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NO TEACHER LEFT BEHIND:

Professional Development of Instructional Technologies in an Age of

Accountability

Panel Members:

Rob Bowe, Arlene Borthwick, Melissa Pierson, Cathy Risberg, Linda Tafel


Roots of this Panel• Constantly changing spectrum of new educational technologies

• This panel’s perspectives have changed over the past year

• Transforming Classroom Practice: Professional Development Strategies in Educational Technology– Due July, 2008– Publisher: ISTE

Bowe


How does our understanding of best

practice in professional development, adult

learning, and organization development

fit into today's educational environment?

Bowe

Question:


The ultimate goal of professional development…is to improve student achievement by

1. increasing teacher content knowledge

2. changing teachers’ attitudes about their content areas

3. expanding the teacher’s repertoire of instructional practices

(Killion & National Staff Development Council, 2002)

Bowe


Assessment tools

• Oral questioning/presentations, observation, written work, projects, portfolios, tests:– Easier to integrate with instruction– Allows for a variety of formats– Protects against bias (Darling-Hammond,

2005)

• Under NCLB, “teaching to the test” is emphasized.

Bowe


MODEL

ACOT *Entry *Adoption *Adaptation

*Appropriation

*Invention

CBAM •Awareness•Informational•Personal

•Management•Consequence

•Collaboration•Refocusing

Roger’s Diffusion of Innovation (1962)

*Knowledge *Persuasion *Decision *Implementation

*Confirmation

Teachers must be convinced that new teaching strategies will lead to increased student learning.

(Guskey, 2002)

Bowe

Models of change


Why is professional development vital to effective technology

use?

• The single greatest impact on improved student achievement is increased teacher education.

• The qualifications of the teacher constitute 44% of the impact on student learning

(NSDC, 2006) • Then, IT professional development

would include meaningful use of technology.

Pierson


Theoretical support for educational technology

professional development

• Early models describe developmental levels of teachers’ progress with learning to teach with technology

• CBAM • ACOT

• Focus on individual teachers’ needs cannot tell whole story

• Shift toward emphasis on organizational learning

• How individuals fit into the large organization • How the organization needs to learn

Pierson


Models of professional development:

The past 25 years (1)

1978 - Berman & McLaughlinTop-down implementation typically fails (Means, 1994)

1997 - Bailey & Lumley • Administrative Productivity • Teaching and Learning • Curricular Production/Tools • School Restructuring

Pierson


Models of professional development:

The past 25 years (2) 2007 - Harris Coming to understand that effective

sessions share commonalities:1. Conducted in school settings2. Linked to school-wide efforts3. Teacher-planned and -assisted4. Differentiated learning opportunities5. Teacher chosen goals & activities6. Pattern of demo/training/feedback7. Concrete8. On-going over time9. Ongoing assistance/support

Pierson


Seven models of professional development

Teacher development through:1. Working with in-house leadership 2. Peer coaching 3. Learning circles 4. Action research 5. Working with outside leaders and

partners 6. Networked learning communities 7. Focusing on systemic change

Pierson


NCLB : Professional development

• Professional development now “driven by student learning”

• Focus on adult learning: “What must teachers know and be able to do to ensure student success?”

(NSDC, 2001)

Tafel


We must use what we know

• If not, we tend to “work ON” teachers

• If so, we will work “with” or work “together”

• My focus: What do we know that can help us focus on individuals (adult learners AND student learners) and move our organizations from “as is” to “to be”?

Tafel


Think first about the individuals

• Individual needs• Individual experience, interests, unique background

• Individual levels of motivation• Individual receptiveness to new learning

• Individual need for scaffolding new learning, for support, for mentoring, for coaching, for community

Tafel


Look closely at the organization

• Our foundation: What are the relationships between adult learners in this school?

• Do we learn together?• How much time do we spend working together—especially toward collective goals?

• Do adults work in a “learning” culture?

Tafel


Does the organization support individuals’

growth?

Confirmation

Contradiction

+ Continuity Engaging individuals and groups differently, grounding our work in adult learning theory

(Kegan, 1982)

Tafel


Moving from “As Is” to “To Be”

As we move innovation (our “end”) forward through professional development (our “means”), emphasize for adult learners: – Relative advantage– Compatibility– Complexity– Trialability– Observability (Rogers, 2003)

Tafel


Updated review of the literature on organization

development

• Establish a learning organization

• Establish a climate of trust

Borthwick


Establish a learning organization

1. Take a systems approach (Senge)2. Examine context, culture,

conditions, & competencies (Wagner, et al.)

3. Maintain continuous scanning (Friedman; Fullan, Hill, & Crévola; Joyce)

4. Work for change at multiple levels: individual, team, organization (Bakke; Schmoker)

5. Rely on distributed leadership (Spillane)

Borthwick



1. Take a systems approach (Senge)

– The Fifth Discipline: The Art & Practice of the Learning Organization



ContextSocial,

historical, economic

CultureValues, beliefs,

expectations, behaviors

ConditionsTime, space, resources

CompetenciesKnowledge, skills

(Wagner, et al.)



3. Levels of Continuous Scanning – Global (Friedman)– Classroom (Fullan, Hill, & Crévola)

– Ourselves as innovators/professional developers (Joyce)



4. Work for change at multiple levels– Individual– Team– Organization

Attitudes & resourcesReciprocal commitmentsCompeting commitments



5. Rely on distributed leadership Focus on practices vs. roles

(Spillane)

•Champions help overcome indifference & resistance (Rogers)

•Talent scouts (Reeves)•Organizations function as social networks


Establish a climate of trust

• Open the classroom doors to end sense of isolation (Richardson)

• Create a collegial culture (Barth)• Meet the needs of all students by working together (DuFour)

• Learn to see yourself as an inventive, adaptive professional (tech-related risk taker) upon whom improvement depends (Schmoker)

Risberg


Effect of the NCLB on the

teaching-learning environment

“Teachers have become acutely test conscious…. Whereas they may have taken a risk on a new technology project in the past, they're more reluctant now, because it's perceived as taking time away from skill development, time which could be used to focus on raising a specific test score.”

--Larry Cline, director of technology/networking at Community Consolidated School District 21 in Wheeling, Illinois, as quoted in an article on School CIO: Strategies for School Technology Leaders website

Risberg


Audience questions, thoughts, experiences,

& stories


Panel-Created Question

1. How can technology integration—in keeping with the first proposed NETS-T be achieved within the existing school environment of NCLB?

“Facilitate and inspire student learning and creativity.” -NETS-T Refresh (draft)


Panel-Created Question

2. How can technology integration have a greater impact on social conditions that "might contribute to lower school performance?"

(Foley and Voithofer, 2003)


What’s your “take away”?


Thank you for attending,

Rob BoweArlene BorthwickMelissa PiersonCathy RisbergLinda Tafel

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