Section 7: New Directions for Instructional Design and Technology

Section 7: New Directions for Instructional Design and Technology

#1: Distributed Learning

Under the category of “Academic Distributed Learning,” several (5 examples) came to mind.  First, there is this class itself and other classes like this that utilize ECollege, the web, blogs, and online training videos (as with Dr. Jam’s introduction video on how to use Blogger. Second, I thought of a program that we use here at Royse City HS, which is a program called A+.  This is a computer/online program that allows students who have failed a six weeks to make up that grade for a 70.  The program has links to websites, video, sound, etc., that relate back to the subject being studied.  This allows the students, also, to hone in on the skills they are not “getting,” as the program reviews the objectives that the student is showing weakness in.  They can then see their scores and how they did on each objective, take the time to study, and attempt the practice drills and tests again.  The third example of distributed learning in an academic environment is the TELPAS training I had to complete a few weeks ago in order to be able to rate our ESL students and their speaking, listening, writing, and reading levels.  This training uses a web based program which utilizes video clips, examples of sample writing in Adobe files, and sound files that allow you to evaluate the student(s)’ speaking skills.    It also provides notes for the rater (me) if you are scoring too high or too low and you can go in and read tips to stay on track.  Once you complete the training, the program allows you to print your results and any certificates you earn during the training.  The fourth example (and I’m having trouble coming up with two more examples at this point) J is a training I attended on how to use my Promethean board in my classroom.  The training included the utilization of handouts, video clips, and an abundance of website references to obtain teaching materials in different subjects that utilize the board.  The instructor guided us through as we created our own “flipchart” for the Promethean program software.  We were able to collaborate with other teachers in the training on different ideas for using the board in the English classroom specifically.  The fifth example is a training I attended on how to use our testing data software called AWARE.  During the training, the instructor used the projector and computer to display step by the step the ways in which you can retrieve the testing data of students you have in class, even back to their 3^rd grade scores.  During the training, we were guided through (using our own computer) how to view the testing data in different ways, seeing how certain subpopulations are doing compared to others, what objectives are most commonly being missed, and what areas are strengths. 

#2: Reusability

When thinking about the concept of reusability in relation to the courses I have taken, the education courses immediately come to mind.  I think, at least from what I’ve heard from others that the courses you take to become a secondary teacher (I can’t speak for elementary) are in all essence not realistic and not useful to one when they are actually in the classroom.  I can see how studying Bloom’s taxonomy and Piage’s theory, etc., can enhance one’s understanding of how children learn best and how to best build lessons, but none of this information really prepares you for stepping into the high school classroom.  It felt mostly like “busy work” and concepts that were outdated or often times just not valid in today’s classroom.  The way I think these classes should be redesigned is to make them more realistic to the classroom environment.  I think it would be useful to still study the educational theories, but to also bring in guest speakers who are both experienced and inexperienced teachers to share their thoughts and ideas with the class.  I would encourage more sharing of lesson ideas, behavior management ideas, and different strategies when dealing with ESL and special education students, for example.  When I started teaching, I had no clue what an IEP or modifications were, for example, so a lesson on how to view and implement these modifications would have been useful.  It would also be useful to contemplate and discuss ways to deal with parents who may be disgruntled or overbearing or how to deal with students who show excessive amounts of apathy or disorganization.  Having role playing exercises which allow future teachers to really practice things that may occur in their classrooms would also be useful.  It would be nice for someone to be “real” with students who are going to become teachers, as many of these education courses just were not viable or useful at all when it really comes to teaching. 

#3: Rich Media

I will be discussing a Web Quest I have used in the past with my 10^th graders in their study of the novel Of Mice and Men.  http://www.rcs.k12.va.us/csjh/hafey/page1.htm

The Web Quest is a scavenger hunt in which the students have to go through each category to answer questions about that category using links to other websites, videos, and sound clips.  The categories include “People in History,” “Historic Events,” “We Made Do. . . Surviving the Great Depression,” “Buildings of the 1930s,” and “Hey, What did People Do for Fun?”  In the section, “People in History,” for example, the student is given questions over President Roosevelt, Eleanor Roosevelt, Hitler, and even Orson Wells and The War of the Worlds.   On the surface, the students are learning about important historical events in the time of the depression, but more functionally, it allows them to gain a better insight into what life was like for the character in Of Mice and Men and in other Depression studies they do throughout their education.

