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MASTER
TECHNOLOGY TEACHER CERTIFICATION PROGRAM
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Jenni Keith |
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Session 1 – Sherry Brott, Coach and Jenni Keith, Mentor
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| Sherry
Brott: Jenni, I've looked at your goals for mentee, Jenny
Keener. Can you tell me a little about her? Jenni Keith: Jenny is a young, but experienced teacher who possesses competent technology skills, but lacks experience in integrating technology in her curriculum. Jenni Keith: She has experienced quite a bit of success with technology integration over the last two years and was recently awarded with a model technology classroom. Jenni Keith: This includes 6 computers, laser printer, document camera, mounted projector, digital camera, DVD/VCR, and an Interwrite School Pad. Jenni Keith: I have worked extensively with Jenny over the past two years and we have a trusting mentor-mentee relationship established. It is her desire to more fully integrate the hardware and software she has available to her now. Jenni Keith: I have several ideas and will work with her over the course of this next year to help achieve her goals. Sherry Brott: I see that one of your goals for her is to ensure that she develops needed skills to implement the next lesson on her own. Is that right? Sherry Brott: How will you determine the types of skills she will need? Jenni Keith: It will depend on what lesson she chooses to develop. Her skills are quite high, but her confidence is low unless she has a complete understanding and quite a bit of practice with the new technology. Jenni Keith: I will know based on my experience with her and her reactions and statements as we work together on the new technology. Jenni Keith: If she has lots of questions, I will continue to work with her until she feels comfortable. She does not hesitate to let me know if she needs more. Jenni Keith: The true test will be when SHE states she is ready to implement without my help. Sherry Brott: In what ways to you help her with the skills that she is uncomfortable with? Sherry Brott: Sorry about that - In what ways will you help her? Jenni Keith: We will have a one-on-one training session where she is in the driver's seat (in possession of the mouse.) Jenni Keith: In addition, we will go through the lesson step by step with her asking additional questions as potential snags pop into her mind. Jenni Keith: Of course, during the first implementation I will be guide on the side and we will debrief following the lesson for clarification and any additional help she might need to prepare for the solo implementation. Jenni Keith: In the past, I may have helped her more than I should simply due to time constraints and not being able to get her comfortably prepared in time. We have team taught a great deal. Sherry Brott: I'm going to back up again, to make sure I understand. She is competent and has good technology skills, you will assist her in developing the lesson, showing her how to do the things she doesn't know how to do, and you will make Sherry Brott: sure she can implement the lesson on her own. Sherry Brott: Will you be present at all for any of the lesson? Jenni Keith: My usual plan, which I intend to follow here, is always to be present at the first lesson. The amout I am involved depends on the ability and comfort level of the teacher. I anticipate being "guide-on-the-side" for Jenny during Jenni Keith: the first lesson. Then we will debrief, clarify, and reteach if necessary in preparation for the next implementation when I would expect her to do the lesson on her own, without me present. Sherry Brott: I'm sorry, you did tell me that already. I just went back and found it. Jenni Keith: No problem. I'll be back in one minute. Jenni Keith: K Sherry Brott: I see that you also want to ensure learner-centered instruction takes place to maximize positive impact on the students. What will you be looking for to determine if she has been successful? Jenni Keith: First of all, I am hoping for cooperative learning, problem-based learning, or another learner-centered strategy present in the lesson plan. Jenni Keith: I will also look for her role as a facilitator and coach with students, peer & self assessments, real life application, etc. Sherry Brott: When I observe you mentoring her, what types of behaviors would you like me to look for? Are there specific ones for yourself that you want me to measure? Jenni Keith: Look for development of plans for future implementation, pre and post technical skills sessions. Also, please talley mark every time I make reference to a lesson she/we have done in the past and anytime I discuss learner-centered Jenni Keith: instruction strategies or techniques. Jenni Keith: I'm not necessarily looking for volume, so maybe talley marks aren't really what I need. Jenni Keith: I just want to guide her to make good instructional decisions so that maximum student impact will be achieved. Sherry Brott: What if I just take notes on those specific examples? Jenni Keith: Sounds good. The real telling of if I succeeded will be in the pudding - the lesson plan. Sherry Brott: What elements of the lesson plan will you be looking for to determine the success? Jenni Keith: Instructional strategies Sherry Brott: I think you are all set. Is there anything else I can do to help you? Jenni Keith: I don't think so, but please don't hesitate to suggest, tell, or guide me along the way. I want as much out of this experience as I can get:) Sherry Brott: This is the end of the pre-overvation coaching session begun at 2:30 and ending at 3:10 pm for Jenni Keith (Sherr Brott, coach) Sherry Brott: Right??? Jenni Keith: Right |
