The light at the end of the tunnel.......

When I began my EdS journey, it seemed like it was a goal that was far, far away.  Now that I am at the end of the journey, I see that it passed so fast and that I have learned so much. I was initially nervous about starting a program online but excited about starting a journey focused on technology.  I have learned about blogs, websites, podcasts, online learning management systems and so much more.  I feel much more comfortable with forums like twitter, etc.  I have attached a document that lists many of the technology standards I covered during my EdS journey. I was fortunate during my journey to move into an assistant principal job that stretched my growth even further.  I was given the opportunity to lead professional development with my own faculty in professional development and use the projects I was working on in my program to assist my own teachers in their classrooms.  I went through a professional coaching cycle with a teacher and enjoyed learning about who I was as a cultural being and how I can help my school move forward and celebrate all students in my care.  At the end of this journey, I can look back and say it has passed very quickly, it has certainly been challenging and trying at times, but it is something I am certainly glad I have done. Technology is a constantly changing world and education must move forward with it.  As an educational leader I feel more prepared now to assist with leading my faculty forward with the technology we are integrating and we can continue to add more technology and I can continue to grow with my faculty.
The Consortium for School Networking (CoSN) has outlined the Framework of Essential Skills of the K-12 CTO.  The framework is comprised of three primary categories.  These categories are Leadership & Vision, Understanding the Educational Environment, and Managing Technology & Support Resources.  Each category includes 10 essential skill areas that describe the responsibilities and knowledge necessary to become an educational technology leader.  Over the course of my EdS journey I have created a log to document my participation within these categories and will highlight three of them.
Last year, I worked as my building technology rep to write our school's 2015-2016 technology plan which enabled me to be an observer and participant for 2A and 2B under Strategic Planning. As I moved into the assistant principal role, I not only had a role in writing the plan and assessing the needs, but I was able to have a part in deciding how the money would be spent on technology which was 4C under support, management and operations.
I was also able to lead item 4A under instructional focus and professional development when I lead professional development for my teachers on technology for Google Apps for Education. This was also an opportunity for me as a new assistant principal to be able to practice leadership with my family.
I was also able to implement leadership skills with item 3A under productivity and professional practice as a new assistant principal with using the routine and intentional use of technology by using Google forms and other things with my faculty.

To be Good or Bad….. That is the question….

In reflecting on my online/distance courses I have experienced, I realize I have been overwhelmingly lucky in my experiences.  I have enjoyed most of my online class experiences, I was extremely hesitant in the beginning to even begin a program with online classes, but in the end, I went with an EdS program that is completely online.  I have been surprised at the level of discussion, interaction and face-to-face similarities that this program has provided and agree with Moore and Kearsley (2012) in that “where peer interaction is possible, as it is in online courses, students can find it very sustaining.” The variety of interactions through facebook, blogs, pinterest boards, videos and presentations have been what made it so engaging and given me the ability to get to know my peers and instructors as well as “permit extensive student and instructor interaction” (Moore & Kearsley, 2012, p. 111). I have found through this program there can be online classes that are just as involved as face-to-face classes. I also feel like the variety within the program so that I have not been doing the same “all about me” type video or activity has pushed my growth with new types of technology and kept the introductory part of the classes from being boring.  The “ice-breaker” portion of face-to-face classes are never anyone’s favorite and to convert that portion of the online experience into enjoyable activities is a substantial achievement in my opinion.  My earliest experience with distance learning was prior to online programs becoming popular (or even existent) and that would be the only experience I would say I have had that has been negative. The thing about these classes was the fact that there was little to no interaction with classmates or the instructors.  The psychology and sociology classes I took were telecourses (I’m really NOT that old) and they involved videos of lecture and various supplemental programming aired on Alabama Public Television (APT) that I would have to record and watch at my convenience.  I would then be required to fill out open-book test type questionnaires or write papers based on the videos.  I met maybe 3-4 times a quarter with the whole class and instructor just to turn in work and get information about upcoming assignments.  I think these classes could have been better had their been some interaction with my classmates and possibly more discussion with them but as Moore and Kearsley state if “study is limited to recorded materials such as the printed study guide and  audio/video recordings, getting the student to interact with the subject is even more challenging” (2012, p.115)  The times we met, the instructor was very knowledgeable and had great experiences to share as a clinical psychologist, and I think that discussions would have greatly enhanced that class considering the subject area. According to Moore and Kearsley (2012) “the instructor must be able to guide students into being actively involved in the learning process.”  This is something I think that was missing in those early telecourses that I was a part of and possibly a reason for my hesitation in pursing a completely online degree program. But as, I have found with my current program “engaging students as early as possible and keeping them engaged is key” (Angelino, Wiliams, and Natvig, 2007) and I feel that  is what has kept me in the program. Overall, aside from the few early experiences I had with telecourses, my online experience has been a great one and I am glad I decided to pursue it. Distance learning has changed for the better and I believe it can be a tool used by many to pursue their educational goals and achieve them.