#4: Nanotechnology

The electronic paper mentioned in chapter 31 sounds like nanotechnology I could definitely use in my classroom with my students, as this would give the technology aspect that they love, which would make them more interested, and would cut back on the use of paper immensely in our schools.  As far as an idea of nanotechnology that would make a skill I do much easier is an ink pen that has a high storage amount available for voice recording.  That way I could record my thoughts aloud while I’m writing at the same time.  I could then play my recordings back when doing my notes and revisions.   

#5: The Direction of the Field

I agree more with the “Broad and Inclusive Road” because it allows for more growth, change, and evolution of instructional design and technology.  The author states that this road “could weaken the center and reduce any specific advantage to belonging,” but also points out that this road “would result in a more diverse array of research accomplishments and a similarly diverse set of tools and models useful in the field settings” (343 & 344).  The area that really got me to go toward this road over the “straight and narrow” was in the area of “methods of sharing” when the chart points out that in the broad road “established refereed outlets” are used “plus: web-style self-publishing and sharing,” “conference-style forums online and face-to-face,” “water cooler meeting and communities of practice,” which are all methods that I see technology moving more toward and away from some listed under the straight and narrow road. 

Lesson 6

Question #1: career positions, description, and personal qualifications or lack there of

 I used careerbuilder.com to search for the 3 positions.  I searched for “education” jobs in “Dallas, TX” and found 3 (just what I needed) positions. 

The first position I found was for a Instructional Designer / Course Developer for American Cyber Systems in Irving, TX.  They require a 2 year degree, area of specialization is not specified, and at least 5 years of experience in the field. The position involves maintaining current training courses and formulating new courses based on client needs.   The description includes things such as “Develop new courses and maintain current courses, convert leader-led courses into a blended or 100% web-based deliverable, create new courseware from methods and procedures, You will be required to evaluate existing leader-led course material for appropriate conversion to e-Learning; or for design of new courses from references and SME input” ( http://www.careerbuilder.com/JobSeeker/Jobs/JobDetails.aspx?IPath=QHTCM0A&sc_cmp1=JS_JR_ViewJob&ff=21&APath=2.21.0.0.0&job_did=J8A1DD6YGDD9Y71ZSX2)

It also requires, “solid front-end and task analysis skills will be employed to determine appropriate design plans for each project, high-end e-learning experience is required for the design and development tasks of converting course material, excellent work ethic, self starter, attention to details and attendance are crucial, the candidate must have experience with Adobe Presenter, Captivate and Flash, and Must be able to work in a fast paced environment with minimal supervision.”
They included the following note in regard to the position as well.  
“NOTE:  This is not an IT developer assignment nor a Technical Writing assignment but a course designer to develop training courses for client needs.”

The position requires knowledge in the following software technologies:

Web Based training design and development (expert)
MS Office Suite (expert)
Information Mapping Theory/Concept (expert)
Instructional Design Theory/Application (expert)
Writing Skills (expert)
Adobe Presenter (intermediate)
Flash (intermediate)
Captivate (intermediate)
Graphic Design (intermediate-desired)
Paint Shop Pro/Photoshop (intermediate-desired)

I am most certainly not qualified for this position, as it requires skills to make things available online, web-based, and know how to use several software systems that I have no knowledge of or experience with.  I know a few things in Photoshop and Paint Shop, but have never worked with Flash, Adobe Presenter, and am definitely not an expert in design theory or application.

The second position I found was for a high school admissions representative for Everest College and it entails working with incoming college freshmen to help guide them into the college atmosphere, but also to ensure they find the right program and/or extracurricular activities that are right for them and their personal career choices. 

