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Leading Online. An Autoethnography on Facilitating an Instructional F ocus on Student Learning. Sally A. Lancaster May 2, 2011. Context. Growth of Online Learning Inconsistent quality measures Teaching metrics focus on online class management not instruction

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leading online

Leading Online

An Autoethnography on Facilitating an Instructional Focus on Student Learning

Sally A. Lancaster

May 2, 2011

context
Context
  • Growth of Online Learning
  • Inconsistent quality measures
  • Teaching metrics focus on online class management not instruction
  • Best practices tend to focus on metrics
problem
Problem
  • Monthly staff meetings and discussions lack energizing discussions about student learning. Instead, they focus on the details and mechanics of teaching an online course.
  • Percentages not standards
socio technical theoretical f ramework
Socio-technical theoretical framework
  • Tavistock Institute: Social and technical components directly correlate to produce a given goal state.
  • Balance of human needs and technical needs
application of socio technical theoretical framework
Application of socio-technical theoretical framework
  • Look at balance of human needs versus technical demands in the system.
  • Look through lens of all three level proposed by Trist (1980)
    • Primary – Classroom (Human resources frame)
    • Whole organization – School (Structural frame)
    • Macro-Social system – District/State Context (Political frame)
anticipated research q uestions
Anticipated research questions
  • As a leader of an online high school, how can I facilitate teacher engagement in analyzing courses to ensure student success?
  • What does online learning look like when teachers identify and implement best practices in the online setting?
  • As a leader, how can I work with teachers to shift the discussion about online learning from an emphasis on teacher metrics to a focus on student-centered learning?
  • How do teachers effectively utilize the technology to manage the workload while focusing their personal resources on the important task of ensuring learning?
key research
Key research
  • Martin Mueller Testimony
  • Nelson 2009, 2010
  • Tallent-Runnels 2006
  • Kopcha 2008
  • Portin, Feldman and Knapp 2006
methodology
Methodology
  • Analytic Autoethnography
  • Designed to study self-reflection in daily praxis
  • Story behind data
  • Ellis and Bochner, Muncey, Chang and Anderson
autoethnography a triadic model
Autoethnography: A triadic model

- Ellis and Bochner (2000)

anderson s five e lements
Anderson’s five elements
  • Complete member researcher
  • Analytic reflexivity
  • Narrative visibility of the researcher’s self
  • Dialogue with informants beyond the self
  • Commitment to theoretical analysis
setting
Setting
  • Everett School District
    • OnlineHS
      • 7 Teachers, 1 Support Staff, 1 Principal
      • # Classes
  • Contractual Agreement
  • Success Rate
  • Political Context
anticipated methods for data collection
Anticipated Methods for Data Collection
  • Daily journal
    • Thoughts, reactions, perceptions, use of time, political context
  • Meeting agenda items
  • Meeting notes
  • Reflections of teachers
positionality
Positionality
  • Supervisor: Reflexive role alleviates power differential
  • Beliefs about online learning
  • Ownership by virtue of developing the program
anticipated outcomes
Anticipated Outcomes
  • Provide insights into one leaders successes and challenges with developing a high quality online program.
  • Contribute to growing body of knowledge of online learning.
  • Increase knowledge of the importance of instructional leadership in this new arena.
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