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Emerging Technology Prensky Prompt

Prensky Prompt

Prensky’s partnering methodology is a powerful tool for every classroom.  However, like any methodology a teacher must match the best instructional strategy for intended outcomes.  Time and pressure constraints are tremendous in this age of accountability, yet I believe partnering can be done realistically on a daily basis.  Every lesson with partnering would be an overuse of a strategy that may not be appropriate for every goal.  Not only would it be overkill, it would likely be overwhelming for most teachers. Teachers and administrators must work together to establish realistic goals, professional develop opportunities, and supportive environments for partnering as an innovation.

 School leaders fostering partnering must consider a systematic approach, beginning with a vision, specific technologies, and methodologies to be implemented as well as, a systematic plan for introducing an innovation.  This must be followed by job embedded professional development opportunities at each school, which includes building level administration.  Leaders, system wide, need to model the expected practice of partnering, and goals need to be established at the building level that are appropriate for each school and grade level. Implementation with ongoing evaluation of progress and feedback from all is necessary to fill in gaps or unanticipated findings.  Professional development must be ongoing until all teachers have incorporated the practice as demonstrated through observations. Teachers need an opportunity to adjust units to incorporate this practice and time to address concerns with colleagues.  Building in time to practice, apply and reflect upon partnering practices would be an essential component in sustaining school change.   Administrators and teachers must partner to make sure the innovation has reached every classroom.  Teachers implementing the partnering practice should be celebrated by asking that their expertise be shared with colleagues. Shared leadership in implementing change will enhance the process.  A necessary component in the change process requires all administrators and faculties to follow through with an evaluation of the implementation for revisions. Change is a process and time and support with frequent feedback will create a greater probability of success.

Teachers, on a personal, level will need to balance the expectations of testing and NCLB while introducing partnering practices.  It will take time to create an environment where teachers feel comfortable in experimenting and testing the effectiveness of this strategy.  Best practices need to be the focus rather than efficiency.  The old question of whether we want our physician to be effective or efficient would come to mind here.  We want teachers reflecting upon best practices that engage learners in real learning.  I am confident teachers will see the connection between the 21^st century skills and the partnering methodology.  In order to own and incorporate this practice into everyday experiences for children, teacher must first commit to the innovation and then practice in small ways until they experience success in partnering.  This success will come when leaders have defined clear outcomes, supported learning and modeled systematically for our teachers.  Teachers will find a balance if we find a balance.

Patricia Chamberlain

Implementing RtI

We have spent this past year implementing 3 tiers of intervention. In addition, we adopted a universal screening tool called AimsWeb. I am most curious to see what data are being collected in grade 3 reading in other districts, and if that data are correlated to students' Connecticut Mastery Scores. Without a strong screening tool, that is closely aligned to Ct. Standards, we may not be headed in the right direction. Any ideas on how to set up this reasearh? Happy RtI!