I am sharing my suggestions for Technology Priorities at Licking Heights High School through
VOICE THREAD at the URL listed below. I have also sent an invitation email


ed.voicethread.com/share/927062/

Technology As An Essential Component of Curriculum Development

The written, taught and tested curriculum in a school needs to be aligned for the most effective teaching and learning. For technology to be part of that curriculum it needs to be supported by essential conditions and it needs to support the curriculum that may be based on state or national standards. Since technology is part of all grade levels across the curriculum either a separate guide or section embedded within each level and/or subject that includes the Essential Conditions, NETS for Students and Student Profiles in grades K-12 should also be included. Part of that technology should include a district philosophy statement that supports the essential conditions and use of technology for 21st century learning. NETS for both teachers and administrators should accompany the philosophy statement to give direction to the initiative. Just like all parts of the curriculum this should be acted on and signed by the board of education so that direction is officially given for the administrators to allocate resources to the initiative. The district Technology Plan should reflect the essential conditions and be included as part of the section or guide so that all stakeholders can participate in and be familiar with that plan. the technology plan and NETS should work together to bring about greater integration and use of technology in the district.

Specifics as to how to implement the NETS for students would be part of teacher planning, however, resources should be listed in the guide that would align to the student profile per grade level. As in the use of standards, the expectation should be that teachers use the NETS for students and accompanying grade level profiles in the classroom and collaborate with other teachers. Staff Development should also be provided to make teachers familiar with resources. For example, the first part of the 9-12 student profile related to NETS Standard 1 is that students create a game (on the computer, online). Resources such as ETOYS could be listed along with others and then a staff in service on how to effectively use the resource to enhance subject matter and increase student achievement through technology use could be scheduled.
This integration into curriculum planning may take time but will help to embed the technology across the curriculum.

Another effective use of technology as part of curriculum planning is in differentiated instruction. In fact, technology can make it easier to provide specific and focused learning tools as students are assessed for their strengths and starting point in the curriculum. Universal Design for Learning provides a framework for individualizing (instruction) learning in a standards-based environment through flexible pedagogy and tools. UDL is a way of presenting the curriculum to meet the needs of all students including presentation of content, expression by students and engagement of the students. This differentiated instruction allows for a variety of learning styles, ability levels and optional tasks.

Presentation of content might include use of digital books; websites; multi media presentation formats; and specific software programs. Allowing for a variety of ways for students to express ideas could include use of online graphic organizers; speech to text options; cooperative and collaborative student learning using wiki, blogging and google docs. Student engagement might be facilitated in the UDL model through interactive software; recorded books; adjustable level textbooks online; visual graphics; and student developed online games.

UDL works simultaneously with integration of technology in curriculum planning. As teachers set clear goals for instruction by using curriculum planning, individualize instruction for all students using technology tools designed for specific purposes and assess progress, the focus of the classroom will become aligned with learning and higher achievement for all students.

The Purpose of School, what subjects should be taught and how students learn:

I believe that schools should teach basic skills such as reading, writing and basic math for mastery in introductory classes and then begin to incorporate the process of learning, allowing students to create knowledge in a way that is meaningful to them (constructivism). As schools use this blended format it will mean using mastery and organic curriculum approaches (Glatthorn, p. 28) with both structure and student-led learning processes. I have come to this belief through experiences as a parent, teacher and administrator. I will always remember a comment made by a student who had returned to the high school where I was teaching to tell me of his new college experiences. I posed the question, "What is the major difference between high school and college?" He replied, "In college they teach how to learn and to think and then allow us to reflect on our ideas in a discussion format." I wondered why we could not do this in other grades and why a student needed to wait until college to engage in the process of learning.