References:

Angelino, L. M., Williams, F. K., & Natvig, D. (2007, July). Strategies to Engage Students and Reduce Online Attrition Rates. Journal of Educators Online, 4(2). Retrieved June 27, 2016, from http://www.thejeo.com/Volume4Number2/Angelino Final.pdf

Harynomas. (n.d.). Distance Learning [Cartoon]. Retrieved June 27, 2016, from http://www.toondoo.com/View.toon?param=462104

Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning. Belmont, CA: Wadsworth Cengage Learning.

S. (2012). What is Distance Learning? - DistanceLearningPortal.com. Retrieved June 27, 2016, from https://www.youtube.com/watch?v=r6dHK2cXatM

The only thing constant is CHANGE......

Few things are constant in technology except change… While reading the selections for this module I was reminded of just that.  In looking at the chapter readings it was again evident how far distance education has come and how much it has changed.  According to Moore (p. 242, 2012) “The International Council for Distance Education (ICDE) was started in 1938 and had a strong Canadian and U.S presence.”  This single statement shows us just how long distance education has been around.  

Virtual schools have become popular, and recently mandatory for districts in our state due to SB 229.  Now, all students will have this option and be able to participate in sports and other extracurricular activities within their home district as well. Our district has developed a policy and is in the process of final approvals.  It was developed with district personnel who were most familiar with the needs of these students and this type of program. I feel like this was the best way to develop the policy because these people are familiar with students already in a site-based virtual school of sorts.  We currently have an alternative pathway program available to students who cannot attend during a regular 8-3 school day, and for students who are behind to catch up credits and still graduate, possibly with their original cohort.  

I think that the next step for our district would be how to make the technology available to more students who would choose this option.  Our district does not currently have a 1:1 or BYOD policy in place, and many of our students have no access to the necessary high speed Internet connections at home that would be necessary for them to access the virtual school option. This “digital divide” or lack of Internet and related technologies is discussed by Moore as well (p. 243, 2012)  that is one obstacle that students would have to overcome to chose this option. Another concern brought to light by a 2016 study by Fernandez, Ferdig, Thompson, Schottke, and Black suggested that “students enter (virtual schools) with specific needs, both health and otherwise.  Ignoring those needs…..is a path to failing our students.” This study brings forward the issue that instructors in virtual programs have to know what the students in the school are facing, and that may take more effort in a virtual world than a face-to-face setting.  Overall, I am happy to see the progress our state is making in the virtual school arena, but there are issues that will have to be ironed out such as access to technology but, with any new program there are always growing pains and the final product will be worth it.  Change is constant in technology.

