Educator Evaluation Evidence Collection & Google Drive

Though this post refers to a program in Massachusetts, the evidence collection method outlined will likely be pertinent to many school districts across the country in the coming years.

In 2012, as part of Race to the Top, my school district in Ashland, Massachusetts was one of a handful chosen to pilot the new educator evaluation system devised by the Massachusetts Department of Elementary and Secondary Education (DESE). As a pilot school we had the opportunity to be at the forefront of this new venture. My colleague, Scott Smith, and I spent a significant amount of time this past fall and spring working on our digital solution for one of the key components of the new evaluation tool: collecting evidence (aka - artifacts). We also employed support from our IT department to work out some kinks. Below are three things for you to learn from our experience:

• The easy stuff
• The tough lessons
• An outline of our process

Professional Development using Schoology

Last year I wrote an article about using Edmodo for professional development. It was well received and continues to be well read. As the times continue to change and the technology at my fingertips gets stronger, my choices in technology continue to evolve. This past Fall I piloted Schoology and then fully adopted it for my high school classes in January. Now I am doing the same for my professional development courses.

Two weeks ago I began teaching my second PD course via Schoology. As with my high school courses, I am thoroughly sold on the quality and value of using Schoology. Three important factors in delivering quality online professional development have led me to share my interest in Schoology: seamless communication between participants and the instructor; participants can easily find materials provided; the instructor can provide quality, timely feedback to help participants understand their progress.

Participating in Online Discussions on Time

As an avid moderator and participant of online discussions for both "traditional" classes and online professional development, I am often faced with the question: "Is it too late to post?" My response: "If a tree falls in the forest and no one is around to hear it, does it make a noise?" Or, in relation to our discussions, if a participant submits a response a week after everyone else has left the discussion, is there any value in the post?

discussion: consideration of a question in an open and usually informal debate  (source)

I love to read what participants have to say, even when they are late, but the truth is that the point of an online discussion is missed when participants post after the end of the discussion. The debate has ended.

Why do participants think it is OK to (chronically) miss the discussion?
Everyone can make excuses for missing a discussion, but the truth is that everyone in the discussion usually has a busy life with lots of good reasons to be doing something else. The majority are still able to participate on-time. What is missing for the chronically late participant? The missing ingredient is the sense of urgency that should be present in his or her participation. The late participant gets to read what everyone else said and still gets to say something. The big deal is that online discussion is not just about reading thoughts and posting a thought, it is a two-way street, or more often it is a ten-way street with lots of people posting lots of thoughts, providing critical feedback to each other, furthering understanding, and knocking down the walls of old limitations. This all takes place in the immediate aftermath of the discussion getting started. It lasts until the end. Then everyone moves on to the next topic.

The second culprit of the late participant is poor management by the moderator. This comes in the form of not having well-stated expectations. It also comes in the form of not following through on those expectations. Troubles arise too when the moderator is too distant and is not actually aware of who is and who is not participating. These factors can make a huge difference in increasing on-time participation and, more importantly, increasing the value of return for all the participants.

Why is showing up well into the discussion different from being late?
It is one thing to show up well after the discussion has started or halfway through the dance. These participants may have missed the early meaty debate, but they also have an opportunity to stoke the fire anew. Their participation can renew and refresh the conversation with a different take, leading the entire group down a path less taken. They can be truly, fashionably late. But, missing the dance entirely is a bummer. Showing up in a newly purchased three piece suit with the most amazing thoughts and insights will be completely wasted if a person arrives when everyone else has left to attend the next party.

How can we better foster on-time participation?
The moderator can take control of participation in a discussion by following two steps:

1. Set and follow strict expectations that do not give credit for participation after a discussion has ended. Each moderator can decide what this window is, perhaps even allowing for a day or two of overlap with the new discussion.
2. Be in communication with participants on an ongoing basis regarding their participation. This can be done through grading, comments, and direct messaging via email or other methods.

It would be inaccurate to tell the late participant that their post will have no value. If she or he has done research, put together a meaningful post, and wants to share it, at least the participant, likely has gained something. Yet this person needs also to understand that the post cannot be considered part of a discussion because, by that point, the discussion has ended.

Conclusion
If creating valuable online discussions is important to a class, then the leaders have to take a stand for full participation in a timely manner. The online discussion is not a throw-away portion of a course; it is potentially the heart of the course, the source of inspiration and the nexus of what comes next.