I also believe that the teacher plays a major role in the learning process in any environment and in both the mastery and organic curriculums. In the mastery curriculum the teacher can help students to understand their learning style and what they need to focus attention on. The teacher could provide different ways of learning the most difficult concepts. In the organic- student-led environment the teacher could facilitate, mentor and pose questions as students construct their own knowledge using the basic concepts learned in the mastery curriculum.
My vision of the learning process then, is clearly described by Burrello in Educating All Students Together which states that "the role students take in learning changes in learner centered schools." (p. 39) So does the role of the teacher change in this new blended curriculum. "Teachers can no longer be expected to work in private They need time to collaborate and share what is expected of them and their students." (p. 40)

Regarding what is to be taught in the school, I believe that basic knowledge and values, although determined by society, community and families are more similar than different throughout the country and even the world. Many school vision and mission statements refer to students becoming productive and successful members of society. This usually means the ability to read and write and today the ability to use technology tools and communicate globally. Communities usually decide how the school will operate, what norms and culture is expected. Some communities are more visionary than others. I believe that society needs to help students to become part of the journey to construct their own knowledge using processes that will become part of their life-long repertoire and move them into the arena of life-long learners.
Since these are my beliefs and I have actually seen this process work successfully, I have invited myself into an environment with a principal that has the same beliefs. I have extended my internship into a high school environment that reflects both the mastery and student constructed learning processes. There, I observe and work in a congruent environment. In the online environment, where curriculum is purchased, I skewed it to include my values and beliefs so that my work could demonstrate my beliefs. Even thought that attempt was successful, it was also difficult.

Students need to be an integral part of their own learning process. They need to master necessary skills and to be held accountable for those while also engaging in the process of constructing meaningful knowledge using tools and technologies that create a 21st Century learning organization.

Reflection on Supervisory Skills: Post Observation Conference Video

I would like to reflect on several aspects of the post observation conference that I assessed using the video of the teacher and myself. Video taping allows me to see how the actual conference may have looked to the teacher. In this way I can determine supervisory skills that are strengths and those that need improvement so that in the future I can be more effective in helping teachers.

I felt that the conference environment was comfortable and private. We sat in my office with chairs that faced each other and there were no interruptions during the conference. I decided not to sit behind the desk as it seemed too formal. I wanted to make sure that the intent of this observation was not evaluation and that the teacher felt supported and comfortable discussing the lesson. The teacher had some notes and frequently leaned forward, which indicated to me that she was both comfortable and felt she could share openly. Although we were both aware of the video, I thought the eye contact was good most of the time. I noticed that I often nodded in agreement and smiled. I felt that this was good non verbal feedback while the teacher was explaining. I did use um and other transition words at first, however, as the conference moved forward I used them less frequently. I was concerned about my voice tone being instructional however, as I listened I was glad to hear that I did sound supportive. Something I would like to work on is more eye contact when the teacher talks. I noticed that I looked down at my notes and questions and felt I should have been looking as I was listening. Overall the conference tone was very positive and the environment supportive.

It is important to know now that I observed the teacher in a virtual environment on Elluminate.
Elluminate is the interactive classroom for the virtual environment. Although some areas of observation may change from that of a traditional classroom, most remain the same or very similar.

The conference was collaborative. As the conference moved forward we discussed strategies that she used in the lesson and concerns for improvement. Prior to this lesson we had discussed several things that the teacher wanted to focus on including: a specific student, learning styles, and attendance and participation. We had also spoken in the pre-observation conference about the learning styles of the students and ways the teacher was currently addressing those. I used several questions to guide the format of the conference at this point- In what ways do you think the lesson was successful? How did you know the students understood what you were teaching? What evidence-based strategies did you use? If you were to do this lesson over is there anything you would do differently? I thought these questions moved the conference in the right direction and allowed the teacher to comment and me to reflect on her comments. I did make some suggestions and I thought they were constructive and clear and waited for her reaction. There are two areas where I needed to be more focused and specific. I needed to discuss the student that the teacher asked me to observe and in addition mention and note the data that I collected in the observation. Although I didn't feel that it affected the outcome in this case, it could be important in another observation. I did collect data on attendance as that and participation were one of her concerns. She had 7 total students out of 30 attend. This is a low number and it is also an overall school problem. I did let her know that and suggested that she set up an incentive program that I could help her with . I suggested that she could observe another math teacher in Elluminate to get some ideas that she could use regarding manipulatives on the whiteboard online. I also mentioned that we could meet as a vertical team (subject matter specific in all grades K-6) to share ideas to facilitate that in case she does not know some of the other teachers at different grade levels yet.

