be applied to a digital curriculum? What supports can be put in place to assist new teachers as they struggle with best practices (pedagogy, classroom management, and instruction)?
The first step of Action Cycle 1 was the collection of data based on the input from the leadership team and new teachers. Once that data was collected it was reviewed, compared to the existing curriculum samples, and ultimately had an influence on the direction of the digital curriculum. Cycle 1 also saw the creation of the “Shared Mentoring Group.”
ARTIFACTS COLLECTED:
EVALUATION:
During Action Cycle 1, success was dependent upon the information received by teachers. Ideally, the data should have matched with the technologies and practices identified early in the creation of the curriculum. Interviews with select members of the leadership team, especially those who could contribute to the curriculum itself, helped to determine how much of the burden of creation was placed upon me as opposed to those I view as “experts” in their fields of study.
Cycle 1 was also evaluated upon the success of forming a “Shared Mentoring” group. This group consisted of three first year teachers, one second year mentoring teacher, and a more senior, expert teacher. This group met synchronously and asynchronously (via online forums) in order to created a shared learning experience. This group also evaluated and tested units within the digital curriculum.
Overall, based upon the initial questions used in discussion and data collection, the group was quick to assemble and share feedback based upon the initial questions used in discussion and data collection. Their responses helped guide the direction with which we implemented the digital curriculum, but also to help narrow the scope of what we wanted to accomplish during our face-to-face and virtual sessions.
What information is deemed important by the leadership team and the new teachers targeted during research? Subsequently, how can it be applied to a digital curriculum? What supports can be put in place to assist new teachers as they struggle with best practices (pedagogy, classroom management, and instruction)?
The first step of Action Cycle 1 was the collection of data based on the input from the leadership team and new teachers. Once that data was collected it was reviewed, compared to the existing curriculum samples, and ultimately had an influence on the direction of the digital curriculum. Cycle 1 also saw the creation of the “Shared Mentoring Group.”
ARTIFACTS COLLECTED:
- Data from leadership team
- Data from new teachers (initial survey and skills assessment)
- Digital curriculum chapters
- Instructional videos
- Product feedback
EVALUATION:
During Action Cycle 1, success was dependent upon the information received by teachers. Ideally, the data should have matched with the technologies and practices identified early in the creation of the curriculum. Interviews with select members of the leadership team, especially those who could contribute to the curriculum itself, helped to determine how much of the burden of creation was placed upon me as opposed to those I view as “experts” in their fields of study.
Cycle 1 was also evaluated upon the success of forming a “Shared Mentoring” group. This group consisted of three first year teachers, one second year mentoring teacher, and a more senior, expert teacher. This group met synchronously and asynchronously (via online forums) in order to created a shared learning experience. This group also evaluated and tested units within the digital curriculum.
Overall, based upon the initial questions used in discussion and data collection, the group was quick to assemble and share feedback based upon the initial questions used in discussion and data collection. Their responses helped guide the direction with which we implemented the digital curriculum, but also to help narrow the scope of what we wanted to accomplish during our face-to-face and virtual sessions.
Shared Mentoring Group
Cycle one helped move the focus away from technology and more towards giving teachers an outlet to express themselves and share best practices. Based on the data I received - both from the leadership and new teachers - it was clear that a support system was needed outside of the sphere of technology. Unsurprisingly, teachers rated themselves highly on technology, but low in terms of an understanding of relevant learning models. In response to this I decided that a mentor group would allow them to create a more social environment for new teachers. Rather than have a typical mentor-mentee relationship I opted for a strategy that reflected Wenger's ideas on Communities of Practice. With this in mind I wanted the new teachers to have a mentor who could relate. The perfect candidate presented herself in the form of a terrific second year teacher who went through the same experience the previous year. To assist in my support for the mentor teacher and new teachers I brought in one of the most experienced blended learning teachers in the country - a veteran teacher and founding member of the school. Together these teachers assisted each other in their own practices by offering advice, or as one member said, "Just hearing that there are other people out there dealing with the same issues." Aside from their own discussions, this group of teachers would also serve as a panel to test out the digital curriculum. Though it had taken a back seat, the digital curriculum would still play a big role in later cycles, and especially with new teachers in coming years.
Skills Assessment
During Cycle 1 a team of teachers was assembled. With the focus on improving the practices of first year teachers, a second year mentoring teacher and a more senior expert teacher were grouped together with the three new teachers. Together they formed a "shared mentoring" group that would meet to share ideas and discuss concerns. Through these shared discussions and experiences they would create an understanding of the appropriate technology and teaching methodology that could then be applied within their classrooms. The data within the chart was then used to drive discussions and help shape the digital curriculum that they would be testing out.
New Teacher Data and Responses
"In terms of understanding blended learning, there are no tools in place to alleviate these concerns." |
Chart: Biggest Concerns for New TeachersDescription: ConcernsTags: Author: PStaeycharts powered by iCharts n = 5
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Leadership Data
This data represents the information obtained through surveys given to those in leadership positions and new teachers at the school.
For all data below: n=6
Chart: Leadership PositionsDescription: Leadership PositionsTags: Author: Staleycharts powered by iCharts |
Chart: Experienced Leadership(School in operation since 2008)Description: LeadershipTags: Author: Staleycharts powered by iCharts |
Chart: Challenges facing implemention of techDescription: ChallengesTags: Author: Staleycharts powered by iCharts |
Chart: Challenges facing new teachersDescription: Challenges facing new teachersTags: Author: Staleycharts powered by iCharts |