Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Extending the Engagement
An action research project
centered on the North Carolina
Sustainable Forestry Teachers’
Academy
...
Background
Environmental Educator for Extension
Forestry at NC State University
• State Coordinator for Project Learning
T...
Background
Sustainable Forestry
Teachers’ Academy (SFTA)
Sponsored by:
• NC Forestry
Association
• NC SFI SIC
• NCSU – CNR
Action Research Question
How can I create a meaningful continued
engagement experience for teachers from
across North Caro...
What is good PD?
Four key principles for designing PD:
• Professional development should be intensive,
ongoing, and connec...
Cycle One
• What types of activities would SFTA
teachers participate in to extended
engagement?
• Survey of summer 2014 SF...
Cycle One
• Likert scale (0-3)
– Additional programming
– Opportunities to share success and struggles
– Single day worksh...
Cycle One
• Online tools
• Other ways to help incorporate forestry
education
• Fees
Cycle One - Data
– Single day workshop
– Website and/or Blog
– Guest speakers
– Additional programming
– Opportunities to ...
Cycle One - Data
• Facebook, Google+, and digital newsletter
were the top online communication tools
• Some interest in vi...
Cycle Two
• What were other similar programs doing to
extend the engagement of their
participants?
• Survey program provid...
Cycle Two - Data
• All but one program is residential
– Ranging from 3 – 6+ overnights
– 20 to 30 participants for half of...
Cycle Two - Data
• Online tools
– Facebook
• Used by 1/3 of program providers pre-program
• Over half for post-program
– G...
Cycle Two - Data
• Post-Program Contact
– Individual contact for assistance
– Options to submit curriculum/lesson plans,
•...
Cycle Three
• Focus Group
– 10 teachers, previously attended SFTA
– Within 2 hours, stipend paid
• How does the SFTA provi...
Cycle Three
• What are key aspects of PD?
• Thinking back to key aspects of PD:
– What pieces of the SFTA fit your model?
...
What is good PD?
Four key principles for designing PD:
• Professional development should be intensive,
ongoing, and connec...
Standard 1: PD should
be intensive, ongoing,
and connected to
practice
Standard3:: PD should
align with school
improvement...
Standard 1: PD should
be intensive, ongoing,
and connected to
practice
Standard3:: PD should
align with school
improvement...
Standard 1: PD should
be intensive, ongoing,
and connected to
practice
Standard3:: PD should
align with school
improvement...
What I Learned
• Teachers are interested in forestry
education programs (51/56 very
interested)
• Facebook and email list-...
What I Learned
• Teachers believe that we lead a program
with strong professional development
pieces
– Specific to NC curr...
Implementation
• SFTA list-serve creation
• Edmodo Site
• SFTA Ambassador Program
• SFTA Reunion Weekend
Thank You!
• Critical Colleagues
– Lisa Canale and Ashley Outlaw
• Co-researchers
– Dr. Susan Moore and Jennifer Grantham
...
References
• Darling-Hammond, L., Wei, R. C., Andree,
A.,
Richardson, N., & Orphanos, S. (2009).
Professional learning in ...
• Standard 1: PD should be intensive, ongoing, and connected to practice (orange)
• Time for serious, cumulative study of ...
Renee
Renee
Renee
Renee
Renee
Upcoming SlideShare
Loading in …5
×

