A statewide online professional development project's model for promoting learner success through sustained facilitator professional develoment. A presentation given at the 15th Annual International SLOAN-C Conference, 2009.

1. Promoting Learner Success Through Ongoing Facilitator Professional Development Vicky Zygouris-Coe, Ph.D., Principal Investigator Florida Online Reading Professional Development (FOR-PD) University of Central Florida vzygouri@mail.ucf.edu Candace Whitehead, M.A., Facilitator Support Specialist Florida Online Reading Professional Development (FOR-PD) University of Central Florida cgwhiteh@mail.ucf.edu A presentation given at the 15th Annual SLOAN-C International Conference on Online Learning, October 28-30, Orlando, Florida.

2. Advanced Organizer

3. History The project was developed and is housed at the University of Central Florida (UCF) Funded by the Florida DOE Just Read, Florida! Initiative and launched in January, 2003. FOR-PD was developed collaboratively with literacy and technology experts, school districts, professional organizations, and teacher educators across the state of Florida. The free 14-week online course is facilitated by reading specialists (who are selected through an application process and are trained to facilitate online via a 7-week online course) and other well-qualified educators. The project is a highly-collaborative endeavor. FOR-PD works with 67 Florida districts, 5 universities, and more recently, 6 Community College Educator Preparation Institutes (EPIs).

4. FOR-PD’s Need for Quality Facilitation Success for Florida’s Students

6. Recruiting FOR-PD’s Facilitators come to us by various means. Districts recommend those people on their staff they see as leaders in the field of literacy. Many participants who see the importance of the course and the difference it made in their own instruction apply to facilitate. Current facilitators recommend their top participants or other teachers they know who excel in their knowledge of literacy.

7. Application Process Some of the requirements for becoming a FOR-PD online Literacy Coach are as follows: Three years of teaching experience Proof of advanced knowledge of researched based reading strategies Master’s Degree in reading (or related field), or a Bachelor's Degree plus completion of the Reading Endorsement, or currently in a position as a Reading Coach or Curriculum Coach. Successful completion of the FOR-PD course. Identified as a Literacy Leader http://forpd.ucf.edu/facilitators/requirements.html

8. Facilitator Division

9. FOR-PD Facilitators Recruited: Through districts, participation in the FOR-PD course, and other facilitators. Selected: Through an application process proving they have a literacy background and an established knowledge of the research, components, processes, and strategies needed to successfully support learners in the reading process.

10. Initial Training Once chosen applicants must successfully complete a seven week training course which is taught by a seasoned and successful facilitator. The course covers the following types of information: The benefits and challenges of online staff development. Tips and techniques for online facilitation. Course management system tools. Online communication and community building.

11. Sustaining Facilitators

13. Available daily to new facilitators to review work, work, celebrate accomplishments , and make recommendations.

14. Keep the FOR-PD office informed of facilitator progress.

16. Online Teaching Presence

17. Facilitating the FOR-PD Content

18. Personalizing the FOR-PD Course

19. Facilitating Community

20. Managing Time and Information

21. Professional development is offered in the following formats (synchronous (using ADOBE CONNECT) and asynchronous):

22. Self contained two-and four-week courses.

23. Small group discussions.

24. Content chats.

26. Facilitator Leaders

27. Facilitator Leaders’ Tasks

28. Facilitator Leaders Tasks’, contd.

29. Support FFF e-Newsletter Facilitator Manual Compensation Facilitator Professional Learning Community Quality Assurance Checks (QACs) Tutorials Facilitator & Content Chats Carefully Designed Policies

30. Lessons Learned The facilitator as the catalyst for participant satisfaction and success. Facilitator knowledge of content. Facilitator knowledge of technology. Facilitator knowledge of andragogy and participant needs. Facilitation of content. Support, accessibility. Online community.

31. Lessons Learned, cont’d. Invest in Facilitator professional development. Invest in ongoing evaluation of efforts. Listen to, and incorporate, facilitator feedback. Empower facilitators and participants to succeed. Provide mentoring to facilitators.

32. Next Steps Create a repository of available resources, tools, and support for all facilitators. Expand the utilization of technology to facilitate mote facilitator-participant interactions. Provide differentiated PD for facilitators (e.g., novice, experts). Develop short “PD treatments” to zoom into key online facilitation issues—for example: Learning effectiveness, teaching presence, student satisfaction, time management.

33. Questions? Thank you for attending our session! vzygouri@mail.ucf.edu cgwhiteh@mail.ucf.edu

34. Visit the FOR-PD website at: http://forpd.ucf.edu