References:

Moore, Michael G. (2012). Distance Education: A Systems View of Online Learning, 3rd Edition. [VitalSource Bookshelf Online]. Retrieved from https://reader.yuzu.com/#/books/9781133715450/

Fernandez, H., Ferdig, R. E., Thompson, L. A., Schottke, K., & Black, E. W. (2016). Students with Special Health Care Needs in K-12 Virtual Schools. Educational Technology & Society, 19 (1), 67–75.

What's Right With Our Schools: Walker Co. flexible schooling. (n.d.). Retrieved June 21, 2016, from http://www.wbrc.com/clip/11660510/whats-right-with-our-schools-walker-co-flexible-schooling

Education Keyboard Graphic. (n.d.). Retrieved June 21, 2016, from http://media.graytvinc.com/images/virtual_schools.jpg

Image retrieved from:

Virtual Schools....3...2...1...

When reading about Virtual schools in this module I was truly surprised to learn several things.  One, I was surprised to find out how many students are actually attending virtual schools in the U.S. over 199,000 students in over 311 schools as of the 2011-2012 school year and the numbers continue to grow (Miron, Horvitz, Gulosino, 2013). I knew that there were many students enrolled in these schools and that they were enrolling for various reasons but the actual numbers were surprising.  I was additionally surprised to find out that numbers continue to grow with the graduation rates as low as 37.9% (Miron, Horvitz, Gulosino, 2013). As a former high school teacher, this low graduation rate surprised me because in a traditional brick and mortar public school setting this would never be acceptable to administration, parents, or the public.  Lastly, I was surprised to find that most of these schools (70%) also fail to meet AYP (Miron, Horvitz, Gulosino, 2013).  This was very interesting considering the fact that when traditional public schools do so it is highly publicized and students many times begin going other places.  These things surprised me as well as concerned me.  As I continued to read and research I found two things that really concerned me, the low graduation rate 37.9 % and the fact that only 28.1% were even considered academically acceptable according to state school performance ratings (Miron Horvitz, Gulosino, 2013)  This is especially concerning to me as a school administrator in that many of these students find their way back into public schools before they graduate high school.  This can be for a variety of reasons, but many times distance education programs are “difficult to sustain over time” (Moore & Kearsley, p.178, 2012) I have seen this many times in my own community.  If the virtual schools are not academically sound, then the public schools must make up much of the instruction that these students may have missed during their time within a virtual school. So, the question that I have left is why or how is there going to be any regulation of these virtual schools so that they are not just a money-making enterprise.  They need to be held accountable for the students they are educating and not just take the money and time of the students while providing a sub-par education.  I have personally seen many students get behind with promises made from virtual schools and end up back in public school having spent a good bit of money and now having to make up credits and graduate late.  At the end of the day, I think the idea of virtual schools are fantastic, and I believe that many programs, like ACCESS and other programs that are truly sound educationally can benefit students across the board.  Many times the maze is very difficult for students and parents to navigate and they can easily be led astray but organizations whose sole purpose is to make profit. Many people have had the same questions according to the news clip I have included here. 

 I think that the suggestions for “realistic assessments of quality” (Moore & Kearsley, p. 190, 2012) could help in evaluating many of these virtual schools to make the whole group more reputable as a whole.

References:

Miron, G., Horvitz, B., & Gulosino, C. (2013, May). Virtual Schools in the U.S 2013: Politics, Performance, Policy and Research Evidence. Retrieved June 16, 2016, from http://nepc.colorado.edu/files/nepc-virtual-2013-section-1-2.pdf

Moore, Michael G. (2012). Distance Education: A Systems View of Online Learning, 3rd Edition

Virtual Schools Infographic. (2009). Politicsdaily.com.

WASTE WATCH: More Concerns on Virtual Academy--Mikayla Lewis. (2014, February 14). Retrieved June 16, 2016, from https://youtu.be/RL2sEifjDS0

Choosing a Learning Management System.... Where to Begin?

Where to Begin?

