Shaping the future of CPD: How professional learning can support recruitment ...Katie Eldridge
Tim Matthews, Deputy Head at Oriel High School talks about how and why he believes that professional learning is key to employing and keeping staff in his school.
Shaping the future of CPD 2016 - report summaryIRIS Connect
A summary of key recommendations from IRIS Connect's "Recruit, train, develop, retain" report. The report addresses the need to invest in professional learning to solve the teacher recruitment and retention crisis and provides advice for teachers, schools and the wider system.
Shaping the future of CPD: The transformative impact of coachingKatie Eldridge
MirandaNet Founder, Professor Christina Preston and Dr Sarah Younie of De Montfort University share their insights and research findings on the impact of in-ear coaching.
Shaping the future of CPD: Creating a culture of learningKatie Eldridge
Founding Director of Learning Cultures, Glynis Frater explains how building a culture of professional learning in schools will help resolve issues with recruitment & retention.
Shaping the future of CPD: Report Recommendations IRIS Connect
An overview of the recommendations from the 'Shaping the future of CPD' report, which discusses 'what works' to improve teaching and learning, challenges the status quo and suggests a course for the future of professional learning. With contributions from David Weston, Vivienne Porritt, Pete Dudley and Philippa Cordingley.
Keynote presentation for the National Colloquium on Professional Learning Communities organized by the Department of Basic Education (DBE) - South Africa
Shaping the future of CPD: How professional learning can support recruitment ...Katie Eldridge
Tim Matthews, Deputy Head at Oriel High School talks about how and why he believes that professional learning is key to employing and keeping staff in his school.
Shaping the future of CPD 2016 - report summaryIRIS Connect
A summary of key recommendations from IRIS Connect's "Recruit, train, develop, retain" report. The report addresses the need to invest in professional learning to solve the teacher recruitment and retention crisis and provides advice for teachers, schools and the wider system.
Shaping the future of CPD: The transformative impact of coachingKatie Eldridge
MirandaNet Founder, Professor Christina Preston and Dr Sarah Younie of De Montfort University share their insights and research findings on the impact of in-ear coaching.
Shaping the future of CPD: Creating a culture of learningKatie Eldridge
Founding Director of Learning Cultures, Glynis Frater explains how building a culture of professional learning in schools will help resolve issues with recruitment & retention.
Shaping the future of CPD: Report Recommendations IRIS Connect
An overview of the recommendations from the 'Shaping the future of CPD' report, which discusses 'what works' to improve teaching and learning, challenges the status quo and suggests a course for the future of professional learning. With contributions from David Weston, Vivienne Porritt, Pete Dudley and Philippa Cordingley.
Keynote presentation for the National Colloquium on Professional Learning Communities organized by the Department of Basic Education (DBE) - South Africa
Teopista Birungi Mayanja Commissioner, International Commission on Financing Global education opportunity
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
Professional Learning Communities and Collaboration as a Vehicle to School Transformation - presented by Partners in School Innovation and Alum Rock Union Elementary School District at the California Department of Education Title 1 Conference in March 2014.
Christian Bautista, Isabelle Byusa, Vijayaragavan Prabakaran, Devon Wilson
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
Measuring teacher motivation: a scale and findings from northern NigeriaStuart Cameron
Teachers’ motivation is central to the success or failure of attempts to improve learning in developing countries. Evidence from Nigeria, as in several other sub-Saharn African countries, has suggested that low teacher motivation is a problem, with causes including poor infrastructure, difficulties in managing pupil behaviour, perceptions of unfair recruitment practices, dissatisfaction with pay and conditions, and frustration at teachers’ own inability to improve children’s learning outcomes. Despite these concerns, teacher motivation is patchily and inconsistently measured in developing countries. This paper describes the development of a teacher motivation scale for use in Nigeria, and presents results of applying the scale in evaluations of several education programmes (the Teacher Development Programme [TDP], Girls’ Education Programme, and Education Sector Support Programme in Nigeria), together with quantitative and qualitative findings on teacher absenteeism, adoption of new methods, and teachers’ own perceptions. The scale attempts to measure the extent to which teachers internalise the goals of the school and the teaching profession, find interest and enjoyment in their work, and the extent to which they believe in their own ability to teach (self-efficacy). We present information on how and why the scale was developed, and some preliminary findings from a 2016 survey of 3588 teachers.