• Take and return inquiry calls from all potential high school students interested in knowing or receiving information about the programs, including entrance requirements, curricula and academic standards.
• Follow up on all prospective high school student inquiries that fail to schedule an interview or fail to show for an interview.
• Achieve a minimum number of starts during each quarter as determined and set by the Regional Director of HS Admissions and Regional Vice President of High School Admissions.
• Comply with governmental regulations and standards of accreditation as they relate to enrolling students.
• Utilize approved telephone presentation and interview procedure during the enrollment process.
• Conduct student interviews, wherein any reference to Financial Aid complies with the stated CCi Company Policy.
• Enroll high school students who meet eligibility requirements as published in the college's catalogue.
• Complete all required forms for enrollment, schedule the Financial Aid appointment, and follow up to ensure that financial aid packaging is complete.
• Develop and implement plan for generating referrals from current students and every interview.
• The plan must result in an acceptable number of referrals.
• Maintain and submit all High School reports in an accurate and timely manner by student progress tracking.

The job requirements listed are:

·         1-2 years sales experience.

·         BA in Business Administration or related field preferred.

·         Previous experience within a private school environment and working with High School Students a PLUS.

·         Experience in a fast-paced or high volume environment.

·         Organize and establish priorities effectively.

·         Communicate effectively in both written and oral formats.

·         Strong self-motivation and a team player approach.

·         Microsoft Office Suite: Word, Excel, Outlook.

http://www.careerbuilder.com/JobSeeker/Jobs/JobDetails.aspx?IPath=QHTCM0B&sc_cmp1=JS_JR_ViewJob&ff=21&APath=2.21.0.0.0&job_did=J3F20S6CX6V53YQF9SK

Aside from the 1-2 years of sales experience required, I think I would qualify for this job.  I also do not have a BA in Business Administration, but maybe my BA in English and Masters in English might work instead?  It would need to be a question I would ask from the start.  I could even argue that teaching, in many ways, is a sales position, as you are “selling” yourself and the material to your students so they will listen and retain the information.  I would also have to brush up on my Microsoft Excel skills, as I am not completely comfortable with this program. 

The third position I found was for a high school presenter for Everest College, which entails going into high school classrooms as a kind of recruiter for the college.  You would make presentations about what the college offers for career options, what scholarships are available, what extracurricular activities offered, etc.  You must also develop ways to target diverse students and individuals. 

General duties include:

·         Develop and deliver enthusiastic, educational presentations to high school classes within assigned market.

·         Develop a professional rapport with high school students, faculty and staff.

·         Provide Institution related information to high school students, faculty and staff.

·         Attend college/career fairs and any other high school sponsored events.

·         Organize Institution Open House events for high school students.

·         Develop a high school visitation plan that will offer consistent customer service to high school faculty, staff and students.

·         Meet or exceed goals established by the Director of Admissions, RDOA HS or RVPA - HS.

·         Comply with all governmental regulation and standards of accreditation as they relate to enrolling students.

·         Provide comprehensive reports to the Director of Admissions, Regional Director of Admissions High School, or Regional Vice President High School.

·         Perform other duties and responsibilities as assigned.

Job requirements listed are:

·          Sales Experience.

·          Completion of post-secondary educational program required.

·          Previous experience within a proprietary school environment and working with High School Students a PLUS.

·          Excellent Communication skills. Microsoft Office Suite: Word, Excel, Outlook.

·          Flexible Schedule which will include Saturdays and evenings and ability to work in a fast paced environment.

http://www.careerbuilder.com/JobSeeker/Jobs/JobDetails.aspx?IPath=QHTCM0C&sc_cmp1=JS_JR_ViewJob&ff=21&APath=2.21.0.0.0&job_did=J3G1VK5YG1P45KPWCZF

I would be qualified for this job, besides the sales experience requirement, which I could, again, argue I do work in sales with teaching, but that may be a stretch.  The fact that I’ve worked with high school students for 9 years might help outweigh the fact that I have had no formal sales experience.  The rest of the job seems very reasonable and actually something I’d be interested in.  It’s also good to see that there are some jobs out there that I actually could apply for if something were to ever happen in my district like layoffs, etc. 

