What’s Happening?

As of today there are 16 completed HRD Teacher Podcasts (from taping to final edit), 10 additional Teacher podcasts in progress, and 8 teachers scheduled for taping for January (this DOES NOT include any completed or in progress material for Administrators.)

With the increase in podcast demand (at least when it comes to taping) I must remain focused on my AR question and Logic Model. Content selection of podcasts during the first half of the year was open to most requests or just by chance. I have not been prescriptive of what was being taped; my only goal was to provide effective teaching content.

For the second half of the year I plan to ask the teachers highlighted if they would like to be interviewed for a supplemental podcast. This interview would almost “sound like” a DVD commentary. He/she can address the areas of planning, delivery, follow-up, and evaluation as related to the featured lesson.

The logic model has been shared with the NESS Program facilitators and members of the district cNet team. It has been suggested that the Logic Model include a coaching plan that addresses what support is provided to move from the Theory of Change to the Intended Results (Accomplished).

Additionally, I have started to explore creating audio podcasts as a way to share timely, relevant information. With the content already developed, the NESS/Induction e-letters just might make the World Wide Web!

Mountain Climbing

What has started as a pebble is slowly turning into a mountain, …a large mountain. Opportunities to develop podcasts has been increasing through a variety of reasons:

1) Personal requests have been made to Principals seeking the involvement of their teachers. Currently 8 of 12 South Central Superintendent Schools already have been represented in a Teacher Podcast. Of the remaining four, that have been emailed, one Principal responded with a plan to tape teachers after the winter break.

2) Nature of the job. It seems that regardless of the activity whether teacher observations, NESS support group meeting, teacher leader facilitation, or cNet participation there ALWAYS seems to be an opportunity to videotape. The foresight is to see how the experience can be used to develop teachers.

3) By Word of Mouth. By supporting schools I had the opportunity to meet representatives from other district departments. Our time together focusing on authentic work has fostered a trusting relationship. As a result, recommendations and suggestions are being offered. Just need to be careful for stray MONKEYS.

With all of this opportunity, is there a need for others to produce Teacher Podcasts? Has there been a change in how we support teachers that it is now necessary to build capacity for HRD Producers to become involved in this process? Does the Leadership Team at HRD have expectations regarding the use of podcast technology in our work? Perhaps this is one of the indicators of Second-Order Change that has been brought to our attention these past few months.

Current Reality

Currently I have met with 50% (n=6) of the NESS School Liaisons in the SCA Superintendent schools to discuss access and use of HRD Podcasts. As a result these Liaisons were helpful in identifying teacher role models for taping. Developing a PDSA cycle of podcast use is the next step with these Liaisons. As for the rest, I sent out the following email to the NESS Liaisons of SCA Superintendent schools that I have not yet met.

“For the past two months HRD has been producing teacher podcasts that focus on instruction, management, and assessment. I would like to visit your school and videotape two or three model teachers to feature on future HRD podcasts.

No special arrangement or script is needed, just effective examples of teacher’s teaching. Thanks…”

Future visits with NESS Liaisons and Instructional Coaches will reinforce the continuous improvement plan (PDSA) and a coaching cycle with the four protocol areas (planning, delivery, follow-up, evaluation). Explaining the purpose, including teachers in the process, and providing credit for their participation has been a motivator for participation, developed trust, and fostered a working relationship with my schools.