100 Day Plan for a new job

The Prompt:  Before interviewing for my new position, I was asked to outline my 100 Day Plan for starting the school year as a new Library Instructional Technology Teacher. Planning my first 100 days gave me time to really reflect on the responsibilities of the new position and make concrete plans of how I would implement it.  I even searched “100 Day Plan” online and found examples from business and educational leaders.

30/60/90 day milestones: Below are my initial notes and now I am going through my calendar and intentionally scheduling reminders to meet with specific people, follow up on goals, checks for progress. etc.  I plan to check in with key stakeholders at 30/60/90 days and review goals and adjust as needed.

You don’t need to be starting a new job to put together a 100 plan.  The beginning of the school year is a great time to intentionally set goals and make adjustments.  What’s your 100 day plan?


 

For my 100 Day Plan I decided to focus on 4 areas:  Build Relationships, Information Literacy & Technology Curriculum, Professional Development and Promoting Literacy.

 

Build Relationships

  • Be visible, be positive and communicate :  eat lunch, hang out, attend department meetings, compliment teachers on success, get to know my Library Assistants, secretaries, IT, custodian
  • Meet with key stakeholders:  admin team, department chairs, student leaders, tech teachers, potential teachers for Technology Integration team, PTO.
    • As you reflect on this year, what has been the greatest success?  What has been the greatest challenge?
    • *What looks different in your classroom this year compared to last year?
    • *What skills/talents do you think you possess that you would feel comfortable sharing with other staff members?
    • *As we think about our journey over the past three years, what will take us from great to exceptional?  What next steps will help us continue to move forward?
  • Listen learn & observe:  Identify current/previous successes and challenges,   These conversations and a staff survey (before Day 50) will guide planning for next steps to ensure a culture of learning that is supportive of students, staff, and the community.
  • Lead with integrity and professionalism.  ‘EQ’, emotional intelligence, is more important than IQ when it comes to achieving success in the first 100 days

Information Literacy & Technology Curriculum

  • Gather information about current tech & library skill projects:  BSD Innovation Grant about information literacy & digital citizenship
  • Begin building a matrix that show these projects across grade levels & disciplines & track their goals, resources, time & outcomes.
  • Work with District Library & Technology  team on current implementation plans; providing a variety of current print and digital information resources to best match student inquiry needs.providing a variety of current print and digital information resources to best match student inquiry needs.
  • Align these projects with the Oregon State Library Standards & Common Core
    • Core: Information Literacy, Reading Engagement, Social Responsibility and Technology Integration  Because research literacy constitutes the backbone of the CCSS, students who master library standards can expect to experience greater success in reaching academic proficiencies.
      • Reading of complex text, attentive reading and reflective reading help students reach greater understanding & develop the stamina necessary for addressing complicated problems.
      • Learning to work in small groups, share information and evaluate a work for authenticity and clarity, help students to develop standards for improvement and achievement.
      • Learning to be an ethical user of written, digital and social content help students become responsible participants in a democratic society.
      • Learning to navigate and integrate a variety of technology leads to competence, confidence and creativity.
  • Talk with STUDENTS!
  • Seek out collaborators to provide digital resources for underserved populations/ diverse cultures or backgrounds or those who speak limited or no English.

Professional Development

  • Develop a core technology integration team that’s primary focus is to develop ideas of how technology can support curriculum and impact student learning
    • Use survey results to assess faculty needs:  “Needs Assessment”
    • Determine best manner of implementation:  informal or formal
    • Be intentional about developing a strong collaborative school culture:  Praise for innovation, risk taking, continuing development & effort.  Emphasize effectiveness, not popularity. Showcasing exemplars for grade-level expectations and progressions
    • Find collaborative teams that want to move forward in a specific area:  Teachers who use collaborative tech tools, teachers using a common assessment with backward planning, remedial tech skills, Multimedia projects (narrated speeches)
    • Use technology as a way of formative assessment, making thinking visible, differentiating instruction, performance assessments, evidence-based learning
    • Create a feedback loop channel & evaluation.  Are your needs being met? What other assistance can be offered?
    • Utilize Professional Learning Communities as Data Teams to monitor progress and respond to the effectiveness of instruction.   Is there strong evidence that it is directly related to improving student performance?
  • Use fun & creative technology for faculty meeting programs.  Example:  Use GetKahoot to review student policies, dress code, tardies, etc.
  • Tech Tip Tuesday style newsletter, website, dedicated hashtag – share & archive resources
  • Schedule dedicated informal tech:  Breakfast Club, Appy Hour, Tech Tuesdays. Invite staff and student volunteers to showcase their learning