Renee

84 views

Published on

  • Be the first to comment

  • Be the first to like this

Renee

  1. 1. Extending the Engagement An action research project centered on the North Carolina Sustainable Forestry Teachers’ Academy Renee Strnad Durham, NC ETL Cohort 16
  2. 2. Background Environmental Educator for Extension Forestry at NC State University • State Coordinator for Project Learning Tree • Work with 4-H natural resource programs • “Other duties as determined” – Outreach – Website and social media
  3. 3. Background
  4. 4. Sustainable Forestry Teachers’ Academy (SFTA) Sponsored by: • NC Forestry Association • NC SFI SIC • NCSU – CNR
  5. 5. Action Research Question How can I create a meaningful continued engagement experience for teachers from across North Carolina attending our annual Sustainable Forestry Teachers’ Academy?
  6. 6. What is good PD? Four key principles for designing PD: • Professional development should be intensive, ongoing, and connected to practice; • Professional development should focus on student learning and address the teaching of specific curriculum content; • Professional development should align with school improvement priorities and goals; • Professional development should build strong working relationships among teachers Darling-Hammond et al (2009)
  7. 7. Cycle One • What types of activities would SFTA teachers participate in to extended engagement? • Survey of summer 2014 SFTA participants – 56 total • Four questions embedded within our standard post-academy evaluation • Archival data
  8. 8. Cycle One • Likert scale (0-3) – Additional programming – Opportunities to share success and struggles – Single day workshop – Webinars – Website and/or Blog – Curriculum writing workshop – Forestry PLC – Guest speakers
  9. 9. Cycle One • Online tools • Other ways to help incorporate forestry education • Fees
  10. 10. Cycle One - Data – Single day workshop – Website and/or Blog – Guest speakers – Additional programming – Opportunities to share success and struggles – Forestry PLC – Webinars – Curriculum writing workshop
  11. 11. Cycle One - Data • Facebook, Google+, and digital newsletter were the top online communication tools • Some interest in videos, ideas covered in online tools, information provided in another academy • Most teachers (38/56) would not pay over $25 for a one-day post-academy workshop
  12. 12. Cycle Two • What were other similar programs doing to extend the engagement of their participants? • Survey program providers across the United States – Begin exploring how other programs are configured as part of work with PLT
  13. 13. Cycle Two - Data • All but one program is residential – Ranging from 3 – 6+ overnights – 20 to 30 participants for half of programs • 8 offer some form of college credit • A minimum of one hour of lesson planning and/or classroom implementation is included in all but one program
  14. 14. Cycle Two - Data • Online tools – Facebook • Used by 1/3 of program providers pre-program • Over half for post-program – Google+ • Not used (ranked second for NC teachers) – Email/list-serves • Most often used
  15. 15. Cycle Two - Data • Post-Program Contact – Individual contact for assistance – Options to submit curriculum/lesson plans, • Provide additional stipend/college credit • Shared? – Six programs provide opportunities for past participants to serve as program assistants/facilitators
  16. 16. Cycle Three • Focus Group – 10 teachers, previously attended SFTA – Within 2 hours, stipend paid • How does the SFTA provide good PD? What can be improved? – Piedmont Academy
  17. 17. Cycle Three • What are key aspects of PD? • Thinking back to key aspects of PD: – What pieces of the SFTA fit your model? – What could be added/done to SFTA to address the missing pieces/parts • What forestry and natural resource topics or activities should be included in a Piedmont Academy to deepen and round out your knowledge?
  18. 18. What is good PD? Four key principles for designing PD: • Professional development should be intensive, ongoing, and connected to practice; • Professional development should focus on student learning and address the teaching of specific curriculum content; • Professional development should align with school improvement priorities and goals; • Professional development should build strong working relationships among teachers Darling-Hammond et al (2009)
  19. 19. Standard 1: PD should be intensive, ongoing, and connected to practice Standard3:: PD should align with school improvement priorities and goals Standard 2: PD should address student learning & address the teaching of specific curriculum content Standard 4: PD should build strong working relationships among teachers Content is enriching Engaging Content, movement, dynamic Long enough to analyze content, short enough to keep attention CEUs Relevance to your grade/subject area Sharing/Discussion Time Interdisciplinary Location Reference point/contacts List of presenters Tangibles Neatly packaged Resources should be tangible, items to take back Field tip list relevant to topics Standard course of study Content in alignment with curriculum Correlation to standards Applications for 21st Century Follow-up Contact list, wiki, or message board Wiki, Edmodo Group, blogs for participants to share ideas Open communication after the academies Q1: Key Aspects of PD Not relevant to key principles of PD: *Feed us awesome food *Presenters that value teachers *Paid substitutes
  20. 20. Standard 1: PD should be intensive, ongoing, and connected to practice Standard3:: PD should align with school improvement priorities and goals Standard 2: PD should address student learning & address the teaching of specific curriculum content Standard 4: PD should build strong working relationships among teachers Pace Content Appropriate time and engagement CEU credit, Literacy focus PLT curriculum Correlations to standards, break- out groups Location Lessons Field Trips Variety of activities with tangible items for classroom Usable information Academy notebook/CD, manual with CD of lesson plans Alignment with curriculum Bus/Door prizes Real work (world) connections Libations and networking hour Q2a: What pieces of SFTA fit the key aspects of PD from Q1 Not relevant to key principles of PD: *Presenters that value teachers *Good food, food in general *Well organized *Stipend (for the focus group) *Requiring deposit
  21. 21. Standard 1: PD should be intensive, ongoing, and connected to practice Standard3:: PD should align with school improvement priorities and goals Standard 2: PD should address student learning & address the teaching of specific curriculum content Standard 4: PD should build strong working relationships among teachers PLT for upper grade levels Google Docs Piedmont Academy Field trip/speaker by geographical area Forestry trunks with pre- paid shipment Shopping list or box for one new lesson Access to readymade activities/kits SFTA Ambassadors Q2b: What could be added to SFTA to address missing pieces Alumni WeekendContact/Message Board Group email, list- serve Edmodo Site Advertisement, ambassadors
  22. 22. What I Learned • Teachers are interested in forestry education programs (51/56 very interested) • Facebook and email list-serves are top communication routes with teachers (before and after the program) • Few state programs have a component/system to consistently follow- up with participants to extend engagement
  23. 23. What I Learned • Teachers believe that we lead a program with strong professional development pieces – Specific to NC curriculum content – Intensive professional development (PD) • Teachers like face-to-face opportunities, but funding is a limiting factor • Knowledge of technology tools varies
  24. 24. Implementation • SFTA list-serve creation • Edmodo Site • SFTA Ambassador Program • SFTA Reunion Weekend
  25. 25. Thank You! • Critical Colleagues – Lisa Canale and Ashley Outlaw • Co-researchers – Dr. Susan Moore and Jennifer Grantham • Dr. Lily Fessenden and Coleen O’Connell • Dr. Robert Bardon • Pat Maloney and Mike de Lasaux • Addie Thornton and Dr. Kathryn Stevenson
  26. 26. References • Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX. National Staff Development Council.
  27. 27. • Standard 1: PD should be intensive, ongoing, and connected to practice (orange) • Time for serious, cumulative study of a given subject, trying out ideas in the classroom, reflecting on results. • Include applications of knowledge to teachers planning and instruction • Standard 2: PD should focus on student learning and address the teaching of specific curriculum content (red) • Modeling, hand-on work to build knowledge of academic content • Analyze & discuss student performance data • Local context (resources, curriculum guidelines, accountability) • Standard 3: PD should align with school improvement priorities and goals (green) • Part of school reform effort • Connection between PD and requirements of curriculum guidelines, texts, assessment practices • Ease of implementing new practices • Standard 4: PD should build strong working relationships among teachers (blue) • Creating time, space, and relationships within department of grades levels (or across them) • Observe teaching, sharing

×