Instructional Designer Goals

    Often, I am complimented on my ability to remain organized and orderly, even in the most chaotic environments. Just the other day, a fellow teacher at my school complimented me on how organized my classroom is, and it appears I have everything in order. I replied, “I am very much Type A, and checklists keep me organized and prevent me from losing my mind as a teacher.” However, if I am candid, I thrive on checklists in my professional and personal life. There is something so gratifying about striking out an item on a “To Do” list.

    You may be asking yourself why I am writing about checklists. I recently scratched a big one-off: the first course of ten in Arizona State’s Learning Design and Technology program. One course down, only nine more to go! It may be a small accomplishment to some, but I am an optimist, always looking for the silver lining in any situation. Also, I miraculously completed the course while teaching full-time and getting married in September.

    In my previous post, I discussed why I entered this program. After watching my twin sister graduate with her Master’s, I knew I would someday earn mine. However, it took me some years to decide what to return to school for. As an educator, I knew it would be related to education. However, I also wanted a master’s degree to create opportunities outside the classroom if I ever chose to leave. Also, throughout my teaching career, I began recognizing technology's impact on education. So, after researching for months, I decided to apply to Arizona State’s Learning Design and Technology program despite the possible repercussions. You see, my new in-laws have roots in the University of Arizona.

    After completing the first course in the program, I learned that instructional design and teaching are very similar. I immediately recognized the systematic approach in an instructional design project, like Reiser's (2001b) description. This approach resonates with me because it resembles how I approach unit and/or lesson planning. Also, the many “hats” instructional designers wear resemble the vast roles educators fulfill, and the responsibilities we accrue are diverse. As Wagner (2021) describes it, instructional designers do “a little bit of everything.” I feel this is a strength of mine moving forward in the program. However, I still have much to learn about instructional design, especially its applicability in the classroom and a setting outside of education.

    I have been tasked with creating three goals: a short-term goal, a medium-term goal, and a long-term goal. My short-term goal is to generate a continuing list of tools and software programs applicable to a K-12 classroom. My medium-term goal is to choose one of those tools or software programs and apply it in the classroom. My long-term goal is to create a resource, such as a website, accessible to new teachers to help support them in their first year.

    My short-term goal is important to me because the application of technology is increasing in the classroom. Tools and software programs can enhance student learning, create engaging and interactive learning experiences, and promote team-building opportunities. However, despite knowing the positive impacts of programs on student learning, I am unfamiliar with many. My plan of action includes documenting all tools and software programs I encounter. For instance, if I learn about a new tool while reading discussion posts by classmates or conversing with a colleague. It is so easy to forget what tools are available upon discovery, so generating a documented list will be helpful to refer to.

    Individuals who can support me in reaching my goal are fellow educators. I can create a Microsoft Form asking for teachers’ input on which technological tools and software programs they use in the classroom and for what specifically. The data collected can help me decide which tool or software to apply in the classroom for my medium-term goal.

    My medium-term goal is important because I feel my duty as an educator is to continue growing and evolving to serve my students better. The content does not change year by year; however, the lesson can be designed and delivered more engagingly using technology. Depending on the data collected from the Microsoft Form, I would choose a tool or software frequently used by colleagues. Once chosen, I would arrange a time to meet with colleagues who use the tool or software regularly to discuss its application in their classroom and to generate ideas on how to apply it on my own.

    After I have decided how the tool or software is best applicable in my classroom, I will begin lesson planning. Throughout the planning process, I will ask my colleagues for support and/or guidance when needed. Next, when I have finalized plans, I will ask my colleague for input before teaching. Then, I’ll ask my colleague to observe the lesson and debrief afterward to receive feedback and suggestions. My colleague will provide much support for achieving this goal throughout the entire planning and implementation process.

    My long-term goal is important to me because my first year of teaching was difficult, and if it hadn’t been for my mentor, it would have been even more so. First-year teachers are learning much of what teaching entails on the job. My way of guiding and supporting new teachers is by designing a resource that is easily accessible.

    To begin with, I need to build a library with the content and resources I plan to include. Some examples of content will include classroom management tools, lesson plans for various subject areas, downloadable worksheets and activities, and lists of useful technological tools and software programs. This will take time to build, but I plan to add resources to the library continuously. I will collect and add resources from fellow teachers, myself, and professional development training. Although I am the one creating the resource, it ultimately is a collective effort made by teachers for teachers.

    I will consult and seek advice from colleagues, teachers, and administration. However, my first-year mentor, Sophia, will be detrimental to the process. Her experience as a classroom teacher and mentor will help me decide specifically what content to include when creating the website. Her perspective of what first-year teachers need the most support in is unmatched. At the end of each month, I will meet with Sophia to discuss my progress and any necessary changes or improvements.

    Overall, I chose these goals because they apply to my current role as a teacher. I plan to continue teaching unless an opportunity outside the classroom arises. I also chose these specific goals because they are related and build upon the previous one(s). A clear trajectory and progression occur with one overarching goal: enhance my teaching to serve students better.

 

References:

Reiser, R. A. (2001b). A history of instructional design and technology: Part II: A history of instructional design. Educational Technology Research and Development, 49(2), 57–67. https://doi.org/10.1007/bf02504928

Wagner, E. D. (2021). Becoming a Learning Designer. In Design for Learning: Principles, Processes, and Praxis (pp. 9–18).