The Three Imperatives

Analysis of lesson and data

Practical and purposeful have been the common themes in every class I have taken through Colorado State University Global. Technology and Innovation did not disappoint with those themes nor the challenge and rigor I’ve grown accustomed to through this graduate program. Since last June, when I accepted the position of Athletic Director, I have set a few professional goals for myself, and topping the list is leadership development for our student-athletes. During preseason discussions with head coaches, I asked them what issues they noticed during their seasons the previous year. There was an alarming number who reported to me that they noticed a lack of effective leadership. Kids are willing to step up, but their authority comes off as negative to teammates since they were motivating like coaches and not teammates. In order for peer leaders to be effective, the teammate must act as a source of accountability and motivation, not a disciplinarian. In developing a blended learning model through my choice of Google Classroom as the learning management system, I have created a leadership course for student-athletes to provide this important deficiency in their development as well-rounded members of a team. The overall goal to complete an entire course on leadership but with this mini-unit, I focused on goal setting.

Data collected from assignments, pre-tests, and post-test evaluations were pulled from two students through the duration of this course and lessons in the unit. Student one is a veteran coach of twelve years that has a lot of previous knowledge of the topic but has struggled to implement what he knows about personal goal setting to the athletes he coaches. Student two is a female athlete within the district of high school age who is very competitive and very eager to excel in all aspects of girls’ basketball with aspirations of continuing at the collegiate level. Both students were very eager to test pilot the unit to see how it could affect personal drive within our teams and contribute to team success as a whole. In evaluating the data, I looked at it from two different aspects. The first shown in Figure 1, is a simple data triangle that I have been using as a classroom teacher for years. It is best shown to measure growth and uses the same breakdowns as our state standardized tests to show student movement through did not meet, partially met, approached, and meets or exceeds. Student 1 and student 2 both coming in with previous knowledge and a drive to get better started in the approaching sections during the pre-test inventory shown on the left side of the triangle. After navigating the unit modules in Google Classroom and doing appropriate assignments all submitted through the learning management system both students reached the meets or exceed the portion of the triangle on the right-hand side showing over twenty percent growth in their knowledge of goal setting.

Figure 1

In figure 2, data was taken from 4 major projects the students were asked to complete during the duration of the course. Students were assigned various points but then a multiplier was added to make them comparative to the pre/post-test inventories so data could be compared in a non-subjective manner. The projects were the student goal pyramid and the student podcast. The projects were used by the instructor as a formative assessment to be able to direct feedback to the students individually to further understanding. When put into a graph you can easily see a steady improvement in students' understanding of the material.

Figure 2

As students navigated the unit several assignments submissions stood out to me and I will discuss an artifact from each student that was turned in. I would like to preface that while in twenty years as an educator I have assigned many projects to students that were challenging and rewarding that assignments through the learning management system and planning for these assignments with clear and concise directions really stretched and grew me as an educator. Being thorough with written directions and communicating expectations are often taken for granted when students are face to face with you as you can easily clarify student questions and more often than not when one student has a question, it’s been at the top of other students minds as well. I will start with an artifact submitted by Student 2 with the individualized goal pyramid. I have assigned this before with students in a traditional classroom and they are limited with personalization of what materials I offer them. I was totally impressed with the student’s ability to go extra on the assignment. Putting personal touches of pictures and motivational phrases around the pyramid. I was pleasantly surprised by the effort and detail that went into the overall goal and the steps to complete the goal as the building blocks. Next, was a new method I have never used before having students listen to then reproduce a version of a podcast around the material that is being covered. The unlimited resources available for students to do great professional work for free is astounding, furthermore, the doors for possible career opportunities within the media is priceless. Student 2 turned in a fantastic podcast assignment that covered all aspects within the assignment and then some. It was then uploaded onto the learning management system and other students within the class can visit and listen to each other. Taking the assignment one step further I could have students write peer reviews on one another’s podcasts. Discussing the project with Student 2 who is an educator he was excited to use the format for this lesson in his class that is being taught remotely due to COVID-19 restrictions.