As I mentioned previously, the conference was collaborative. My predominant style is collaborative and at times, non directive. I spent most of the time in this conference asking questions, listening, clarifying, reflecting, encouraging and reinforcing. I felt the teacher responded well to this style even though she is a first year teacher in a virtual environment. I was very specific in asking her how I could help her and in suggesting that she observe another teacher who is using the manipulatives that she mentioned. This was an area that took time for her and this is a way she could use the experience of another team member to her advantage.
I felt after watching that I complimented her and gave positive feedback.

I came away from the conference with a list of things that I could do or initiate to help her and after viewing the video felt that the conference was positive and helpful to her. One thing that I would like to do is to send a quick online survey to make sure that my observations on her feelings are correct and if she had thought of other things it would give me a chance to address those in another observation. She is a very competent teacher who is adjusting to the online environment.

Individual Reflection on Classroom Arrangements Observed

I observed at Licking Heights High School where I am working with a mentor in a traditional setting since my school is a virtual school. I will comment on the virtual classroom after reviewing some observations on classroom arrangements in the traditional school. At Licking Heights there were a variety of room arrangements and interestingly they varied by subject and department as well as by teacher.

The most unique arrangements were in non-core subject classes (electives) such as art, music,
drama, career preparation and literature. Some of the unique arrangements included clusters,
large squares, round tables, and a whole large group table. Common arrangements included rows and variations of rows. In comparison, all of the arrangements that were most unique appeared to be arranged specifically to facilitate student interaction and problem-based learning. The common arrangements, on the other hand, were more conducive to direct instruction and were most prevalent in subjects like math.

It became apparent that teachers arranged their rooms to facilitate the type of instruction they use most often. One of the most unusual designs was a large square whole group arrangement where the teacher was part of the arrangement and did not use the "teacher desk". This arrangement could facilitate the teacher being part of the group or team. Many of the cluster or
group arrangements would facilitate any cooperative or group project-based learning.

Traffic patterns around seating arrangements were tighter in classrooms where rows were used.
Teachers could walk more freely and circulate more easily in classrooms with group arranged seating. Sometimes it appeared to be difficult though, for a teacher in some group arrangements to find a seat and spend time specifically with the group rather than just circulating.

In all classes except in the computer lab the computers were separated from the actual seating arrangement. One teacher used laptops in the room with the class. I would like to see laptops available to all students in the classroom at their seats to facilitate instruction. These could be stored in carts within the room if the infrastructure would allow. The computer lab was arranged with tables in rows.

A supervisor doing an observation or a classroom walk through could tell the kind of instruction used most frequently by the teacher based on the classroom arrangement. As in the case studies from Vanderbilt, the supervisor might also observe and make suggestions on classroom management and student behavior based on the room arrangement.(http://ins.peabody.vanderbilt.edu).

Walking through the school would help someone planning for staff development to know the kind of instruction most teachers in the school use and some of the unique and innovative kinds of instruction that might be happening. It might even lead to having predetermined groups with some teachers still using rows combined with teachers that use group or innovative settings to share ideas at professional development.

I wanted to comment on the virtual classroom. Although there is no way to observe seating, the virtual classroom can be "viewed" . The virtual classrooms that we have at VCS Ohio Elementary have learning centers in math, reading, science, social studies and K-3 in daily skills. These centers might be visualized as being all around the "room" with students visiting them individually. Students "sit" together in groups that might be in the center of the room. The groups are fluid and include whole large group and small group (differentiated by learning style, progress, interests, or remediation needed) Although there is no actual classroom arrangement it is still possible by visiting a teachers learning centers and elluminates to tell what style of instruction they prefer and use most frequently.

School Culture- School Reform and Effective Leadership

There are some factors, one is school culture, that can either support or sabotage school reform efforts. Teachers, students and the school community both influence and are influenced by school culture. School culture refers to the belief systems, values and meanings embedded in the history of the school. I think of culture as the unspoken rules of the organization. School culture reflects local community culture and their beliefs and values also. When discussing school reform and improvement Fullen says that factors affecting implementation, "form a system of variables that interact to determine success or failure" (Fullen, pg. 67).