Question #2: Self Assessment

I went to the second site listed in the text, http://www.careeronestop.org to complete a self-assessment. I took one where you check your skills (according to you) and then rate your ability level for each skill.  I don’t think this is the most effective way because many people don’t see themselves and their skills the way they really are, but I suppose this could be an issue with many of these self-assessments out there.  It said I was higher than average on all of my skills because I rated myself high.  That doesn’t actually mean that I am higher.  J  It also said that “no matched occupations were found” at the conclusion of the assessment, which was disappointing.  When I put in a specific job like English language and literature at the postsecondary level, it then gave me more information like what skills I am lacking for this career (based on my initial answers and ratings) and what skills I have that pertain to this career.  I didn’t learn much new about myself, but I did learn that this self-assessment wasn’t very helpful. 

Question #3: Professional Organizations & Professional Publications

TCTA is the Texas Classroom Teacher’s Association and offers liability insurance for Texas educators, professional development opportunities, and curriculum and instruction resources.  They put out 2 publications, one called The Classroom Teacher and the other is called, The TCTA’s Survival Guide for new educators.  The cost of membership is $90 a year and some districts, such as Royse City, will take it out of your check monthly.  They offer conferences and meetings in regards to some professional development.  They offer several free online professional development trainings that are free for members.  Titles include “Behind the Wizard’s Curtain: Creating Activities That Transport the Gifted From Kansas to Oz,” “Collaboration Tools for Students and Teachers,” and “Texting Your Way Into Trouble - How To Keep Your Relationships With Students Professional,” which can all be taken and used for professional development hours or “flex time” for teachers.  I did not know this before now.  They also offer opportunities for teachers to become advocates for TCTA and for educators in Texas by offering and promoting programs like ACT NOW! and GAIN (Grassroots Action and Information Network) that teachers can get information about and become involved in.

The Classroom Teacher is a quarterly publication put out by TCTA designed by Theresa Sackey and its main focus is the latest news in education in general and it offers several specified stories covering current trends, changes in Texas education, and ways teachers can get involved to promote change both in government and in their classrooms.  The publication also offers information on candidates running for political/educational offices in our state and supplies not only informative and entertaining articles, but it also provides an ideal amount of additional resources information on whatever topic is being examined and discussed.  I do not believe the publication is peer reviewed, as I could not find such information either online or in the paper publication itself.  I get the magazine and actually used the article “Cyberbullying: Control-Alt-Delete” in my English classes along with a dvd called Bullied by the organization Teaching Tolerance.org. The Classroom Teacher is available online, at least the main articles in each magazine, but other advertising and editorial information may not be included as available online.   

NCTE is the National Council of Teachers of English and they offer a variety of products and services.  They offer several different types of membership, some more expensive where you can sign up to receive a peer reviewed journal of your choice and one standard one that is less expensive. The standard membership without journals is $50 a year and they offer 12 different journals, which range in price from $12 to $25 per journal.  There are many ways you can get involved taking action by volunteering for NCTE, joining the online conversations community, and even writing for NCTE.  They offer links to their anti-censorship center, career opportunities, grants, lesson plans, etc., and offer a multitude of professional development opportunities through E-workshops, web seminars, resource kits, and their annual conference each year.  All of their publications like Language Arts, School Talk, Voices from the Middle, English Journal, Classroom Notes Plus, College English, Teaching English in the Two-Year College, Research in the Teaching of English, and the SLATE Newsletter, are all peer reviewed publications.

Classroom Notes Plus is a quarterly magazine edited by Felice A. Kaufman that contains creative ideas and lessons for middle and high school English language arts/reading classrooms.  It comes out in August, October, January, and April and is $25 a year.  A short abstract of each article is provided online, but you must pay the yearly fee in order to view the publication.  The magazine’s main focus is to provide the latest trends and lesson and classroom ideas to help manifest a contemporary, literary rich, and exciting, innovative atmosphere for middle/high school English classrooms.       

ATPE is the Association of Texas Professional Educators and they offer liability insurance and advocacy for Texas educators.  They offer links that help educators with the TExES and ExCET exams and the availability to join the Legislative Alert Network (LAN) and to discuss ideas on the Idea Exchange. ATPE’s focus is on the liability coverage it offers its members and its website also offers helpful articles and tips for classroom teachers focusing on topics such as advocacy for literacy, trends and focus lesson using new technology in the classroom, and the latest happenings in Texas legislative sessions affecting teachers and education.  ATPE does not have or offer any kind of publication.

