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Take A Bite Out of Professional Development

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Information about Take A Bite Out of Professional Development

Published on December 4, 2007

Author: hhurley

Source: slideshare.net

Description

A presentation that was given at the VA DOE Educational Leadership Conference
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Take a Bite Out of Professional Development! Professional Development Programs That Work Wendy Heller – ITC Heather Hurley – ITC Arlington Public Schools

Goals Learn what is needed to implement a realistic professional development program Learn effective professional development strategies that we have used. Learn how to access free and low cost online professional development resources

Learn what is needed to implement a realistic professional development program

Learn effective professional development strategies that we have used.

Learn how to access free and low cost online professional development resources

The Question? If I Won the Lottery... How replicable is my work by someone other than me? Why or why not?

If I Won the Lottery...

How replicable is my work by someone other than me?

Why or why not?

Understanding the Context Why doesn’t everyone just do this? Barriers: Time Money Resources Administrator Support Type of Adopter

Why doesn’t everyone just do this?

Barriers:

Time

Money

Resources

Administrator Support

Type of Adopter

Adopter Types Rogers, 1971

Assess Your Needs You need to assess needs and create the means for on-going assessment and review. Use this knowledge to create your professional plan and influence your choice of appropriate professional development strategies.

You need to assess needs and create the means for on-going assessment and review.

Use this knowledge to create your professional plan and influence your choice of appropriate professional development strategies.

Tech Survey Wendy’s Survey Heather’s Online Form Poll Daddy Content Management System LOTI Scale

Wendy’s Survey

Heather’s Online Form

Poll Daddy

Content Management System

LOTI Scale

LOTI STEPS Level 0 Non-use No visible evidence of computer access in the classroom Level 1 Awareness Classroom computers used exclusively for teacher productivity Level 2 Exploration Technology used in student projects focus on lower level thinking skills Level 3 Infusion Technology used in student projects focus on higher level thinking skills Level 4a Integration (Mechanical) Teachers use existing or prepackaged materials to aid in technology integration Level 4b Integration (Routine) Teachers create their own integration lessons with little or no outside help Level 5 Expansion Technology is expanded beyond classroom walls. Global use of technology Level 6 Refinement Student use of technology is used to solve “authentic real-world problems” LOTI Lesson Evaluation

Level 0 Non-use

No visible evidence of computer access in the classroom

Level 1 Awareness

Classroom computers used exclusively for teacher productivity

Level 2 Exploration

Technology used in student projects focus on lower level thinking skills

Level 3 Infusion

Technology used in student projects focus on higher level thinking skills

Level 4a Integration (Mechanical)

Teachers use existing or prepackaged materials to aid in technology integration

Level 4b Integration (Routine)

Teachers create their own integration lessons with little or no outside help

Level 5 Expansion

Technology is expanded beyond classroom walls. Global use of technology

Level 6 Refinement

Student use of technology is used to solve “authentic real-world problems”

The Missing Link

Bite, Snack, Meal Bite: Small bits of information that can be used immediately. Less then 15 minutes. (Isolated Skills) Snack: More substantial amount of information usually has curriculum implications. Can also be used immediately. 45 minutes or less. (Integrated Skills) Meal: The most information over a longer period of time. (Workshops, Institutes, Inservices, Mentoring, Study Groups) (Long Term, Ongoing Skill Development)

Bite: Small bits of information that can be used immediately. Less then 15 minutes. (Isolated Skills)

Snack: More substantial amount of information usually has curriculum implications. Can also be used immediately. 45 minutes or less. (Integrated Skills)

Meal: The most information over a longer period of time. (Workshops, Institutes, Inservices, Mentoring, Study Groups) (Long Term, Ongoing Skill Development)

Bites Tech Blog Podcasts Audacity GCast Handbook Newsletters Wendy Heather Blackboard Resources del.icio.us

Tech Blog Podcasts

Audacity

GCast

Handbook

Newsletters

Wendy

Heather

Blackboard Resources

del.icio.us

Snacks Modeling Technology Training Sessions Tech Breaks Newsletter – Lessons Technology Integration for Teachers Staff Meetings Discovery Educator Network

Modeling

Technology Training Sessions

Tech Breaks

Newsletter – Lessons

Technology Integration for Teachers

Staff Meetings

Discovery Educator Network

Meals In-services Float Day Modeling Discovery Educator Network Study Group

In-services

Float Day

Modeling

Discovery Educator Network

Study Group

Grant Funded Professional Development Work Smarter Not Harder! Summer Tech Camp! Kids Shouldn’t Have All the Fun The World Outside My Window Tech Club

Work Smarter Not Harder!