As this is a non-credited enrichment course for athletic leadership and isn’t approved by the district for credit, I based the material from Colorado Department of Education (CDE) Gifted Education Leadership Standard 4.1 Student understands the process of setting and achieving goals, Standard 4.2 Student identifies types of goals and Standard 4.3 Student employs the skills necessary to evaluate goals. (Colorado Department of Education, n.d.). Integrating these standards with International Society for Technology in Education (ISTE) Standards 4 Innovative Designer, Standards 6 Creative Communicator, and Standards 7 Global Collaborator (International Society for Technology in Education, n.d.). As an initial thought, I was challenged with offering an enrichment class. Would students respond? Would they glean positive outcomes from it? Would they even take it? Answers to those questions would come quickly as my pilot students started navigating through the course at their own pace. Students responded very well to the content of each lesson and even more so to the use of technology and formatting of the class. As with most millennial and generation z learners, they are much more confident with using technology and mobile apps than I am. The ability to create and demonstrate knowledge learned from the modules utilizing various means of technology was very welcomed by Student 1. Student 2 was skeptical about the online tools being nonuser friendly and difficult to utilize but quickly adapted and enthusiastically completed assignments throughout the course. Both students appreciated the later modules that included everything on a hyperdoc. It was explained to me by one student as a one-stop-shop to get all necessary information and assignments.

Student engagement was very good throughout the course. As I did have my early thoughts about student interest in an enrichment class, I do have the ace in the hole of it being about athletics and using the platform to teach leadership principles. Being able to connect student achievement and learning through sports and connecting young athletes to their professional hero’s in athletics can keep the class engaging and rewarding. Also keeping lessons relevant, meaningful, and time-focused keeps students engaged in what they are learning. Making material and assignments accessible through mobile devices and keeping graded material personal to the learners with multiple means of representing their knowledge on the content was imperative for this type of course. I truly believe student-athletes can set themselves apart from their peers with proper training in leadership. They may not be the most physically gifted but can find the intangibles in leadership to excel. Through the use of many checks for understanding and formative assessments that could be reflected on by the learner kept them progressing through the unit and through technology being utilized.

The surprises throughout the unit were very welcomed. With two test students on very different spectrums of learning styles and use of technology, they both were able to follow the directions listed on each module and complete the tasks with very few if any need for further questioning. The students were also able to customize what they were learning to fit their own needs and want from the unit. I believe when the relevancy of material is established with learners it creates a utopia for learning. Students become sponges and cannot wait to soak up the material because it will have an immediate effect or lasting effects on them down the road. It also creates a desire to stay engaged in the material and to progress through the modules to learn more and master the content standards. When those things get accomplished in a lesson student achievement is bound to skyrocket. The utilization of a learning management system and all of the available online educational tools were not trumped by traditional school budgets, resources, and materials. Students could excel in multiple ways to stay engaged in their learning. Students were not limited by singular ways to be presented material and had multiple paths to get the material delivered to them through visual, auditory, kinesthetic, reading, and writing to fit their specific learning style (Nakano, 2016). Finally, they could take action by expressing mastery in a variety of ways and could continue their learning through various methods.

When reflecting on the presentation of the lesson and changes to be made based on the assessments I felt that I could possibly condense the modules. I think some of the graded assignments could be removed so that the course that again is non-credit receiving doesn’t become cumbersome on the learner and they look forward to completing the tasks involved. I also added a post-assessment of the same athletic leadership inventory so the students could prove to themselves the value of the lessons and that they improved in specific categories of their leadership. The real assessment will come once athletic seasons begin again in our state and do a follow-up with students that have taken the course to see if they feel their leadership roles on their specific teams have increased.