A positive school culture that includes specific norms can be a bridge to implementation of school reform efforts. In the Journal of Staff Development, the Insight article on Culture states, "(But) without a culture that supports and values (these) structural changes, (these) reforms can fail" (pg. 15). There are then, specific and particular norms that facilitate school reform efforts including a shared vision; collegiality; high expectations of staff and students; trust; support; recognition; a caring environment; celebration; and humor. (SELD-School Context, pg. 8)
Encouraging these norms is important in leading a change movement. These factors are also ones that I have heard over and over as part of not only school culture, but also effective leadership. They are repeated often in the readings, as well as, in the interview I did and in class discussions.

So as I also reflect on effective leadership, I conclude that successful school reform and effective leadership are closely related topics. I find that effective leadership is also multidimensional, including both management and leadership tasks, and these considerations alone make effective leadership a daunting task. Anyone who feels that this kind of leadership is a one-man show, is in for a lot of work and struggle. I have come to understand that an effective leader must have an effective group working with them. This group of teachers and other staff members must be motivated to share the vision. I see the picture as teachers in collaborative teams and learning communities.

This year we virtually implemented online teams and learning communities and recently have won the best practices award for the school. This was a group effort. It would not have happened if the teachers had not been willing and ready to step in and share the vision. Next year we are planning to add differentiation online as well as, the school within a school concept. Technology is part of this picture as we use technology on a daily basis for delivery. This does not mean that we have the latest and greatest technology. As we move forward we will be looking at ways to improve our technology use in the classroom, especially by students. None of this would be possible if we did not have a group of dedicated staff members with skills to lead their own teams and collaborate to innovate.

In the Secrets to Great Groups, Warren Bennis says, "Behind every Great Man ( I am adding Great Woman also) is a Great Group, an effective partnership" (Bennis, pg. 1). Therefore, effective leaders need to be team builders, adding yet another important dimension to leadership. In reflection of the studies we have done, I have also conlcuded that effective leaders are thoughtful about the work that they do. Effective leaders motiviate others to employ the same thoughtful processes as they move forward together to create learning environments.

Effective Leadership

In the few short weeks since classes have started at JHU, my ideas about leadership have become more thoughtful and focused. I have had the opportunity to study and reflect on multiple theories and ideas presented in Fullen, Burrello and other resources. I believe, after reviewing these resources and thinking about my own leadership style, that I bring my own values, beliefs, experiences and personna to any situation and then these factors influence how I lead. I also believe that I can affect my own style by being thoughtful about what I do and how I perform based on what I know about best practices in leadership. Those practices are the ideas that are commonly viewed as the most effective in leading school organizations from sources that I have studied.

I believe that effective leaders in schools strive to develop a dynamic, learner-centered environment where there is collaboration among stakeholders. Teachers in this environment work in teams and strive to create dialogue with students and parents about learning with support from the administrator. These teams allow teachers to be creative in completing tasks.
The administrator is available for regular dialogue with parents and the community and is highly visible both in the school and community. The administrator is able to deal with daily tasks
through shared leadership and decision-making. I also believe that istructional leadership is part of how an administrator is able to have a reflective dialogue with teachers about technology high expectations for achievement.

A principal in this environment would need to have excellent communication skills and feel comfortable in open dialogue with diverse audiences in the school and community. At the same time this leader would need to be able to listen with understanding and ask thoughtful questions to gain important information. This leader needs to let go and share the leadership with teachers and others so that everyone has a stake in the way the school is operating. This characteristic will also allow the principal to accomplish the daily tasks of school operation. Coming in to a situation the principal needs to develop and share core beliefs and the vision that they bring to the situation so that a dialogue can begin with all stakeholders.
Most importantly to me, the leader needs to be genuine in dealing with situations and people in the school so that trust can be built and teachers, students, parents and community members can feel comfortable that the leader is honest and trustworthy.

I believe that if you were to visit my building (online) now, you would know from the information that I have shared here, that it is my building. Whenever a decision is to be made that affects staff we meet to decide as a team. Grade levels work in teams and learning communities. We still experience challenges, however, we approach them with dialogue and shared decision-making. I also wanted to add that the principles remain the same for me, whether we are talking about a virtual or a traditional building environment. Core beliefs, vision, effective leadership characteristics, qualities of an effective leader are similar. What changes in a virtual environment is the technology skill and knowledge of the administrator needed to lead virtually!