Integrating Tech Into the DT Space

Why it is important, how to do it, and the ongoing support you need and will receive

Why this PD is Different...

Gulamhussein, A. (2013).

A Call to Action

To get different results, we must begin to do things differently. My PL - Call to Action explains why we must look at professional learning differently to get different results. This presentation is for the administration and Learner Services of my school district.

Professional Learning Outline

This section outlines the specifics for this new type of learning and how I will be bringing learning to dyslexia therapists for the duration of a year, with ongoing support, active participation, and modeling that is specific to their content.

This Professional Learning is brought to you by Dyslexia Therapists for Dyslexia Therapists. Lead by a CALT - QI with vast Technology experience and backed up but CALTs with a passion for integrating technology into the therapy space, you will not be disappointed!

Fostering Collaboration

In order to develop collaborative relationships among PL participants and encourage their collective buy in and feedback, participants will be divided into groups by sister campuses and paired with a coach to facilitate questions, modeling, co-teaching, and feedback. I believe as relationships organically form among the participants that even more true organic collaboration begins to happen. Conversations like, "What if we tried it this way?" or "Have you see what this can do?" develop in that organic space and are not something that can be developed and transferred in a professional development session. This creates a collaboration culture which is important for driving change (Canadian Education Association [CEA], 2016). Groups will meet officially once a month and there will be guided questions provided to encourage true depth of conversation (Godwin 2015).

Leadership

The leadership team will be made up of three layers:

1. Lead CALT-QI (Ideally with ISTE qualifications)

As a CALT-QI they are one of the most qualified persons to train dyslexia therapists (content specific), but with adding an ISTE certification we add the technology passion and knowledge as well. This becomes be best blend of both words and really gains the understanding of what a the professional goes through as a therpist, but also what is possible to be implemented alongside our dyslexia programs from the technology standpoint. Our CALT-QI will lead our main district PL days and help support our mentor coaches

2. Mentor Coaches (CALT possible ISTE certifications)

While this may be something very difficult to find we would love to have CALTs with a high passion for integrating technology to lead our campuses based collaboration groups. This individuals will have proven track records of integrating technology into dyslexia therapy while still upholding the integrity of their state mandated program.

3. Peer Leaders

Volunteers who already have a passion for technology that could work alongside mentor coaches to possible become a mentor coach in the future.

BHAG (Big Hairy Audacious Goal) & Three Column Table

By the end of the school year, 80% of therapists will have implemented a technology activity to support their dyslexia therapy once a week with trying a new activity at least once a 9 week grading period.

(Fink, 2003).

Schedule/Timeline:

August/Back to School PL: Explain Tech Integration Program, Create Collaboration Groups, and Assign and Meet Coaches, Initial Survey
September PL Day: First Tech Tool Experience
October PL Day: Collaboration, New Tech Tool Experience
January PL Day: Collaboration, New Tech Tool Experience
February PL Day: Collaboration, New Tech Tool Experience
May: Off Campus Day, Celebration, End of Program Survey, Final Collaboration
Ongoing: Monthly Collaboration Meetings, Co-Teaching/Observations