#Leo junior senior high school how to

вЂњThey work collaboratively now, and they publish what they create. вЂњThereвЂ™s much more student engagement,вЂќ he says. Loughren sees the impact of coaching every day. I donвЂ™t think weвЂ™d have gotten as far as we have without it.вЂќ Before the training, only one or two teachers had created Google Classrooms to manage lessons and assignments today, about 80 percent of teachers use Google Classroom. вЂњHaving the training first, so we could coach teachers as soon as they received Chromebooks, was hugely important. вЂњWe had Google Workspace before the DLP training and Chromebooks, but there wasnвЂ™t a lot of uptake,вЂќ Gevaudan says. The DLP training, Gevaudan says, made an difference in when and how teachers used the devices to enhance lessons. In late 2017, CarlyntonвЂ™s first batch of 180 Chromebooks arrived.

#Leo junior senior high school how to

Or if a teacher is struggling with giving feedback to students, Gevaudan can explain how to use comments and edits in Google Docs. The main takeaway was that every teachers has challenges-we learned how to identify those challenges and work with teachers and our technology to solve them.вЂќДЇor a teacher seeking new ways to present information in class, Gevaudan can suggest Google Cast, a Chrome extension that allows teachers to share their Chromebook screens with studentsвЂ™ Chromebooks. вЂњWe learned how to deal with each type, so there were no surprises. вЂњSome teachers are first in to try technology, and some are last in,вЂќ Gevaudan says. Some teachers might be resistant and hesitant to test new ways of adding technology to lessons, while other teachers were early adopters and eager to experiment. Loughren and Gevaudan also learned how to identify where teachers were in their journeys to become digital champions. вЂњSomething as simple as writing a teacher a quick note saying вЂyou crushed it todayвЂ™ can help them get out of their comfort zones.вЂќ вЂњWe talked about the idea of making coaching celebratory and fun,вЂќ Loughren says. But what we needed to do was change the culture.вЂќДuring the DLP summer workshop, Loughren and Gevaudan learned the value of celebrating and showcasing teacher successes-for example, scheduling regular meetings with teachers to share ideas and show support for their use of technology. вЂњItвЂ™s one thing to teach someone how to share a link in Google Classroom. вЂњMuch of what Michael and I learned was about changing teachersвЂ™ mindsets, as well as their skill sets,вЂќ Gevaudan says. They were willing to use technology-and I knew how it can change teaching practices.вЂќ But Gevaudan needed guidance in encouraging teachers to become digital champions.Д«oth Loughren and Gevaudan took part in DLP training. вЂњBut for the teachers, I knew it was there. вЂњThe anxiety wasn't there for me,вЂќ Gevaudan says of the new technology. The goal, Gevaudan explains, was to help teachers become comfortable and confident in using the Chromebooks before the devices showed up in classrooms. However, leaders like Loughren and instructional technology coach Ryan Gevaudan first needed training in coaching teachers to use technology in transformative ways. As part of the program, the school also received Chromebooks. вЂњThat made it challenging for students to have access to learning tools.вЂќДuring the 2017-2018 school year, the school participated in the Dynamic Learning Project (DLP) to help its teachers get hands-on support in using technology. вЂњWe only had a few carts with old laptops,вЂќ explains principal Michael Loughren. Technology for teachers was in short supply at Carlynton Junior-Senior High School.