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WHAT WORKS IN EDUCATION The George Lucas Educational Foundation
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10 Self-Evaluation Tips for Technology Instructional Specialists

Dr. Stephanie Hatten

District Technology Specialist, Narrative Researcher, Mom of 4 teenagers,
"Would you tell me, please, which way I ought to go from here?"
"That depends a good deal on where you want to get to."
"I don't much care where."
"Then it doesn't matter which way you go."
-- Lewis Carroll, Alice's Adventures in Wonderland, 1865

I can usually relate most of my career in integrating technology to a quote or character from Wonderland, such as the role of the Technology Instructional Specialist (TIS) as the Cheshire Cat who asks Alice (the teacher) the questions about her instructional goals for the classroom. Then I use those goals and the teacher's personality to tailor the assistance we give and the devices and programs we integrate. To do all this, the TIS needs to be reflective in their own practice and ask themselves certain questions at the beginning of the year before the integration planning can even begin. We have to know where we are going, or it doesn't matter which way we go.

During a yearlong study of my actions as a campus TIS, I developed a list of ten reflective questions that I ask myself before I enter a new school year. These questions have helped me become more reflective with my actions, have allowed me to focus on the teacher I will be coaching, and assist in planning the differentiated, classroom-embedded, technology staff development of which I am an avid proponent.

About Relationships

Most of my work revolves around my relationships with the teachers, the administration, and my directors. However, the teacher/coach relationship is what I chose to focus on for my reflective questions:

1. How can I build my working relationship with the teachers I serve to become collaborative and trusting?

2. How can we (the teacher and I) work together to create a technology integration goal based on his or her students' needs?

About the Teacher and the Class

The teacher's personality, teaching style, classroom management styles, and even way he or she arranges the classroom or his or her daily schedule are all important indicators to help find the right kind of technology and the way it should be used in that classroom. I try to think of the teachers as customers of technology integration to help me decide which technology ideas I want to propose to that teacher. I use these questions to harness those reflections:

3. How can I take into account teacher personality and instructional style when coaching the integration?

4. What instructional problem is the technology integration solving, or what problem does it need to solve based on these students' needs?

5. How can I use scaffolding techniques to work toward a level of independence for this teacher and class?

About Time

I wish that, as a campus TIS, I could just work on one implementation or one change every school year, but technology integration is constantly growing and changing. To accommodate these changes, my schedule changes every year. From the beginning, I try to build in time for reflection and discussion with teachers so that it does not become an afterthought. For example, this planning allowed me to schedule one day a week to sit in the teachers' lounge during every lunch period so that teachers could come talk to me about technology. This was a plan I never would have considered without asking myself the following questions first and being purposeful about allowing for this time:

6. How can I plan time to have quality discussions about technology integration?

7. How can I plan time to observe teachers and listen to their needs?

About Myself

With a renewed interest in reflection, I cannot always ask questions about those around me without stopping to consider how my own personality plays a part in my coaching and the integration process. I also want to make sure that I am leading technology and challenging the teachers to integrate technology in new ways that they can maintain without my guidance:

8. How can I ensure that my role as a TIS should be a leader of integration and not just a teacher assistant?

9. How can I plan to constantly reevaluate my coaching strategies throughout the year and not just set a plan in place at the first of the year?

Creating a Plan with my Answers

10. How can I take all of these questions and use the answers to differentiate technology integration coaching so that it is the most effective for each teacher that I serve?

When I first started this reflective study of my actions as a TIS, I thought I would discover universal practices that I could share with other TIS to make our coaching more successful. However, through the study, I realized these questions had no universal answers that would work for everyone. Instead, I realized that the most easily generalized advice I could give was the understanding that we need to ask these questions in the first place.

Using these ten questions as a guide to focus the beginning-of-the-year planning sessions, a TIS can decide which program or technology device to suggest for classrooms and how to go about coaching the teachers with this goal in mind. Then the teacher and the TIS should collaborate to decide how the technology will be implemented and how it will best meet the needs of the students -- or where we want to go with the technology we integrate.

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Dr. Stephanie Hatten

District Technology Specialist, Narrative Researcher, Mom of 4 teenagers,
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Comments (6)Sign in or register to postSubscribe to comments via RSS

Bporras's picture

As a media specialist, these 10 evaluation tips really come in handy. My state standards requires me to prepare the students for an advanced technology era. These tips will help me reflect on what needs to be done in the library setting and provide teachers with guidance to integrate technology in daily lessons.

(1)
Brian Romero Smith Sr.'s picture
Brian Romero Smith Sr.
Technology Coordinator, Dallas, Texas

Reflection is vital when trying to build a technology program. I'm in year 3 of my journey and I am a firm believer in taking time to evaluate where we were, where we are and where we are going, on a quarterly basis, if not more often. It's a habit that I'm trying to instill in the teachers and the students on my campuses.

(1)
Dr. Stephanie Hatten's picture
Dr. Stephanie Hatten
District Technology Specialist, Narrative Researcher, Mom of 4 teenagers,

Yes, thanks for clarifying, job titles change from district to district, Some are called Technology Coaches as well. I am starting my tenth year as a specialist (just what my district calls it) and the job has shifted from a focus on the technology to the curriculum and the teachers. We are also shifting from technology training on devices and software in PD to in-class modeling and coaching with teachers on integration to improve instruction, not just to use a certain technology.

Dr. Stephanie Hatten's picture
Dr. Stephanie Hatten
District Technology Specialist, Narrative Researcher, Mom of 4 teenagers,

I completely agree! I love the quarterly basis time set aside to reflect. We sometimes think we are too busy to reflect but if we just take a little amount of time with purposeful reflection, the rest of our work time improves so much in quality. It actually saves us from wasting time spinning our wheels on actions that are not that effective.

Dave Guymon's picture
Dave Guymon
Online middle school teacher & educational blogger from Idaho Falls, Idaho
Blogger

Stephanie, this was a wonderful post. Not to mention, it is very timely for me. I started in a new position as a TIS three weeks ago and have been seeking out ways to frame my work as I continue to shape my job. Your insights here have helped me to do just that. They will be invaluable to me this year and in the future as I continue to learn how to be a digital leader.

Russ Ewell's picture
Russ Ewell
Parent of 3 and Android + iOS Educational App Developer

Will be sure to forward this to those with work with. One of the traps some educators fall into with technology is to launch before they plan. This is common within the technology industry. We fall in love with a particular piece of technology or the idea of how it can be used, but never develop a practical plan for how it is going to add value. Your reflective questions can help anyone integrating technology, slow down, think, and develop a successful plan.

Brian Romero Smith Sr.'s picture
Brian Romero Smith Sr.
Technology Coordinator, Dallas, Texas

Reflection is vital when trying to build a technology program. I'm in year 3 of my journey and I am a firm believer in taking time to evaluate where we were, where we are and where we are going, on a quarterly basis, if not more often. It's a habit that I'm trying to instill in the teachers and the students on my campuses.

(1)
Bporras's picture

As a media specialist, these 10 evaluation tips really come in handy. My state standards requires me to prepare the students for an advanced technology era. These tips will help me reflect on what needs to be done in the library setting and provide teachers with guidance to integrate technology in daily lessons.

(1)

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