professional development tobye rae nelson april 20, 2005 cecs 6220

Professional Professional DevelopmentDevelopment

Tobye Rae NelsonTobye Rae Nelson

April 20, 2005April 20, 2005

CECS 6220CECS 6220

DefinitionDefinition

““Activities to enhance professional Activities to enhance professional career growth.”career growth.”

Educational Resources Information Center (ERIC) database thesaurus

Definition ExpandedDefinition Expanded

““The sum total of formal and The sum total of formal and informal learning experiences informal learning experiences throughout one’s career from throughout one’s career from preservice teacher education to preservice teacher education to retirement.”retirement.”

Fullan, 1991, p. 326

Past PD MethodologyPast PD Methodology

School systems used same School systems used same approach for technology as other approach for technology as other learning needs of teacherslearning needs of teachers

Send teachers to training sessions Send teachers to training sessions on the use of specific new on the use of specific new technologiestechnologies

Rarely given a holistic approach Rarely given a holistic approach for technology integration (TI)for technology integration (TI)

ResultsResults

Little carryover into the classroomLittle carryover into the classroom New technologies remained on the New technologies remained on the

periphery of school lifeperiphery of school life Used only sporadically by teachersUsed only sporadically by teachers

Despite high expectations from Despite high expectations from trainers, reformers and teachers trainers, reformers and teachers themselvesthemselves

Questions…Questions…

How do we redefine professional How do we redefine professional development to truly embody development to truly embody technology integration?technology integration?

What are principles for successful What are principles for successful practices for technology practices for technology integration into today’s integration into today’s professional development for professional development for educators?educators?


What supports are needed for What supports are needed for teachers to use technology teachers to use technology effectively?effectively?

How can PD approaches support How can PD approaches support collegial, ongoing, and informal collegial, ongoing, and informal contexts forcontexts for– Teacher learningTeacher learning– Engagement with technologyEngagement with technology


In what ways can technologies In what ways can technologies support the process of PD for support the process of PD for teachers?teachers?

How can all these pieces fit How can all these pieces fit together?together?

2005 Definition2005 Definition

““The sum total of experiences The sum total of experiences throughout one’s career from throughout one’s career from preservice teacher education to preservice teacher education to retirement including support for retirement including support for teachers as they encounter the teachers as they encounter the challenges that come with putting challenges that come with putting into practice their evolving into practice their evolving understanding about the use of understanding about the use of technology to support inquiry-based technology to support inquiry-based learning.”learning.”

8 Principles for 8 Principles for SuccessSuccess1.1. Extend a vision of technology as an Extend a vision of technology as an

empowering toolempowering tool2.2. Stimulate reflective practice that is Stimulate reflective practice that is

grounded in the teaching contextgrounded in the teaching context3.3. Exemplifying beliefs on learning: Exemplifying beliefs on learning:

inquiry, collaboration, and discourseinquiry, collaboration, and discourse4.4. Recognizing the interplay in learning Recognizing the interplay in learning

between activity and beliefbetween activity and belief

8 Principles for 8 Principles for SuccessSuccess

5.5. Valuing and cultivating a culture of Valuing and cultivating a culture of collegialitycollegiality

6.6. Providing continual contexts for Providing continual contexts for formal and informal learningformal and informal learning

7.7. Providing opportunities for Providing opportunities for meaningful leadership roles to meaningful leadership roles to emergeemerge

8.8. Enabling teachers to shape their own Enabling teachers to shape their own learninglearning

Grant, 1996

Extending a Vision of Extending a Vision of Technology as an Empowering Technology as an Empowering ToolTool

Technology best seen as a Technology best seen as a facilitator of learning rather than facilitator of learning rather than an end in itselfan end in itself

Teachers motivated by the vision Teachers motivated by the vision of helping their students to learn of helping their students to learn more and take more control of more and take more control of their learningtheir learning


Empower them to make sense of Empower them to make sense of how mastery of technologies can how mastery of technologies can be useful be useful – to themto them– in their teachingin their teaching– As a tool for professional growthAs a tool for professional growth

““Make teachers fearless with Make teachers fearless with technology”technology”

Office of Technology Assessment, 1995


NONO– TechnopushTechnopush

YESYES– Learning more effective strategies Learning more effective strategies

for teachingfor teaching

Mergendoller, 1994

Stimulate Reflective Practice Stimulate Reflective Practice That is Grounded in the That is Grounded in the Teaching ContextTeaching Context

““The most promising forms of PD The most promising forms of PD engage teachers in the pursuit of engage teachers in the pursuit of genuine questions, problems, and genuine questions, problems, and curiosities, over time, in ways curiosities, over time, in ways that leave a mark on that leave a mark on perspectives, policy, and perspectives, policy, and practice.”practice.”

