Last year, my colleague and I worked on creating a prototype protocol for the staff in our school to follow when prototyping something new. This was based on the work some of our staff had done with NoTosh.
At first we created a flowchart, in hopes that teachers would be able to make their way through and see what their next steps were. Unfortunately, it was not very user friendly. We then created a Prezi, hoping that the more interactive interface would be more appealing and useful, and would be more accessible for teachers. Again, no one used it. Following the protocol we created, we went back to the drawing board, and created a Google Slides presentation, streamlining the information, adding clickable links to flow through the protocol, and added guiding questions and examples as support. And what do you think happened? No one used it 🙁
So here I am now, taking the next steps by trying the protocol myself. I met with Gerry De Fazio, who is coaching me throughout this journey.
My first step was to name some assumptions about blogging at OJCS.
- Blogging is a requirement in our school
- Teachers are blogging regularly in three different ways: communication, homework, thoughts on education
- Everyone loves blogging
- People aren’t comfortable with blogging and that’s why they aren’t blogging
Now I needed to interview people to challenge those assumptions. Remembering that there were 2 goals for this project (my own PGP to create a blogging course for teachers, and to model the prototype protocol for staff) I wanted to model the “gathering data” step in a few different ways. I created a Google Form, a Padlet board, a post-it collection board in my class, and I will also be interviewing face-to-face.
I assume that for those teachers who I asked to participate online or by filling out post-its in my classroom, not all will participate. And that’s ok. I hope to see which option would be best to suggest to faculty.
Here’s some data I’ve collected so far:
I will continue to interview next week and update with more results and my analysis.
My current role at The OJCS is part time grade 5 teacher, part time Teaching and Learning Coordinator. In the latter part of my job, I work with teachers and help them plan, create, revamp or simply brainstorm things they can do with their class. Often, this coaching revolves around different technology tools and Now Literacies.
I consider myself a pretty patient person, and like to believe that I am a good educator when it comes to children. But when discussing my goals for this year, I wanted to focus my attention to the coaching side of my job. How can I best use my time with teachers? Should I allow teachers to make meetings with me as needed and support them that way? Should I be having standing, check-ins with certain teachers with set goals in mind? Should these meetings continue for the entire year, or is there some form of “graduation”? With the support of my head of school, Dr. Jon Mitzmacher, I’ve decided to build a module with set skills, time, and lessons around Classroom Blogs. Jon asked the question, “What needs to change in our teaching when working with adults instead of children?”
During my Principal’s Qualification Program this past summer, I read When Mentoring Meets Coaching, by Kate Sharpe and Jeanie Nishimura. My partner and I ran a book talk, and I would say our main takeaway was that when working with adults, there needs to be a mix of supporting, listening and sharing of your own experiences and expertise while still allowing for these professionals to make discoveries on their own and grow their own craft based on who THEY are, not who YOU are.
This makes a lot of sense to me as I reflect to my own mentors who continue to guide me. They ask me questions, they challenge my thinking, and they push me to come up with my own ideas and opinions around education before ever sharing their own ideas with me.
But what about when we are creating learning modules specifically for teachers? How should they be organized? What skills should specifically taught? And how can we weave those moments of self-discovery and choice into the lesson so teachers are not simply doing something because they have to, but because they want to?
I contacted Silvia Rosenthal Tolisano to see if she had any advice or books she recommended. As someone who coaches for a living and has offered many different online adult learning opportunities through Ampeduca, she was the perfect person to start with.
I will start with one of these books and share my thoughts once I’m done.
Stay tuned 🙂