The impact of the levels of teaching innovation (LoTi (RTM)) framework professional development on administrators' 1:1 classroom walkthrough observations: A case study

Siamak Sam Farsaii, Pace University

Abstract

This mixed methods research study examined the impact of administrator professional development on 1:1 classroom technology integration using the Levels of Teaching Innovation (LoTi®) framework. It addressed the following four research questions: ^ 1) In what ways does the LoTi® framework professional development influence 1:1 classroom walkthroughs by administrators? ^ 2) How do administrators describe the impact of the LoTi® framework professional development on their daily supervisory practices? ^ 3) How has the LoTi® framework professional development influenced administrators’ expectations for teachers’ performance in the classroom? ^ 4) How do teachers describe the impact of the LoTi ® framework professional development on the interaction with their supervisors?^ Over the course of a semester, eight administrators from two public school districts and 40 of their corresponding classroom teachers volunteered to participate in this study. It focused on developing the administrators’ understanding and application of the Levels of Teaching Innovation (LoTi ®) Framework. This study quantitatively and qualitatively measured the effectiveness of professional learning and coaching-walkthroughs focused on technology integration. The model described in this study consisted of the campus administrator and the expert coach working in pairs. They conducted walkthrough observations while conferring to improve the administrator’s understanding of effective technology integration in successive walkthrough sessions.^ This model can serve as a new measurement standard. It underpins the process as well as the analyses of the data to bring forth the critical role of the administrator. It demonstrates how to quantify the administrators’ improvement in understanding of technology integration over time, supported by qualitative positive responses from participants in the study. The model described in this study may serve as a guide for future professional development. Key findings are discussed and the implications for practice and future studies are considered.^

Subject Area

Education, Evaluation|Education, Leadership|Education, Technology of

Recommended Citation

Siamak Sam Farsaii, "The impact of the levels of teaching innovation (LoTi (RTM)) framework professional development on administrators' 1:1 classroom walkthrough observations: A case study" (January 1, 2014). ETD Collection for Pace University. Paper AAI3691304.
http://digitalcommons.pace.edu/dissertations/AAI3691304

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