Oh the things I want to do for my capstone project video!!! I really wish I had good B roll from my classroom. Sadly, I do not, as I teach virtually and do not record my students. So that's one thing with which I am struggling. However, I think I can solve that with B roll from the program I use for making videos.
After watching the film noir style video, it inspired me to be me. It's totally something I would've done. However, I'm not sure I could have pulled it off as successfully with a serious side. I'm thinking of making my video be more of a "training video" from the 80's to early 90's. I had to watch many training videos when I worked 6.5 years in a big box office supply retail store in the late 90's to mid 2000's. And my research was on professional development. I'm a huge fan of the sci-fi tv show Lost. In the show, there are training videos from the 70's to train the characters to use substations from the Dharma Initiative. This is is my inspiration. So I drew up what the station's logo will be. Here it is!
My audience will be fellow educators who are coaches. The "training" will be information on why coaching is important and how it should be done during their educators' school day to make it most effective. Some important facts I will include are that professional development needs to be engaging, timely, current, and done within the school day.
PD, or Professional Development, can cause educators to loudly sigh, roll their eyes, or even fall asleep. But does it have to be this way? Do educators have to feel that "PD" is synonymous with "wasting time"? Or is PD even neccessary?!
Maybe what PD presenters should be asking themselves are, "Is the PD I'm attending effective? Is the PD helping student achievment? Does this PD work within the educators' daily schedule? How often will the PD be revisited?"
As a magnet coach, I don't want the eductors I'm leading during a PD to roll their eyes, sigh, or fall asleep. I want the session to be relevant, respectful of the educators' time, and inspiring. I want my sessions to be experienced by the educator in a way that also demonstrates how students learn. I know I shut down during a PD where someone talks at me. And I want time to explore the new ideas, ask questions, and have meaningful discussions with my peers during the PD. I want people to be excited about the information I'm going to share with them. So it made sense that my research should be based on professional development and how it affects student agency.
What I didn't expect during my research, was how the pandemic would greatly affect professional development. I teach virtually from home. So I really had to up my Zoom game and make sure that what I presented had all the elements I mentioned before. I also learned that no matter how much I make my PD's accessible to all educators, there are still factors I may not have accounted for. Like...an educator's willingness to adopt a new way of teaching.
I'm not sure I will continue the research specifically. If I do, I would definately do things differently. I woud like to try doing the research when the pandemic is no longer an issue. I want to see if there is a correlation between our school's first trimester teaching in a pandemic, my first time being a magnet coach, the educators being in a less stressful teaching environment, and compare the data.
Sarah Magallano teaches 5th grade. She also coaches teachers on integrating art & engineering into their lesson plans.