A third professional publication I will discuss is English Leadership Quarterly which is also a quarterly publication associated with NCTE, as mentioned with Classroom Notes Plus above.  ELQ is a CEL (the Conference on English Leadership) publication and is geared toward department chairs, supervisors, curriculum coordinators, and administrators to assist them in their roles of improving the quality of English classroom instruction.  The publication offers articles on a variety of issues and membership fees run from $12.50 a year for students to $25.00 a year for NCTE members and $75.00 a year for non-members. 

Question #4: Performance Technologist Domains, Competencies, and Performance Statements

I will write these performance descriptions for a Performance Technologist using the outline the textbook used for the other three job titles, Instructional Designer, Training Manager, and Instructor.  Some of the competencies listed on page 280 in Table 27.6 and on page 275 in Table 27.3 I will include in mine and will provide quotations when I do so.

I am quoting the text’s description of a Performance Technologist to keep the skills mentioned visible.

The Performance Technologist should “systematically analyze and utilize a variety of technologies [to] improve human performance by providing . . . solutions [that] relate [to] specific, valid, and appropriate tasks or aspects of individual or organizational performance.  In doing so, performance technologists assure a link between human performance improvement efforts, results, and consequences” (279). 

Professional Foundations

1. “Communicate (effectively) in visual, oral and written forms” (275).
2.   Analyze and “improve the effectiveness and efficiency of organizations and the resources within them” (280).
3.   “Maintain networks to advocate for and support the” performance technologist function. 
4. “Systematically analyze and utilize a variety of technologies to improve human performance” (279).
5. “Provide solutions that relate to specific, valid, and appropriate tasks or aspects of individual or organizational performance” (279). 
6. Analyze performance data to summate a “link between human performance improvement efforts, results, and consequences” (279).

Planning, Analysis, & Preparation

1.       Create ways to “aid the client in solving performance problems by demonstrating systematic approaches to problem identification and problem solving” and assist the client in implementing and acting on these approaches with guidance and feedback 9280).

2.       Create and maintain strategies to “facilitate individual accomplishment” (280).

3.       Create and maintain ways to “remove obstacles to achievement or organizational mission outcomes” (280).

4.       “Establish, support, and demonstrate results of performance that effect organizational outcomes” (280).

5.       Ensure your own focus and your client(s)’ focus on results.

6.       “Look at situations systematically, taking into consideration the larger context including competing pressures, resource constraints, and anticipated change” (280). 

Design and Development

1. Insure the application of performance technology strategies and data retention.
2. Use technology to enhance data analysis and strategic planning.
3. “Evaluate training and performance interventions” and analyze results in order to address retraining and more intervention where needed (275).
4. “Demonstrate effective questioning skills” (275).
5. “Use media and technology to enhance learning and performance” enhancement and adjustment (275).

Section 5 Questions

Section 5 Questions

#1: Rapid Prototyping

I’m having a difficult, even more so than last week, making this question fit education and specifically English /Language Arts, but here is my best attempt.  I was thinking of a specific lesson I use when teaching “The Masque of the Red Death” by Edgar Allan Poe where I require the students to create a blueprint, drawn on graph paper, of what the Prince Prospero’s castle may have looked like, based on the description provided in the text.  I could further this assignment by creating a rapid prototype in a program like CAD of a 3D version of the blueprint and have the kids create their own using the same software or similar software.  I’m anxious to read what you all say on this question.  I was stumped this week, really stumped. 

#2: Full Spectrum Diagram

I would suggest using screen shots of the electronic programs and designs they would be taught, if the electronic accessibility is faltered or limited.  Traditional methods of training, pre technological solutions, can still be ideal, such as handouts, scenario reenactments, drill and practice, and even question and answer sessions. 

If the question is asking more about how to provide more technology savvy ways to have electronic access, what the text mentions about what the Marines “will have” by 2006 are all valuable ideas that could serve as ways to still electronically train these individuals.  The text states that “by 2006, the Marine Corps will have in place 54 Deployable Learning Resource Centers” which “consist of a server, network switch, printer, and 20 rugged laptop stations” (194).  It goes on to point out the details of the connect ability to external networks. 

