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Provisions for Training and Professional Development

Provisions for Training and Professional Development. Florida Digital Instructional Materials Work Group November 13, 2012. 1. Our Charge

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Provisions for Training and Professional Development

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  1. Provisions for Training and Professional Development Florida Digital Instructional Materials Work Group November 13, 2012 1

  2. 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.

  3. 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 3

  4. 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

  5. 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

  6. 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

  7. 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

  8. 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 8

  9. 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)

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  11. 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 coach 11

  12. Start Simple • Easy to Use Apps • Build Confidence 12

  13. How Long? • Evidence suggests • 49-60 hours of initial training • 20-25 trials in the classroom • 8-10 weeks for initial adoption 13

  14. 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) 14

  15. Invite effective early adopters to guide others

  16. Need to share descriptions of successful implementation 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. 16

  17. 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

  18. Useful Frameworks • Stages of Concern (SoC) • Levels of Use (LoU) • Technological Pedagogical Content Knowledge (TPCK) • Technology Acceptance Model (TAM) • United Theory of Acceptance and Use of Technology (UTAUT) • Apple Classrooms of Tomorrow (ACOT) 19

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