This presentation outlines the fundamental components of an effective professional learning community (PLC). Much of the information is taken from the works of Richard DuFour and Robert Marzano. This material is free for public use. Please direct all questions to Dessalines Floyd at Floydd1@duvalschools.org .
Research into Effective Professional Learning | IRIS ConnectIRIS Connect
What does the research say about professional development? What really works for improving teaching and learning in schools? Click through to find out.
Shaping the future of CPD: Improving recruitment in a challenging climateIRIS Connect
Headteacher at Uplands Community College, Liam Collins, shares facts and figures about recruitment and retention and explores way in which the education system can improve both.
Shaping the future of CPD: The transformative impact of coachingIRIS Connect
MirandaNet Founder, Professor Christina Preston and Dr Sarah Younie of De Montfort University share their insights and research findings on the impact of in-ear coaching.
Teopista Birungi Mayanja Commissioner, International Commission on Financing Global education opportunity
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
Professional Learning Communities and Collaboration as a Vehicle to School Transformation - presented by Partners in School Innovation and Alum Rock Union Elementary School District at the California Department of Education Title 1 Conference in March 2014.
Christian Bautista, Isabelle Byusa, Vijayaragavan Prabakaran, Devon Wilson
Presentation to 9th International Policy Dialogue Forum
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Measuring teacher motivation: a scale and findings from northern NigeriaStuart Cameron
Teachers’ motivation is central to the success or failure of attempts to improve learning in developing countries. Evidence from Nigeria, as in several other sub-Saharn African countries, has suggested that low teacher motivation is a problem, with causes including poor infrastructure, difficulties in managing pupil behaviour, perceptions of unfair recruitment practices, dissatisfaction with pay and conditions, and frustration at teachers’ own inability to improve children’s learning outcomes. Despite these concerns, teacher motivation is patchily and inconsistently measured in developing countries. This paper describes the development of a teacher motivation scale for use in Nigeria, and presents results of applying the scale in evaluations of several education programmes (the Teacher Development Programme [TDP], Girls’ Education Programme, and Education Sector Support Programme in Nigeria), together with quantitative and qualitative findings on teacher absenteeism, adoption of new methods, and teachers’ own perceptions. The scale attempts to measure the extent to which teachers internalise the goals of the school and the teaching profession, find interest and enjoyment in their work, and the extent to which they believe in their own ability to teach (self-efficacy). We present information on how and why the scale was developed, and some preliminary findings from a 2016 survey of 3588 teachers.
This presentation outlines the fundamental components of an effective professional learning community (PLC). Much of the information is taken from the works of Richard DuFour and Robert Marzano. This material is free for public use. Please direct all questions to Dessalines Floyd at Floydd1@duvalschools.org .
Research into Effective Professional Learning | IRIS ConnectIRIS Connect
What does the research say about professional development? What really works for improving teaching and learning in schools? Click through to find out.
Shaping the future of CPD: Improving recruitment in a challenging climateIRIS Connect
Headteacher at Uplands Community College, Liam Collins, shares facts and figures about recruitment and retention and explores way in which the education system can improve both.
Shaping the future of CPD: The transformative impact of coachingIRIS Connect
MirandaNet Founder, Professor Christina Preston and Dr Sarah Younie of De Montfort University share their insights and research findings on the impact of in-ear coaching.
Director of Education, Graham Newell sets the scene for the conference and share statistics on the current recruitment and retention crisis in Education.
