5.

2 Professional Learning

Develop and implement technology-based professional learning that aligns to state and national
professional learning standards, integrates technology to support face-to-face and online components,
models principles of adult learning, and promotes best practices in teaching, learning, and assessment.

This artifact is a coaching journal that I kept during the duration of a coaching relationship for a
particular teacher who expressed interests in integrating instructional technology into his classroom.
The relationship began after this teacher completed the adopter survey I created as he had expressed
enthusiastic interest in becoming proficiency with some tremendously valuable instructional technology.

This artifact demonstrates my mastery of this standard in a variety of ways. First, after analyzing the
responses from the adopter survey, I had to develop and implement a plan for this teacher to gain the
knowledge and skills needed to masterfully integrate technology by creating a personalized professional
learning calendar for him. There were specific professional learning standards aligned with both state
and national standards. Among these standards were PSC standards for differentiation, instructional
design, assessment, and digital learning environments. These standards were chosen because most of
the technology that is available at our school relates to one or more of those standards. Because this
professional learning was conducted informally and on our own time, the technology integration
training took place face-to-face and online depending on the type of technology integration we were
focusing on. In working with this teacher, I was able to model principles of adult learning without
expressly pointing them out which allows this teacher to integrate some of the principles when he went
to redeliver what he learned during the learning opportunities provided to him. The journal entries
demonstrate my ability to promote best practices in teaching, learning, and assessment by selecting
the appropriate tools for teaching, learning, and assessment as well as working with the teacher as he
learned how to integrate these best practices for technology integration within the context of teaching,
learning, and assessment within his own classroom.

I learned a lot during the creation of this artifact including my coaching style and my professional
learning preferences. I found that the one-on-one learning opportunities produced more significant
gains than conducting group sessions that have teachers of all different levels. Taking this approach to
professional learning opportunities has proven to be tremendously helpful in seeing immediate use of
these tools. The next time I engage in a learning experience like this I would like to try a small group
approach to see how that impacts actual integration after the learning opportunity.

The work that went into the creation of this artifact impacts the faculty because they are being given the
opportunity to learn one-on-one how to best integrate instructional technology. This approach is very
important to the teachers at my school because they do not like being in mixed groups where they feel
left behind or entirely overwhelmed. The impact of this can be assessed through observations of
technology integration within a teacher’s classroom.