VSTE

Virginia Society for Technology in Education

Coaching

Your LMS isn’t JUST for virtual learning!

As we take a moment for a much-needed rest, we may not be thinking much about instructional plans for those inclement weather days that now seemed to be called “virtual learning days” in some areas. Don’t worry! Your VSTE friends have got you! The VSTE Regional Advisory Council, best known as the VSTE Coaching Crew is a new statewide council aimed at building capacity for virtual and blended learning in each region of the state. This magnificent, not at all motley, 'crew' of technology leaders works to strengthen online presence in Virtual Virginia by expanding our digital PLN, and by partnering with VVA and Instructure for monthly webinars. But that’s not all!

At this month’s VSTE conference in Roanoke, The VSTE Coaching Crew debuted a cool new and ever-expanding resource guide aimed at helping you use your LMS in your instruction every day! The best part of that is that when those inclement weather days hit and we do another “PIVOT!”, then you are all set for learning! Take a look at over 40 Ways to Use Your LMS for ideas, strategies, and some killer resources to help you design and implement seamlessly blended instruction. These resources will also help you to streamline your in-person instruction as well all while sharpening your students’ technical and content knowledge skills.

graphic showing photos of the members of the VSTE Coaching Crew

Let’s explore a few of those great ideas shared at VSTE! Coaching crew member Ann Nash from Henrico County in Region 1 shared a great idea to create virtual “Gallery Walks” with digital artifacts giving students a place to display their work proudly. Gallery Walks can also be used to help students synthesize their research and presentation skills and offer a collaborative space for reflection and feedback. Learn more about this strategy in the Strategy #3 Resource Guide!

Coaching crew member Patty Gilham from Manassas Park City in Region 4 shared a cool idea to help your little learner navigate your LMS with ease! She suggested using emojis and buttons for a visual representation for young learners who are unable to read allowing them to follow along with the lesson with ease. While she provided examples from her courses in Canvas, this strategy could easily be done with many other types of learning management systems. Learn more about this strategy in the Strategy #21 Resource Guide!

One of my favorite ways to use your LMS in your day-to-day classroom is by presenting content and resources as embedded content. Your LMS can serve as your “home base” of instructional content and support for all of your students. By having your links to activities and resources in one easy-to-access place, you save essential time with one-click access! Want to take your students to a faraway location? No problem, just embed one of Nearpod’s free virtual tours lessons! Your students will be able to explore places like Glacier National Park and many more with or without VR equipment. Learn more about this strategy in the Strategy # 13 Resource Guide!

There are so many wonderful ways to blend your in-person and virtual instruction! The VSTE Coaching Crew is working to expand these resources over the next year. We hope to see you at one of the monthly regional meetings. For more information about the regional meeting times subscribe to the Virtual Virginia calendar, or contact VSTE’s Executive Director, Dr. Karen Richardson at [email protected].

Written by Heather Askea. Heather is the Instructional Technology Coordinator for the Center for Teaching Excellence at UVA Wise. She is also the Chair of the VSTE Board of Directors. You can connect with her on Twitter @HeatherAskea or by leaving a message on this website.

Coaching to Learn: Managing Change and Emerging Technology


My experience with change management comes from a few different industries. For the last six years I have been in education, but prior to that I was in the consumer finance and insurance industries where I found myself constantly surrounded by emerging technology and continuous change. One thing that I have learned to embrace over time is change. Specifically focusing on the things that I am able to influence, and those things that are within my control. I’ve found that investing time an energy, time, and interest into things that you can’t control, leads to burnout, stress, and decreased morale. In this article, we will explore the process of managing change within the context of EdTech.

Walt Disney once said, “Times and conditions change so rapidly that we must keep our aim focused on the future”. A critical component of being a change agent is being forward-thinking and having a growth mindset, focusing on the goal and outcome. Another of Disney’s famous quotes says, “Of all of the things that I’ve done, the most vital is coordinating those who work with me and aiming their efforts at a certain goal”. No one can effect change by themselves, it takes collaboration, knowing your strengths and weaknesses, working together to achieve a common goal, and cultivating and maintaining relationships with those whom you desire to effect change.

Consider the first several weeks of school, educators are building relationships, establishing norms, and learning about each learner’s preferred method of receiving feedback and learning style. These same concepts should be taken into consideration when managing change with adult learners, as these factors don’t just disappear once a K-12 student graduates and/or enters adulthood.

Knowing what is within our sphere of influence and control is another important element of managing change. I was first introduced to the circle of influence after reading Steven Covey’s, The 7 Habits of Highly Effective People. The circle of influence has really stuck with me as it helped me understand and accept what I was able to influence and what I had control over as a change agent, and not worrying about those things that were outside of my control.