Little, 1993, p. 133

Stimulate Reflective Practice Stimulate Reflective Practice That is Grounded in the That is Grounded in the Teaching ContextTeaching Context

Teachers need to look beyond segmented Teachers need to look beyond segmented boxes of curriculum, subject areas and boxes of curriculum, subject areas and demands of day-to-day practice.demands of day-to-day practice.

Teachers need to reach further than the Teachers need to reach further than the context of the classroom and seek to context of the classroom and seek to comprehend the range of personal and comprehend the range of personal and cultural experiences that students bring cultural experiences that students bring to learning.to learning.

Valli, 1990

Exemplifying Beliefs on Exemplifying Beliefs on Learning: Inquiry, Collaboration, Learning: Inquiry, Collaboration, and Discourseand Discourse

PD should offer “meaningful PD should offer “meaningful intellectual, social, and emotional intellectual, social, and emotional engagement with ideas, with engagement with ideas, with materials, and with colleagues materials, and with colleagues both in and out of teaching.”both in and out of teaching.”

Little, 1993, p. 138


PD should encourage teachers to PD should encourage teachers to identify and “formulate valid identify and “formulate valid questions about their own questions about their own practice and to pursue objective practice and to pursue objective answers to those questions.”answers to those questions.”

Sparks & Loucks-Horsley, 1990, p.243


Should invite and enable teachers Should invite and enable teachers to theorize, interpret, and critique to theorize, interpret, and critique their own practicetheir own practice

Cochran-Smith & Lytle, 1993

Recognizing the Interplay in Recognizing the Interplay in Learning Between Activity and Learning Between Activity and BeliefBelief

Provide for different learning Provide for different learning stylesstyles– Starting from the conceptual and Starting from the conceptual and

then move into experiencethen move into experience– Beginning with practice and then Beginning with practice and then

addressing beliefsaddressing beliefs

Recognizing the Interplay in Recognizing the Interplay in Learning Between Activity and Learning Between Activity and BeliefBelief

Some of the most important Some of the most important changes in attitudes and beliefs changes in attitudes and beliefs comecome– After implementing changesAfter implementing changes– Seeing evidence of improved Seeing evidence of improved

student learningstudent learning

Valuing and Cultivating a Culture Valuing and Cultivating a Culture of Collegialityof Collegiality

““Recent research points strongly Recent research points strongly to the power of teacher-teacher to the power of teacher-teacher professional collegiality as a key professional collegiality as a key to school success and to effective to school success and to effective school change.”school change.”

Lieberman, 1986


Schools with a professional Schools with a professional culture of collegiality have culture of collegiality have informal networks that provide a informal networks that provide a means for intellectual learning means for intellectual learning and social support for teachers.and social support for teachers.


Teachers talk to each other about Teachers talk to each other about teaching “at a level of detail that teaching “at a level of detail that makes their exchange both makes their exchange both theoretically rich and practically theoretically rich and practically meaningful.”meaningful.”

Little, 1987, p.503


Teachers work with colleagues to plan, Teachers work with colleagues to plan, prepare, and evaluate teaching topics, prepare, and evaluate teaching topics, methods, and materialsmethods, and materials

Make fruitful use of observations in Make fruitful use of observations in each other’s classroomseach other’s classrooms

Train together and train one anotherTrain together and train one another Form sustaining habits of shared work Form sustaining habits of shared work

and shared problem solvingand shared problem solving Provide one another with collective Provide one another with collective

supportsupport

Providing Continual Contexts for Providing Continual Contexts for Formal and Informal LearningFormal and Informal Learning

No one-shot push of informationNo one-shot push of information

PD needs to be viewed as a PD needs to be viewed as a continuing process that values continuing process that values and supports the learning of and supports the learning of teachersteachers– Flexible, informal methodsFlexible, informal methods– Formal PD activitiesFormal PD activities


Should have diverse ideas, people and Should have diverse ideas, people and support practicessupport practices

Embrace special interests, concerns, Embrace special interests, concerns, and cultures of teachersand cultures of teachers

Incorporates an understanding that Incorporates an understanding that change is a process involving change is a process involving developmental growthdevelopmental growth


Participants should be given Participants should be given different entry points into the different entry points into the learning process based on what learning process based on what the individual already knows and the individual already knows and what the individual needs.what the individual needs.

