Staff development Thesis Summary


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A slide show presentation made to our school board of the results of my thesis as it pertains to my proposed changes to our technology staff development.

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Staff development Thesis Summary

  1. 1. Staff Development
  2. 2. Technology <ul><li>15+ Years </li></ul><ul><ul><li>How to Talk to Your Apple </li></ul></ul><ul><ul><li>Teaching Teachers Computers, Not Programming </li></ul></ul><ul><li>Doing a great job!? </li></ul><ul><li>Years with 20% to 60% participation </li></ul><ul><li>Just add money! </li></ul><ul><ul><li>Thesis topic! </li></ul></ul>
  3. 3. Teaching Teachers Technology <ul><li>$132,000 TTT Grant for 98/99 </li></ul><ul><li>District Staff Development Lab </li></ul><ul><li>$13/hour stipend </li></ul><ul><li>Around 80 different topics </li></ul><ul><li>Graduate Credit </li></ul><ul><li>October - March </li></ul><ul><li>After school, evenings, weekends </li></ul>
  4. 4. Results? <ul><li>44% participation </li></ul>
  5. 5. 44% Participation <ul><li>Why? </li></ul><ul><li>New Thesis topic. </li></ul>
  6. 6. Duh! <ul><li>I found the reason, </li></ul><ul><li>and it is I </li></ul>
  7. 7. Research exists <ul><li>Early/Late Adopters </li></ul><ul><ul><li>Crossing the Chasm - Moore, 1991 </li></ul></ul><ul><li>TeachingAdult Learners </li></ul>
  8. 8. Early and late adopters <ul><li>Innovators are the first 2.5% of adopters and are venturesome </li></ul><ul><li>Early adopters are the next 13.5% and are respectable </li></ul><ul><ul><li>They purchase right away </li></ul></ul><ul><li>Late adopters are the next 68% </li></ul><ul><ul><li>Early majority are deliberate </li></ul></ul><ul><ul><li>Late majority are skeptical </li></ul></ul><ul><li>Laggards (resisters) </li></ul><ul><ul><li>last 16% and are characterized as being traditional. </li></ul></ul>
  9. 9. Crossing the Chasm <ul><li>A gap exists between early adopters and late adopters when it comes to purchasing new technologies. </li></ul><ul><li>The assumption that late adopters follow the lead of early adopters has proven to be wrong. </li></ul><ul><li>Reaching the late adopters requires special attention to vastly different needs, perspectives and demands </li></ul>
  10. 10. Late adopters <ul><li>Evidence suggests that more than 70% of teachers fall into the reluctant or late adopter categories when it comes to technology. </li></ul>
  11. 11. Early Adopters <ul><li>Willing to try new technologies </li></ul><ul><li>Willing to live with bugs </li></ul><ul><ul><li>Beta testers </li></ul></ul><ul><li>Self learners </li></ul><ul><li>Inventors </li></ul><ul><ul><li>Modify and tinker </li></ul></ul>
  12. 12. Late Adopters <ul><li>70+ Percent of adults </li></ul><ul><ul><li>Early and late majority, resisters </li></ul></ul><ul><li>Want a finished product </li></ul><ul><li>That works </li></ul><ul><li>And has value </li></ul>
  13. 13. Research on late adopters <ul><li>1930s and earlier </li></ul><ul><li>Farmers </li></ul><ul><li>Hybrid corn </li></ul>
  14. 14. Selling to late adopters <ul><li>Home demonstrations </li></ul><ul><li>Peer persuasion </li></ul><ul><ul><li>Beachheads </li></ul></ul><ul><li>Show value </li></ul><ul><li>Complete package that works </li></ul>
  15. 15. Strategies needed to reach the late technology adopters <ul><li>Showing gains in student performance </li></ul><ul><li>Providing a complete package that works </li></ul><ul><li>No risks and no surprises </li></ul><ul><li>Information in a language they can understand </li></ul><ul><li>Continual support </li></ul><ul><li>Small groups </li></ul>
  16. 16. Strategies - Late adopters <ul><li>Finding what turns them on </li></ul><ul><ul><li>What’s in it for me? </li></ul></ul><ul><li>Rewards and incentives </li></ul><ul><li>Requirements </li></ul><ul><ul><li>Business </li></ul></ul>
  17. 17. Strategies - Late adopters <ul><li>In a survey reported in 1993, 96% of teachers who were familiar with computers were self taught </li></ul><ul><ul><li>Early adopters </li></ul></ul>
  18. 18. Strategies - Late adopters <ul><li>Do not let the early adopters plan for the late adopters. </li></ul><ul><ul><li>They have more tolerance for frustration than the late adopters and have a difficult time designing training that works for the reluctants </li></ul></ul>
  19. 19. Strategies - Late adopters <ul><li>Teachers should be allowed to choose the skills they want to build on, and design a unit or lesson around that new skill. </li></ul><ul><li>They should be drawn into discussions about what they want their classroom to become </li></ul>