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Session 2 – Jenni Keith, Coach and Sherry Brott, Mentor
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Brott: Beginning time 3:12 Sherry Brott: I dont' know if that's necessary, but I'm keeping the times anyway. Jenni Keith: Sherry, I have your goals in front of me and wonder if you can tell me more about your mentee? Sherry Brott: Melody is a fourth grade teacher at one of the elementary schools in the district. She is the 4th grade team leader and I just met her when she signed up to be in my Intel class. She is eager to integrate technology into her Sherry Brott: curriculum, not just for the students but as a teaching tool, too. Sherry Brott: She has some computer skills but is very unsure of herself and afraid of making a mistake. Sherry Brott: She gets so excited when she learns something knew and she has a load of ideas for the next school year. Jenni Keith: I see you have three goals for her in this mentoring process: technology integrated lesson plan, meet needs of diverse learners and encourage higher-level thinking skills. Is that correct? Sherry Brott: That's correct. Jenni Keith: How will you help her to ensure those goals are accomplished? Sherry Brott: First of all, I think this is going to be a long-term relationship (at least that's the impression I have so far) I see the two of us working together for several sessions in person and extended email support for awhile. Sherry Brott: I want to continue what we started in the Intel class where she developed a unit plan and student samples for a unit on the Six Traits of Writing. During the two weeks of the class I was able to observe her Sherry Brott: and I'm thinking of revisiting the activities she was working on to help her write a lesson plan for each component of her unit. Sherry Brott: I want to encourage her (through questioning) to make sure she has modifications for different students based on their needs. Sherry Brott: I'd also like to help her refine her Essential question and unit questions so that they are more open-ended. Jenni Keith: Do I understand you correctly that the goals you have for her will be accomplished during this mentoring experience? Jenni Keith: But that you will continue your relationship with her over an extended period. Sherry Brott: I will probably address only one of the goals the first time. Jenni Keith: What would you like me to look for in terms of the teacher goals during the observation? Sherry Brott: I expect her to have a lot of specific technology questions she will want me to help her with, too. For instance, I know she wants to insert sounds into her PowerPoint presentation that she will use to introduce her unit. Sherry Brott: For one thing, when I am showing her how to do something on the computer, I want you to keep track of any instances where I actually pick up the mouse and do something for her rather than let her do it on her own while I explain h Sherry Brott: how. Sherry Brott: I'd also like for you to make a note of the interaction when we are discussing the essential and unit questions. Jenni Keith: I'm sorry, can I back up here just a moment? Do you want me to observe anything relating to the teacher goals you have set for Melody? Sherry Brott: Sorry, the data would be for my goals for me, huh? Sherry Brott: For my goals for Melody, I'd like you to note the interaction between us as I help her refine her essential and unit questions. Please make a note of my references to open-ended questions. Jenni Keith: Would you like a simple tally list or some more in-depth notes - best I can do anyway? Sherry Brott: Do you know shorthand? Sherry Brott: ;) Jenni Keith: I guess that is where a video tape would come in handy:) Sherry Brott: You could use tally marks, but I don't anticipate there being alot of them. Perhaps just jot down notes of your observations when we are discussing questions and I'm sure there will be some reference to differentiation. Sherry Brott: The other tally marks I referred to have to do with my own mentoring goals. Jenni Keith: Ok, so I will take notes on any open-ended question conversation and references to differentiation for the teacher goals. Jenni Keith: Now, for your mentor goals... Sherry Brott: yes... Jenni Keith: Do I understand this correctly? 1) I will make tally marks each time you seem to be going too fast while instructing and also when you do an action for the teacher rather than letting her do it. Sherry Brott: Right! Jenni Keith: 2) I will make note of questioning skills observed. Specifically wait time and clarifying questions. Sherry Brott: There's a strong possibility you won't see all this in the one session you observe. Jenni Keith: OK, but you do want me to make note of them if they are observed. Correct? Sherry Brott: Yes. Jenni Keith: I think I have a good understanding of how I can help? Is there anything else we need to discuss? Sherry Brott: Weren't you going to do my other assignments for me and get them in on time while I'm gone on vacation? Sherry Brott: ;) Sherry Brott: Sorry, I couldn't resist. Jenni Keith: Sure no problem:) Have a wonderful trip!! Jenni Keith: I'm so glad we can check this one off of our lists!! Sherry Brott: End of this coaching session - 3:45 pm. Sherry Brott: Me, too. |
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