Ensuring a Return on Instruction

          As I read Ch 3 I ask myself these questions:

• What data (results based evidence) can we collect at our school to show our investment in technology is more valuable than our investment in PD for teachers? Or that our investment in technology drives the learner to higher levels of thinking?
• Does our learning focus on critical thinking, problem solving and creativity and are we skilled enough to design a curriculum that promotes this?
• I love all the ideas about what 'good teaching is' but wasn't the best one to "have students enjoy learning for the sake of learning?"
•  Do we need more opportunities to show all teachers what 'high quality' learning looks, sounds and feels like?
• I did like the way they phrased the primary goal of education. What would the goal be for those who don't use technology as one of the tools for learning?
• Such an obvious statement: "its not the devices that change the learning its the accompanying change in pedagogy.'
• This article does reinforce the necessity for the leadership team to do purposeful learning walks and give feedback as a result of this. Do we do this part enough?
• If students don't have a personal learning goal how can we show evidence of growth and improvement? Or if teachers don't have a goal or learning intention then what evidence of growth and improvement can we collect?
• Wouldn't it be good if we could share with each other one aspect of professional growth this year and how we have integrated this new learning into our practice to improve student learning?
• Have we established  ' a common vision and expectations ' for all our staff? We have agreed practices should we revise them? Do they include the use of technology?
• Lots of things we have already established: growth mindset, aligning practices to current research, relevant PL, co teaching, co-observing. What did you think of the personal reflecting and the portfolios?