with a different structure)
1. The person needs to have a flexible schedule. This was hard to =
maintain, as people kept wanting our tech integrator to do more since he =
was so capable. He only taught one class all year, plus a few more one =
trimester. Other than that he was free to work with teachers. I can't =
emphasize how important this was.
2. He worked to develop relationships with the teachers so they trusted =
him.
3. Teachers presented what they were doing in division meetings to build =
enthusiasm. The tech integrator orchestrated this. This was really =
important.
4. We only give advanced tech equipment to teachers who apply for it-- =
thus the more they want to do and are committed to learning, the more good =
stuff they get. We were hoping for a ripple effect, and it really has =
worked.
5. In the lower school the tech integrators required each teacher to see =
her once every two weeks or so. We did not go this route in the middle and =
upper schools. We debated doing this in those divisions as well...=20
6. we offered a special tech camp for one week during the summer. This =
week we are building in time for teachers to write a lesson plan using the =
technology-- done at the "camp" where there is tech help and hand-holding..=
Kris Schulte
Dean of Faculty
Stuart Country Day School
1200 Stuart Road, Princeton, NJ 08540
609-921-2330
fax 609-497-0784
kschulte@stuartschool.org
>>> Page Lennig <page_lennig@waynflete.org> 3/4/2008 10:56 AM >>>
I agree - need a teacher with patience and the ability to understand and
work with different learning styles, along with the other skills mentioned
already. What I am stuck on, if you have the "coach" or "mentor", how do
you encourage your faculty to take advantage of it? How do you get them to
want to work with a technology coach? Anyone have some good strategies?
thanks,
Page Lennig
Technology Manager
Waynflete School
207-774-7863ext.320
page_lennig@waynflete.org=20
A forum for independent school educators <ISED-L@LISTSERV.SYR.EDU> writes:
>Hi Fred -
>
>So what is the right skill set? I'd be curious as to the opinions of
>people
>on this list on what makes a good teacher of teachers.
>
>We are implementing a tech coaching model in our set of charter schools.
>How
>many other schools are using this model or moving towards it? Do you have
>a
>good job description for this type of position?
>
>Thanks,
>Lucy Gray
>Center for Urban School Improvement
>University of Chicago
>
>>
>>
>> It is extremely important to get a person with the right skills set in
>> this position. What I've heard from many school IT leaders is that the
>> skills set they have developed generally do not match well with the
>skills
>> needed to be a good teacher of teachers. Given the increasing quantity
>and
>> use of information technology in our schools I think the need for the =
IT
>> position remains, along with a growing need for the professional
>> development person.
>>
>> Fred
>>
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Submissions to ISED-L are released under a creative commons, attribution, =
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