As a change agent, the circle of concern are all the things that you are aware of and are concerned about (i.e. district goals, school goals, strategic planning, etc.). The circle of influence is a collaborative area where you play a part in the outcome (i.e. school culture, student centered learning, equitable and accessible learning, classroom EdTech integrations, etc.). The circle of control is a very powerful place, because it is all YOU. Within the circle of control are all the things that you have the individual ownership and ability of managing and changing (i.e. PMA: Positive Mental Attitude, time management, availability for coaching and strategic planning).

graphic showing Hogan's circle of influence
Figure 1: Circle of Influence example from the lens of educational coaches and professional development specialists

During my interview with Prince William County Public Schools, I was asked to pick a topic that I would present on for five minutes. As you probably guessed, my presentation was on the importance of managing change. I’ve revisited that presentation several times over the past six years, but what I’ve realized is regardless of the industry, managing change can be summarized by a few key components:

  • Focus on the Outcomes – you are providing a solution to a need or problem.
  • Be open to feedback – always maintain professionalism and work collaboratively to identify the need.
  • Actively Listen – Use the 80/20 rule (listen 80 percent of the time and speak the other 20 percent), take notes, keep a “parking lot” for any unanswered questions/inquiries.
  • Offer Equitable Solutions – provide solutions that offer choice, equity and accessibility, and differentiation.
  • Prepare & Execute – develop the plan, what implementation/technology framework will be used, key performance indicators, measures of success, and executive of the plan.
  • Have a Follow Up Plan – schedule time for reflection and adjustments.

Understanding what is within your circle of influence and control, fused with these change management components, creates a solution-oriented work team that feels vested in the change management process, and from what I have experienced first-hand, increases engagement and synergy while achieving efficient and effective solutions.

Managing change within the context of EdTech integrations, requires change agents to have a plan of implementation. For this, change agents utilize one or many of the research-based technology integration frameworks that exist. Some frameworks are widely adopted, while others are used by small groups. In either case, change agents should utilize a framework that most effectively meets the needs of the educator and learners. Regardless of the technology integration framework selected, it should always be utilized within the context of the content, pedagogy, learning outcomes and strategies. Remember, the technology exists to support instruction, not replace it.

graphic of the technology integration framework
Figure 2: Technology Integration Frameworks supporting instruction and learning outcomes and strategies

Based on my experience as a change agent along with the different components of change management, coaching, and frameworks in EdTech, I developed the NICE Transformative Coaching© model. This model provides a flexible change management strategy that puts educators in the driver’s seat and gives them an active voice throughout the coaching cycle to determine the most effectives tools and strategies for their learners. The NICE Transformative Coaching model is defined by four main areas:

  • Needs Analysis – this is the initial phase of the coaching cycle; educators are encouraged to take the lead. In this phase, the change agent (coach/trainer), is actively listening to identify the need(s).
  • Identify Tools – once the need(s) have been defined, the change agent will share the EdTech tools that are available that may support the need.
  • Coaching Change – during the coaching phase, educators will develop the plan for integrating the EdTech into their classroom. The change agent should ask clarifying questions, provide data on the tool, and share various frameworks. It is important during this phase that change agents allow the educator to process the information. This may mean a series of follow up coaching sessions as needed while the educator develops or revisits their lesson plans. At the end of the coaching phase, the educator should define if the change agent will be needed to support the execution of the plan, and how the change agent will support.
  • Execute – after the plan has been established, the strategy or plan will be executed. At the end of this phase, there should be time designated for reflections and adjustments; thereby either restarting the coaching cycle.
the NICE transformative coaching model
Figure 3: NICE Transformative Coaching Model©. Created by Takeysha L. Hogan in October 2021

Change is not always easy, but it is inevitable. Having the right mindset and strategies in place and being consistent in those areas, equips educators with the tools needed to focus on solutions, take risks, and innovate; thereby creating a culture that promotes student-centered authentic, equitable, accessible, and engaging learning experiences for students.

References
Covey, S. (1989). The 7 habits of highly effective people: Restoring the character ethic . New York: Simon and Schuster.

