1to1 institute-pd-session jc


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  • FI 1:1 Leadership Institute
  • FI 1:1 Leadership Institute
  • FI 1:1 Leadership Institute
  • FI 1:1 Leadership Institute
  • FI 1:1 Leadership Institute
  • FI 1:1 Leadership Institute
  • FI 1:1 Leadership Institute
  • FI 1:1 Leadership Institute
  • FI 1:1 Leadership Institute
  • FI 1:1 Leadership Institute
  • FI 1:1 Leadership Institute
  • FI 1:1 Leadership Institute
  • 1to1 institute-pd-session jc

    1. 1. Designing Effective Professional Development for Educators in 1:1 Schools Elizabeth Byrom, Ed.D. Jeni O. Corn, Ph.D. July 17, 2008
    2. 2. Session Purpose <ul><li>Help 1:1 schools and districts thoughtfully design, implement, and evaluate high quality professional development for their teachers and staff </li></ul>
    3. 3. Session Objectives <ul><li>Introduce a professional development (PD) design framework </li></ul><ul><li>Discuss strategies for planning successful PD in schools and districts </li></ul><ul><li>Examine characteristics of high quality PD for teachers </li></ul><ul><li>Review resources for evaluating PD </li></ul>
    4. 4. PD Process <ul><li>Loucks-Horsely, S., Love, N., Stiles, K., Mundry, S., & Hewson, P. (2003). Designing professional development for teachers of science and mathematics (2nd ed.). Thousand Oaks, CA: Corwin Press </li></ul>
    5. 5. PD Design Framework <ul><li>Commit to a vision for the learning process </li></ul><ul><li>Analyze data </li></ul><ul><li>Set goals to establish benchmarks or milestones to assess progress toward the vision </li></ul><ul><li>Plan the professional learning process </li></ul><ul><li>Do implement your PD plan </li></ul><ul><li>Evaluate to determine whether and in what ways the learning process is successful (or not) </li></ul><ul><li>Use information from evaluation to inform future learning processes </li></ul>
    6. 6. Plan for the Learning Process <ul><li>Questions </li></ul><ul><li>What PD do my teachers need or want? </li></ul><ul><li>Are there any new requirements/standards? </li></ul><ul><li>What do teachers already know? </li></ul><ul><li>What are teachers attitudes/beliefs? </li></ul><ul><li>What PD is already available at school, district, state, universities? </li></ul><ul><li>Data Sources </li></ul><ul><li>Needs survey, self-report questionnaires </li></ul><ul><li>Professional development questionnaire </li></ul><ul><li>Computer skills test </li></ul><ul><li>Interviews, structured groups </li></ul><ul><li>Observations </li></ul><ul><li>Student work samples </li></ul><ul><li>Teacher lessons </li></ul>
    7. 7. Plan for the Learning Process <ul><li>Specific examples of data collection tools </li></ul><ul><li>School Technology Needs Assessment (STNA) </li></ul><ul><li>Looking for Technology Integration (LoFTI) </li></ul><ul><li>Professional Development Questionnaire (PDQ) </li></ul><ul><li>Rubrics </li></ul><ul><li>Teacher Reflection Logs </li></ul><ul><li>Available from http://www.fi.ncsu.edu/1to1/?p=218 </li></ul>
    8. 8. Plan for the Learning Process <ul><li>Benefits of using data to plan PD: </li></ul><ul><li>Save costs associated with misdirected or unnecessary training </li></ul><ul><li>Save time designing and developing training that is targeted and specific </li></ul><ul><li>Create buy-in from key stakeholders in the process </li></ul>
    9. 9. Plan for the Learning Process <ul><li>Quantitative Data Examples </li></ul><ul><li>Type and number of technology resources being used by teachers </li></ul><ul><li>Number of teacher participants in PD </li></ul><ul><li>Type and number of PD opportunities provided </li></ul><ul><li>Likert-scale surveys – SA-A-D-SD </li></ul><ul><li>Rubrics for technology integration in lessons </li></ul><ul><li>Checklists of technology use </li></ul><ul><li>Observations </li></ul>
    10. 10. <ul><li>Quantitative Data Analysis </li></ul><ul><li>Frequencies </li></ul><ul><li>Percentages </li></ul><ul><li>Distributions </li></ul><ul><li>Averages </li></ul><ul><li>Statistics </li></ul>Plan for the Learning Process
    11. 11. <ul><li>Qualitative Data Examples </li></ul><ul><li>Open-ended responses to survey items </li></ul><ul><li>Staff reflections/logs </li></ul><ul><li>Interviews/focus groups </li></ul><ul><li>Observations </li></ul>Plan for the Learning Process
    12. 12. <ul><li>Qualitative Data Analysis </li></ul><ul><li>Simple coding </li></ul><ul><li>Identifying trends </li></ul><ul><li>Support and exemplify quantitative findings </li></ul>Plan for the Learning Process