Summer Tech Camp! Kids Shouldn’t Have All the Fun

The World Outside My Window

Tech Club

3 Things You Need to Know About Grants Read the Request for Proposals (RFP) Specifically State Your Project's Impact on Teaching and Learning Collaborate! More tips can be found at http://www.sun-associates.com/resources/10tips.html

Read the Request for Proposals (RFP)

Specifically State Your Project's Impact on Teaching and Learning

Collaborate!

Maximizing Your Bites, Snacks and Meals Schedule dedicated staff development days and time Think about stipends or incentives for anything that goes beyond scheduled hours Create your schedule way in advance Use a combination of outside and in-house trainers Use new faces to build upon known expertise Assign follow-up tasks (meals)

Schedule dedicated staff development days and time

Think about stipends or incentives for anything that goes beyond scheduled hours

Create your schedule way in advance

Use a combination of outside and in-house trainers

Use new faces to build upon known expertise

Assign follow-up tasks (meals)

Benefits to Us and Our Program Collaboration – for ITC and Teachers More seamless integration Enhanced technology skills More consistent integration across the grade levels

Collaboration – for ITC and Teachers

More seamless integration

Enhanced technology skills

More consistent integration across the grade levels

Summary You need a strong professional development plan that is rooted in a strong vision for technology’s role in education This role needs to be centered around the anticipated and desired student impacts (SOL’s) Training must be adapted to the various needs of your staff at different stages in their technology “development.” Understand the stages, and then pick the appropriate strategy Think about your range of strategies Maximize your strategies... One size will not fit all!

You need a strong professional development plan that is rooted in a strong vision for technology’s role in education

This role needs to be centered around the anticipated and desired student impacts (SOL’s)

Training must be adapted to the various needs of your staff at different stages in their technology “development.”

Understand the stages, and then pick the appropriate strategy

Think about your range of strategies

Maximize your strategies... One size will not fit all!

Remember... Utilize strategies that build confidence and comfort Mentoring Modeling Close support Combine support and pressure Support = peer and bottom-up Pressure = top down administrative requirements Pressure = competition

Utilize strategies that build confidence and comfort

Mentoring

Modeling

Close support

Combine support and pressure

Support = peer and bottom-up

Pressure = top down administrative requirements

Pressure = competition

Create rewards and responsibilities Accountability is the key! Meal type activities should produce concrete products! Sample/Outlined lessons Templates Examples of actual student or teacher work Distribute the products Produce a guidebook or facilitators guide Publish materials on the web

Create rewards and responsibilities

Accountability is the key!

Meal type activities should produce concrete products!

Sample/Outlined lessons

Templates

Examples of actual student or teacher work

Distribute the products

Produce a guidebook or facilitators guide

Publish materials on the web

Reasonable Expectations You will not have 100% adoption Remember the 17% resister population At least try to move people to LOTI level 4 a/b This takes time: 3 -5 years on the average

You will not have 100% adoption

Remember the 17% resister population

At least try to move people to LOTI level 4 a/b

This takes time: 3 -5 years on the average

Other Free – Low Cost Thinkfinity http://www.thinkfinity.org Atomic Learning http:// www.atomiclearning.com Lynda.com http:// www.lynda.com Education World http:// www.educationworld.com/a_tech / LOTI http:// www.loticonnection.com/freeloti.html SMART Tech http://www.smarttech.com Constant Contact http://www.constantcontact.com Sun Associates http://www.sun-associates.com

Thinkfinity

http://www.thinkfinity.org

Atomic Learning

http:// www.atomiclearning.com

Lynda.com

http:// www.lynda.com

Education World

http:// www.educationworld.com/a_tech /

LOTI

http:// www.loticonnection.com/freeloti.html

SMART Tech

http://www.smarttech.com

Constant Contact

http://www.constantcontact.com

Sun Associates

http://www.sun-associates.com

Contact Information Wendy Heller – ITC – Key School [email_address] 703-228-8922 Heather Hurley – ITC – Arlington Traditional School [email_address] 703-228-2061 http:// www.techstoup.edublogs.org

Wendy Heller – ITC – Key School

[email_address]

703-228-8922

Heather Hurley – ITC – Arlington Traditional School

[email_address]

703-228-2061

http:// www.techstoup.edublogs.org

 

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