Digital Learning Integration Standards of Learning. (2021, October 29). Retrieved from Virginia Department of Education: https://www.doe.virginia.gov/support/technology/standards/index.shtml
The ISTE Standards. (2021, October 29). Retrieved from ISTE: https://www.iste.org/iste-standards

Technology Resources
All graphics were designed utilizing Canva. The word cloud within the technology integration framework graphic was created using WordClouds.com

Written by Takeysha Hogan. Takeysha is a senior training specialist in the Department of Information and Instructional Technology for Prince William County Schools in Northern Virginia. Based on her experiences working in the private sector as well as public education, Takeysha developed a passion for change management, and learning and instructional strategies that promote synergy and community in the workplace and classroom to enhance the learning experiencing for all student and adult learners. For more information, follow her on LinkedIn and Twitter @takeyshahogan

Our Edtech Toolbox is Full (for now)

Due to the funding and circumstances resulting from COVID, we have access to more digital tools than ever before in my school district. I am sure most of you are in the same situation. Where in the past we relied on free and/or freemium versions of digital tools, we have purchased premium accounts. We used to dream of being able to afford a division learning management system (LMS) and now it is a reality. It is great to have access to these digital tools that can have a positive impact on teaching and learning. We have to be cognizant of the fact that purchasing these tools via CARES funding means if we want to continue using them, we eventually will have to pick up the tab using local funding. So, for most of us, that is going to be a challenge. So, we have to start looking now at what we keep and what we give up once the subscriptions expire.

The first thing to do is determine how much your tech tools are being used. This can be done in several ways. Our Instructional Technology Resource Coaches are in the buildings so they can see what tools are being used and get feedback from our teachers. We use a program called LearnPlatform that monitors the use of tools, so this provides valuable information as well. Teachers can be surveyed on their favorite tech tools and the ones they feel are the most effective. Keep the survey short and to the point. The most important question to ask is if they have used the tool or not! If so, do they plan to continue to use it? The answers to these questions can be used to help guide staff professional development. Most staff need to be trained on the effective use of the tool.

Other things to consider are: does the tool integrate with your LMS? Is it accessible via Single Sign On (SSO)? Is there another tool that serves the same purpose? (ie. Nearpod vs Peardeck). Finally, reach out to parents/guardians to get their feedback on the digital tools their children are using, as well.

After all the information is gathered, it is time to decide on what tools we abandon once their licenses expire and which ones we work on getting into our operational budget. What tools are effective and make a positive difference when it comes to teaching and learning? Are the vendors working with you on cost? Many school divisions are going to be experiencing this situation and vendors do not want to lose customers, so they will be willing to work with you! So, start doing your work now on identifying what edtech tools you need, so you can, “Choose Wisely.”

Graphic of knight saying choose wisely

Written by Tim Taylor. Tim is the Instructional Technology Supervisor for Shenandoah County Public Schools. He is also the Chair of the Education Committee and a member of the VSTE Board of Directors.

Outstanding Technology Coach of the Year Award

VSTE will recognize and honor three technology coaches in Virginia who have demonstrated outstanding achievement and leadership in implementing technology to improve education. Award recipients will be selected from a pool of nominations submitted by VSTE members from around Virginia.

Nominations will be accepted from October 19-November 1. Nominations will be reviewed by the VSTE Board of Directors and past winners. Select nominators will be contacted by November 5 to provide additional evidence and documentation. Nominators are encouraged to work with the nominee to gather this additional information.

Decisions will be made prior to the VSTE Annual Conference. Award winners will be recognized during the opening general session at the annual conference. They are also provided with a complimentary conference registration and two nights of hotel accommodations for the annual conference. This year's conference will be held December 5-7 2021, in Roanoke.

The Awards Committee uses the ISTE standards as the basis for judging the Outstanding Technology Coach awards. Please review the appropriate standards when preparing nomination materials. Nominees are rated solely using criteria identified in the rubric.

Please use this form to nominate a technology coach for this award.

More information about the ISTE Standards for Coaches.

Questions should be addressed to [email protected].

The review committee will include VSTE board members and previous recipients of the award.

2018 Winners for Outstanding Coach

Patrick Hausammann, Clarke County Public Schools
Krystle Demas, Goochland County Public Schools
Timothy Signorelli, Fairfax County Public Schools

photo of 2018 VSTE award winners
The 2018 VSTE Award Winners

2017 Winners

Outstanding Leader: Tim Taylor, Instructional Technology Supervisor, Shenandoah County Public Schools
Outstanding Teacher: Nichole Thomas, Instructional Facilitator for Technology, Liberty Elementary School, Loudoun County Public Schools

2016 Winners

Outstanding Leader: Dr. Amy Cashwell, Chief Academic Officer, Virginia Beach City Public Schools
Outstanding Teacher: Dr. Ann Nash, ITRT, Henrico County Public Schools

photo of 2016 VSTE Award Winner Ann Nash
2016 Award Winner Ann Nash

2015 Winners

Outstanding Leader: Dr. Helen Crompton, Assistant Professor, Old Dominion University
Outstanding Teacher: Doug Saunders, ITRT, Henrico County Public Schools

