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E T E C / 6 0 0T h e o r y & P r a c t i c e

E d u c a t i o n a l Te c h n o l o g y

A d a m H a l e m a n oK a s e y F e r n a n d e z

M i a B e a t t y

C a s e S t u d y

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Identify Characteristics Thompson Run Elementary school seems to be a great place to work.

The school has consistently met the testing requirements for state

standards and the principal.

Shannon Ensman, is an enthusiastic new hire with a background as

assistant principal at a school with a strong emphasis in hands on

experiences and technology integration.

Shannon has been with the school for one year and would like to

implement some positive changes to the curriculum and teacher practices

in her second year.

Thomas Run Elementary is equipped with the supplies and technology

needed to incorporate hands on experiences and technology integration

into the daily curriculum.

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Identify Characteristics (Continued) Recently, Shannon has hired Carla Fox to help jump start her vision of a

forward thinking, hands on, technology based school.

Carla is willing and able to teach others and is considered to be a master

teacher and recognized as "County Teacher of the Year" and "Innovative

Instructor for Region 10".

Carla graduated from a rigorous 5 year integration based teaching program

with a specialization in educational technology and received a master's

degree in instructional design.

Many of the teachers have a hard time accepting Shannon’s enforcement of

training in “innovative teaching practices.”

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E T E C / 6 0 0 T h e o r y & P r a c t i c e

Identify Characteristics (Continued) To introduce and discuss the training Shannon called for an initial school

wide staff meeting.

Mrs. Hodge, Mr. Schlegelmilch and other teachers do not see the need for

reform because their school consistently "meets" standardized tests.

Mrs. Hodge also states that they have tried similar university innovations

before and test scores did not improve and classrooms seemed to be more

chaotic during the trial period.

Mr. Puskorious, a new teacher, wanted to improve but wanted further

training in classroom management strategies before learning/ worrying

about technology integration.

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E T E C / 6 0 0 T h e o r y & P r a c t i c e

Identify Characteristics (Continued) Mr. Zurovachak, a veteran teacher, is very supportive of the new training

and looks forward to being part of the new Principal's innovative vision.

First year teacher Mr. Fitzgerald is also very enthusiastic about the training

and would love to have the time to collaborate with his fellow teachers.

Mrs. Hodge’s negative attitude seemed to pervade the discussion,

preventing others from sharing their opinion.

Other teachers emailed Shannon (such as Mrs. Lynn) to give their support.

Carla was already collaborating with Mrs. Lynn so she could potentially help

Carla recruit other teachers.

Another issue with the proposed training is that teachers would not be

compensated.

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Identify Characteristics (Continued) Some teachers are unwilling to put time and effort into the training

because much of their time is devoted to their classes to begin with.

Carla is being asked to take on 2 roles although she is only paid for one.

As a teacher, Carla is expected to model new teaching approaches and

become a model for other teachers.

As an instructional designer, Carla is expected to lead efforts to identify,

plan for, and implement the necessary changes embodied in Shannon's

visions for the school .

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Opinion Leaders

The protagonist of this narrative, Carla Fox, is a highly regarded and well

reputed educator with a fair number of public accolades under her belt.

The school’s principal, Shannon Ensman, is a progressive minded innovator

with strong commitment toward the exploration and promotion of change

within the context of learning strategies and interdisciplinary approaches.

Followers of Change

Mr. Fitzgerald is a recent graduate and first year educator.

Mrs. Lynn is a quiet and reserved educator.

Mr. Zurovachak is a well-respected veteran educator.

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Resistance of Change

Mrs. Hodge is an outspoken veteran educator with a known aversion for

change.

Mr. Schlegelmilch is an educator seeking compensatory payment for

additional work tasks that must be done in order to bring about change.

Mr. Puskorious is another novice educator with self-confessed classroom

management issues. He feels that additional classroom support is needed.

Due to personal concerns regarding the prevailing workload and arduous

teaching environments, Mr. Schlegelmilch and Mr. Puskorious have

tentatively sided with Mrs. Hodge in her staunch stance against the

proposed revisited reform agenda.

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E T E C / 6 0 0 T h e o r y & P r a c t i c e

Evaluate Makeup of the Ad Hoc Committee The ad hoc committee at Thompson Run Elementary consists of Carla, a master

teacher who is a well reputable educator with a background in instructional

design.

Mrs. Lynn is a reserved but innovative classroom teacher whom Carla Fox

collaborates with and Mr. Zurovachak, is a veteran teacher.