Promote Literacy

  • Meet with current assistants and student book club to get input about how to promote literacy
  • Create the library to be an inviting space with creative book displays, shelf talkers, QR codes, book lists
  • Make connections with non-fiction literacy connected to Common Core subjects
  • Promote literacy programs:  Banned Books Week,  Teen Read Week, #SunsetReads:  involve staff in displaying what they are currently reading.
  • Participate in OASL Battle of the Books, voting for ORCA (Oregon Readers Choice Award) and other community based programs.

By 100 days — Be ready to begin long term School-wide Technology Integration Plan.

A shared vision to support student learning

Throughout the EduBloggersphere Scott McLeod has encouraged bloggers to write about leadership for Leadership Day 09. How do we help those in leadership positions understand …

  • what it means to prepare students for the 21st century;
  • how to recognize, evaluate, and facilitate effective technology usage by students and teachers;
  • what appropriate technology support structures (budget, staffing, infrastructure) look like or how to implement them;
  • how to utilize modern technologies to facilitate communication with internal and external stakeholders;
  • the ways in which learning technologies can improve student learning outcomes;
  • how to utilize technology systems to make their organizations more efficient and effective

Teaching in a small Catholic high school where the leadership team consists of a few members with no larger school district or bureaucratic system has its advantages and disadvantages.  As a classroom teacher I am allowed a lot of freedom and ownership of my classroom.  We are considered “professionals” who are hired in our expertise area.  I can constantly reevaluate my instructional practices to focus on student learning and creating an environment that is conducive to collaboration and sharing.  It’s easier to make changes in my own domain, but harder throughout the school or Archdiocese.

The disadvantage of this system is that teachers can become very isolated and focused on their own subject area.  Socially, the teachers get along but there are various degrees of support or encouragement between departments and with other schools.

The one area of leadership that I would love to focus on is a shared vision for supporting student learning.  I believe that this type of shared vision is essential for moving forward as a school.  Are we engaging our students to be critical and passionate thinkers?  Do our students have a love of learning and sharing?  How are we assessing our students in authentic and relevant ways?  While individually I am sure many of our teachers are addressing these questions – what are we doing as a school to encourage and create a shared vision among our whole staff and how are they being implemented?  And another question I have for myself if “What is my role as a “traditional” technology instructor to infuse technology into every subject area and support learning?”

I find it very challenging to lead from the middle of the pack.  On one hand I want to model effective teaching practices using technology but without shared planning time or regular Professional Development – opportunities for sharing just don’t exist.  Many students learn valuable technology skills in my classes and then have a hard time using those skills in other subject areas.  Due to recent cutbacks, positions have eliminated from our school and funds for outside PD have been scaled back.

So, I guess this post really is what I hope to achieve as a “leader” in my school – especially in regards to technology and supporting student learning:

  1. I am thrilled to work with the middle school teachers this coming school year to systematically plan and infuse technology into the curriculum and give suggestions how it can support what the students are already studying.  My dream would that this would be a model of how my “Computer Applications” course will be moved into the regular curriculum.
  2. With the help of a newly formed PD team, plan and conduct (optional) professional development workshops throughout the school year for our faculty – ones that focus not only on technology, but also on assessment, questioning strategies, Project Based Learning, etc..
  3. Share how being involved in my own PLN has shaped and challenged my own views of student learning and has encouraged me to grow as a teacher.
  4. Continue to attend the monthly Archdiocese Technology Teachers meetings and encourage this group to develop workshops that serve the entire Archdiocese.

As I am writing these, I am stuck how ambitious my plans are but I hope to create some sort of synergy and excitement around what we are trying to accomplish.  One of my biggest take aways from NECC09 was the importance of community when conducting Professional Development.  Our small school community has that advantaged – we already do have a sense of community – now to just to move our vision forward so we are all working towards the same goals.

Read more about Leadership Day 09