St. John, 1994

Providing Opportunities for Providing Opportunities for Meaningful Leadership Roles to Meaningful Leadership Roles to EmergeEmerge

Helps schools reward and nurture Helps schools reward and nurture the finest teachersthe finest teachers

Allows teachers to attain Allows teachers to attain leadership roles to tap into the leadership roles to tap into the talents of exceptional teachers as talents of exceptional teachers as they growthey grow

Wasley, 1991


These same teachers can develop These same teachers can develop entirely new skill sets to influence entirely new skill sets to influence their colleaguestheir colleagues

Wasley, 1991


Extrinsic RewardsExtrinsic Rewards– Lighter teaching Lighter teaching

loadsloads– Release timeRelease time– Extra stipendsExtra stipends

Intrinsic RewardsIntrinsic Rewards– Personal Personal

satisfactionsatisfaction– Resume buildingResume building– Greater influenceGreater influence

Wasley, 1991

Enabling Teachers to Shape Enabling Teachers to Shape Their Own LearningTheir Own Learning

““Individuals can best judge their Individuals can best judge their own learning needs and… they own learning needs and… they are capable of self direction and are capable of self direction and self-initiated learning.”self-initiated learning.”



Individually guided professional Individually guided professional development “assumes that development “assumes that adults learn most efficiently when adults learn most efficiently when they initiate and plan their they initiate and plan their learning activities rather than learning activities rather than spending their time in activities spending their time in activities that are less relevant than those that are less relevant than those they would design.”they would design.”



Supportive contexts for PD Supportive contexts for PD requires bothrequires both– Top-down approach Top-down approach

Sets general directions for the schoolSets general directions for the school Communicates expectations regarding Communicates expectations regarding

performanceperformance

– Bottom-up approachBottom-up approach Involves teachers in establishing and Involves teachers in establishing and

designing appropriate development designing appropriate development activitiesactivities

Liberman & Miller, 1986, p.246, in Sparks & Loucks-Horsley, 1990


Should be guided by a respect for Should be guided by a respect for teachers’ own qualities of teachers’ own qualities of reflection, flexibility and visionreflection, flexibility and vision

Should recognize that teachers Should recognize that teachers are at different places of are at different places of experience and expertiseexperience and expertise


Supports Needed for Teachers Supports Needed for Teachers to Use Technology Effectivelyto Use Technology Effectively

1.1. Access to equipmentAccess to equipment

2.2. Technical and pedagogical Technical and pedagogical assistanceassistance

3.3. Administrative and community Administrative and community backingbacking

4.4. Time for learning and Time for learning and collaboratingcollaborating

5.5. SustainabilitySustainability

Access to EquipmentAccess to Equipment

““There is no single best There is no single best technological medium that suits technological medium that suits all teachers equally well”all teachers equally well”

““There does not appear to be There does not appear to be one best way for teachers to one best way for teachers to implement technology”implement technology”

OTA, 1995, p. 57


Mastery is dependent on their having Mastery is dependent on their having broad hands-on time with the tools broad hands-on time with the tools they are learningthey are learning

They need ready access to proper They need ready access to proper technology if they are to scaffold on technology if they are to scaffold on training experiences by training experiences by experimenting with tools/approaches experimenting with tools/approaches on their ownon their own


““Real learning is believed to come Real learning is believed to come from giving teachers unlimited from giving teachers unlimited access to the technology (and access to the technology (and potentially more time on the potentially more time on the equipment), new motivation for equipment), new motivation for learning to use it, and a learning to use it, and a community of peers who are community of peers who are trying to master the same tools.”trying to master the same tools.”

OTA, 1995, p. 152

Technical and Pedagogical Technical and Pedagogical AssistanceAssistance

On-site and job embeddedOn-site and job embedded

Activities need to be positioned Activities need to be positioned within the teaching contextwithin the teaching context

Training experiences need to be Training experiences need to be followed by reliable support and followed by reliable support and coachingcoaching


Need on-site technical supportNeed on-site technical support– Set upSet up– Trouble-shootTrouble-shoot– Fix machinesFix machines– Thorough and timelyThorough and timely


Enlist students as “resident experts”Enlist students as “resident experts”– Student Technology Service Program in Student Technology Service Program in

Olympia WashingtonOlympia Washington– American Technological Honor SocietyAmerican Technological Honor Society

External resourcesExternal resources– U.S. Tech Corps (community members)U.S. Tech Corps (community members)

Campus collective resumeCampus collective resume– A database of tech capabilitiesA database of tech capabilities

Administration and Community Administration and Community BackingBacking

When administrators are at ease When administrators are at ease with technology, they become with technology, they become supporters of technology supporters of technology integration activities instead of integration activities instead of opponentsopponents

OTA, 1995, p. 153


Administrators need to offer Administrators need to offer active leadership for changeactive leadership for change