The three ad hoc committee members are all in favor of school-wide changes.

Mr. Fitzgerald, a new teacher who seems eager to share his knowledge, and an

opposed teacher such as Mrs. Hodge or Mr. Schlegelmich.

We feel the opposed teacher can gain and contribute to the committee as

much as the other members, and if she or he can change their views about the

school-wide reform, they may be able to persuade other opposed teachers.

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Outline for Initial Committee Meeting

1. Plan for Meeting 1Introduction (5 minutes) total.

a. Welcome all.b. Brief Introduction of Main Objective.

2. Ice Breaker (15 minutes) total.a. ???

3. Focus on Integrating Hands On Experiences (1 hour 15 minutes) totala. Research proving the benefits of incorporating hands on experiences

(5 minutes).b. Connections with Common Core standards (10 minutes).c. Examples of lessons plan ideas throughout all areas (10 minutes).

Main Objective: To inspire teachers to enthusiastically incorporate new teaching practices into their class curriculum.

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Outline for Initial Committee Meeting (Continued)

d. Activity: Brief lesson example (25 minutes).

i. Group 1 Focus: Language Arts 1. Activity: Make a book? Reader’s Theatre?

ii. Group 2 Focus: Science1. Activity: Experiment: ?

iii. Group 3 Focus: Social Studies1. Activity: Role Play?

iv. Group 4 Focus: Math1. Activity: Something using Manipulative?

v. Group 5 Focus: Health1. Activity: Spreading germs glitter game?

Main Objective: To inspire teachers to enthusiastically incorporate new teaching practices into their class curriculum.

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Outline for Initial Committee Meeting (Continued)

e. Reflection i. Group Sharing (10 minutes).ii. Discussion (10 minutes).iii. Survey (5 minutes).

4. Break Time (15 minutes) total.a. Snacks

5. Focus on Integrating Educational Technology (60 minutes) total b. Research proving the benefits of incorporating technology (5 minutes).c. Connections with Common Core Standards (5 minutes).

Main Objective: To inspire teachers to enthusiastically incorporate new teaching practices into their class curriculum.

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Outline for Initial Committee Meeting (Continued)

c. Overview of different technology resources available at the school (5 minutes).

d. Examples of lessons plan ideas throughout all areas (10 minutes).e. Activity: Brief interactive lesson example utilizing one of the technologies

(perhaps a SMART board game) (20 minutes).i. Group 1 Focus: Language Arts ii. Group 2 Focus: Scienceiii. Group 3 Focus: Social Studiesiv. Group 4 Focus: Math

f. Reflection i. Discussion (10 minutes).ii. Survey (5 minutes).

Main Objective: To inspire teachers to enthusiastically incorporate new teaching practices into their class curriculum.

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Outline for Initial Committee Meeting (Continued)

6. Conclusion (40 minutes) total.a. Recap meeting (10 minutes).b. Discussion: did we achieve our objective? (5 minutes).c. Circle Time (20 minutes).

i. Everyone shares 1 sentence about what they like/ don’t like about the meeting and proposed training.

ii. Pass around a special item such as a talking stick. iii. One speaker at a time, one sentence only.

d. Thanks you and Good-byes (5 minutes).

Total Time: 3 ½ hours

Main Objective: To inspire teachers to enthusiastically incorporate new teaching practices into their class curriculum.

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Rationale of Committee Meeting Outline The focus of our meeting is not only professional development, but also

community development.

We believe that the success of the training depends on the livelihood of the

learning community and we would like to foster that by incorporating

experiences that will require the teachers to work together in groups.

After training, teachers hopefully begin to implement these strategies used,

they can share out ideas, what worked or didn't, problems, etc. during PLC's

(Professional Learning Committees) in their grade levels.

The meeting will include an ice breaker, snack time and activity examples.

Ideally, we would have at least ½ of a professional development day to

devote to the cause, but could shorten the training or divide it into two

meetings that are 1 ½ hours each.

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Rationale of Committee Meeting Outline (Continued)

We hope to engage the teachers just as we hope them to engage their

students in the classroom.

The hands on and interactive activities facilitated will hopefully make

teachers excited to bring them into their own curriculum.

We will provide an array of ideas for each subject area that we will

expand upon in future meetings.

Enthusiastic teachers will be encouraged to plan a simple sample

activity for subsequent meetings or to share in other ways.

Sharing will further the success of the learning community so we would

like to give teachers to share as much as possible as often run out of

time to do this on a daily basis.

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