#3: GSTE & Step-Up-To-Excellence strategies

When reading about the GSTE process model, I immediately thought of a new program or “strategy” that a fellow teacher and I, along with the support of our superintendent are planning to implement at the start of next school year.  Some of you may have heard of Dan Korem, the Random Actor Prevention Strategy, or the Missing Protector Strategy.  Korem is the creator of both and the strategy we are focusing on, in order to prevent “random actors” from acting, is the MPS.  In order to implement this strategy as a staff development opportunity, the first step taken was for our entire staff to sit through a short introduction to what the “random actor” is.  These are those kiddos who, for many reasons both personal and environment, choose to act out in a violent or aggressive way at school, such as the school shootings that have become an epidemic in our public schools in America.  The next step was that the superintendent chose the two of us and a counselor from our campus to go through a day long training on the MPS which not only helps identify and assist those students who may be “random actors,” but also those students who need a kind of mentor or “missing protector” in their lives.  Once we had gone through the training, we sat together, the two of us, and revisited the training, the manual, the suggested books to read, and the videos provided in the training manual.  We then talked with teachers, counselors, and administrators, to identify those students who are in the most need of that protector in their lives.  These may be kids who live in a single parent household, who have had multiple discipline or academic issues, have had multiple absences, those who are often bullied, or who just plain have a tough life.  Once we got the names of 10 girls and 10 boys narrowed down, we asked for teacher volunteers to serve as a mentor to these students.  We are now in process of getting the training of the mentors to be included in a summer professional development course for those teacher volunteers.  We submitted an application for our training to be considered this summer for us to do so.  The next step will be to inform the mentors of the training dates and times, provide each one with a copy of the manual, and prepare our actual professional development, what we will say, the videos we will show, the examples we will use, etc., along with the success stories of how this strategy has assisted other schools across the country.  Our professional development course will utilize power point presentations, video, audio, and paper/pencil materials.

As far as this strategy being successful for years to come, even after one of us leaves the district, the Step-Up-To-Excellence model will be a great way to ensure this happening.  The initial training of the mentors will hopefully cause them to really “buy in” to the program and see the benefits it can have, not only on our students, but also on themselves as mentors.  Once this strategy is shown successful at the HS level, we hope that the middle school and other intermediate and elementary campuses will see that this can be a district wide strategy that will be useful to us all, both for prevention and providing immediate action where it may be needed.  

#4: Universities Faculty Development

Texas A&M University – Commerce

On A&M Commerce’s faculty development page of their website it explains that there is a faculty development committee that arranges and provides ways for the university faculty members to enhance their own educational and research abilities.  They point out that these may include book groups, group luncheons and outings, lectures, and new faculty orientation.  The site states that “its most important function is to encourage interdisciplinary and cross-disciplinary discussions as well as approaches to instruction”

(http://web.tamu-commerce.edu/aboutUs/administrativeOffices/academicAffairs/facultyDevelopment/default.aspx.

~This section is called the “Faculty Development Committee”

~It is under Provost and Vice President of Academic Affairs” section of the website

~ It offers information on conferences such as IDEA, CIEE seminars, and different online trainings through power point presentations.  It also provides links to various faculty development seminars available to their faculty.  There are also links to how to apply to be on the committee itself. 

~Seminars seem to be given each semester and range in titles.  To list a few. . . Reaching & Teaching the Millennial Generation-Developing an Authentic Assessment Toolkit, Creating Significant Learning Experiences: Part I, and Creating Significant Learning Experiences: Part II.

Baylor University

Similar to A&M Commerce, Baylor’s faculty development focuses on the instructional methods and effectiveness of their teachers and states that, “Resources for faculty include faculty orientation activities and seminars, faculty mentoring, faculty development grants as well as seminars and workshops to improve teaching effectiveness, the summer teaching and summer scholars institutes, the scholarly writing seminar, occasional symposia, conferences, colloquia and discussion groups” .

http://www.baylor.edu/provost/index.php?id=1136

~Faculty development for Baylor is under a section of the website called “Faculty Development”

~It is under the “Executive Vice President and Provost” section of their website

~It offers the services listed below

•  New Faculty Mentoring Program
• Summer Faculty Institute
• Symposia and Presentations
• University Teaching Development Grants
• Big 12 Faculty Fellowship Program
• Other Faculty Development Resources
• Seminars for Excellence in Teaching

~Their trainings/institutes are offered every semester on this campus.