The Teaching/Learning Experience

As I have changed roles in my current district from a classroom teacher to administration in charge of athletics and activities, I looked for ways to stay connected through player and professional development opportunities. I am making strides with my district to implement enrichment courses for student-athletes to further leadership development and understanding of specific sports in the form of rules classes and grassroots officiating certifications. At the present time, these courses can only be offered as enrichment opportunities for students but as a small district, I am hoping to be able to turn these classes into credited classes in the future helping out with our small elective offerings. Moving forward conducting these courses using a learning management system similar to Google Classroom through a blended learning style of teaching will be paramount in the success of these courses. Building further curriculum for students within the athletic leadership course will need to be done through this manor as my day to day job duties will not allow me to be in a typical classroom, however, staying engaged with students in a teaching aspect will benefit me as an administrator moving forward. Incorporating these modules into Seesaw, the new learning management system that was recently approved by our district I hope to offer more user-friendly and interactive lessons such as what we do in Canvas. Specifically, in my current district, we have moved to one-to-one technology this year following last year's pandemic shutdown. This gives our students access to computers and technology to best utilize learning management systems, class assignments, inquiry-based learning, project-based learning and opens the door for principles of universal design for learning.

Using advanced technology within the classroom is definitely changing the face of how we educate K-12 students across the world. At this moment last year, I couldn’t imagine that the entire world would be distance learning to teach 100% of the students it’s crazy to think what a pandemic will do to all facets of our lives. We were forced as educators to reimagine, rethink, rebuild, and rebrand everything we have ever been taught or experienced as educators. Simply incorporating technology into teaching was not enough. We had to and still must keep the majority of teaching through technology learning platforms. Coming back to school this fall has looked incredibly different from anything teachers and students have known before. However, keeping things like relationships, routines and resilience need to be at the forefront to keep stress down and establish a sense of normalcy (Gonser, 2020). Building and reinforcing relationships can be reinforced with students and families alike using Google Hangout, Zoom, Facebook Live, and other video media to establish that relationship bound between student and teacher. Another method for establishing positive relationships is to provide assignments and projects that may connect the entire family. Establishing classroom routines is important not only in management but so students can set schedules and know that there is normalcy in their lives. Families hectic schedules may not allow for students to have that on a day to day routine but being able to provide that routine through their education is as health as breathing. Allowing for activities that address a student’s social and emotional learning is as important as content standards throughout these unprecedented times (Kaufman, n.d). Building resiliency through online learning is life knowledge through itself. Guiding kids so they can strengthen resilience during distance learning will prepare them not only through when things return to normal but throughout life. Keeping with integrating technology the principles of universal design for learning is well incorporated. First allowing for multiple means of engagement allows for teachers to ask the pivotal question of how best my students learn and can truly offer choices to fit those needs of each student in a way we may be limited to doing in face-to-face teaching. Keeping content relative to students through means of technology and being able to use this technology to show the impact of the content to students is also easily done with innovative methods through technology. Allowing students to access information from sources like Newsela, to fit support needs for students is also very crucial in providing multiple means of representation of material for students. Having the ability for students to access audiobooks and being able to adjust the material to make it more accessible for them and to differentiate to individual learning plans and 504’s can truly make students successful. Finally, providing unlimited resources of online content can allow students multiple ways to express the learning taking place. Through this course, I have learned also many things in terms of apps and mobile technology that students can use to show mastery of content standards as they learn them.

Professional Plan for Emerging Trends in Educational Technology

With educational trends changing each year and this past year probably more than ever with districts moving to remote or distance learning it is always important for educators to stay up to date and current on those trends. When you look at the way our society is pushing the envelope for efficiency, innovation, and technology-driven ways in all aspects of business and industry we must stay current looking ahead to advance our learners. Millennial and generation z learners are demanding new ways to learn and express their knowledge. Educators can learn to adapt, stay current, or even get ahead of the trends or really face extinction. I’ve known several educators over the past decade who could have stayed in the game retire early due to not being open to advancing how they teach. It’s easy to blame the students and demands from the state, however, it really comes down to refusing to learn a new practical methodology that current learners need. Being ahead or at very least on top of current technology and innovations in the classroom simplifies our ability to reach as many students as possible. Looking ahead to how these students go about day to day activities and incorporating them instead of fighting against them will pay dividends as student achievement is sure to climb within our classrooms. Utilizing mobile technology to allow students to access information, complete assignments, and projects, and network to a global community of learners is exciting for this 20-year veteran teacher. Excuses of I left my assignment in my locker or the dog ate my homework can no longer be the excuse for the accountability of learning when it’s literally in the palms of their hands.

