We are a group of three teachers from different schools, participating in the Microsoft Peer Coaching Program in Flagstaff, Arizona.Our names are:
Robert Kelty, 2nd/3rd grade at Puente de Hozho Elementary.
Russ Kasch, 6th grade at Marshall Elementary
Ann-Michelle Neal, technology specialist at Thomas Elementary.
We asked other teams to provide input for our e-zine topic, Getting Started in Peer Coaching. Jean, participating with a team of three technology peer coaches at Flagstaff High School, shared the strategy of exploring interest in peer coaching and technology integration by distributing a flyer at the beginning of the year.Teachers returned a ‘tear-off ’ form indicating their interest, then wrote their technology needs and/or goals on index cards. The cards were sorted into the categories of prospective participants, individual teachers with specific technology needs or challenges, and Spring semester staff to accommodate the block program at FHS.
Several of our NATICC colleagues noted the benefit of providing opportunities for staff to observe technology integration in action to enable them to visualize ways in which they could use this in their classrooms.Almost everyone mentioned the importance of patience in learning ways to integrate technology.This holds true for guiding others in their learning.
NATICC Team 5 e-zine article
We are a group of three teachers from different schools, participating in the Microsoft Peer Coaching Program in Flagstaff, Arizona. Our names are:
Robert Kelty, 2nd/3rd grade at Puente de Hozho Elementary.
Russ Kasch, 6th grade at Marshall Elementary
Ann-Michelle Neal, technology specialist at Thomas Elementary.
We asked other teams to provide input for our e-zine topic, Getting Started in Peer Coaching.
Jean, participating with a team of three technology peer coaches at Flagstaff High School, shared the strategy of exploring interest in peer coaching and technology integration by distributing a flyer at the beginning of the year. Teachers returned a ‘tear-off ’ form indicating their interest, then wrote their technology needs and/or goals on index cards. The cards were sorted into the categories of prospective participants, individual teachers with specific technology needs or challenges, and Spring semester staff to accommodate the block program at FHS.
Several of our NATICC colleagues noted the benefit of providing opportunities for staff to observe technology integration in action to enable them to visualize ways in which they could use this in their classrooms. Almost everyone mentioned the importance of patience in learning ways to integrate technology. This holds true for guiding others in their learning.