University of Texas at Arlington

UTA’s section of faculty development has several sections such as Academy of Distinguished Teachers, Academy of Distinguished Scholars, Active Learning Committee, and Faculty Organization.

http://www.uta.edu/provost/facbodies.php

~Faculty Development is the term used on this site.

~It is also under the Office of the Provost section of the site.

~It offers sections like “faculty recognition,” “grants and leaves,” “faculty enrichment,” “new faculty orientation,” and “UT Arlington Strategic Plan.”

~Specifically under the “faculty enrichment” section, they offer such things as a “faculty guide,” a “faculty-to-faculty mentoring program,” “teaching circles,” “instructional support sessions,” and “research and creative activity support sessions” each semester for their faculty. 

Section 4 Questions

Section 4 Short Essay Questions

1.      There are two performance problems in my area of teaching HS that came to mind while reading through chapter 14.  These are probably a stretch, as I had a difficult time coming up with issues that are resolved in a non-instructional way, but they are teacher attendance and maintaining teacher positivity throughout the school year.   

Often times, especially during heavy sports times during the school year, we find it difficult to find enough substitutes to cover for all those who are out.  In a district I used to teach at, not my current one, they gave a huge non-instructional incentive for us to be in attendance for everyday, or at least most days, of the school year.  Each teacher who signed up for a 403B account through the company the district used was granted 3% matching costs of whatever the teacher put into their account that school year as long as they missed no more than 3 days.  3% doesn’t seem like a lot, but I know it was a huge motivational factor for most of us to attend this amount of school days throughout the year. 

Another performance problem, although some may not see it as such, that I see often in my fellow teachers is an inability to remain positive, both inside and outside of the classroom.  Teaching any age students can be a very stressful and hectic job, but I think the importance of positivity is looked over often in the mix of grades, sports, TAKS testing, and extracurricular events.  There are several ways I think the positivity can be enhanced and maintained.  One thing that could be done is for the administrators and each other show each other support and give kudos when a job has been well done.  My principal, for example, sent me a short email last week telling me what a good job I’m doing and how much he appreciates my positivity and energetic attitude toward my students.  This is the first and only time I have ever had a principal do this in 9 years of teaching.  That’s sad, but true.  This email alone made my positive attitude heighten even more than it already was.  The need for this from our colleagues is important and useful as well, but hearing things like this from the administration can have an even greater effect, I believe. 

Another way positivity can be encouraged in a non-instructional way is through a monthly “teacher of the month” could be voted on by the entire student body at lunches or by the members of the student council.  Being recognized like this could be the difference in a teacher having that positive attitude or slipping into the ever nasty negative one. 

A third way I think a positive attitude in teachers could be increased is by participating in more team-building or group activities outside of school which would force people to meet and get to know other teachers in the building they may not otherwise get the chance to.  Last year our staff went bowling and they purposely grouped us with people who are not in some kind of “click” and who are not necessarily friends outside of work.  This really started the year off on a positive note and many of us could see that come through in our interactions with one another, in our attitudes toward our students, and in our teaching in general.

2.      https://www.msu.edu/~sleightd/epss_copy.html

Using the website above, I was able to see a slightly differing definition than the one offered in the text.  “An Electronic Performance Support System is, according to Barry Raybould, ‘a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences’ (Raybould, 1991).  The difference or addition that I noticed here was the term “advice” being used.  Of course this “advice” could just refer to a kind of “help” feature offered by most EPSS’s, but I found it interesting still.  It would almost be nice for these systems to offer an instance “help” feature or even a feature where you could talk to or chat with others who are using that specific system.  This feature could also include suggestions or tips made by prior users.  A characteristic of EPSS’s offered in this source is that they “reduce the need for prior training.”  This is something I could see as being untrue, as there are still employees hired who may or may not have the technology experience and/or abilities to work their way through the EPSS and their questions, concerns, and issues with the system could cause more harm than good.  I know there have been times I’ve had to sit through some kind of instruction through a EPSS and was not given proper instruction beforehand, which led to even more confusion for myself and an increase in negativity toward the skills or lessons “they” want me to learn or be exposed to. 