Shaping the future of CPD: How professional learning can support recruitment ...IRIS Connect
Tim Matthews, Deputy Head at Oriel High School talks about how and why he believes that professional learning is key to employing and keeping staff in his school.
Shaping the future of CPD: Creating a culture of learningIRIS Connect
Founding Director of Learning Cultures, Glynis Frater explains how building a culture of professional learning in schools will help resolve issues with recruitment & retention.
Shaping the future of CPD: Supporting & Developing NQTsIRIS Connect
Germaine Mckinnon and Chris Brown of Braunstone Frith Primary School share how they use IRIS Connect in supporting and developing their NQTs through a coaching programme.
An impactful approach to the Seven Deadly Sins you and your Brand should avoid on Social Media! From a humoristic approach to a modern-life analogy for Social Media and including everything in between, this deck is a compelling resource that will provide you with more than a few take-aways for your Brand!
How People Really Hold and Touch (their Phones)Steven Hoober
For the newest version of this presentation, always go to: 4ourth.com/tppt
For the latest video version, see: 4ourth.com/tvid
Presented at ConveyUX in Seattle, 7 Feb 2014
For the newest version of this presentation, always go to: 4ourth.com/tppt
For the latest video version, see: 4ourth.com/tvid
We are finally starting to think about how touchscreen devices really work, and design proper sized targets, think about touch as different from mouse selection, and to create common gesture libraries.
But despite this we still forget the user. Fingers and thumbs take up space, and cover the screen. Corners of screens have different accuracy than the center. It's time to re-evaluate what we think we know.
Steven reviews his ongoing research into how people actually interact with mobile devices, presents some new ideas on how we can design to avoid errors and take advantage of this new knowledge, and leaves you with 10 (relatively) simple steps to improve your touchscreen designs tomorrow.
You are dumb at the internet. You don't know what will go viral. We don't either. But we are slighter less dumber. So here's a bunch of stuff we learned that will help you be less dumb too.
What 33 Successful Entrepreneurs Learned From FailureReferralCandy
Entrepreneurs encounter failure often. Successful entrepreneurs overcome failure and emerge wiser. We've taken 33 lessons about failure from Brian Honigman's article "33 Entrepreneurs Share Their Biggest Lessons Learned from Failure", illustrated them with statistics and a little story about entrepreneurship... in space!
SEO has changed a lot over the last two decades. We all know about Google Panda & Penguin, but did you know there was a time when search engine results were returned by humans? Crazy right? We take a trip down memory lane to chart some of the biggest events in SEO that have helped shape the industry today.
Inside this guide, you'll learn an insiders tips and techniques to getting into the marketing industry - no job applications necessary.
You'll learn what marketing really is, why you'll find a job easily, what entry level marketing jobs look like and four actionable things you can try right now to help get you into the marketing industry.
Visit Inbound.org and the Inbound.org/jobs community jobs board to find opportunities and connect with professional marketers from all over.
Learning analytics: An opportunity for higher education?Dragan Gasevic
Slides used in my keynote at the Annual Conference of the European Association of Distance Teaching Universities - The open, online, flexible higher education conference - #OOFHEC2015
Beyond belonging - building mattering into programme design, Rebecca HodgsonSEDA
Much focus is placed on belonging, but arguably what has more impact on student and staff wellbeing is knowing that we matter. 'Mattering' in higher education can be defined as approaches and interventions which show that the university cares, and that students and staff matter as individuals. This practical workshop will use a research-based framework and evidence informed recommendations, providing participants with tools to design and manage
programmes to enhance both student and staff experience.