    13. 13. Plan for the Learning Process <ul><li>Data Interpretation: Looking at the handout of results for STNA items and open-ended responses to PDQ </li></ul><ul><li>Brainstorm and share out: What does this data tell you about potential PD for the respondents? </li></ul>
    14. 14. Plan for the Learning Process <ul><li>Data Interpretation </li></ul><ul><li>Meet as a team to agree on relevant needs based on the data </li></ul><ul><li>Rank identified needs in priority order </li></ul><ul><li>Select the highest priority needs and set your goals for PD accordingly </li></ul><ul><li>Seek professional development outlets to address selected needs </li></ul>
    15. 15. Implement Effective Professional Development <ul><li>Thinking about your experiences as a professional development leader or participant – what worked and what didn’t? </li></ul><ul><li>Brainstorm and share out: your list of dos and don’ts. </li></ul>
    16. 16. Implement Effective Professional Development <ul><li>Have the technology that the staff is being trained on available immediately </li></ul><ul><li>Offer incentives for participation </li></ul><ul><li>Require participants to engage in follow-up activities </li></ul><ul><li>Offer more than technology sessions </li></ul><ul><li>Provide time for out-of-class practice and always provide handouts </li></ul><ul><li>Use experienced trainers </li></ul><ul><li>When grouping workshop participants, make sure that the group has a common interest other than technology </li></ul><ul><li>Develop several professional development strands and offer them to different groups of participants </li></ul>Sun, Jeff, Heath, M., Byrom, E., Phlegar, J., & Dimock, V. (2000). Planning into Practice . Durham, NC: SEIR*TEC
    17. 17. Implement Effective Professional Development <ul><li>Fosters a deepening of subject-matter knowledge, understanding of learning, and appreciation of students’ needs; </li></ul><ul><li>Centers around the critical activities of teaching and learning; </li></ul><ul><li>Engages educators in professional learning communities; </li></ul><ul><li>Is sustained, intensive, and woven into the everyday fabric of the teaching profession. </li></ul>Collins, D. (1999). Achieving your vision of professional development: How to assess your needs and get what you want. Tallahassee, FL: SERVE Center at UNCG.
    18. 18. Implement Effective Professional Development <ul><li>Engages teachers in on-going, extended learning (contact hours plus follow-up) </li></ul><ul><li>Provides access to new technologies for teaching and learning </li></ul><ul><li>Actively engages teachers in meaningful and relevant activities for their individual contexts </li></ul><ul><li>Promotes peer collaboration and community building </li></ul><ul><li>Has a clearly articulated and a common vision for student achievement </li></ul>Lawless, K. & Pellegrino, J. (2007). Professional development in integrating technology in teaching and learning. Review of Educational Research, 77 (4), 575–614.
    19. 19. Implement Effective Professional Development <ul><li>Improve teachers’ knowledge of the academic subjects that teachers teach </li></ul><ul><li>Give teachers, principals, and administrators skills to provide students with the opportunity to meet state academic content standards and student academic achievement standards </li></ul><ul><li>Advance teacher understanding of effective instructional and classroom management strategies </li></ul><ul><li>Include instruction in the use of data and assessments to inform and instruct classroom practice </li></ul>U.S. Department of Education. (2002). No Child Left Behind (NCLB)’s Definition of Professional Development Title IX, Part A, Section 9101 (34). Retrieved April 2, 2007, from http://www.NoChildLeftBehind.gov
    20. 20. Evaluate Professional Development <ul><li>Share feedback with those who provided data </li></ul><ul><li>Accept that you are never going to “prove” anything – That’s OK! </li></ul><ul><li>For PD planning purposes, face validity is enough – Does the data make sense “at face value?” </li></ul><ul><li>Look at single data sources and look across data sources </li></ul><ul><li>It’s your interpretation – you know your teachers, students, your technology project, your school the best </li></ul><ul><li>Consider both positive and less positive findings </li></ul><ul><li>Use your results to inform future PD </li></ul>
    21. 21. Evaluate Professional Development Five Critical Levels of PD Evaluation Adapted from Guskey, T. (1998). The age of our accountability. Journal of Staff Development. 19(4).