Components of an Effective Classroom Mangement Plan

 

Neuroplasticity and Brain-Based Learning

 Neuroplasticity and Brain-Based Learning A Guide for Teachers Neuroplasticity refers to the brain's ability to reorganize and adapt its structure and function in response to experiences and learni.pdf

Seven Tips to Build Student-Teacher Trust

 

Teachers as Experimentalists

TEACHER EVALUATIONS

It is imperative that school administrators become scholar-practitioners particularly in their approach to conducting informal and formal evaluations of their faculty.  Administrators that are able to develop their own observation protocols that are based upon quantitative, qualitative or mixed-method elements, tend to provide feedback to teachers that are empirical and not anecdotal in nature.  The formal evaluations that become part of a teacher’s overall record should be based upon the cumulative non-formal evaluations that have been conducted by the administration. This is why the evaluation should be structured in such a way as to provide high levels of descriptive data that will allow the teacher to proactively incorporate the feedback into his/her teaching methodology.  In my experience, the utilization of mixed-method observation protocols will provide the most complete information concerning a given teacher’s performance.  The inclusion of quantitative data within an evaluation in the form of frequency checklists, student on-task marks or teacher walk-through patterns, can go a long way in providing the teacher with objective and actionable information.  All too often I have seen administrators who are either too lazy or uninformed to include quantifiable data within their evaluations.  Many administrators feel more comfortable writing down subjective notes based upon their own experiences and opinions rather than taking the time to include numerical data.  

TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPCK)

Technological Pedagogical Content Knowledge (TPCK) is a theoretical framework used to describe the specific kinds of knowledge that are needed by teachers in order to incorporate technology within the learning environment.  Most teachers today are mainly concerned with what kind of technology they are using in the classroom and not the rationale behind why it is being used in the first place and if it will ultimately raise levels of student achievement.  According to Mishra & Koehler (2006) “Quality teaching requires developing a nuanced understanding of the complex relationships between technology, content, and pedagogy, and using this understanding to develop appropriate, context-specific strategies and representations” (p.1029).  This total package of technology, content and pedagogy must be integrated by teachers within their instructional planning and curriculum development.

      Because our district adheres to STEM, our school has put a major emphasis on the use of emerging technologies in the classroom.  Each student has an iPad and our teachers are encouraged to use technology as part of their instructional delivery.  However, in my walkthroughs, I have noticed that most of our staff utilizes technology at a very basic level and essentially as a replacement for the more traditional paper and pencil activities.  I have only witnessed a couple of teachers whose TPCK is well-developed as they use technology at a richer and deeper level.  As such, our district has decided to put together a group of teachers and experts who will access the TPCK levels of our teachers and then put together a comprehensive ongoing professional development plan that will instruct teachers how to use technology in a strategic, varied and conscious manner.  The ultimate goal is to createtechnology literate educators.  According to Davies (2011) “technology literacy in educational situations is defined as the ability to effectively use technology (i.e., any tool, piece of equipment or device, electronic or mechanical) to accomplish required learning tasks. Technology literate people know what the technology is capable of, they are able to use the technology proficiently, and they make intelligent decisions about which technology to use and when to use it” (p.47).

Koehler, M., & Mishra, P. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108 (6), 1017–1054.

Davies, R. S. (2011). Understanding technology literacy: A framework for evaluating educational technology integration. TechTrends, 55(5), 45-52.