Competency 010

1
Competency 010
Modeling
Mentoring
Professional Development
MTT
Consulting
Coaching

• MTT provides professional development and support
  through mentoring, modeling, coaching and
  consulting.

2
MTT Assess Educators Tech Proficiency and
instructional strategies

• By the application of Pre-formative, formative
  and Summative Evaluation
• The MTT formulate activities to include in the
  Professional Development to meet teachers needs
  and offer new and innovative technologies.
• Evaluation is build into the Professional
  Development during the planning process. There
  are 3 kinds of evaluations Pre-formative
  evaluation, formative evaluation, and summative
  evaluation.

Pre-Formative Evaluation Formative Evaluation Summative Evaluation
Assesses educators' needs during the planning process by using specific guidelines to collect data ( questionnaires, one-to-one conversations, etc) Takes place during the Staff Development, provides feedback and determines changes that can be made during the activity to make it more valuable to educators.( Example Observation) It is conducted after the activity, participants judge the overall worth of the activity and gives decision makers the information they need to plan for the future. ( gather participants reactions, participants learning, organizational support for the skills learned, they are using what they learned and they are using it well, and student learning outcomes.)
http//www.ncrel.org/sdrs/areas/issues/methods/ass
ment/as8lk30.htm
Alternative Evaluations could be applied, review
this site
3
Addresses the technology levels with
research-based strategies and instructional
methods

• There are many research-based strategies the MTT
  can use to address teachers with different
  technology levels
• Thematic Instruction
• Identifying similarities and differences
• Summarizing and Note Taking
• Reinforcing Effort
• Practice
• Non linguistic representations
• Cooperative Grouping
• Setting g Objectives
• Providing Feedback
• Generating and Testing Hypothesis
• Cues, questions and advance Organizers
• Simulations and games.
• For a complete description go to
  http//www.netc.org/focus/strategies/

4
Facilitate Adult Learning ( cont.)

• There are different types of Adult learners
• The MTT understand the learning processes.
  Planning, implementing and evaluation are the
  phases of learning. ( Newby, J. Timothy et.al,
  2006)
• Subject-Oriented Adult Learning
• This adult learner In adult learn in contexts
  that are subject oriented, his/her primary goals
  are gaining knowledge or skills.
• 2. Consumer-Oriented Adult Learning
• The goal of consumer-oriented learning is to
  fulfill the expressed needs of learners. The
  educator acts as a facilitator or resource
  person, "and does not engage in challenging or
  questioning what learners say about their needs.
• 3. Emancipatory Adult Learning
• The goal of emancipatory learning is to free
  learners from the forces that limit their options
  and control their lives, by transforming
  learners perspectives through critical
  reflection. The educator plays an active role in
  fostering critical reflection by challenging
  learners to consider why they hold certain
  assumptions, values, and beliefs
• The MTT can apply different Learning Styles
  Inventories to choose the individuals learning
  style( visual, auditory or kinesthetic) , for
  more information about learning styles and
  Inventories visit the following source

http//literacy.kent.edu/nto/manual02/Section1_Adu
ltLearning.pdf
5
Facilitate Adult Learning

• Instructional Tools that the MTT needs to know as
  part of the procedures to facilitate adult
  learning.

Instructional Method Cooperative Learning Discovery Problem solving Instructional games Simulations /Discussions Drill and practice Tutorial Demonstration Presentation Instructional Techniques Focusing questions Highlighting Analogies Mnemonics Imaginery Concept Maps Embedded questions Feedback Case Studies Role-playing Instructional Activities Motivation activities Orientation activities Information activities Application activities Evaluation activities
Source Newby (2006) p.20 Table 1-8 Types of
Instructional Tools Methods, Techniques and
Activities.
6
Understand how technology-enhance and
student-centered change the role of the
teacher.Uses mentoring, coaching and consulting
to facilitate the use of technology in teaching
and learning.

• Mentor
• Mentoring is regarded as a process whereby
  someone with more experience and expertise
  provides support, counseling and advice to a less
  experienced colleague. It involves collaboration
  and the opportunity for challenge and ongoing
  reflection on practice on the part of the mentor
  and the person being mentored. ( consultant,
  collaborator and coach)
• Facilitator
• A teacher-facilitator provides resources,
  monitors progress and encourages students to
  problem solve. Teachers must use facilitation
  skills to find positive ways of working on a
  single project with teachers in other
  disciplines.
• Collaborator
• Helping other teachers to build their own
  Technology knowledge in an individual basis.
• Assisting the teacher in the planning,
  implementation and assessment of technology-based
  lesson plans.
• Work collaboratively to identify the new
  teachers needs and adjust the mentoring process
  throughout the year
• Other roles could be as a Coach, consultant, etc.

https//www.det.nsw.edu.au/proflearn/docs/pdf/indu
ctmod21.pdf
http//www.educationaldividends.com/lt3/press/teac
hers.asp
7
Supports educators assessment of
technology-enhanced learning and promotes
awareness of technology-enhanced instruction

• The MTT promotes faculty use of the Internet and
  allied developing technologies to enhance
  learning, scholarship the and service.
• Provide Educators with information concerning
  technology-enhanced instruction.
• Help educators to review their own
  technology-enhanced learning applications, and
  supports the teachers in the application of
  needed changes in their methodologies.

