I am at NC TIES, in Raleigh North Carolina. I am having a good time learning from these awesome workshops. Here are a few notes for myself. I went to a workshop on personalizing PD. The presenters were technology coaches that work with many schools. For each school they work with teachers on an individual level. They use the NC Digital Learning Competencies to guide individual teachers through reaching their personalized goals. The presenters had a course and assessment tool developed for each major competency.

My plan is to create a spreadsheet that includes: both schools I work at, each individual staff member,email address, website, the NC Digital Competencies they wish to target, and notes about discussions during planning.

The presenters used a tool called Class Flow. It helps engage the audience. I will test it out and create a review for it. Here are a few important links I came across:

Class Flow

Power School Courses

NC Digital Learning Competencies

NC  Digital Learning Competencies PD and Assessments 

There are four competencies. DPI has developed a course for each of the competencies. There is an assessment, for each one, that will earn you 1.0 CEU credits in technology. I can work with teachers in groups or as individuals to complete a course and its assessment. I will walk them through each step of the process. Teachers can contact me to schedule a time to discuss the direction they wish to head.

Leadership in Digital Learning –Teachers will demonstrate leadership in accelerating their integration of digital teaching and learning pedagogies.
-Engage in virtual and face-to-face learning communities to expand mastery of technological applications for professional growth and student learning.
– Take initiative with own professional growth to inform practice.
– Demonstrate leadership for technology innovation beyond my own classroom.
– Engage in peer collaborative problem solving through continuous planning, designing, testing, evaluation, and recalibration of teaching methods using appropriate digital technology.
– Promote open, lifelong learning as an iterative process of success, failure, grit, and perseverance.

Digital Citizenship- Teachers will model and teach digital citizenship by the ethical, respectful, and safe use of digital tools and resources that support the creation of a positive digital school culture.
– Demonstrate understanding of intellectual property rights by abiding by copyright law, intellectual property, and fairuse guidelines.
– Teach and require the use of copyright law and fair use in student work and creation.
– Engage in responsible and professional digital social interaction.
– Integrate digital citizenship curriculum into student learning.
– Demonstrate global awareness through engaging with other cultures via advanced communication and collaboration tools.
– Ensure full, equitable access and participation of all learners through high-quality technology tools and resources.

Digital Content and Instruction- Teachers will know and use appropriate digital tools and resources for instruction.
– Design technology-enriched learning experiences that encourage all students to pursue their individual interests, preferences, and differences.
– Lead all students in becoming active participants in setting educational goals, managing learning, and assessing their progress through digital tools.
– Identify, evaluate, and utilize appropriate digital tools and resources to challenge students to create, think critically, solve problems, establish reliability, communicate their ideas, collaborate effectively.
– Immerse students in exploring relevant issues and analyze authentic problems through digital tools and resources.
– Evaluate and appropriately modify the form and function of the physical learning environment to create a conducive digital learning environment.

Data and Assessment- Teachers will use technology to make data more accessible, adjust instruction to better meet the needs of a diverse learner population, and reflect upon their practice through the consistent, effective use of assessment.
– Integrate digitally enhanced formative and summative assessments as a part of the teaching and learning process.
– Use performance data and digital tools to empower student metacognition for self-assessment & self-monitoring their own learning progress.
– Utilize multiple and varied forms of assessment including examples of student work products.
– Utilize technology and digital tools to synthesize and apply qualitative and quantitative data to:
● Create individual learner profiles of strengths, weaknesses, interests, skills, gaps, preferences.
● Inform, personalize, and calibrate individual learning experiences.
● Identify specific plans of action related to weaknesses, gaps, and needed skills as identified in the learner profile.
● Reflect and improve upon instructional practice.