Addressing the Adjunct Underclass: Fit and Employment Outcomes in Part-Time F...Jeremy Anderson
Dissertation defense, Creighton University, Interdisciplinary Leadership program. The Relationship between Person-Environment Fit and Employment Outcomes in Part-Time Adjunct Faculty
Leveraging Data to Make the Case for Bonner Like Programs.pdfBonner Foundation
This workshop is well-suited for folks who care deeply about institutionalizing community engagement and expanding access to high-impact practices. Come ready to learn about how the Stetson Bonner Program learned from a 2023 Institutional Research & Effectiveness study that the most successful retention and graduation program at Stetson is our Bonner Program – more than any academic program, co-curricular program, athletic program, Greek program, or other explicit retention initiatives. You’ll hear about how we leveraged this information to create more Bonner-like programs. You’ll leave with an understanding of how to analyze your campus' data on first-time-in-college (FTIC) student retention, and how that data can help you advocate for expanding community engagement initiatives as an effective driver of retention.
Seminario eMadrid/SHEILA sobre "Analítica del Aprendizaje". ¿Cómo llegamos al...eMadrid network
Seminario eMadrid/SHEILA sobre "Analítica del Aprendizaje". ¿Cómo llegamos allí? Pasos hacia la adopción sistémica de la analítica de aprendizaje. Dragan Gasevic. Universidad de Edimburgo. 21/10/2016.
Presentation Slides from ISSOTL 2015.
Bronnimann, J., West, D., Heath, D. & Huijser, H. (2015) Leveraging learning analytics for future pedagogies and scholarship. Paper presented at Leading learning and the scholarship of change: 12th annual ISSOTL conference, Melbourne, Australia.
Presentations morning session 22 January 2018 HEFCE open event “Using data to...Bart Rienties
With the Teaching Excellence Framework being implemented across England, a lot of higher education institutions have started to ask questions about what it means to be “excellent” in teaching. In particular, with the rich and complex data that all educational institutions gather that could potentially capture learning gains, what do we actually know about our students’ learning journeys? What kinds of data could be used to infer whether our students are actually making affective (e.g., motivation), behavioural (e.g., engagement), and/or cognitive learning gains? Please join us on 22 January 2018 in lovely Milton Keynes at a free OU- and HEFCE-supported event on Using data to increase learning gains and teaching excellence.
10.30-11.00 Welcome and Coffee
11.00-11.30 Lightning presentations by participants, outlining insights about learning gains
1130-1300 Insights from the ABC-Learning Gains project
Dr Jekaterina Rogaten (OU): Reviewing affective, behavioural and cognitive learning gains in higher education of 54 learning gains studies
Prof Bart Rienties & Dr Jekaterina Rogaten (OU): Are assessment scores good proxies of estimating learning gains: a large-scale study amongst humanities and science students
Prof Rhona Sharpe (University of Surrey) & Dr Simon Cross (OU): Insights from 45 qualitative interviews with different learning gain paths of high and low achievers
Dr Ian Scott (Oxford Brookes) & Dr Simon Lygo-Baker (OU): Making sense of learning trajectories: a qualitative perspective
Speakers: Charles Jennings , Jos Arets , Vivian Heijnen
Description:
Without performance support, people are less effective in their professional and personal lives. Do you still calculate in your head or organize your life without an electronic agenda? Performance support is everywhere and always present. Combined with smart technology, it is the new trend in (mobile) learning. Performance support: a short cut for training with a positive business case. Usually training is only available before or after the execution of a task. However, when it is necessary to put those lessons into practice (the moment of need), training is not accessible. This is the exact moment where performance support can add value. The speakers will share how they succeeded in improving business results in several organizations, as well as lessons learned. You will get tips and tricks and a job aid with which you can immediately start to design your own performance support within a digital workscape. It is hard to imagine that the role of L&D will not shift from delivering formal training to supporting 70:20:10. A performance support storm is especially expected in supporting "70," resulting in new opportunities for L&D and a shift to its core business. Compared to traditional formal training, this approach will have a positive business case. The L&D dream comes true!Apply a job aid to design performance support in your own organization as important element in a (digital) workscape. Learn tips and tricks for immediate use to achieve business impact (ROI) with performance support.