– Allow teachers to explore and fail Allow teachers to explore and fail as they attempt to acquire new as they attempt to acquire new tools, content and approachestools, content and approaches

– Understand time constraints Understand time constraints teachers are facingteachers are facing

– Release from some professional Release from some professional obligationsobligations


Administrators…Administrators…– Provide incentives and rewardsProvide incentives and rewards

Pay increasesPay increases Pleasant and well-equipped facilitiesPleasant and well-equipped facilities MaterialsMaterials Access to course credit for PDAccess to course credit for PD Technological/pedagogical assistanceTechnological/pedagogical assistance

– Share responsibility for supporting Share responsibility for supporting PD with teacher leadersPD with teacher leaders


Administrators…Administrators…– Should learn alongside teachers, setting Should learn alongside teachers, setting

tone for community leaderstone for community leaders– Be able to recognize progress as Be able to recognize progress as

teachers work to implement new tools teachers work to implement new tools and approachesand approaches

– Make informed decisions concerning mMake informed decisions concerning m Material disbursalMaterial disbursal Release timeRelease time Other assistanceOther assistance


Administrator support critical when Administrator support critical when enlisting community and parental enlisting community and parental support giving teachers permission support giving teachers permission to explore new methods of to explore new methods of teachingteaching

Difficult for change to be sustained Difficult for change to be sustained over time without supportover time without support

Time for Learning and Time for Learning and CollaboratingCollaborating

Time in front of the class is Time in front of the class is NOTNOT the the only valid user of a teacher’s timeonly valid user of a teacher’s time

Teachers need adequate release timeTeachers need adequate release time– PlanningPlanning– Collaborative work with colleaguesCollaborative work with colleagues– Access to consultantsAccess to consultants– Visiting other classesVisiting other classes– Evaluating innovations and new practicesEvaluating innovations and new practices

NECTL, 1994, p. 17

Time for Learning and Time for Learning and CollaboratingCollaborating

Teachers need timeTeachers need time– To master new technology toolsTo master new technology tools– To develop meaningful contextsTo develop meaningful contexts– To keep up with upgrades to rapidly To keep up with upgrades to rapidly

evolving software and hardwareevolving software and hardware Time is “rated one of the most Time is “rated one of the most

problematic barriers to problematic barriers to technology use in schools”technology use in schools”

OTA, 1995, p. 131

SustainabilitySustainability

Change evolves over a course of Change evolves over a course of years, not semesters or weeksyears, not semesters or weeks

Five years can easily be a minimum Five years can easily be a minimum for large-scale technology infusion to for large-scale technology infusion to reach initial goalsreach initial goals

Temper expectationsTemper expectations ““Seed” initiatives need to be Seed” initiatives need to be

maintained beyond the initial burst of maintained beyond the initial burst of new activitynew activity

OTA, 1995

PD ApproachesPD Approaches

Formal ProcessesFormal Processes– Workshops and classesWorkshops and classes

Informal and Job-Embedded Informal and Job-Embedded ProcessesProcesses

– InquiryInquiry– ObservationObservation– MentoringMentoring

PD ApproachesPD Approaches

Informal and Job-Embedded ProcessesInformal and Job-Embedded Processes– Working alongside a curriculum integration Working alongside a curriculum integration

specialist or technology specialistspecialist or technology specialist– Use of learning or demonstration centerUse of learning or demonstration center– Teacher collaborativesTeacher collaboratives– Partnerships with universities and Partnerships with universities and

businessesbusinesses– Other ways of supporting informal learningOther ways of supporting informal learning

Ways Technologies Support the Ways Technologies Support the Process of PDProcess of PD

Distance learning: expanding Distance learning: expanding opportunities for courses and opportunities for courses and workshopsworkshops

– ConvenienceConvenience– Immediate applicationImmediate application– Professional associationProfessional association– Professional growthProfessional growth– EconomyEconomy– Choice Choice

Ways Technologies Support the Ways Technologies Support the Process of PDProcess of PD

Using video and integrated media to Using video and integrated media to improve teachingimprove teaching

– To develop a clearer view of their To develop a clearer view of their students’ understandingstudents’ understanding

– To examine his or her own role in the To examine his or her own role in the classroomclassroom

– To make sense of what students are To make sense of what students are currently thinking, in order to plan for currently thinking, in order to plan for the next day’s lesson the next day’s lesson

Electronic communities of learners: Electronic communities of learners: expanding the network baseexpanding the network base

Professional Professional DevelopmentDevelopment

professional development tobye rae nelson april 20, 2005 cecs 6220

Documents

vision of technology

use of technology

facilitator of learning

informal learning experiences

inquirybased learning

emergeenabling teachers

professional career

empowering toolempower