  20. 20. Staff development is most effective when it is individualized <ul><li>Let teachers choose what they need (or want) to know </li></ul><ul><li>how they want to learn </li></ul><ul><li>and the timeframe for the learning. </li></ul><ul><li>This is the just-in-time training model </li></ul>
  21. 21. Provide Adult Learning instead of staff development! <ul><li>Adults want choice </li></ul><ul><li>They will learn more energetically when they have options that match their interests, styles and preferences. </li></ul><ul><li>Design the learning with an emphasis on comfort </li></ul><ul><li>Provide time - do not rush </li></ul>
  22. 22. Provide Adult Learning <ul><li>Understand that adults do not want to look foolish in front of other teachers or students </li></ul><ul><li>The optimal training session is eight teachers. </li></ul>
  23. 23. Provide Adult Learning <ul><li>People using technology want to know what they want to know. </li></ul><ul><ul><li>Not what we think they should know </li></ul></ul><ul><ul><li>Toss away another topic idea :-( </li></ul></ul><ul><li>They have a low tolerance for listening to needs that are not their own. </li></ul><ul><ul><li>Keep them grouped by interest </li></ul></ul>
  24. 24. Provide Adult Learning <ul><li>They need to see a reason for learning </li></ul><ul><ul><li>Intrinsic, Extrinsic or mandated </li></ul></ul><ul><li>They want a safe learning environment </li></ul>
  25. 25. Provide Adult Learning <ul><li>Adults are more concerned about time. </li></ul><ul><ul><li>They have more time commitments, and need to feel the time they spend is an investment </li></ul></ul><ul><li>They need unstructured opportunities to play around with new ideas and skills. </li></ul><ul><li>They need to be able to use the new idea or skill to produce something practical </li></ul>
  26. 26. Provide Adult Learning <ul><li>Teachers learn best by </li></ul><ul><ul><li>studying, doing, and reflecting; </li></ul></ul><ul><ul><li>collaborating with other teachers </li></ul></ul><ul><ul><li>sharing what they see </li></ul></ul>
  27. 27. Provide Adult Learning <ul><li>They need “talk time” </li></ul><ul><ul><li>They need time to be able to reflect on what they have learned, and carry on discussions with others. </li></ul></ul><ul><ul><li>They prefer to engage in social learning from peers as well as instructors. </li></ul></ul><ul><ul><li>Adults can learn well - and much - from dialogue with respected peers </li></ul></ul>
  28. 28. Provide Adult Learning <ul><li>Teachers should be engaged in ongoing conversation and reflection about what they are doing there, about their students, theories of learning, and how it will affect their classrooms </li></ul><ul><li>Staff meetings! </li></ul>
  29. 29. Provide Adult Learning <ul><li>If adults are going to keep and use the new information, they need to be able to integrate it with what they already know. </li></ul><ul><li>Adults have a larger base of knowledge and more unlearning to do. </li></ul><ul><li>If the information conflicts with what they already believe is true, or has little conceptual overlap it is acquired more slowly </li></ul>
  30. 30. Provide Adult Learning <ul><li>Teachers need support once the workshops are over. </li></ul><ul><li>Follow up courses </li></ul><ul><li>A support partner in the school </li></ul><ul><li>Support via e-mail </li></ul><ul><li>Handouts they can refer back to </li></ul><ul><li>Face-to-face visits </li></ul>
  31. 31. Provide Adult Learning <ul><li>Adults are bothered by errors </li></ul><ul><ul><li>therefore they take fewer risks </li></ul></ul><ul><ul><li>They are more apt to apply tried-and-true solutions. </li></ul></ul><ul><li>Self-esteem and ego are on the line when they are asked to risk trying a new behavior in front of peers and cohorts. </li></ul>
  32. 32. Provide Adult Learning <ul><li>Training location should be convenient. </li></ul><ul><ul><li>The learning environment must be physically and psychologically comfortable. </li></ul></ul><ul><ul><li>Staff development needs to take place on the teacher’s turf, with the equipment and software they have available. </li></ul></ul><ul><li>Teachers need to have the equipment and software they are being trained on available for their use. </li></ul>
  33. 33. Once we get them The late adopters, that is <ul><li>We need to provide what they want </li></ul><ul><ul><li>Not what they need… </li></ul></ul>
  34. 34. Once we get them <ul><li>Hook the passions of the teachers by showing them how they can use technology for something they really enjoy or that is real useful to them. </li></ul><ul><li>During these sessions it will be up to the instructor to introduce ideas on how to integrate that particular skill into their curriculum. </li></ul>
