Administrative
|
Performance Tasks Overview
|
Data
|
|
Information
|
|
Knowledge (application)
|
|
Tools
|
|
People
|
|
Other Resources
|
|
Teaching
|
Performance Tasks Overview
|
Data
|
|
Information
|
|
Knowledge (application)
|
|
Tools
|
|
People
|
|
Other Resources
|
|
When I consider my administrative performance tasks overview, much of the data and information I use on a regular basis is in digital format. Yet, much of that digital conversion of data, such as parental contact information, is a result of my own initiative rather than a systematic school process. And while the information is ultimately made available in a digital format through the use of TeacherKit on my iPad, I am still collecting the information through paper forms I send home with my students. While the school collects and updates student information, it rarely collects and manages a comprehensive overview on how a parent or guardian can be reached for each student (secondary phone numbers, emails, etc.).
One major administrative duty for a teacher is contacting parents to discuss a behavioural, learning or attendance concern (and/or trying to avoid a concern becoming a bigger issue). Attempting to contact parents can be time consuming and frustrating, so many teachers at my school send home a contact information sheet in an attempt to gather email addresses, cell phone numbers or alternate phone numbers for parents. There is not, however, been any attempt to collect and manage this information by the school to create a comprehensive centralized database. There is also some doubt whether the school could effectively collect and manage this data in a manner that teachers could have easy access to it when they need it. It is possible that a Web 2.0 tool could possibly be applied to address this issue, but many teachers find it more convenient to simply store the student contact information sheets in a binder, or enter the data in their classroom computer, teacher notebook or mobile device for easy access at school and home.
One area where centralization of administrative tasks could possibly enhance performance is with behavioural and attendance records. Many times teachers are calling home on the same students who have missed a certain amount of classes, when it would be more convenient for one teacher to make the call on behalf of the other teachers. One teacher calling for many sometimes happens when teachers have time to discuss students at meetings or during lunch breaks, but the status quo is each teacher calls home for each student when that student misses a certain amount of classes. The same applies to behavioural issues. I may be making a call home concerning a student only to find out the principal or another teacher has just called home to discuss the students' behaviour based on previous behavioural tracking forms that have been filled out by other teachers. Attendance and behavioural issues are primarily tracked through paper forms being filled out and submitted to the school administration once the teacher has made contact home, or has attempted to make contact home. But the paper forms are not good in helping to track the information where who called home and when can be updated in a timely efficient manner (along with when suspension or expulsions have been made). In contrast to the contact information issue, this is a situation where the paper route does not work well and a digital database might prove more effective.
Social media could possibly be a very effective way for staying in contact with many students, parents and guardians. It is suggested by some educators that teachers can set up a classroom account on a social networking site, like Facebook, so students could access the information in a space many of them use on a daily basis. It is also a space that many of their parents/guardians use on a daily basis as well. If a teacher had such an account dedicated for school purposes (not a personal account) and had permission from the parents (through the contact information sheet) to contact them through social media using private messages, then it could be a very effective and time saving way to stay in touch with many parents on important concerns and issues. In fact some school districts are creating an account on Facebook to inform parents and the larger community of school cancellations and other events. Ironically, while some districts have discovered this as an effective means of communication, one major barrier is that many districts block social media sites at schools until the students leave at the end of day, so teachers would find themselves having to wait until the end of the day before they could send messages.
In terms of my teaching performance tasks, Web 2.0 tools have been very beneficial and have supported my work. Using products such as Blogger and Google Drive, I have been able to organize many of my courses so students can access a lot of information and resources online whether they are at school or home. I have found sharing files through Google Drive for assessment has been incredibly beneficial not for just saving paper, but also because students take the time to look at my assessment comments since they will want to revise their work (and then delete my comments) before they publish their revised work online. Additionally, using such tools allows for easy editing and upgrading of classroom material. For example, if I assign work to students and then find there is a typo or realize a day into the work that we need to adjust the expectations, I can make digital changes on the fly that are simultaneously shared with students as opposed to making second photocopies of handouts and then ensuring that the students have discarded the original ones. Richard Bryne, at his site Free Technology for Teachers, provides a free online guide on how to get started with Google Drive and Documents. Even though I have been using Google Drive for a few years now, I have only started to scratch the surface on what I could be doing with it in my classroom.
I would also like to start using Google Drive to collaborate and share resources with other teachers. While there are many sites to connect with teachers, and I follow some teacher peers and other people in education on Twitter, it would be beneficial to use Google Drive to connect with educators in my own district/province where we could share lesson plans and assignments. Email is now a poor substitute in staying connected and collaborating with other teachers. Fortunately, my district and the department has been taking advantage of using the Internet as a means of delivering professional development. I have been involved recently in two professional development sessions where I was able to connect online and watch video tutorials and interact with other teachers right from my own classroom. While I still do enjoy face to face professional development, sometimes the online experience allows you to connect with other teachers you would not necessarily be able to connect with face to face. Furthermore, completing professional development in my classroom allows me access to all my own resources and reminds me to consider how I could apply what I am learning in the current set of courses I am presently teaching.
No comments:
Post a Comment