Alex Facciponte's Blog Post Week 3 EDU 5243



Alex Facciponte's Blog Post Week 3 EDU 5243

Based on the research, there are many considerations to take into account when trying to build an asynchronous professional learning course for my peers. One of the biggest takeaways from the research is understanding that improving instruction is ultimately rooted through teacher learning (Gordon, 2022). This can be done through evaluation of direct experiences, reflections and analysis (Gordon, 2022). As with anything, it is important to recognize what is working and what is not. I believe my peers will need to be informed on the Triple-E Framework as my district currently uses SAMR. It would be good to provide them with an introduction to get them started to understand the framework in itself. In this initiative, I would be the lead learner.


There are cognitive coaching approaches to help teacher technology use. One of the approaches that can be used is clinical supervision (Gordon, 2022). This process is more data based and involves having a respectful relationship with the supervisor and coach (Gordon, 2022). Both sides are involved in working towards eventual improvement (Gordon, 2022). Another approach is collaborative action research (Gordon, 2022). This is when teachers work together as a team to analyze data and make necessary action plans towards improvement (Gordon, 2022). It is crucial that the supervisor meets with the team actively to grasp an understanding of how things are going (Gordon, 2022). I believe both of these cognitive coaching strategies can help the district obtain their technology integration framework goals. Mentioned in the technology integration plan, is the idea of how technological devices can help enhance the learning experience (Patchogue-Medford, 2022). Through effective strategies such as clinical supervision and collaborative action, we can obtain these unique learning experiences to help student performance because they help to adjust what needs fixing. When implementing new technology, some things will work and other parts will be a work in progress. When utilizing the Triple-E Framework and effective cognitive coaching strategies, it allows us to fix these mistakes and improve in the future. In the integration plan, it also mentions the idea of having professional developments to help evolve with the current technology to make improvements when needed (Patchogue-Medford, 2022). These ideas also correlate with the ISTE standards. Regarding the standards for educators, the 2.1 learner standard is aligned with these ideas (ISTE, 2025b). It is important that educators are able to adapt to their environments and to constantly be improving their craft. Another educator standard that aligns is the 2.4 collaborator (ISTE, 2025b). Throughout this process, it is crucial my peers and I work together to improve educational practices for students through the use of technology.


Some coach standards that are aligned with these ideas are 4.5 professional learning facilitator and 4.6 data driven decision maker (ISTE, 2025a). In this process, you need to identify effective strategies that you think your peers can thrive under. Through my professional development course, I plan on making their experience feel more personalized by taking into account survey data to cater into their interests. It is also crucial to take into account both quantitative and qualitative data when making important decisions into a project like this. Ultimately, being able to help improve their professional learning experiences should translate into more effective teaching methods. The ISTE essential conditions also relate to these ideas because there needs to be an ongoing evaluation (ISTE, 2025). Educational technology is constantly evolving by the day (ISTE, 2025). If we do not evolve alongside it, then we will be left in the dust. It is crucial that we recognize, appreciate and adapt to what is needed and best for our students.



References

Gordon, S. P. (2022) . Integrating the experiential learning cycle with educational supervision. Journal of Educational Supervision, 5 (3). https://doi.org/10.31045/jes.5.3.1

Essential Conditions for Effective tech use in Schools. ISTE. (2025). Retrieved from: https://iste.org/essential-conditions-for-effective-tech-use-in-schools


ISTE Standards: For Coaches. ISTE. (2025a). Retrieved from: https://iste.org/standards/coaches


ISTE Standards for Educators. ISTE. (2025b). Retrieved from: https://iste.org/standards/educators

Patchogue-Medford School District 2022-2025 Instructional Technology Plan. 2022-2025 Instructional Technology Plan. (2022, June 14). Retrieved from : https://resources.finalsite.net/images/v1727971714/pmschoolsorg/sdr6vqbii6805j3q2ozc/2022-2025TechnologyPlan.pdf

Comments

  1. Brandon BeardSeptember 4, 2025 at 9:56 AM

    You hit the nail on the head regarding teacher learning being the key to improving instruction. I know the buzzwords "Lifelong Learner" gets thrown out so much, but in our field it's most definitely true. If someone is not always striving to learn something new, then processes that spring up will pass them by. Often times there isn't an issue with a tool, just with the reluctance of learning something new, even if that tool (or Framework, concept, philosophy, etc.) shows promise.

    ReplyDelete
  2. Christina RadiciSeptember 4, 2025 at 11:29 AM

    Alex, this is a great post! You have clearly outlined a thoughtful approach to professional learning, grounded in a strong understanding of how teachers learn and grow. Your plan to introduce the Triple E Framework is a smart way to build on your peers' existing knowledge of SAMR. You've integrated effective coaching strategies like clinical supervision and collaborative action research with key ISTE standards, showing a deep understanding of what's needed for success. Thanks for sharing, Alex! Great post!

    ReplyDelete
  3. Lynne HerronSeptember 4, 2025 at 2:58 PM

    Hi Alex! I agree and feel strongly that if a teacher is learning then the students are also learning! A teacher who is constantly learning about their subject matter and trying to find new ideas can bring enthusiasm to the lessons that they are teaching. They can also find different approaches and new strategies which will in turn create a better learning environment for their students. Let's keep learning! Great job!

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  4. Dennis GriffithSeptember 7, 2025 at 6:51 PM

    The Triple E Framework really is the next logical step after SAMR or TPACK. And being the lead learner shows that you also need to learn along side your peers. Teachers need to constantly learn, it should never stop. Good post!

    ReplyDelete
  5. Michael MayfieldSeptember 7, 2025 at 8:08 PM

    Alex,
    Great job connecting the coaching strategies to real district goals! I like how you emphasized both clinical supervision and collaborative action research, they're powerful approaches when paired with frameworks like Triple E. Your focus on ongoing evaluation and data informed decisions really shows a strong understanding of what makes professional learning meaningful and effective. Thanks for sharing such practical insights!
    -Michael

    ReplyDelete
  6. J. Lawrence CarterSeptember 7, 2025 at 9:47 PM

    Being adaptive and flexible is one of the main points of asynchronous learning structures, especially when dealing with learning among peers in a field. I really enjoy the way you focus on The Triple E Framework as it is helping me to learn more about it. Great job.

    ReplyDelete

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