• T technology enhanced learning (TEL) requires
  interdisciplinary collaboration across the
  disciplines of learning, cognition, information
  and communication technologies (ICT) on, and
  broader social sciences.
• Research proposals will build on findings from
  teaching and learning research and innovative
  ideas from research on digital technologies in
  constructive processes of engagement and mutual
  development.
• To achieve the highest ambitions for education
  and lifelong learning we need to exploit fully
  what new technology offers for personalizing
  learning and improving outcomes.
• For creating more flexible learning opportunities
  and for improving the productivity of learning
  and knowledge building processes. is responding
  to changes in society and the opportunities
  created by new technologies.

Source http//www.tlrp.org/tel/tel1.html
8
Applies strategies to Maximize Effectiveness and
Support self-assessment

• The MTT will need to know that some strategies to
  maximize effectiveness are
• Use Student Assessment and Feedback to maximize
  Effectiveness.
• Continuously check upon students understanding.

• The MTT needs to apply time management
  Principles.
• Make a list of things he/she has to get done
  during a given period ( day, week, monthly, etc)
• Calculate the amount of time each task will take
  to be completed.
• Factor tasks such as transportation, preparation
  time and eliminate non essential factors.
• Prioritize the tasks.
• Avoid procrastination.
• Learn how to say no
• Learn from colleagues and website how to manage
  time more effectively.

• The MTT engage on continuous self assessment.
• Evaluate the effectiveness of their environment.
• Establish Routines
• Review the parent-teacher relationships
• Does the MTT has a substitute-teacher routine on
  place?
• Evaluate how well his/her practices accommodate
  the needs of everyone in the class
• assessment strategies allow you to fairly and
  accurately evaluate the real learning of all your
  students

Source http//k6educators.about.com/library/howto
/httime.htm
9
Facilitate acquisition and implementation of
Technology Applications Standards I-V

• The MTT will evaluate the needs of the Beginning
  Teachers

Hardware and Software Needs Technology Professional Development needs
The MTT will guide the beginner teacher on how to acquired the basic technology needed in his/her classroom. The MTT can guide the beginner teacher on some of the steps for troubleshooting problems that may arise in the different hardware and software utilize in his/her classroom. The MTT can help the beginner teacher by providing One-to-One sessions on the schools basic programs. The MTT can help the beginner teacher to familiarized with the term technology-enhanced learning. The MTT can help the beginner teacher in assessing his/her technology knowledge and skills to build technology-enhanced instruction to ensure his/her success. The MTT can help the beginner teacher in familiarizing with the concepts involved in the Applications Standards 1-V.
10
Knows the features of an effective Professional
Development ,and identify, promotes, and
advocates for Professional Development needs

• Features of an effective Professional
  Development
• Connection to Student Learning
• Hands-on technology use
• Variety of learning experiences
• Curriculum specific applications
• New roles for teachers
• Collegial learning
• Active participati8on of teachers
• Ongoing process
• Sufficient Time
• Technical Assistance and support
• Administrative resources
• Continuous funding and
• Build-in evaluation

• Identify, promotes and advocates for
  Professional Development
• Helps the Administrators to identify technology
  needs in the campus
• Plan for Professional Development to provide
  cover technology needs
• Promotes the use of technology among teachers.

11
References
http//www.tlrp.org/tel/tel1.html
http//www.netc.org/focus/strategies/
http//www.netc.org/focus/strategies/
http//literacy.kent.edu/nto/manual02/Section1_Adu
ltLearning.pdf
https//www.det.nsw.edu.au/proflearn/docs/pdf/indu
ctmod21.pdf
http//www.educationaldividends.com/lt3/press/teac
hers.asp
http//k6educators.about.com/library/howto/httime.
htm
http//www.educationaldividends.com/lt3/press/teac
hers.asp
http//www.ncrel.org/sdrs/areas/issues/methods/tec
hnlgy/te1000.htm

• Newby, J. Timothy, et.al ( 2006) Educational
  Technology for Teaching and Learning. Third
  Edition. Prentice Hall.