Competency 010 MTT provides professional development and support through mentoring, modeling, coaching and consulting. Professional Development Mentoring Modeling Coaching Consulting MTT

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 teacher’s 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. By the application of Pre- formative, formative and Summative Evaluation: The MTT formulate activities to include in the Professional Development to meet teacher’s 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: participant’s reactions, participant’s learning, organizational support for the skills learned, they are using what they learned and they are using it well, and student learning outcomes.) Alternative Evaluations could be applied, review this site:

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 :

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) 1. 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 learner’s 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 individual’s learning style( visual, auditory or kinesthetic), for more information about learning styles and Inventories visit the following source 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) 1. 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 learner’s 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 individual’s learning style( visual, auditory or kinesthetic), for more information about learning styles and Inventories visit the following source

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.

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. 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.

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 Educator’s 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. The MTT promotes faculty use of the Internet and allied developing technologies to enhance learning, scholarship the and service. Provide Educator’s 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:

The MTT will need to know that some strategies to maximize effectiveness are: Use Student Assessment and Feedback to maximize Effectiveness. Continuously check upon student’s understanding. The MTT will need to know that some strategies to maximize effectiveness are: Use Student Assessment and Feedback to maximize Effectiveness. Continuously check upon student’s 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: Applies strategies to Maximize Effectiveness and Support self-assessment

Facilitate acquisition and implementation of Technology Applications Standards I-V The MTT will evaluate the needs of the Beginning Teachers: Hardware and Software NeedsTechnology 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 school’s 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.

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 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.

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