Throughout my graduate studies in the DEL program, I have been interested in researching and growing my knowledge of effective, personalized learning. In my blog post Let’s Get Personal: Personalizing Professional Development in Remote, Blended, & In-person Learning Environments, I explored what impactful, purposeful, personalized professional development looks like in a variety of learning environments. Much of this exploration was sparked by my own experiences of feeling disengaged and disconnected far too often in professional learning I have been a participant in. A few of the examples I provide for ways coaches can personalize professional development are through choice boards, micro-credentials, and Edcamps. Providing personalized options for professional development, like choice boards, empowers teachers and offers them voice and choice in their engagement. As I mention in my blog post, Designing, Implementing, and Evaluating Effective Professional Development, my colleagues and were provided with a choice board for PD this past summer, as part of our back-to-school training. By planning and modeling professional learning in this personalized way, coaches support educators in also seeing the value of personalizing student learning.
“Just as personalized learning is important for our students, so is it imperative for our adult learners; and this includes truly knowing and building relationships with adult learners in order to be able to personalize learning opportunities.”
– Teri Preisler, Not Just About Students: The Importance of Personalizing Learning for Teachers
My blog post Designing, Implementing, and Evaluating Effective Professional Development also demonstrates my understanding of this indicator by highlighting my research on the impact pre-needs assessments have on personalized support. Coaches can think intentionally about personalizing support for educators, and put teachers’ growth and needs at the forefront, by utilizing pre-needs assessments prior to support. For example, prior to professional learning, I facilitated in the fall, I provided staff with this Seesaw training pre-needs assessment. Many staff commented after the professional development how they appreciated the support being personalized, and as a result of the survey, I was able to collect valuable data about concerns, questions, and successes related to the training.
Another blog post that demonstrates evidence of this indicator is, Utilizing Digital Licenses to Engage Learners in Using Seesaw – A Community Engagement Project. As mentioned above, at the beginning of the school year I facilitated three days of Seesaw professional development. As part of this training, and for my EDTC 6104 community engagement project, I designed Seesaw Digital Licenses. These digital licenses were designed to be used as personalized Seesaw learning for students. However, I also realized how beneficial it was to provide teachers with intentional opportunities to engage with the Seesaw platform from the student perspective and empower them to feel comfortable supporting students with the use of Seesaw. While the Seesaw Digital License tasks are differentiated in their difficulty, each of the certification levels maintains cohesiveness in the terminology, usage, and essential skills. These digital licenses helped my colleagues experience the benefit of personalized support and recognize how powerful this can be when planning and modeling effective technology integration in their classrooms.
ISTE Standards for Coaches (2019). Retrieved from: https://www.iste.org/standards/for-coaches
Preisler, T. (2018, December 27). Not Just About Students: The Importance of Personalizing Learning for Teachers – EdSurge News. Retrieved July 23, 2020, from https://www.edsurge.com/news/2016-11-28-not-just-about-students-the-importance-of-personalizing-learning-for-teachers