This document discusses professional development for teachers. It notes that professional development is important for keeping teaching certifications current and can be completed through online classes, webinars, or other computer-based sources. This allows teachers to earn continuing education units and fulfill professional development requirements. The document provides an overview of benefits of professional development and examples of topics covered, such as language development in young children and measuring classroom quality. It also addresses the importance of ongoing professional development and new approaches using electronic media and webinars.

1. Danielle Thigpen
AET/545 E-Learning Design
Technologies
Professional Development
& Teacher Certification

2. Professional development is a big
part of teaching, and keeping
certifications current. Professional
development, can be completed
through online classes, webinars, or
other computer related sources.
After implementing these e-learning
styles of teaching, teachers will be
able to complete their continuing
education units, and fulfill NAEYC
professional development criteria.
All staff that work directly with
students will be a part of this
analysis. This includes principals,
teachers, assistant teachers,
instructional aids, paraprofessionals,
and counselors.
Professional
Development
Overview

3. Benefits of Professional
Development
•Promoting the Development
of Self-Regulation in Young
Children
•Facilitating Language
Development in Young
Children
•Measuring Classroom Quality
•Crossing Boundaries and
Building Bridges: Leadership
Lessons for All of Us
Forty three point eight
percent of teachers reported
that they had participated in
professional development
activities focusing on the use
of computers for instruction
in the past 12 months.

4. Learning and Teaching
Getting Started
 The first step is to determine what you
want your audience to learn, and be
able to do at the end of class. To help
you specify your objectives for teacher
learning, answer the following
questions:
 What is the topic of the lesson?
 What do I want teachers to learn?
 What do I want them to understand
and be able to do at the end of this
tutorial?
 What do I want them to take away
from this particular lesson?

5.  Free Writing/Minute Paper/Question of the Day Exercise
 These are activities that prompt students to write a response to an open question and can be done
at any time during a class. Writing activities are usually 1-2 minutes, and can focus on key questions
and ideas or ask students to make predictions.
 Ice Breakers
 Ice Breakers are low-stakes activities that get students to interact and talk to each other, and
encourage subsequent classroom interactions.
 Think–Pair–Share
 This type of activity first asks students to consider a question on their own, and then provides an
opportunity for students to discuss it in pairs, and finally together with the whole group.
 Jigsaw
 A Jigsaw is a cooperative active learning exercise where students are grouped into teams to solve a
problem or analyze a reading. These can be done in one of two ways – either each team works on
completing a different portion of the assignment and then contributes their knowledge to the class
as a whole, or within each group, one student is assigned to a portion of the assignment (the jigsaw
comes from the bringing together the various ideas at the end of the activity to produce a solution
to the problem).
Interactive Activities

6. Benefits of Learning Online:
1. Save Time
2. Save Money
3. Get CEU and College Credit
4. Add Flexibility
5. Increase Accountability
6. Bring Education Theory to
Life
7. Promote Transference of
Learning to the Workplace
8. Create Excitement about
Learning

7. Possible Assessment Methods
• Multiple Choice Tests
• Survey
• Portfolio
• Report
• Presentation
Summative
Assessment

8. Why Is Teacher Development
Important?
 Ongoing Professional Development
 It is critical for veteran teachers to
have ongoing and regular
opportunities to learn from each
other. Ongoing professional
development keeps teachers up-
to-date on new research on how
children learn, emerging
technology tools for the
classroom, new curriculum
resources, and more. The best
professional development is
ongoing, experiential,
collaborative, and connected to
and derived from working with
students and understanding their
culture.

9. New Media
While almost all schools offer professional
development in traditional, face-to-face
settings, the use of electronic media to
deliver training rose dramatically from 2013
to 2015.
Many teachers also reported acquiring
professional development through
collaborative and reflective activities outside
traditional training settings.

10. 1.Reach a very targeted audience – either
live or on demand – quickly and efficiently
2.Engage participants through the use of
video, audio, slides and interactive options
3.Achieve greater reach at a generally
lower cost than face-to-face meetings
4.Live webinars can be re-broadcast as on-
demand versions, thus enabling
knowledge-sharing and optimum
utilization of interesting content
5.User-friendly for participants: no travel
or accommodation costs involved, and
webinars can be searched and referred to
for specific content afterwards
6.A webinar can be viewed on a PC, Mac,
tablet or smartphone
7.‘Green’ communications tool: by reducing
travel for both presenters and participants,
webinars are an environmentally friendly
option
Why Webinars?
 Educational research: webinars lead to a
higher study success rate and greater
satisfaction among students.

11.  Fink, D. L. (2005). Integrated course design. Manhattan, KS: The IDEA
Center. Retrieved from
http://www.theideacenter.org/sites/default/files/Idea_Paper_42.pdf
 http://www.brown.edu/about/administration/sheridan-center/teaching-
learning/effective-classroom-practices/interactive-classroom-activities
 Web-Based Education experiences R.J.Vetter, C. Severance, Computer,
November 1997
 Rovai, A. P. (2000). Online and traditional assessments: what’s the
difference? Internet and higher education, 3. 141-151.
References