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Shared Knowledge: Building a Professional Community of Knowledge
1. +
Building a Professional
Community of Resources
AACTE 69th Annual Meeting
March 2, 2017 – 10:00am
Lipscomb University College of Education
Ayers Institute for Teacher Learning & Innovation
2. Your presenters:
Deborah Boyd, Ed.D.
Dean & Director of Graduate Studies
Professor of Education (Lipscomb University)
Megan Parker Peters, Ph.D.
Director of Teacher Education and Assessment
Assistant Professor of Education (Lipscomb University)
Forrest Doddington, M.S.
Content Technology Specialist
Ayers Institute for Teacher Learning & Innovation
3. Lipscomb is one of only four teacher-preparation colleges in the U.S. to receive the
highest four-star rating from the National Council of Teacher Quality. We attribute that,
in large part, to our emphasis on community engagement and cultural understanding—
our graduates gain the skills and the sensitivity to improve students’ lives all over the
world.
The Ayers Institute for Teacher Learning & Innovation serves as a bridge between
policy and practice, as well as between educators in K-12 and higher education. Our
mission is to support teachers and leaders in improving student outcomes through
proven professional learning and resources and to incubate innovative instructional
ideas.
4. Objectives:
Highlight the need for a professional
community of resources.
Explore benefits to different types of users
Demonstrate kinds of resources available
Consider how to use for collaboration
Consider how to drive professional growth
5. The universal need:
Need for teacher collaboration
Need for quality knowledge base
David, J. (2008). What research says about collaborative inquiry. Educational Leadership, 66, 87-88.
Hiebert, J., Barkley, R., Gallimore, R., & Stigler, J. (2002). A knowledge base for the teaching profession: What would
it look like and how can we get one? Educational Researcher, 31, 3-15.
Kosanovich, M., & Foorman, B. (2016). Professional learning communities participant’s activities for the What
Works Clearninghouse.
Lenkei, A. (2016). How to find quality K-12 open educational resources. Education Week.
Willis, S. (2002). Creating a knowledge base for teaching: A conversation with James Stigler. Educational
Leadership, 59, 6-11.
6. Discuss:
What is the role of higher education in building greater
capacity for knowledge sharing within education (Pre-K
through university studies)?
7. The need in Tennessee:
Modernize the “Tennessee
Curriculum Center” website.
Expand Math & Science
teaching resources
Migrate TNCore resources to a
new distribution platform
Ayers Institute
9. Goals:
Create a free “Online Resource-sharing Portal” that:
Presents learning plans across many different content
areas.
Units, lessons, task arks, task/activities
Presents resources tied to academic standards.
Common Core and transition to TN State Standards.
Adaptable to future education standards structures.
Encourages ongoing contributions from and
collaboration between professional educators.
10. New, online resource for educators
Units, lessons, task arcs, tasks, assessments,
videos, and professional learning materials
51. Teacher Cadre: Process
Application & selection process
2 face-to-face professional learning sessions
Creating high-quality, standards-aligned resources
Monthly virtual professional learning sessions
Resource creation, refinement, and reflective review
Peer review process
Evaluation rubrics
Upload to eduTOOLBOX
52. Teacher Cadre: Schedule
Resource types Create Review
Website Review &
Activity/Task
September October
Activity/Task &
Assessment Item
October November
Lesson Plan &
Assessment Item
November January
Activity/Task &
Assessment Item
January February
Lesson Plan &
Assessment Item
February March
Website Review &
Activity/Task
March April
54. Teacher Cadre: Results
13 teachers participated
4 elementary school
5 middle school
4 high school
8,327* students impacted by participating teachers
132 new academic resources created & shared
* Estimated based on school populations
55. Teacher Cadre: Reaction
“I grew a lot as a result of creating materials worthwhile
for other teachers.”
[I valued most…] “Getting the feedback.”
“I personally feel pride in the fact I was able to contribute
my material to the public use of teachers. I also enjoyed
the good faith desire of my Cadre to help me make quality
lessons and to give good helpful feedback.”
56. Teacher Cadre: Reaction
“I value all of the lessons and activities I now have access
to! Having time to revise and edit assignments was fantastic.
It would be great to implement something like that within
my school. It is awesome to get feedback in a non-
threatening, professional environment.”
“Writing and reviewing detailed lesson plans increased my
familiarity and ability to identify standards and
applications of the material. Collaborating renewed my
enthusiasm for staying current and looking for new ways
to teach. That invigorates the classroom.”
58. Faculty Cadre: Process
Identify and recruit relevant faculty members
Undergraduate & Graduate courses
Clinical Practice I & II (Undergraduate – ED 3636 & ED 3649)
Planning, Instruction & Assessment (Graduate – EG 5053)
Instructor: Unit/lesson planning assignment
Existing requirement of the courses
Instructor: Review and revision process
Instructor: Select high-quality units/lessons for submission
Review to ensure original work (must not include copyrighted
material)
Transfer files from College of Education to Ayers Institute
Upload to eduTOOLBOX
59. Faculty Cadre: Schedule
Beginning of course
Include in syllabus
Explain opportunity to publish student work
End of course
Select high-quality works
Review / revise prior to publication
Submit to Ayers Institute
60. Faculty Cadre: Results
8 faculty members participated
4 undergraduate instructors
1 graduate instructor
3 consulting faculty (review/revise materials)
27 teacher preparation students participated*
141 new academic resources created & shared
29 unit plans with 4 to 5 lessons in each unit
* Restricted to math & science units/lessons by grant parameters
61. Faculty Cadre: Reaction
“Participating in this process caused us to reevaluate
how we are structuring our unit planning assignment.