Picking a Learning Management System (LMS) is a big decision. It is an area of education that has come a long way over the years. I remember my parents talking about correspondence courses and I myself took a telecourse early in my college career.  I remember watching what were basically videoed lectures and taking tests and completing coursework based on it.  Our school does not currently use a LMS as a whole school. We have had teachers in our school/district use Edmodo in the past and found it relatively easy due to the similarity to Facebook.  We have as a district, however, transitioned to Google Apps for Education, so now that we are using Docs, Slides, Sheets, and Forms, Google Classroom seems like the logical next step. According to Dr. Will Dayamport III, the “learning curve for Google Classroom is a lot less.” (2014)  I think this is the choice that our district is strongly encouraging although users who previously used Edmodo still have access and that option, Google Classroom has not been chosen officially, but I think it soon will be.  Our district has also heavily invested in Chromebooks and Chromeboxes which also integrate seamlessly with the GAFE suite which also makes the choice a little easier. 

 I have used Google classroom some as a classroom teacher and I think that it will be a great choice for our teachers and students.  The interface is user friendly and since the teachers and students have been introduced to the GAFE in stages, this would serve as a logical next step.  I do think there are things that Google Classroom is missing that other organizations might need. For our school, however, we aren’t going to full time distance education or e-learning, more likely a blended learning environment for supplemental use,  so I think that Google Classroom will provide everything that we need. The blending environment “does not require as much technology knowledge on part of either the teacher or the students, so it is easy to implement” (Moore, 2012, p. 93) Overall, when choosing a LMS, you must start with looking at what your organization needs and find the best fit. For my school and our needs, I think Google Classroom meets those needs at this time.

References:

Moore, Michael G. (2012). Distance Education: A Systems View of Online Learning, 3rd Edition

Diyamport, W., III. (2014, October 19). Dr. Will : Why Google Classroom? Retrieved June 09, 2016, from http://www.iamdrwill.com/2014/10/why-google-classroom.html

E. (2014, May 14). What is Google classroom? Retrieved June 09, 2016, from https://www.youtube.com/watch?v=0DCOe9v9CuM

Coaching by Request or Requirement......

When reading for this module, I could easily identify with the different coaching situations mentioned.  Coaching can be mandated by districts or administration or it can be requested by the teacher or an accepted part of the school culture. Coaching relationships arise from many different situations and for different reasons, but as Marzano and Simms (2013, p. 211) point out, “in teacher-initiated coaching, the teacher is self-motivated and invested in the change”.  I myself, have found this to be true as well, in my training, I was able to offer the training to the entire faculty and allow them to sign up if they were interested.  Our first grade teachers had already expressed interest in Google Docs because of standards based report cards.  The majority of the faculty signed up for the training, at least one member from each grade level and several grade levels had 100% participation.  The fact that everyone who was in the training chose to be there made a huge difference in the participation and motivation during the training.  I have included in my follow up survey additional topics the faculty may find relevant so that we may begin to offer this type of training on a monthly or bi-monthly basis. I also found that the fact the training was something the teachers chose to attend, the motivation level was high, even if the skill was low for some of the teachers.  From Marzano and Simms (2013) “the motivation level of a teacher is one of the most important elements in determining the success of a coaching relationship”.  I found this to be true in that even though I had a wide variety of skillsets in my training, all of the teachers wanted to learn and be able to use what I was showing them, so their motivation was high and they were all successful in being able to complete the activities that I had them to do. I believe overall, coaching can be successful in any situation whether it’s required or requested but I believe the optimal setting is when a teacher, like a player (in sports) wants to be coached almost always achieves a better outcome.

Works Cited:

Instructional Coaching. (n.d.). Retrieved November 16, 2015, from https://www.teachingchannel.org/videos/instructional-coaching

Marzano, R., & Simms, J. (2013). Coaching classroom instruction. Bloomington, IN: Marzano Research.

Thought Partners. (2014, October 6). Retrieved November 16, 2015, from http://thoughtpartners.blogspot.com/