  35. 35. What are we going to do? <ul><li>Myself </li></ul><ul><li>Tech Staff </li></ul><ul><li>Key Tech people </li></ul><ul><li>Administrators </li></ul><ul><ul><li>We need you! </li></ul></ul><ul><li>Teachers </li></ul>
  36. 36. Get the Teachers Involved in Planning <ul><li>Stipends distributed to school sites. </li></ul><ul><li>The guidelines specify that the funds can be spent on stipends, technology conferences, support materials, and substitute teachers. </li></ul><ul><li>During this year our district policy discouraging release time will be set aside. </li></ul><ul><ul><li>(Spring, 1999) </li></ul></ul>
  37. 37. District level workshops <ul><li>Our traditional after school and evening workshops that are held in the district staff development lab and open to the entire district will be drastically reduced. </li></ul><ul><ul><li>Why? Benefits? </li></ul></ul><ul><li>The graduate level workshops which require 15 contact hours offered at the district level will require at least two participants from any building. </li></ul>
  38. 38. Get the Teachers Involved in Planning <ul><li>We will involve the teacher in the planning of their training. </li></ul><ul><li>They will be involved in choosing </li></ul><ul><ul><li>the location </li></ul></ul><ul><ul><ul><li>their building or the district staff development lab </li></ul></ul></ul><ul><ul><li>the time (time of day and time of year) </li></ul></ul><ul><ul><li>the topic to be covered. </li></ul></ul>
  39. 39. Building Level Support Structure <ul><li>Late adopters have a lower frustration level when things do not work and need more immediate support. </li></ul><ul><li>Each building will develop a support structure by promoting peer coaching, mentoring, and buddy systems. </li></ul>
  40. 40. Building Level Support Structure <ul><li>Peer coaching! </li></ul><ul><ul><li>Joyce and Showers </li></ul></ul><ul><ul><li>10% and 90% </li></ul></ul><ul><li>A Train the Trainer program will be implemented, with the objective of having “go to” people in each building to help with software and curriculum support. </li></ul>
  41. 41. “ Go To” people <ul><li>These “go to” people will be asked to become the expert on one or more areas of technology integration such as ClarisWorks, Internet search engines, HyperStudio or WebQuests . </li></ul><ul><li>The trainer will be one of the exceptions to our buddy rule for district wide staff development offerings. </li></ul>
  42. 42. “ Go To” people <ul><li>They will also be asked to provide short training sessions in their building or to work with teachers individually or in small groups on technology skills and projects. </li></ul><ul><ul><li>Stipends? District policy? </li></ul></ul><ul><li>Building principals will be encouraged to provide time for teachers to work on their new skills. </li></ul>
  43. 43. Market the Product by Conducting Home Demonstrations <ul><li>One way of reaching late adopters in the marketing world is by conducting home demonstrations . </li></ul><ul><ul><li>Actual visits to people’s homes are done to make the sales pitch. </li></ul></ul><ul><ul><li>The technology support staff will be conducting home presentations by taking the presentations to the staff, rather than have them come to us. </li></ul></ul>
  44. 44. Market the Product by Conducting Home Presentations <ul><li>Each of our technology staff and teachers of the gifted and talented program will be provided with a laptop computer and will have access to a video projector or display of some type. </li></ul><ul><li>Presentations will be done in the school buildings, at staff meetings or with smaller groups, and kept short and to a limited number of concepts. </li></ul>
  45. 45. Market the Product by Conducting Home Presentations <ul><li>The technology staff and gifted and talented staff will also model the use of technology in classrooms for teachers upon request. </li></ul><ul><ul><li>The classroom teacher will not leave the room but will observe how the technology is introduced and integrated into the lesson plan. </li></ul></ul>
  46. 46. Discussions <ul><li>After the presentation, discussions with the classroom teacher will be held. </li></ul><ul><ul><li>This strategy will be used with adult learners to help them retain the information for a longer period of time. </li></ul></ul>
  47. 47. Our New Workshops <ul><li>What do you want to learn today? </li></ul>
  48. 48. What do you want to learn today? <ul><li>We will post a date and time for a session and open it for teachers to register. </li></ul><ul><li>These sessions will be limited to eight people. </li></ul><ul><li>All participants will be required to come with at least one buddy, preferably from their own school. </li></ul>