We discovered more reliance on gathering existing
materials (for example: Teacher Pay Teacher) than we
expected. We want to build capacity in our teacher
candidates so they can create new instructional plans
and resources. The review for publication process
contributed to an increase in rigor for this component
of the course.”
63. Usage Statistics
Soft-launch:
March 15, 2016
Official launch (publicity):
July 1, 2016
All Tennessee + 49 states
398,000+ pageviews
29,000+ users
5,300+ user accounts
65. Small group discussion:
Dream for ME:
How could you use eduTOOLBOX locally in your work?
How could your team participate in eduTOOLBOX?
Dream for US:
How can we build capacity for teacher collaboration and
shared knowledge within the field of education?
67. +
Building a Professional
Community of Resources
AACTE 69th Annual Meeting
March 2, 2017 – 10:00am
Lipscomb University College of Education
Ayers Institute for Teacher Learning & Innovation
Editor's Notes
SPEAKER: Megan
Symbol meaning:
Bridge – Bridging gaps between policy & practice, K-12 & Higher Ed, and between educators
Computer Screen – Digital Resources from the Ayes Institute
Projector Screen – Courses & Seminars from the Ayers Institute
Three People – Coaching & Custom Programs from the Ayers Institute
Megan & Forrest
Megan
a. It is imperative that educators continue to act as a professional community, building upon shared knowledge. University and K-12 faculty alike find and use profession, research-based, and standards-based tools each day. Wouldn’t it be great if there was a way to access quality, classroom-tested, educator-reviewed educational resources? EduToolbox began as an idea to meet this need for educators across the globe.
Megan
a. Need for teacher collaboration: Teacher collaboration is among the most promising methods for improving teaching and learning in the classroom. However, it is also one of the most difficult to implement (David, 2008). Research suggests that when teachers collaborate in professional learning communities, their educational knowledge grows and their classroom practices change (David, 2008). Collaboration among teachers does not happen on its own; it runs against “prevailing norms of teacher isolation and individualistic approaches to teaching” (David, 2008). However, teacher collaboration, sometimes called “professional learning communities,” gets results.
b. Need for quality knowledge base: Educators need to have a common knowledge base. Academic researchers have added to what we know about teaching, but we need to learn practical knowledge from our best classroom educators (Hiebert, Barkely, Gallimore, & Stigler, 2002; Willis, 2002). A sustainable, professional knowledge base for the teaching profession would be an asset for both current educators and those to come (Hiebert, Barkely, Gallimore, & Stigler, 2002). This knowledge could be shared and improved upon as educators practice and refine their pedagogical and content knowledge.
Megan
Megan
It is imperative that educators continue to act as a professional community, building upon shared knowledge. University and K-12 faculty alike find and use profession, research-based, and standards-based tools each day. Wouldn’t it be great if there was a way to access quality, classroom-tested, educator-reviewed educational resources? EduToolbox began as an idea to meet this need for educators across the globe.
EduToolbox began as the result of a grant that funded a Math and Science curriculum partnership between K-12 educators and university faculty. At the same time, our state’s K-12 online curriculum center was “closing,” needing a place to be housed once the website was no longer accessible. As a part of the grant, exemplary teachers were recruited to create and share materials for teacher use. The group of teachers met periodically to peer-review materials, review the mission and vision for the project, and assess high-level curriculum materials. The group used a modified version of the state-adopted lesson planning rubric as a tool for peer review and curriculum assessment. In an effort to grow, strengthen, and diversify, five faculty members from our College of Education partnered with the group of teachers. The faculty members began participating in the group’s meetings and activities in addition to obtaining outstanding candidate work to submit to the group for potential use.
As the work of the educator team, grant, and curriculum center merged, EduToolbox.org was born.
Forrest
SPEAKER: Forrest
CHAT: The website address (URL) for eduTOOLBOX is http://www.edutoolbox.org .
Explain: 1) password set after e-mail confirmation; 2) state verification via e-mail account or TNCore username & password.
In this webinar’s title, we promised you that eduTOOLBOX could be a “secret weapon.” I think that by looking at this list of resource types, you can see how eduTOOLBOX can “give you an advantage” in effective instructional planning and professional development.
The drop-down selection lists allow you to choose a content area and grade level that will filter your results to be relevant to your needs. For this example, I have chosen to filter the Unit Plans to focus on “English Language Arts & Literacy” and for Grade 8.
SPEAKER: Rachael
SPEAKER: Karen
SPEAKER: Julia
SPEAKER: Forrest
We expect that eduTOOLBOX will be an effective tool for educators for many years. But, I have a feeling it won’t remain a secret for long. Word is already starting to get out.
Deborah or Megan
SPEAKER: Megan
Symbol meaning:
Bridge – Bridging gaps between policy & practice, K-12 & Higher Ed, and between educators
Computer Screen – Digital Resources from the Ayes Institute
Projector Screen – Courses & Seminars from the Ayers Institute
Three People – Coaching & Custom Programs from the Ayers Institute