State and Directions of Learning Analytics Adoption (Second edition)Dragan Gasevic
The analysis of data collected from user interactions with educational and information technology has attracted much attention as a promising approach for advancing our understanding of the learning process. This promise motivated the emergence of the new field learning analytics and mobilized the education sector to embrace the use of data for decision-making. This talk will first introduce the field of learning analytics and touch on lessons learned from some well-known case studies. The talk will then identify critical challenges that require immediate attention in order for learning analytics to make a sustainable impact on learning, teaching, and decision making. The talk will conclude by discussing a set of milestones selected as critical for the maturation of the field of learning analytics. The most important take away from the talk will be that
- systemic approaches to the development and adoption of learning analytics are critical,
- multidisciplinary teams are necessary to unlock a full potential of learning analytics, and
- capacity development at institutional levels through the inclusion of diverse stakeholders is essential for full learning analytics adoption.
This is the second edition of the talk that previously gave under the same title on several occasions. The second edition reflects many developments happened in the field of learning analytics, especially those in the following two projects - http://he-analytics.com and http://sheilaproject.eu.
2009 NACADA Annual Conference Action Plan V Advising Syllabus (Concurrent 229)Joshua Barron
Concurrent Session 229: Action Plan: An Evolutionary Leap Forward for the Advising Syllabus
AC,DA
2009-10-02
3:15:00 PM - 4:15:00 PM
Grand Hyatt- Texas Ballroom B
The advising syllabus is a brilliant concept. It articulates and validates the work of academic advising as teaching. It concisely lists student responsibilities and timelines. It communicates the institution's commitments to quality, accessibility of resources, and acknowledges the nature of partnership between the school and student. THEN WHY, in practice, does it struggle to engage and impact the academic success of the students who most need its benefits? To answer this question we will begin with and draw upon the very principles of developmental advising. We will employ adolescent psychology as we consider student expectations and their need for ownership. From deep in the students' heart we will invite, prompt, and celebrate real learning, maturity, accountability, and progressive accomplishment. We will do this … with the Action Plan.
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http://sandymillin.wordpress.com/iateflwebinar2024
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5. Source: Bruce Joyce & Beverly Showers. Student Achievement Through Staff Development (2002)
6. Source: Bruce Joyce & Beverly Showers. Student Achievement Through Staff Development (2002)
7. Source: Bruce Joyce & Beverly Showers. Student Achievement Through Staff Development (2002)
8. Source: Bruce Joyce & Beverly Showers. Student Achievement Through Staff Development (2002)
9. What’s Effective Professional Learning?
PD Activities
% of teachers
that will
KNOW it
% of teachers that
will be able to
DO it
Presentation of information/theory 5-10% 5%
Presentation of information/theory
+ Modeling and Demonstration
10-20% 5%
Presentation of information/theory
+ Modeling and Demonstration
+ Practice and Feedback
80-90% 5-10%
Presentation of information/theory
+ Modeling & Demonstration
+ Practice & Feedback
+ Coaching/Mentoring
90% 80-90%
Source: Bruce Joyce & Beverly Showers. Student Achievement Through Staff Development (2002)
15. Video libraries
Self-reflection
Collaboration
Feedback & Coaching
Analyzing student learning
How they’re using it
16. Success Factors
Systemic Support
Time
Clarity about goals
Tools & Resources
Change Support
Culture
17. What are the systemic challenges?
Source: Bruce Joyce & Beverly Showers. Student Achievement Through Staff Development (2002)
Editor's Notes
Thank you Graham and good morning to everyone.
We’re all here today because we share the belief that teaching quality is the most important factor in student success. And the research supports our belief – what a teacher says and does in the classroom every day has a bigger impact on student achievement than any thing else. So preparing teachers for success is absolutely critical for student success.
But the research also shows that we’re not always doing This. Too often, we’re not giving our teachers the support they need to be successful.
