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  • ----- Meeting Notes (12/1/11 19:43) ----- Slide 1 change 'by' slide 2 g
  • TPACK itp
  • Etpd articles

    1. 1. Presentation of PD Articles Alyssa Berry Fall 2011
    2. 2. “… The Field of Professional Development has not yet reached a level at which we can term a particular strategy or method effective, by measuring rigor or intensity.” (Hirsch & Killion, 2009)
    3. 3. <ul><li>Mentoring </li></ul><ul><li>Peer Coaching </li></ul><ul><li>Hands on Activities </li></ul><ul><li>Learning Circles </li></ul><ul><li>Set clear goals prior to designing a PD </li></ul><ul><li>Clearly defined Methods of Evaluation </li></ul><ul><li>KASAB </li></ul><ul><li>TPACK </li></ul>Best Practices
    4. 4. I find it challenging to measure the difference between PD practices. They are interrelated. There is not one particular practice that trumps the other, rather each practice much be integrated with another to make a unique professional development tailored towards the needs of each audience. Comparing PD Practices
    5. 5. Technical Pedagogical Content Knowledge (TPACK)
    6. 6. TPACK (Technology Pedagogical Content Knowledge) <ul><li>Teachers need to know, not only what to do to improve student achievement but also understand the how, why, and when. Professional development is not just about learning new information and implementing strategies. Learning new strategies play a major role as well as evaluating the effectiveness and using transfer to apply skills in other areas of the teaching practice. </li></ul>
    7. 7. Contextual Knowledge <ul><li>Teachers must Understand when to use the knowledge or skill </li></ul>
    8. 8. Declarative Knowledge <ul><li>What teachers need to know. Teachers need to see the benefit of the new knowledge or skill demonstrated. </li></ul>
    9. 9. Procedural Knowledge <ul><li>How teachers use the knowledge or perform the skill. Ample time must be provided for teachers to explore the knew knowledge or tool with the allocated time of the PD </li></ul>
    10. 10. Two Types of ETPD <ul><li>Linear PD </li></ul><ul><li>One day of direct instruction with tools and reading material provided. </li></ul><ul><li>Teachers are sent out to implement the new tool or innovation. </li></ul><ul><li>Test Scores are Analyzed months later. </li></ul><ul><li>End of PD- Decision made if Innovation was effective. </li></ul><ul><li>Cyclical PD </li></ul><ul><li>Reflection on needs of audience. </li></ul><ul><li>Inquiry based instruction </li></ul><ul><li>Collaboration with peers while learning </li></ul><ul><li>Sharing with students </li></ul><ul><li>PD facilitator observes instruction of Audience member implementing in context </li></ul><ul><li>On going Evaluation </li></ul><ul><li>Reflection of success o implementation </li></ul><ul><li>Repeat steps 1-7 </li></ul>
    11. 12. ETPD Frameworks
    12. 13. Diffusion of Innovations Professional developers have learned that adoption of innovation is dependent of several interrelated models of change. Teachers fall into various categories that describe their comfort level and attitude towards the uncertainty of newness (innovations, typically technology)
    13. 14. <ul><li>“… We cannot expect results from students from a staff development program that is unlikely to produce them. And we cannot expect an evaluation to produce useful results when the program being evaluated is poorly conceived and constructed…” ( Killion, 2003) </li></ul>Evaluation Strategies
    14. 15. Questions and Further Research <ul><li>Levels of Fidelity </li></ul><ul><li>Changing Attitudes towards innovations </li></ul><ul><li>Encouraging PD to become a cyclical process </li></ul><ul><li>Energy of PD facilitator </li></ul>