  49. 49. What do you want to learn today? <ul><li>Nothing will be said about the topic of the session…. </li></ul><ul><ul><li>research of adult learners shows they want to be involved in planning their training </li></ul></ul><ul><li>they will choose the topic! </li></ul>
  50. 50. Even more planning by teachers <ul><li>Any group of teachers can pick </li></ul><ul><ul><li>Topic </li></ul></ul><ul><ul><li>Date </li></ul></ul><ul><ul><li>Place </li></ul></ul><ul><ul><li>Time </li></ul></ul><ul><li>The technology support staff will schedule the session and provide the instructor. </li></ul><ul><ul><li>(no graduate credit) </li></ul></ul>
  51. 51. Hands On Training <ul><li>People generally remember 90% of what they say as they perform a task, compared to 20% of what they hear. </li></ul><ul><li>iBook and Airport </li></ul>
  52. 52. Strategies (subs) <ul><li>Hire substitutes for four to eight teachers for a half day or full day. </li></ul><ul><ul><li>Use this release time to work with the teachers on technology skills that they choose or that has been decided by consensus of the group. </li></ul></ul>
  53. 53. Strategies - (subs) <ul><li>Utilize a supersub who will deliver a technology enhanced lesson aligned with the district curriculum. </li></ul><ul><ul><li>This will provide the students with a good learning experience </li></ul></ul><ul><ul><li>remove the need for the classroom teacher to prepare lessons for the substitute </li></ul></ul>
  54. 54. Strategies (subs) <ul><li>Hire a substitute (or several) at an elementary school and have them take over a classroom for a few hours </li></ul><ul><ul><li>The substitute could have a specialized lesson plan that they would repeat with each class so that there is still effective learning taking place in the classroom. </li></ul></ul>
  55. 55. Strategies (subs) <ul><li>Hire a substitute </li></ul><ul><ul><li>for a key tech teacher. This will allow the key tech person to work with other teachers in their classrooms or during their off hours. </li></ul></ul><ul><ul><li>who has technology skills and have this person help in classrooms rather than release the teacher. </li></ul></ul><ul><ul><li>and allow the classroom teacher to observe another teacher who is utilizing technology in the classroom. </li></ul></ul>
  56. 56. Strategies (subs) <ul><li>Conduct an after school demonstration, then follow-up with a hands on day. </li></ul><ul><ul><li>Use substitutes to release the teachers hour by hour to go to an area of the school to work on the skill that had been demonstrated in the after school session. </li></ul></ul>
  57. 57. Strategies (off hours) <ul><li>Conduct all day, school-based inservices at the secondary level. </li></ul><ul><li>Work with teachers during their free periods. </li></ul>
  58. 58. Strategies (stipends) <ul><li>Pay stipends for after school work sessions where teachers develop lessons integrating technology. </li></ul><ul><li>Pay some of the staff to develop presentations and/or handouts for staff meetings, building training, etc. </li></ul>
  59. 59. Strategies - trainers <ul><li>Have specialists in a building trained on certain software (for example, ClarisWorks, HyperStudio, Netscape, or PowerPoint </li></ul><ul><ul><li>Small groups or one-on-one </li></ul></ul><ul><ul><li>Stipends </li></ul></ul><ul><li>Hold technology training sessions in a building at the end of the school day instead of having participants drive to another school </li></ul>
  60. 60. Strategies - trainers <ul><li>Conduct a Learn It - Teach It activity. Provide training or stipends for a staff member to learn a new technology, then ask them to teach it to other staff members in small group settings. </li></ul><ul><ul><li>Science CDs </li></ul></ul><ul><li>Lessons can be developed at the district level and provided to these “go to” people. </li></ul>
  61. 61. Strategies - conferences <ul><li>Send some staff members to technology conferences </li></ul><ul><ul><li>Other monies (federal Title II funds for math and science) can also be used for this. They would have to agree to present to the rest of the staff on what they learned. </li></ul></ul><ul><li>The technology leaders in the building should be given the first opportunity to participate. </li></ul>
  62. 62. Strategies - stipends <ul><li>Allow for technology based projects in which a teacher proposes a project using technology in a classroom project or curriculum area. </li></ul><ul><ul><li>The teacher develops that project/lesson on their own time, requesting support when needed. A stipend is offered for completion of the project. </li></ul></ul>