Edmodo for Professional Development

Last fall I ran a workshop on Google Apps. The workshop lasted for six weeks and the participants learned several new ways to take advantage of Google Docs and other related apps. What I learned was how to use Edmodo as a delivery platform for professional development. As a tool, Edmodo was not quite perfect, but it was wonderfully easy to use and it was a great way to introduce other teachers to the platform.

Currently, I am teaching an eight week course entitled The 21st Century Classroom. Not only am I using Edmodo as the delivery platform, I am also teaching others how to use Edmodo as one of their many tools for creating a 21st Century Classroom.

How I use Edmodo for Professional Develoment
To manage the online classroom for professional development through Edmodo, I begin by creating an Edmodo group and then within that group I create one 'small group' for each week of the course.

How to create small groups in Edmodo

Using the small group feature makes managing the course much easier. Here is the process I use:

• I create a small group for each week of the course (Week 1, Week 2, etc.) 
• Then, at the beginning of each new week I add the entire class into that week's small group
• Finally, I begin the new weekly discussion within the small group, allowing each weekly discussion to be less cluttered and appear more focused.

Once the groups are all set, I then use the Google Docs feature of the Edmodo library (video tutorial) to open access to all of the Google Docs I use for professional development. I can add these to specific library folders and share the folders with the PD group. Documents I use include:

• Course Syllabus
• Course Resources
• Weekly documents to describe the goals, readings, and assignments for the week

Once I have Edmodo setup and Google Docs integrated, I am ready to roll. I use the group home page on Edmodo for course introductions, to feed in certain Twitter hashtags, and to post occasional important Edmodo tips.

Things are working well so far. I am even considering changing my high school discussions over to a similar format. At the end of each term I can archive individual small groups, creating a fresh set of small groups for the new term.

This experiment is ongoing. I will come back and update this post when I have some results and reflections that are worth sharing. I would also appreciate your ideas below on how to better utilize Edmodo for delivering professional development. Please email me or leave a comment.

What is a 21st Century Classroom?

Welcome to your 21st Century Classroom learning experience (This blog is designed to go with a PD course I am teaching, but there may be something here for everyone!) There is one thing you need to understand to find success in this model: Be ready to fail. Please don’t take this as my wish for you to fail, it truly is my wish for you to succeed. If you are willing to succeed at a high level, to take on new challenges, to try new technologies, and turn your classroom inside out, you will undoubtedly hit some rough spots, run into roadblocks, and occasionally you will flat out fail. Without failure, there is no progress. Nike captures this concept simply with this Michael Jordan commercial.

Now that you are ready to fail, let’s get on with the show. (if you aren’t yet, just hold tight!)

What is a 21st Century Classroom?

• It is a classroom that brings in 21st Century skills, including digital literacy, and creates an experience that is student centric with limitless technological tools at the fingertips of you and your students. (Read here to get a quick summary of 21st Century Skills) 
• It is a classroom led by a 21st Century Teacher. That is, a teacher who is willing to take risks, collaborate with others, let students lead, and much more (Educational Oragami)
• It is ultimately unique: Will you use a Wiki, a blog, online discussion, video, audio, websites, social media, Google apps, project based learning, flipped classrooms, Web 2.0, etc? Sure, pick one, pick all and start implementing it in a way that is pushing your comfort zone and most importantly, that you feel is educationally worthwhile.

My 21st Century Classroom is project based. I have online discussions, student produced videos online, Google Docs, and social media all in play. Every year I add something new and I frequently take out something that has become stale. This is for me to decide. The goal is for my students to be the best they can be. I have a class website, but it tends to sit with very little use, mostly as a repository for useful documents that rarely change. Here is a list of the top 5 tools I use almost every week:

1. Edmodo - class discussions and so much more
2. Google Docs - Create documents, share documents, collaborate
3. Schooltube - Post and moderate student videos to share with the world
4. Bit.ly - Simplify those long tedious links AND get stats on how many people click them
5. Twitter - Amazing place to send out info, photos, and links, AND a great place to learn!

This is just my current list. It does not include the dozens to hundreds of website my students and I use for research, online tools, email, etc.

I welcome you to share what you are already doing and to consider the very distinct possibility that if you take this on, it will not only make education more enjoyable and more rewarding, it will also succeed in making your classroom a place where students learn more in a way that matters.