2014 Winners

Outstanding Leader: Janet Copenhaver, Director of Technology, Henry County Schools
Outstanding Teacher: Daniel Nemerow, Math and Special Education, Prince William County Schools

2013 Winners

Outstanding Leader: Richard Pierce, Associate Professor, Shenandoah University
Outstanding Teacher: Wendy Phillips, literacy specialist at Belview Elementary School, Montgomery County Schools

2012 Winners

Outstanding Leader: Mark Nichols, Special Education Supervisor for Assistive Technology and Individual Education Programs, Loudoun County Public Schools
Outstanding Teacher: Norene Skiles, library media specialist at Windsor Oaks Elementary School, Virginia Beach City Public Schools

2011 Winners

Outstanding Leader: Thomas Woodward, Assistant Director of Instructional Technology, Henrico County Public Schools
Outstanding Teacher: Kristina Peck, Riverbend High School Math Teacher, Spotsylvania County Public Schools

2010 Winners

Outstanding Leader: Katie Knapp, Computer Resource Specialist, Virginia Beach Public Schools
Outstanding Teacher: Lacy Krell, Salem High School English Teacher, Virginia Beach Public Schools

Changing a Mindset to Shift the Paradigm in a 1:1 Environment

What does it take to survive and thrive in a 1:1 classroom? Prior to my current role, I was a classroom teacher navigating my way through my division’s 1:1 iPad Pilot Initiative. I spent two years immersed in a 1:1 classroom environment working with both 3rd and 4th grade students. During that time, my colleagues and I experienced some of the pains of adopting new technology solutions in our combined efforts to bring deeper learning to students.

If you have ever had to manually update hundreds of devices, search for hours in the shared with me section of Google Drive, or totally revamp a lesson because a website or app wasn’t working, then you have felt theteacher with students sitting on the floor growing pains of adopting new tools. Anything new can be difficult, scary, or overwhelming, but if you shift your mindset to find ways that technology can make you more efficient and open up new doors of opportunities for your students, those fears and frustrations will subside.

As I started exploring ways that I could use technology to enhance students’ learning experiences, I quickly learned I was going to have to move past only thinking about efficiency. I realized that the potential impact these new resources of mobile devices, apps, and services provided me and my students would require going back to the drawing board. My lessons needed a re-design!

Our professional development at the time of this transition to 1:1 wasn’t only focused on how to use the new iPads or apps. We also explored as a team the meaning behind deeper learning, and what it would take to expose students to those types of learning experiences. We were tasked with re-thinking about the student perspective. What could their own interests add to our lessons? Were we allowing for extra time to explore things beyond the Standards of Learning? And how did our role get easier as the facilitator of learning when technology could help us better assess and monitor student progress?

teacher working with students on ozobot projectWhile I had learned about SAMR and how technology would offer the greatest benefit through lesson re-design, it was critical that my building principal understood that change was part of the new program. Luckily for me and my colleagues, she supported us with an an innovative mindset through this transition. We were encouraged to try new things, to learn from our students’ experiences using new resources, and to slowly integrate new apps to open up new possibilities and modalities of learning. As much as my students were learning that first year, so was I! Having the support to try new ideas, or to totally revamp what already had worked well, was an important lesson that sticks with me today.

In my role as a coach, I continue to reflect on that experience when helping other teachers revamp lessons and methods, and design for student-centered learning. I have to ask challenging questions and push teachers to rethink their design. Having been through this experience myself, I know that this shift in thinking takes time. However, without the help and support of invested leaders and coaches, designing for student success can be a difficult and arduous process.

Even with great support, understanding how the use of technology can transform and deepen students’ learning experiences can be difficult for a teacher to implement, especially when nothing else is slowingteacher working with student and tablet down. Through my experience working with teachers, I see great success in continuous and relevant professional development, modeling, and embedded coaching and teaching. Providing this level of support gives teachers the space and resources needed for a shift in mindset.

Looking back on that first year within a 1:1 program, I didn’t have all the answers. (I still don’t have all the answers.) Yet I believe I was successful during the transition because I had a positive mindset focused on preparing students for an ever changing global society. I quickly learned during that first year of my 1:1 experience that when you shift your mindset as a teacher and give students more opportunities to explore content more deeply, they will exceed your expectations every time!

If you want to learn more about my continued journey towards innovation and deeper learning follow me on Twitter @Mrs_Demas or check out my blog (http://kdemas.goochlandschools.org/).

Written by Krystle Demas, an Instructional Technology Coach for Randolph and Goochland Elementary Schools. She also serves as co-Mentor Coordinator for Goochland County Public Schools.
Formerly Krystle was an upper elementary classroom teacher and was a member of the Goochland Curriculum & Innovation Team.