For example, a study of teacher PD in the US was released last year called the Mirage Report. For two years they studied three large US school districts by surveying more than 10,000 teachers and 500 school leaders.
And they learned some interesting things:
They found that these schools spend a shocking amount on PD – far more than anyone knew. On average, they spent $18000k (12700 pounds) per year, per teacher. At this rate, the 50 largest school districts in the US spend $8 billion (5.6 billion pounds) on teacher PD annually. For a bit of context there are more than 13,000 school districts in the US.
Despite this massive expenditure, the Report also found that most teachers didn’t improve year to year even though many of them were lacking some fundamental skills.
The reason is that most of the PD these teachers receive just isn’t very helpful. They’re not being provided with clear information about their strengths and weaknesses so they can improve.
They authors of the Mirage Report provide three recommendations:
We need to redefine what it means to help teachers improve. Professional development should be redefined as observable and measurable progress towards an ambitious standard for teaching and learning. Then we need to reevaluate existing PD against this new definition. We need to abandon ineffective practices and explore innovative approaches. And finally, we need to reinvent how to support effective teaching at scale. To do this, we have to make systemic changes to how we train teachers for their jobs.
The Mirage Report is helpful, and I always appreciate alliteration, but it’s not very specific. I think we need to anchor these recommendations in a research-based framework that describes the specific experiences that teachers need in order to improve.
Over the past several decades, US education researchers Bruce Joyce and Beverly Showers have been synthesizing the research on what makes PD effective. They developed a framework based on these studies that identifies four critical activities that are necessary for PD to be effective. This table shows the framework in three columns. The first column lists different types of PD activities. The second column shows the % of teachers that will know or understand a new instructional practice as a result of that activity. The third column shows the % of teachers that will be able to actually DO or implement the instructional practice
The first activity is the presentation of information and the theory underlying a new instructional practice that a teacher is adopting. This often happens in the form of reading and workshops.
If this is the only PD activity that a teacher receives, the research shows that only 5-10% would develop a deep understanding of it and that only 5% would actually be able to implement the new practice in their classroom.
I want to make clear that this kind of activity is necessary, in fact all of these activities are necessary, but in isolation they are insufficient. Unfortunately, far too often workshops are the only PD that teachers receive,
When we add to the presentation of information and theory opportunities for teachers to also see models and demonstration of a new practice, as many as 20% of teachers learn the new practice.
But still, only 5% of teachers will be able to successfully implement the practice in their classrooms.
If we add to those two activities, opportunities for teachers to to practice what they’ve seen modeled and to receive feedback about their practice, we see a huge jump in their understanding. 90% of teachers will deeply understand the new practice.
But still, only 10% will be able to successfully implement the new practice in their classrooms.
If we add to all those previous experiences coaching and mentoring, then we start to see professional learning that’s truly effective.
It’s only when teachers have all of these experiences together that we see the majority actually KNOW) new instructional practices AND are able to implement (DO) it in their classrooms.
And if the purpose of PD is actually improve student achievement, then this HAS to be our goal. .We have to provide teachers with all of these activities.
The Mirage report that I mentioned earlier found that we’re not providing teachers with these experiences in the US. This has been found in studies for decades. But it’s not just a problem in the US. The TALIS survey is an international survey of teaching and learning conducted by OECD. The findings are representative of over 5 million teachers in 34 countries. TALIS found that 78% of teachers spend their PD time reading professional literature, and 82% of teachers attend workshops. But only 28% visit other schools for observations and only 35% participate in mentoring and peer observations. So providing these activities for teachers is a challenge all over the world.
So what’s going on here? These research findings are widely know, yet we continue to spend billions of dollars on ineffective or insufficient PD around the world. The reason is that it’s really hard! It’s logistically challenging to provide teachers with opportunities for observation and feedback. Schools commonly provide the activities at the top of the framework because they’re easier to achieve. The further you go down this table, the harder it gets. When the bell rings, a teacher’s focus is on the students. There’s no time to walk down the hall to learn by watching a colleague. And coaches are in short supply, so it’s challenging for them to get to all of the teachers to provide feedback.
