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Ignite Professional Development Slides - FETC 2014
This document discusses meaningful approaches to teacher professional development. It emphasizes approaches that are collaborative, experiential, empowering, reflective, and aligned to teacher interests and school goals. Teachers should be treated as creators rather than just consumers of knowledge. Digital tools can help connect teachers, facilitate communication and collaboration, support reflection, and help teachers make efficient use of their time. When teachers are given autonomy over their learning and opportunities to explore their passions, powerful professional development can occur.
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Ignite Professional Development Slides - FETC 2014
- 1. FETC 2014 G OD I G I TA L A N D IGNITE PROFESSIONAL DEVELOPMENT
- 2. L E AD A N D L E A R N . W I K I S PA C E S . C O M FETC 2014 LINK ON THE LEFT EDMODO GROUP CODE: CS7768
- 3. A B OU T. M E / LY N H I LT
- 5. If I canhelp you answer one question or explore one topic about professional development today, what would it be? T O D AY S M E E T. C O M / F E T C P D
- 6. IMAGINE, IF YOUWILL…
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- 10. “Adult learning isfacilitated when the learner’s representation and interpretation of his own experience are accepted as valid, acknowledged as an essential aspect influencing change, and respected as a potential resource for learning.” BRUNDAGE AND MACKERACHER, 1980
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- 14. shared by KarlFisch http://thefischbowl.blogspot.com/2006/06/about-this-blog.html
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- 16. The problem withPD is that on the whole it treats teachers as ‘consumers’ of professional knowledge, and discourages teachers from thinking for themselves. Teachers need to be ‘creators’ of professional knowledge. -Peter Kent http://www.flickr.com/photos/wonderfullycomplex/3352954780/sizes/o/in/photostream/
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- 19. Aligned to schoolvision and goals Connected to desired student learning outcomes Generated by teacher passions and interests Collaborative & social Experiential Empowering Supported through a culture Reflective of trust
- 20. “Learning is vulnerability.When we learn, we make ourselves vulnerable. When we engage in learning, we communicate that we want to grow, to become better, to improve ourselves. –GEORGE SIEMENS
- 22. SUPPORT THE LEARNINGOF THE INDIVIDUAL.
- 23. PKM PERSONAL KNOWLEDGE MANAGEMENT “PKM:A set of processes, individually constructed, to help each of us make sense of our world and work more effectively.” -Harold Jarche !
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- 25. How will youhelp your teachers get connected? ! How will you leverage digital tools to help them take control of their own professional development? ! How will you honor their learning efforts?
- 26. SUPPORT THE LEARNINGOF THE TEAM.
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- 29. The voices will emerge. ! Thelearning will happen. http://www.flickr.com/photos/specialkrb/5232619436/in/pool-1331568@N23/
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- 32. “We are allself-directed learners, developing and sharing our expertise with the world.” – T H E V I S I O N O F T H E E D C A M P F O U N D AT I O N
- 33. PLCs and TechSupported Collaboration “Fed-ExDays” and “20% Time” Book Clubs “Flipped” Faculty Meetings and Development Reflective Journaling/ Blogging Action Research Teams Edcamp Model/ Unconference/ Teacher-led PD Coaching/ Mentoring Lesson Study
- 34. Kevin Jarrett C RE A T E S PA C E S F O R INTELLECTUAL COLLISIONS
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- 37. LET TEACHERS TA KE T H E L E A D . PA S S I V E Joe Mazza ACTIVE
- 39. GIVE THEM A UT O N O M Y.
- 40. WANT THEM TODELIVER? T R Y A F E D E X D AY. Autonomy. Mastery. Purpose.
- 44. EXPLORE THEIR PA SS I O N S . Denise Krebs
- 46. SHOW AND TELL. KimCofino PAY I T F O R W A R D .
- 47. How can technologysupport and facilitate the learning process? Krissy Venosdale WELL, THIS IS FETC.
- 48. IT CAN HELPUS C O N N E C T. #edchat #cpchat #ptchat #elemchat #edtechchat #fetc Al ec C ou ro s
- 50. ANYTIME, ANYWHERE LEARNING GROW& NURTURE TEACHER NETWORKS
- 52. IT CAN HELPUS C O M M U N I C AT E .
- 53. IT CAN HELPUS R E F L E C T.
- 55. “ARE YOU ASTEWARD OF TIME?” -JEFF DELP
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- 57. IT CAN HELPUS U S E T I M E W I S E LY.
- 58. G I VE A W AY T I M E ! G R E AT E S T… S E S S I O N … E V E R .
- 59. IT HELPS US CO L L A B O R AT E .
- 60. IT CAN HELPUS SHARE.
- 61. IT CAN HELPUS G AT H E R F E E D B A C K .
- 62. So, what dothe teachers say? Is this learning powerful?
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- 65. FORWARD MOTION. FIRST STEPS TOWARDSCHANGE? http://www.flickr.com/photos/janisphotography/4232299199/
- 66. EMBRACE CONSTRAINTS “There’s no time!”Get creative with schedules… before/after school, flex time, reduce non-instructional duties, provide coverage yourself “Central office will never go for this!” Start with a pilot group… gather teacher feedback, prove the positive impact on teacher and student growth alike “My budget is being cut!” Building teacher leadership eliminates the need for expensive out-of-house PD offerings… seek out affordable or free online venues- webinars, #rscons… send your teachers to #edcamps, #ntcamps
- 67. You’re ready. ASK YOURSELFTHESE QUESTIONS ABOUT YOUR T E A C H E R S ’ P R O F E S S I O N A L D E V E L O P M E N T:
- 68. A R EW E L E A R N I N G I N A C U LT U R E OF TRUST? A R E L E A R N I N G S PA C E S C R E AT E D ? DO TEACHERS OWN IT? IS IT MINDS-ON? HANDS-ON? CAN IT BE SHARED? ARE WE PROUD OF IT?!
- 70. Thank you forlearning with me today! @ LY N H I LT * LY N H I LT @ G M A I L . C O M * LY N H I LT. C O M