One method for staying on top of trends is to continue being active in social media groups for educator professionals. Using this method is like attending a teaching conference every time you log on or pick up your phone. These online virtual formats allow you as a teacher to find specific methods or teaching possibilities via a search bar. For years I have been a member of Facebook groups, Instagram groups and even the power of Pinterest has allowed me to keep pushing the bar with my students. Using these platforms has allowed me to try new things in traditional brick-and-mortar settings as well as through learning management systems for my students. Moving into the administer role has been no different. Virtual conferences and professional groups online have helped build my toolbox to be an effective administrator for my school. I am not alone in feeling this is a positive way to experience professional growth as a study done by YouGov showed 65% of teachers use social media to explore teaching and instructional content (Freidman, 2020). Another way for me to stay abreast of technology and innovation trends is to subscribe to educational blogs and podcasts. Through the vast information on the world wide web, you can access experts in the educational fields willing by nature to share expertise with other educators. Staying up to date with information blogs such as The Innovative Teacher and The Ed Tech Round Up can really help me as an education professional. Technology in education trends are consistently moving forward and changing, keeping fresh to the changes are essential for educators to not fall behind (Cox, n.d.).

Up until the recent pandemic our district hasn’t utilized learning management systems as a whole. It wasn’t until the forced remote learning that took place did our schools even have discussions on the topic, however, a few teachers including myself used Edmodo, Schoology, and Google Classroom to supplement activities within our traditional classrooms. Utilizing this technology is a winning game plan regardless of our current situation. Allowing students access to material and assignments while they are home for illness or family situations keeps them from falling behind. School closures for weather or emergencies do not mean education cannot keep happening. Keeping with the trends in educational technology will always keep you marketable and current. What drives a district is just one hire away through administration. What one principal and superintendent doesn’t believe in the next one may. Keeping yourself fresh and ready for crazy changes is essential for a teacher to keep up with stressful demands in educational philosophy.

Moving forward I hope to be able to create some professional development opportunities for my colleagues within my building. Providing opportunities in school communities is important for administrators. I know there are experts within our own building that can “pioneer” technological advancements in education to share with the entire school community. Making these connections within our own building will allow us to learn and progress for our students. The collaboration was at the forefront of our school leadership prior to the pandemic and plans moving forward with distance learning and re-socializing students back into face to face learning has taken precedence. I feel we can remotely offer collaboration opportunities and professional development through remote means. Offering a Google Classroom for teachers to share ideas and assignment possibilities that they are doing in their own classrooms so other teachers can seek ideas. Highlighting some of our trendsetters on our school social media outlets and sharing the ideas with other educators across the state and country. As I’ve never met a successful teacher that didn’t “borrow” to become a more effective teacher.

References

Colorado Department of Education, CDE. (n.d.). Colorado department of education, gifted education leadership standards. Retrieved August 29, 2020, from

https://www.cde.state.co.us/gt/gt_leader_cde_standards

Cox, J. (n.d) How to keep up with tech trends in education over summer

break. Retrieved September 4, 2020, from

https://www.wgu.edu/heyteach/article/how-keep-ed-tech-trends-

over-summer-break1706.html

Friedman, J. (2020, January 16). Using social media for teacher

professional development. Retrieved September 4, 2020, from

https://www.hmhco.com/blog/using-social-media-for-teacher-

professional-development

Gonser, S. (2020, July 7). 3 ways to reduce stress and build connections

during distance learning. Retrieved September 1, 2020, from

https://www.edutopia.org/article/3-ways-reduce-stress-and-build-