provisions for training and professional development 1 florida digital instructional materials work...
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Provisions for Training and Professional Development
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Florida Digital Instructional Materials Work Group
November 13, 2012
Our Charge
Require career-spanning relevant and differentiated professional development for educators from the teacher education program to new teachers and ongoing throughout career. Establish a thorough compilation of current and effective district-utilized professional development tools, focusing on the use of technology as an instructional tool, for sharing across the state. Explore the creation of an Instructional Coach/ Master Teacher endorsement for educators who can provide technologically-enhanced and technology-based professional development with possible additional funding for the endorsement.
As a workgroup, we are not there yet.
Beginning with the End
• It's not about the technology
• It’s about technology integration
Content-specific instructional materials
Clearly aligned with standards/benchmarks
Well-planned implementation with ongoing professional development
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A Departure• Historically, sit-and-get one time seminar
or workshop
• Lack of coherence or continuity
• Often related to a generic teaching skill or presentation by motivational speaker
• Less effective, not in favor, still used
Low Quality PD Characteristics
• Not well planned and sustained through year
• Sporadic and brief – after school
• PD vision not communicated
• Emphasis on proficiency with products, rather than ways to integrate digital tools into teachers’ classrooms
• Lack of time for PD (core, follow-up, PLC, coaching) frequently cited for failure
A Vision from EETTPD Should Focus on…
• …approaches for integrating subject-specific technologies
• ...applications beyond basic productivity PPT and Internet browsing
• …supporting high levels of student subject matter learning
• …integration strategies for all grades with special attention to secondary levels
Recommended• Strong leadership with clear vision
• PD experiences created by teams of educational technologists and content area experts
• Peer collaboration through Professional Learning Communities (PLCs)
• PD is job-embedded and extended
• Action research to systematically and intentionally study technology integration
PD: Thin Evidence Base• Evidence of effectiveness of PD models is
thin
• Problem related to distance between PD and student achievement
• PD Tchr K&S Implement fully Student K&S
• Evidence = PD can change teacher behavior with little to no impact on learning
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High Quality PD Characteristics• Well planned and sustained through
year more effective than haphazard
• Collaborative structures (PLC, coaching) and inquiry orientation (systematic experimentation) tied to successful implementation
• Teachers held accountable for implementing what they have learned
• A clear vision of exemplary teaching practices (with digital instructional materials)
Job-Embedded PD• Known curriculum, known students
• Aligned with standards
• Aligned with vision of effective instructional practices presented in teacher evaluation
• Aligned with overall school goals
• Systematically experiment with practice
• Analyze impact on actual students
• Receive feedback from peers and coach11
How Long?
Evidence suggests
49-60 hours of initial training
20-25 trials in the classroom
8-10 weeks for initial adoption
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Possible Approach• Deploy devices ASAP to grow familiarity
• Summer Institutes – 50-60 hours focused on improving subject matter instruction with limited, simple, easy to use digital instructional materials
• August: Initiate collaborative experimentation PD model (PLC, inquiry)
• August: Initiate coaching model
• Aug – Nov: expect at least 8 lessons per month (planned, taught, students assessed, plans for improvement)
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Need to share
descriptions of successful implementati
on
Determine expense and fund
reallocation
Legislation or Rule Changes? Requirements for status roles like ‘coach’ or ‘master teacher”? What do teacher candidates need to know and be able to do? Need to survey districts, exemplary schools.
More High Quality• Teachers focus on how students develop an
understanding of the subject matter from specific instructional materials
• Encouraged to examine implementation/practice carefully to draw conclusions about effective practice
• Willingness and support to experiment with various materials and their implementation
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