Independent study, fall 2007

This fall I will begin an independent study/inquiry under the supervision of Dr. Mary Anne Blank in the department of Theory and Practice in Teacher Education, University of Tennessee-Knoxville.

The topic of inquiry is how to use 21st century skills and applications to support/enhance/facilitate Knox County Schools’ new teacher induction and mentoring program here in East Tennessee. The program, which just completed its first full year of systemwide implementation, has received resounding endorsement from participants as well as suggestions and feedback for growth and improvement in 2007-08.

What follows is a statement of the problem with questions, arranged using the classic K-W-L format.

What is Known or Agreed Upon:

  • On mid-year and end-of-year program assessments, some novice teachers in special areas (such as art, music, etc.) indicated that their mentoring experience would have been more meaningful had they been matched with an experienced teacher in that same area. However, some campuses simply do not have building-level staff to support one-on-one mentoring in special areas. When mentors and novices cannot be in close proximity to one another, e-Mentoring may be a possible solution, such as the ENDAPT model used for interns and alumnae of the William and Mary teacher preparation program.
  • Teachers of color have also indicated an interest in mentoring activities adjusted to meet their needs. Again, this may be a problem addressed through some sort of computer-mediated communication, such as a networked learning community that transcends classroom walls and even campus borders.
  • Through my own experience as a mentor and mentoring team leader at Fulton High School, I know that our meetings were critical for successful implementation of our building-level action plan. I also recall that our busy schedules did not permit numerous after-school meetings, so we limited ourselves to monthly face-to-face sessions, which were not always sufficient for effective administration of the program on a day-to-day basis. In between meetings, we stayed connected with email. Email, however, does not afford the level of connectivity currently available through networking sites like Classroom 2.0 and TappedIn. In these online communities multiple users form special interest groups that collaborate and problem solve through threaded discussions, forums, and virtual “meeting rooms.”

What I Want to Know:

  • Clearly, there is much potential for enhancing Knox County Schools’ mentoring and induction program with the integration of 21st century tools and applications. Each of the aforementioned groups might benefit from a computer-mediated intervention. Which group would be a good starting point?
  • Once a focus group of mentors and/or novices is identified, what tools, applications, resources/best practices will best suit their needs?
  • What issues, in terms of technical support and buy-in, have to be addressed before a viable prototype can be developed and piloted?
  • What issues can be addressed through training? What will the training component look like?
  • How will my own virtual professional development activities (TappedIn, Classroom 2.0, EdTechTalk, EdubloggerWorld) inform this inquiry?

What I Learned:
This section of the inquiry will become more transparent as I begin my research. Look for more installments in the coming weeks and months!


5 Responses to “Independent study, fall 2007”

  1. 1 Durff 8 August, 2007 at 2:13 pm

    You may also consider PD and/or mentoring through platforms like Elluminate. Sheryl Nussbaum-Beach does this once a week for pre-service teachers at the college of william and mary. why not for inservice teachers? Or SkypeTalkandWrite or any other web2.0 tool? Why not use the tools to increase P2P contact when f2f is not practicable?

  2. 2 Jennifer K. Lubke 8 August, 2007 at 3:14 pm

    Yes! A significant portion of this inquiry will be surveying, exploring, and learning some of the very tools you are naming, then selecting the best web2.0 tool (or tools) to meet the needs of our pilot group.

    That was sort of my point with the last question: much of this inquiry will be based on my own curiosity and willingness to “play” with these platforms.

    This is new territory for me, and your suggestions are like signposts. Thanks!

  3. 3 sheryl Nussbaum-beach 11 August, 2007 at 4:02 am

    Dr. Chris Gareis and I have done two separate research studies on this topic. Would love to share lit review sources back and forth and get your ideas on this topic.

  4. 4 Rick Weinberg 15 August, 2007 at 2:41 am

    You asked a question on my blog. I think there are 3 main things that go into a successful virtual learning community. They are social connectedness, ease of use and time. Check out what I say. I would love to know your thoughts on my theory.

  1. 1 Choosing a wiki « ThinkTime Trackback on 31 October, 2007 at 5:59 am

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Think on this:

"What if we just ignored the status of students in other countries? That wouldn’t be especially neighborly, but at least we wouldn’t be viewing the gains of children in other lands as a troubling development."

Alfie Kohn

"When I hear people say it's our job to create the 21st century workforce, it scares the hell out of me. Our job is to create 21st-century citizens. We need workers, yes, but we also need scholars, activists, parents -- compassionate, engaged people."

Chris Lehmann

Train of thought:

These are the communities where I network and cross-post. Come by for a visit!
Classroom 2.0
School Matters (East TN, USA)
Media Literacy

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