Thoughts on Working with Teachers

Today I had the opportunity to meet with Crissy and Roxie, our Lower and Middle School Directors to review some of the work that has been accomplished so far and the direction of what is to come.
As I look forward to drafting curricular maps for grades three to six, I know that the more important process will be sitting with the teachers and finalizing plans for the year. So what does this look like? How do we move from pull out instruction to meaningful, intentional and authentic uses of technology in the classroom? To help guide the conversation I created a structure of three simple questions:
1. What is the content, essential question or topic you want to cover?
2. What are the skills, knowledge, or actions you want the student to have or be able to do at the end of the process?
3. How do you plan to assess this and how often?
If we can get a clear understanding of these points, then we can begin to discuss the right tool to enhance the learning of the student. I wonder if teachers realize that this will probably take more than one conversation in the beginning as we refine the process.
Another piece to this is the need to monitor and assess how effective we are being as a team and I am being as the support. This has been at the back of my mind but brought out to consider when I met with Crissy and Roxie. How do you define growth? At what point are teachers ready to move on using the tool proficiently without me? This is harder to get clarity on. Originally, I thought that we could have a reflective sheet for teachers to monitor their own progress and what additional supports they need from me. I still think this, but I am having trouble crafting this sheet. So what are we assessing here? What do we want this reflective sheet to illuminate for us? Well, we want comfort level with the tool so that could be as simple as a check mark:
I am ready to use this independently. I am not ready to use this independently.
Ad then the second part could leave room for the teacher to list what they feel they need from me. More support? Direct instruction? Use with another project?
But this really only answers half the question, and it isn’t the important half. I want teachers to feel fluent in their use of technology, to feel comfortable using it as a learning tool, to see it fit into the curriculum in a way that feels more natural than stiff. I need a good question or set of questions to give teachers the chance to express anxiety, concerns, successes, leaps, etc. I am open to suggestions.