Vss2009 Going Virtual III Presentation


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  • Background
  • In 2007 conducted the first phase which looked at the status of PD for K-12 online teachers.In 2008 conducted phase II looking at unique need of K-12 online teachers2009 began two evaluations as pilot investigations into the evaluative phase of the research series. Primarily to help us understand more clearly the factors in evaluating teacher effectiveness as well as how best to gather data on a national level. Discuss complexity of measuring effectiveness of teacher training on student outcomes.
  • Vss2009 Going Virtual III Presentation

    1. 1. Going Virtual III<br />Effective Professional Development of K-12 Online Teachers<br />Kerry Rice, Ed. D. & Lisa Dawley, Ph. D. <br />
    2. 2. Agenda<br />Review findings from the Going Virtual! Research Series<br />Share pilot studies – program evaluations<br />Complexities in measuring “effectiveness”.<br />
    3. 3. Going Virtual! Research Series<br />
    4. 4. Going Virtual! Research Series<br />
    5. 5. Phase I: Summary of Findings<br />PD is …<br />Dependent on the organization<br />Driven by context<br />Online<br />Ongoing<br />Focused on skills<br />
    6. 6. Phase II: Survey Design<br />School and Model Affiliation (Virtual, Supplemental, B & M)<br />Demographics<br />Professional Development Opportunities<br />Professional Development Needs<br />Respondents rated topics of importance (as mapped to synthesized national and regional standards)<br />In their own words (536 open-ended responses)<br />
    7. 7. Phase II: Demographics<br />Experienced Workforce<br />99% - credentialed teachers<br />27% - new to onlineteaching <br />2% - new to the teaching profession<br />55% - between 6 and 15 years of total teaching experience<br />18% - more than 16 years total teaching experience<br />55% - master’s degree or better<br />
    8. 8. PD Hours and Opportunities<br />72% - participated in ongoing training in online teaching<br />
    9. 9. PD Preferences<br />
    10. 10. In their own words...<br />What are your unique needs and challenges as a K-12 online teacher? <br />536 open-ended comments generated 18 themes <br />
    11. 11. Self - Reported Needs (sorted by Online Teaching Experience)<br />
    12. 12. Self - Reported Needs (sorted by Program Model)<br />
    13. 13. Professional Development Needs <br />Online teachers were asked to rate the importance of various topics in these 8 categories.<br /><ul><li>Technology
    14. 14. Facilitation
    15. 15. Online Content Development
    16. 16. Digital Etiquette
    17. 17. Assessment
    18. 18. Networking/Community Building
    19. 19. Leadership
    20. 20. Special Needs</li></li></ul><li>Critical Professional Development Needs<br />% of respondents who rated each as very important!(rated 4 on scale of 1-4)<br />74% - Use of communication technologies(Technology)<br />62% - Time management strategies(Facilitation)<br />60% - Risks of academic dishonesty to learners(Digital Etiquette)<br />60% - Student internet safety(Digital Etiquette)<br />
    21. 21. Other Key Findings (important to very important ratings)<br />Technology Skills<br />Use of communication technologies: most number of respondents overall (90%)<br />Web 2.0 Technologies: lowest number of responses by virtual school teachers (46%) with low responses overall regardless of sorting strategy <br />Facilitation<br />Time management strategies: 88% - 94% by all groups<br />Classroom management strategies: experienced teachers reported higher importance (85%) than less experienced teachers (78% and 79%)<br />Promote creative thinking and inventiveness: 92% by new teachers <br />Promote student reflection using collaborative tools: 87% by new teachers<br />
    22. 22. Other Key Findings (important to very important ratings)<br />Online Content Development<br />Maintaining accuracy and currency of course content: 90% + of respondents reported as important to very important<br />Digital Etiquette<br />Risks of academic dishonesty to learners: 100% of online teachers in brick and mortar programs<br />Assessment<br />Peer review: (58% or lower) received the lowest consistent ratings of all professional development topics in the survey (58% or lower)<br />Relationship between and among assessments, assignments, and learning goals: received among the highest (93%+)<br />
    23. 23. Other Key Findings (important to very important ratings)<br />Networking and Community Building <br />Fewest responses among all categories<br />Collaborative knowledge construction: (80-88%) by all groups<br />Leadership<br />Teachers with 6 + years of experience rated these topics consistently lower (79%-82%)<br />Shared decision making with colleagues: marked difference between responses from virtual school teachers (88%) and supplemental online programs/B&M online programs (71% and 72%).<br />Special Needs<br />Team teaching: marked difference between responses from virtual school teachers (70%) and supplemental online programs/B&M online programs (33% and 33%)<br />
    24. 24. Phase III: Effective Professional Development of K-12 Online Teachers<br />Level of alignment between various PD models and the articulated needs and challenges of K-12 online teachers? <br />To what extent does PD impact teaching practice and identified skill progression? <br />What key themes are emerging in training K-12 online teachers?<br />How does what we learn inform policy, practice and research? <br />
    25. 25. Measuring Effectiveness?<br />What is effectiveness?<br /> Impact of change in teaching practice on student outcomes <br />
    26. 26. Leveraging Data Systems: Workshop Evaluation<br />Self report<br />Self report<br />Data mining<br />Observation <br />
    27. 27. Leveraging Data Systems: INSPIRE Connections Academy – STS Evaluation<br />
    28. 28. Goal 1: Ongoing Student Progress<br />
    29. 29. Goal 2: Improved ISAT & AYP<br /><ul><li>Achieved AYP
    30. 30. Exceeded state ISAT reading average (89.61% proficient or better vs. 88.15% for the state)</li></li></ul><li>Goal 3: Sustained Parent Satisfaction<br />
    31. 31. Goal 4: Teacher Effectiveness<br />
    32. 32. Goal 5: Expanded Knowledge Base<br />Does STS lead to improved student performance and student satisfaction? <br />Target: 90% student satisfaction with delivery of curriculum<br />Target: Students “proficient” on ISAT<br />Target: Students demonstrate improved performance: LEAP performance metric, % of lessons completed, grades <br />
    33. 33. Where do we go from here?<br />How do you measure effectiveness?<br />How do the pilot evaluations inform the design of Phase III?<br />How do we scale up given… <br />Context (both the school model and the PD model)<br />Can we identify common data sets and leverage them for the purpose of evaluation? <br />
    34. 34. How Do You Know?<br />
    35. 35. State-Wide PD Evaluation <br />
    36. 36. Contact Info<br />Going Virtual!<br />Status of Professional Development for K-12 Online Teachers<br />http://edtech.boisestate.edu/goingvirtual/goingvirtual1.pdf<br />Unique Needs and Challenges of K-12 Online Teachers<br />http://edtech.boisestate.edu/goingvirtual/goingvirtual2.pdf<br />krice@boisestate.edu<br />lisadawley@boisestate.edu<br />