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

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  • 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

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