Enhancing Teacher Quality with Online PD (PPT)
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Enhancing Teacher Quality with Online PD (PPT) Presentation Transcript

  • 1. Enhancing Teacher Quality with Online PD One State’s Pilot Project Jill Weber, EDC Cathy Higgins, NH [email_address] chiggins @ed.state.nh.us
  • 2. NEIRTEC (neirtec.org)
    • Part of RTEC network (rtec.org)
    • Online PD - ETLO, Designing for Technology Integration
    • Collaborative Evaluation Resources
    • Technology Integration - Math Resources
    • Knowledge Loom (KLOOM)
  • 3. New Hampshire Online PD Pilot
    • Design and implementation of project
    • PD model - face-to-face and online
      • Face-to-face institute content
      • Online “supported work environment” (course)
    • Results
    • Lessons learned
    • Next steps
  • 4. Background
    • NCLB Title II-D Educational Technology funding
      • New Hampshire Local Educational Support Center Network (LESCN)
      • Six regional centers
      • Technology-enhanced support/PD
    • http://www.nheon.org/
  • 5. Background
    • RFP
      • Mini-grants - $2000 per participant
      • Teams of two teachers
      • Develop and deliver “effective and content-rich online PD courses” to a statewide audience
      • Funding priority
        • Emphasis on research-supported best practice tools and strategies
        • Specific content focus
  • 6. RFP Rubric
    • Specifies proposed course learning goals and what participants should know when they complete the course
    • Describes the performance objectives related to each goal
    • Outlines a variety of proposed assessment tools and techniques related to each learning objective
  • 7. RFP Rubric
    • Includes links to websites with at least two examples of assessment tools that might be appropriately used for the proposed course topic
    • Includes links to websites with at least two research references to the proposed course content
    • Describes a variety of teaching strategies and materials which the team expects to use to teach the course, including technology resources
  • 8. The Pilot Program
    • Nine two-teacher teams
    • Four-day face-to-face summer institute
    • Six-week “supported learning environment” - ETLO
    • Course design complete first semester
    • Beta test course second semester
  • 9. The Pilot Program
    • NEIRTEC Partners
      • EDC - ETLO (EdTech Leaders Online) http://www.edtechleaders.org
      • Ed Alliance at Brown - Knowledge Loom http://knowledgeloom.org/gmott
      • TERC - Designing for Technology Integration http://neirtec.terc.edu/
      • Learning Innovations at WestEd - Collaborative Evaluation http://www.neirtec.org/evaluation/
      • Sun Associates - NEIRTEC evaluator http://www.sun-associates.com/
  • 10. The Pilot Program
    • Initial survey of teachers
      • Do you have much experience in doing PD?
      • How would you rate yourself in overall use of technology? (very comfortable, comfortable, not comfortable)
      • How would you rate yourself in overall use of the Internet? (vc, c, nc)
      • Are you experienced with Blackboard/other course design tools?
  • 11. The Pilot Program
    • Teacher Teams
      • Master teachers
      • Professional developers
      • Online PD participants
      • Online course designers
      • Technology-savvy
    • Teacher Teams
      • Willing “pioneers”
      • Eager to apply knowledge in online course AND classroom
      • Ready to make an impact
    Lesson
  • 12. The Pilot Program
    • Face-to-face learning environment
    • to teach online course development
    • for courses that would be delivered online
    • to impact face-to-face teaching and learning
    Lesson
  • 13. Face-to-Face Institute
    • Backward design model
    • Elements of good professional development
    • Good models of teaching with technology
    • Online resources
    • Instruction for beginning course creation
    • What can participants take away for their own course development from each step of the process?
    Lesson
  • 14. Model Lessons - Emersion Model
    • “How do these lessons reflect good teaching and learning methods? Good technology integration?”
  • 15. Classroom Vignettes
    • How can you create the feeling of “looking into a classroom”? How can a lesson be documented?
  • 16. Online Resources
    • How do you evaluate a website? How do your online resources “measure up”?
  • 17. Building community
    • Three-legged stool model
      • Learning content
        • Resources that bridge research and practice
        • Learning tasks
      • Expert facilitation
      • Peer-to-peer interaction
    • Face-to-face methods translated into online methods
  • 18. Pedagogy of online course design and delivery
    • Online teaching and learning
      • Opportunities, challenges, goals
    • Model courses
    • Online course design
      • Key elements
      • Developing course content
      • Online environment - Blackboard
      • Online assessments
  • 19. Pedagogy of online course design and delivery
    • Online PD facilitation
      • Techniques
      • Sustaining participation
        • Simulated online discussion “practice”
      • Facilitation scenarios and models
  • 20. Lessons Learned
    • Participants
      • Building community
      • Planning with experts
      • Acquiring quality resources
      • Forming foundational knowledge on which to build course
      • Making connections between PD they were receiving and PD they were about to create/deliver
      • Using model courses/lessons as a framework
    Lesson
  • 21. Lessons Learned
    • Implementation of the Project
      • Writing the RFP
      • Setting participant expectations
      • Planning - the “little things”
      • Logistics for course offerings
    Lesson
  • 22. Lessons Learned
    • The “Big Lessons” - what was key?
      • Flexibility in program design
      • Integration with other state goals/initiatives
      • Alignment with state benchmarks
      • Interfacing with state resources (human, tools)
      • Building capacity
        • Teachers
        • Center network
        • State-wide PD plan
    • “ Someone needs to be the expert. You need expertise in the leadership, and experience in the implementation, if you’re going to jump into the deep end.”
    Lesson