  63. 63. Strategies - stipends <ul><li>Give stipends for classroom curriculum projects that successfully integrate technology. </li></ul><ul><ul><li>The project needs to be pre-approved by the building principal. </li></ul></ul>
  64. 64. Strategies - goals <ul><li>Challenge each teacher to enhance two lessons during the school year. </li></ul><ul><ul><li>Many teachers feel that they are expected to utilize technology every day in every lesson that they teach and feel overwhelmed by that expectation. </li></ul></ul><ul><li>Utilize the units of practice from Apple Computer </li></ul><ul><ul><li>broken down by subject area and grade level. </li></ul></ul>
  65. 65. Strategies - stipends/software <ul><li>Pick a software program for staff members to know (Integrade Pro, PowerPoint, HyperStudio, Print Artist, an elementary gradebook program such as Grade Machine) and provide the software (instead of stipends) upon completion of the workshop. </li></ul>
  66. 66. Strategies - mini-sessions <ul><li>Offer mini-sessions on technology for twenty minutes once per week after school. Let the teachers pick the topic or have a topic each week based on the school technology goals. </li></ul><ul><ul><li>Staff meetings? </li></ul></ul>
  67. 67. Strategies - mini-sessions <ul><li>Hold monthly help sessions at the district staff development lab or rotate these sessions from school to school. Teachers can bring questions to ask the experts. </li></ul>
  68. 68. Strategies - student teachers <ul><li>Take advantage of student teachers in a school. </li></ul><ul><ul><li>When there is a student teacher who is capable of conducting the classroom unsupervised consider releasing the supervising teacher to participate in staff development activities. </li></ul></ul><ul><ul><li>The supervising teacher could also supervise other classrooms for an hour or two, releasing the classroom teacher to participate in staff development activities. </li></ul></ul>
  69. 69. Strategies - Sharing <ul><li>Establish a work/reference center where teachers can share information with each other, post work done by students, and make periodicals and manuals dealing with technology use in classrooms available. </li></ul><ul><ul><li>A good computer and peripherals </li></ul></ul><ul><li>Encourage teachers to develop a portfolio of materials and projects created by both themselves and their students. </li></ul>
  70. 70. Strategies - Sharing <ul><li>Encourage all teachers to share information via FirstClass </li></ul><ul><li>Post lesson plan web sites and articles through FirstClass and our district web page. </li></ul><ul><li>Post student and teacher curriculum projects on the district web site </li></ul>
  71. 71. Strategies - Sharing <ul><li>Encourage teachers to share information in organized staff meetings or in smaller discussion groups. </li></ul><ul><ul><li>Prepare the presenter beforehand, encourage them to have a handout and to keep the presentation short. </li></ul></ul>
  72. 72. Strategies - Sharing <ul><li>Form study groups within the building. </li></ul><ul><ul><li>Each study group will meet periodically to work on a common technology objective designed to improve their skills or improve student learning. </li></ul></ul><ul><li>Encourage teams to work together to plan units of instruction using technology. </li></ul><ul><li>Provide time during the day for collaborative efforts. </li></ul>
  73. 73. Mentors - Partners <ul><li>Establish technology mentors or coaches who are willing to help other teachers in their subject area, grade level, or interest area. </li></ul><ul><ul><li>These mentors would be teachers willing to share their expertise with other staff members who have shown an interest in learning how to use technology to improve their teaching. </li></ul></ul>
  74. 74. Strategies - competencies <ul><li>Create a list of minimum competencies, and provide training, support, time, or stipends to help them meet these. </li></ul><ul><ul><li>FirstClass </li></ul></ul><ul><ul><li>Netscape </li></ul></ul><ul><ul><li>ClarisWorks </li></ul></ul><ul><ul><li>SASIxp (secondary) </li></ul></ul><ul><ul><li>e-mail </li></ul></ul>
  75. 75. 1999 Plan <ul><li>Stipends of $100 per teacher controlled by sites </li></ul><ul><li>Each building will develop it’s own tech staff development plan </li></ul><ul><li>The challenge is to involved 100% of the staff </li></ul><ul><li>The stipends must follow the guidelines of the grant </li></ul>
  76. 76. 1999 Plan (cont.) <ul><li>Instructors will be paid with TTT funds retained at the district level </li></ul><ul><li>Limited graduate credit courses </li></ul><ul><ul><li>District level </li></ul></ul><ul><ul><li>15 hours of contact time </li></ul></ul><ul><ul><li>Curriculum based </li></ul></ul>