The document discusses professional development for teachers. It lists various methods of professional development including workshops, seminars, conferences, courses, coaching, action research, and online/technology-based options. It also provides steps for implementing professional development programs and discusses advantages and shortcomings of different methods based on research. The document advocates for professional development that is standards-aligned, collaborative, uses data, applies adult learning theories, provides sufficient time and resources, and is job-embedded.

3. For an explanation, click on “What is TPACK?” in the website http://www.tpack.org/.

5. • Standards Alignment
• Collaborative with Coaches and Mentors
• Formative and Summative Data
• Adult Learning Theories
• Sufficient Time, Resources & Incentives
• Job-embedded & Authentic
• On and Off-Site Synchronous & Asynchronous

6. 21st Century + 20 years Skills
• Office Suite (Word Processing, Spreadsheet, Presentations)
• File Management
• Cloud Computing (File Storage and Sharing)
• Electronic Communications (Email, Text, Live Streams)
• Online Calendar Management
• Online Survey Implementation
• Troubleshooting (Hardware and Software)
• Internet Searching
• Database Management (LMS)
• Website Design
• Editing (Image, Audio, Video)
• Mobile Technology
• Social Media in the Classroom
• Web 2.0 Tools (Blogs, Podcasts, Vodcasts)
http://bestteacherblog.com/101-web-2-0-tools-every-teacher-should-know-about/

7. Steps to Implement Professional Development (Killion, 2013)
• Initiation Phase (Subcommittee)
• Discovery Phase (Assess Levels and Develop a Needs Assessment)
• Analysis Phase (Review Policy Instructional Practices and Skill Gaps)
• Recommention Phase (Select Improvement Areas and Delivery Methods)
• Reporting Phase
• Follow-up Phase (Classroom Walkthroughs)

8. Method Advantage Shortcoming Research
 Presentations
 Workshops
 Seminars
 Conferences
 Efficiency with large
groups
 Formal learning
 Distinct focus
 Minimal time and
individualization
 Few choices
 No feedback/coaching
Garet et al. (2001)
 Face-to-face
Courses
 Efficiency
 Formal learning
 Expensive Garet et al. (2001)
 Peer coaching
 Mentoring
 Positive impact via
feedback
 Interactive
 Requires time and trained
coaches
 Limited-size groups
Garet et al. (2001)
 Action Research
 Study Circles
 Team building
 Focuses on issue
 Personal involvement
 Takes time
 Lacks proven supportive
research
Garet et al. (2001)
 Reflective writings
 Reading research
 One’s own time
 Exploration
 Personal
 Increased commitment
 Potentially no leadership
direction/follow up
Moon (2013)
 Case studies  Problem-based
 Student-centered
 Individual or group
 Limited purpose Walker et al. (2011)
 Online Courses
 Webinars
 Webcasts
 Synchronous or
asynchronous
 Relevant
 Self-paced or not
 Development time
 Limited interactions
 Technical issues
Marrero et al. (2010)
 Online learning
networks
 Social Media
 Synchronous or
asynchronous
 Independent
 Collaborative
 Paradigm shift
 Potentially no leadership
direction/follow up
Skyrme (2012)
Simpson & Kehrwald. (2010)
 Online discussion
(Blogs, Twitter, or
Forums)
 Asynchronous
 Collaborative
 Flexible
 Technology-related
 Paradigm shift
 Limited purposes
 Potentially no leadership
direction/follow up
Skyrme (2012)
Prestridge (2010)
 Resource review
and creation
(Videos, Podcasts)
 Asynchronous
 Specific training
 Skill focus
 Paradigm shift
 Limited purpose
 Correlation to student
Walker et al. (2011)