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Sharin Tebo

Making the Most Out of Teacher Collaboration | Edutopia - 42 views

www.edutopia.org/...oration-strategies-ben-johnson

SDW PLC teacher collaboration teachers teacher collaboration Professional Development professionallearning

shared by Sharin Tebo on 02 Jul 15 - No Cached
  • Collaboration
  • collaborate
  • effective teacher collaboration
  • ...8 more annotations...
  • the attitude of professional privacy is not conducive to professional development
  • Build relationships Observe the best Ask questions Share Come prepared
  • preparation sparks much deeper conversation, more complete answers and better solutions. For informal collaborations, before I attempted to try out any new idea, I would ask one of my esteemed colleagues what they thought of it. In terms of assessments, the easiest way to improve the validity of the assessment is to have a colleague or group of colleagues review it.
  • develop a list of "how to" and "why for" questions regarding student data, instruction, discipline, etc.
  • bring my list of questions pertinent to the agenda in order to pick the groups' collective brain for answers.
  • one of the reasons that schools do not improve as fast as we would like them to is that when teachers get together for a purpose, rarely has research been done by the teachers, neither have ideas been mapped out prior to the meeting.
  • teachers, when it comes to their performance in the classroom, tend to stick to themselves.
  • Personal Steps to Effective Collaboration
  • Sharin Tebo on 02 Jul 15
     
    Collaboration: Build relationships, observe the best, ask questions, share, come prepared
Dimitris Tzouris

Faculty and IT: Conversations and Collaboration (EDUCAUSE Review) | EDUCAUSE - 20 views

www.educause.edu/...202355

it collaboration faculty technology pedagogy

shared by Dimitris Tzouris on 21 Apr 10 - Cached
  • IT staff should participate in academic planning to develop course projects and institution-wide outcomes, and faculty should sit on technology committees to develop shared goals and values with IT staff.
  • Only with the insight this provides can IT staff propose systemic technological solutions that meet the specific needs, as well as the broader academic objectives, of faculty.
  • faculty need to know how students learn with technology and what students can create or do because of it.3
  • ...4 more annotations...
  • the most effective collaborations come from a common sense of purpose and goals.
  • In the spirit of building relationships and sharing knowledge, IT staff could sit in classes to observe the teaching and learning process and to see how technology is — or could be — used. Faculty could attend academic technology conferences alongside IT staff. And when a technology solution is warranted, IT staff could provide faculty with a vetted set of instructional technology tools to explore and choose from. In return, faculty can invest in becoming tech-savvy enough to assess, and ultimately use, those tools. Faculty won't be blindly "window shopping" for technology tools, and IT staff won't be proposing solutions in a vacuum; instead, they will be sharing in goals and challenges.
  • faculty need technology that helps them to be better professors and that helps students become more sophisticated learners.
  • Faculty can start by identifying specific teaching and learning challenges they are trying to resolve, as individuals and as a faculty body, and can then challenge themselves and IT staff to find creative ways to solve them.
Dean Whaley

iowaonlinelearning - Teaching Standards - 27 views

iowaonlinelearning.wikispaces.com/Teaching+Standards

shared by Dean Whaley on 12 Jul 11 - No Cached
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • Dean Whaley
      Dean Whaley on 12 Jul 11
       
      What I see in these is that many of these we should be doing already.
  • AEA PD Online Website HomeAbout UsFAQsCurrent InitiativesResearch & ResourcesInstructor ToolboxK-12 Online LearningProject OLLIE Current Projects • Transition Process• Marketing Plan• Job Descriptions guest · Join · Help · Sign In · Teaching StandardsProtected page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion (1) history notify me Details last edit by eabbey Mar 11, 2011 6:56 am - 26 revisions Tags none Iowa Online Teaching Standards Composed from Iowa Teaching Standards and Other Resources 1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1) • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a) • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c) • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F) • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a) 2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2) • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A) • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a) • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication t
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