This lack of technology experience with computers, the internet, and/or websites or software may be the reason EPSS’s have not been more widely used.  If a EPSS is going to cause more time for the management or administration because of their having to answer questions and make clarifications constantly, I can see where the installation of such a program could be seen as “risky” or more trouble than it’s worth.  I do believe, however, that EPSS’s will only continue to grow in popularity and use in all types of workforce areas.  In the last 5 years I would say that most of the trainings that we, as teachers, are required to attend are usually in the EPSS format and I have to say that more often than not I don’t feel I get the whole gist of things from this alone.  In my opinion, and maybe it’s because I’m an auditory learner, nothing beats an actual person there to train you and guide you through the processes step by step.  Maybe I just need to get with technology and the way things are going. J

3.      There are several KMS’s that are used in my HS that came to mind while reading chapter 16.  The first is the “Parent Portal,” which allows parents to view their child’s current grades in a class.  The program allows them to see specific assignments, their due dates, the grade their child made on the assignment, if they have any missing or incomplete assignments, and it allows them to email the teacher if they have any concerns.  Another program we have that can be seen as a KMS is the program called “Aware,” which allows us to access the TAKS scores, all the way back to the 3^rd grade, of our current students.  We are able to see the data in many ways whether it’s based on specific objectives they had difficulty with, by ethnic or social economic status, by sex, etc. 

The TEA website and its features is the KMS that I will focus on, as it’s the one which has assisted me most in difficulties in instruction and design I have had in the past and continue to have.  The TEA website offers released TAKS tests, along with scoring guides that offer examples of actual student work on their essays and open-ended questions. The ELA open-ended questions have been and remain the biggest area of concern in regards to the ELA TAKS exam.  The website offers detailed rubrics for each score of the open-ended question, offers student examples of each score, and offers detailed descriptions of why each answer got the score it did.  Another aspect of the website that brings in the collaboration that is so essential to KMS’s is that there are links to teacher blogs, teacher forums, and even lesson plan sites that are geared specifically toward the teaching of open-ended questions and many other skills tested on the ELA TAKS test.  One thing I think we need to do more of is sit together as a department and look over these samples and suggestions together, as someone else’s view or way of looking at or teaching the material could be the answer for another teacher who is having difficulty.  Like I’ve said in previous posts, this is an area my department lacks.  We could even bring in samples of our current students open-ended responses and talk about how we would score each one and write descriptions or explanations, like those provided with the samples on the website, as to why we scored them like we did. 

4.      I may be stretching the term “informal” on this one, but I had a difficult time coming up with examples of informal trainings I have had in my adult life.  Some examples of training, some more formal than others, I have received in my adult life are summer AP or PAP workshops, writing workshops such as Write Traits (FABULOUS), Gretchen Bardabee’s workshops, TELPAS training, AWARE training, and even a defensive driving course.  Some of these trainings featured an actual human being and others did not.  In reference to the ones where a person was leading the training, they tended to be more engaging and even entertaining at times.  These are not primarily social in nature, but do tend to include several times for kinds of social interaction, such as sharing your thoughts with a neighbor, having to introduce yourself to others in your group, or having to collaborate with strangers to come up with a final product.  Any group training involving teachers, at least in my opinion, tends to be social in nature at least to some extent.  As far as the trainings that were computer based alone, these tend not to be engaging at all, unless you’ve been living in a cave for the past year or something.  The most boring and unsocial trainings in my experience have been these types of trainings.  These include, for me, such things as TELPAS training, AWARE training, Crosstec training, etc., in which the user must go through the training on their own without a person leading it or even there to give guidance or answer questions.  After writing this out and thinking about it, I think there is so much to be said for some social interaction during trainings such as these, as that is where true learning occurs.  I’ve gotten some of my best teaching ideas and materials from other teachers who were in workshops with me at AP conferences or TEA sponsored trainings in English.