All of that background leads to the work that I do which I wanted to share with you today. I work at an education non-profit in in Seattle, Washington called Washington STEM where we’re trying to improve STEM education and career outcomes for students across the entire state. For a little bit of context, we have about 1 million students in Washington and about 60,000 teachers.
We’re very focused trying to improve PD for STEM teachers. We want to figure out how to overcome the logistical challenges and give more teachers all of the experiences that make professional learning effective. Now, technology has transformed every aspect of our lives: how we share data, how we access media, and how we connect with each other. Can it also transform how we prepare teachers to be successful in the classroom?
Three years ago, we launched an initiative we call STEM-PD, to answer this big question:
To answer the question we granted IRIS Connect technology to 50 schools across Washington state. The educators at these schools are all committed to helping us understand how to integrate video into their PD. We’ve been collecting evaluation data through observations, focus groups, questionnaires to understand how the schools are integrating the technology into their PD, to identify the conditions necessary for success, and to measure impact on the quality of PD.
Here’s some of what we’ve learned.
First, we’ve learned that deeply integrating video into teacher PD is a significant change for schools. And so we need to pat close attention to the science of Change Management.
One of the key tenets of change management is that change is a process, not an event. It takes time and it’s important to attend to the needs of educators at every stage in the process. These teachers are undergoing three kinds of changes:
They have to adopt a new technology. They need to learn the nuances of using the technology to record and analyze the teaching and learning in their classroom.
Second schools often have to make cultural changes to create an environment of trust where teachers are willing to give and receive feedback about their teaching in a collaborative, trusting environment.
And the school system needs to make changes to provide teachers with the time, the guidance, and the support necessary to integrate video into their PD.
Despite the challenge of these changes, the educators in STEM-PD have used the IRIS Connect technology a lot:
[numbers]
These numbers represent the experiences in the Joyce and Showers framework. They represent modeling, observation, feedback, mentoring, and coaching. These are same educators told us that, in the past, they have rarely been given the opportunity to observe others teach, to observe themselves teach, or to get feedback about their teaching.
So, these are pretty remarkable numbers. And they are pretty compelling evidence that the answer to you big question is, YES can technology can enable effective PD.
In addition to looking at usage metrics, we are also observing these schools, conducting focus groups, and questionnaires.
These schools are creating video libraries of their practices to observe models of instruction, they’re self-reflecting in private, they’re collaborating in video clubs, they’re sharing video with colleagues and coaches to receive feedback. And they’re able to analyze student learning in ways that were not possible previously.
Not all of the schools in our study have been as successful as West Hills STEM Academy. Those schools that have been successful have all enabled some key factors.
First, the entire system has to supports teachers in the process of using video for PD. The district, the school, the principal, and teacher peers need to make some significant changes to provide teachers with time for self-reflection, video clubs, and coaching. The goals of PD need to be made clear for teachers and aligned with the school and district goals.
Schools that have been successful have provided tools and resources: video libraries, protocols, and other resources to guide their work with video. One of the outcomes of our work is a Video PD Toolkit, which we have recently released on the IRIS Connect platform, for free.
Successful school have carefully managed the change process, addressing teachers concerns before moving ahead. It’s always opt-in and teachers are always in control.
Finally, successful schools have created trusting, collaborative culture where teachers are comfortable sharing and receiving feedback about their teaching.
As I conclude, I wanted to leave you all with a key question. As you reflect on the Joyce and Showers framework, as yourself:
(2) In your role, whether you are a student, a teacher, a head or an influencer, what can you do to help enable the education system to provide teachers with the kinds of experiences that will make our teachers successful?
Thank you.