BRIDGE Generic or Kitchen Sink PPT Instructions for use

1. BRIDGE “Generic” or “Kitchen Sink” PPTInstructions for use This PPT contains slides on a variety of aspects of the BRIDGE: background, resources, communities, tour, a microlab activity, use with different groups, calls for help/participation, etc. IMPORTANT: review ENTIRE slide show and hide or delete those slides (including this one) that you do not wish to use. “Hide Slide” is found underneath the “Slide Show” menu. If you’d like to make handouts of your presentation, be sure to unselect the “Print hidden slides” option on the print window. The notes sections contain additional information or ideas for modifications Some slides contain builds and animations. Practice running the PPT first to see where they occur. Be aware that fonts display differently on different computers. We have tried to keep to the standards, but if something goes wacky, you may have to change it yourself. Let us know if this happens and on which slide(s) Feel free to modify, switch order, add slides, etc. as appropriate for your audience. Please let us know when/where you’ve used this and send any suggestions for improvement to bridgega@uga.edu

2. The BRIDGE Building Resources: Induction and Development for Georgia Educators Insert movie on slide after this Take off “GSTEP Initiative” Double check slide headings Cut verbage (see slide) Update screen shotsInsert movie on slide after this Take off “GSTEP Initiative” Double check slide headings Cut verbage (see slide) Update screen shots

3. BRIDGEBuilding Resources: Induction and Development for Georgia Educators What is the BRIDGE? The mission of the BRIDGE: To support teachers in their professional growth through shared online resources and connections To provide a venue for teacher and teacher educator expertise To promote better teaching through collaborative learning.

4. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Origins of the BRIDGE Georgia Systemic Teacher Education Program (GSTEP) Vision: Reconceptualize teacher education, connecting Arts & Sciences, teacher education, and induction experience into cohesive whole

5. BRIDGEBuilding Resources: Induction and Development for Georgia Educators BRIDGE Underpinnings:The Georgia Framework for Teaching Georgia’s adopted definition of quality teaching (2005) Six domains, each with multiple indicators Content & Curriculum Knowledge of Students and their Learning Planning & Instruction Learning Environments Assessment Professionalism Being woven into multiple initiatives, teacher prep, etc. “Show me” The BRIDGE began as an outgrowth of the expressed need by new teachers to “show me” how to reach the levels of teaching described in the Georgia Framework for Teaching. Development was funded out of a U.S. Department of Education grant between the University of Georgia, Valdosta State University, and Albany State University. Since July of 2007, it has been funded by the Georgia Professional Standards Commission.The BRIDGE began as an outgrowth of the expressed need by new teachers to “show me” how to reach the levels of teaching described in the Georgia Framework for Teaching. Development was funded out of a U.S. Department of Education grant between the University of Georgia, Valdosta State University, and Albany State University. Since July of 2007, it has been funded by the Georgia Professional Standards Commission.

6. BRIDGEBuilding Resources: Induction and Development for Georgia Educators The BRIDGE: “Show Me” the Framework Principles for Induction of Educators, developed by GSTEP Induction Team Framework for Accomplished Teaching describes the knowledge, skills and abilities of an idealized “accomplished teacher”…no one person, no matter how experienced will have ALL of these attributes From the Framework, Beginning Teacher questions were developed and tested The BRIDGE is organized to ANSWER these questions. (Note: Click the left mouse button to show each of the three components of the illustration on this slide.) BIG IDEAS of both the Georgia Framework for Teaching and the BRIDGE: Teacher improvement What is it that accomplished teachers should know and be able to do Learning is lifelong Teachers have knowledge and experiences that tend to reside only in their classroom or their bookshelf BRIDGE as a metaphor for a journey or career span as well as continual learning and improvementPrinciples for Induction of Educators, developed by GSTEP Induction Team Framework for Accomplished Teaching describes the knowledge, skills and abilities of an idealized “accomplished teacher”…no one person, no matter how experienced will have ALL of these attributes From the Framework, Beginning Teacher questions were developed and tested The BRIDGE is organized to ANSWER these questions. (Note: Click the left mouse button to show each of the three components of the illustration on this slide.) BIG IDEAS of both the Georgia Framework for Teaching and the BRIDGE: Teacher improvement What is it that accomplished teachers should know and be able to do Learning is lifelong Teachers have knowledge and experiences that tend to reside only in their classroom or their bookshelf BRIDGE as a metaphor for a journey or career span as well as continual learning and improvement

7. BuildingConnections toResources BuildingConnections toTeachers

8. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Building Connections to Resources Peer-reviewed resources connected to the Framework and Teacher Questions Links to existing web pages Documents created by teachers Multiple search paths Keyword Teacher questions Georgia Framework for Teaching Personalized Bookmarks Long term goal: Amazon type system Goal: Answer teacher’s questions within 2 clicks

9. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Domain Boundedness Quality Assurance Process Editors both by Domain and Content Areas (13 Editor positions) Submitted resources assigned at least two reviewers who review against QA criteria Editor has final say over what gets published Editor indicates when resource should be re-reviewed 46% Acceptance Rate

10. BRIDGEBuilding Resources: Induction and Development for Georgia Educators What makes the BRIDGE resources unique? Articles Checklists Essays, letters and opinion pieces Examples of classroom practice Examples of student work Solutions to problems Reviews of other materials Testimonials and teachers’ stories Case Studies Tools Much more!

11. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Demo of BRIDGE Resources If you have a live internect connection: Link in this slide opens up the BRIDGE in a web browser. We suggest that you actually have the web browser already up and running and pointed to http://www.teachersbridge.org prior to starting the ppt (to save time). You will want to hide or delete slides 12-15. If a live demo is not an option: Hide or delete this slide and use slides 12-15 (screen captures) to show the resources section of the BRIDGE. If you have a live internect connection: Link in this slide opens up the BRIDGE in a web browser. We suggest that you actually have the web browser already up and running and pointed to http://www.teachersbridge.org prior to starting the ppt (to save time). You will want to hide or delete slides 12-15. If a live demo is not an option: Hide or delete this slide and use slides 12-15 (screen captures) to show the resources section of the BRIDGE.

12. Opening Screen

13. My BRIDGE(personalized entry)

14. Search Options Multiple search paths: Keyword search Advanced search (limiting by audience, media type, etc.) Browse the Frameork (browse by the Georgia Framework for Teaching, but crosswalks to CLASS Keys, Danielson, and others are available) What’s your Question? (use keywords to identify questions that the BRIDGE is attempting to address)Multiple search paths: Keyword search Advanced search (limiting by audience, media type, etc.) Browse the Frameork (browse by the Georgia Framework for Teaching, but crosswalks to CLASS Keys, Danielson, and others are available) What’s your Question? (use keywords to identify questions that the BRIDGE is attempting to address)

15. Search Results Note: Resources are completely available even if the user has not logged in. Registration is not required for use of resources. Registering for the BRIDGE and logging in allows the user to bookmark resources to their “My BRIDGE” page, add comments to resources, and participate in the Communities area.Note: Resources are completely available even if the user has not logged in. Registration is not required for use of resources. Registering for the BRIDGE and logging in allows the user to bookmark resources to their “My BRIDGE” page, add comments to resources, and participate in the Communities area.

16. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Connection to CLASS Keys CLASS Keys Built on five strands Curriculum & Planning Standards-Based Instruction Assessment of Student learning Student Achievement Professionalism The BRIDGE Resources organized around Georgia Framework for Teaching’s six domains Content and Curriculum Knowledge of Students and their Learning Classroom Environments Assessment Planning and Instruction Professionalism CLASS Keys are the emerging teacher evaluation program coming out of the Georgia Department of Education (Teacher Quality area). The Georgia Framework for Teaching was a base document for CLASS Keys. We recognize that CLASS Keys will become the defacto language around teaching in Georgia and have PDF crosswalks available on the BRIDGE now (Browse by Framework page and in the BRIDGE Library). We are also in the process of revamping the BRIDGE to be able to search and submit resources based on the CLASS Keys in addition to the Georgia Framework for Teaching. CLASS Keys are the emerging teacher evaluation program coming out of the Georgia Department of Education (Teacher Quality area). The Georgia Framework for Teaching was a base document for CLASS Keys. We recognize that CLASS Keys will become the defacto language around teaching in Georgia and have PDF crosswalks available on the BRIDGE now (Browse by Framework page and in the BRIDGE Library). We are also in the process of revamping the BRIDGE to be able to search and submit resources based on the CLASS Keys in addition to the Georgia Framework for Teaching.

17. BuildingConnections toResources BuildingConnections toTeachers

18. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Offer school, content or interest based groupings Connect beginning teachers with experienced teachers Reflect on teaching Offer immediate support Include rather than isolates Provide focused, structured activities Build collegiality Communities & Groups on the BRIDGE

19. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Professional Learning Model: Critical Friends Groups Based on Critical Friends Group (CFG) model of professional learning Successful, face-to-face teacher learning community model Focused on work-based problems or dilemmas Utilizes conversation protocols Facilitator led, participant driven More information: National School Reform Facultyhttp://www.nsrfharmony.org Technology Currently, discussion board & chat based Long-term, 2-way audio, video options

20. BRIDGEBuilding Resources: Induction and Development for Georgia Educators An Example Protocol Consultancy - used to address a dilemma (1 hr) Presentation of dilemma (5 min) Clarifying questions (10 min) Probing questions (10 min) Group discussion (20 min) Presenter response/reflection (10 min) Debrief of process (5 min)

21. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Advantages of CFG Approach Honors teachers’ time (timed-protocols) Honors teachers’ voices (facilitation, turn taking) Separates process (facilitator) from work (presenter) Separates work from the individual (group takes work on) Keeps focus on the work Variety of protocols to address adult work, student work, dilemmas, and learning from text

22. Communities Note: Since communities and groups often have limited access, we have found that for general audiences, it is just easier to use the screen captures to show off this functionality. Be aware that slides 23 & 25 (assuming you haven’t deleted any slides yet) have multiple builds to show off different aspects of chat and forum activity screens. Some of the following slides discuss issues and solutions for conducting forum- and chat-based activities. Unless your audience are facilitators or others interested in facilitation in these environments, we suggest hiding or deleting those slides.Note: Since communities and groups often have limited access, we have found that for general audiences, it is just easier to use the screen captures to show off this functionality. Be aware that slides 23 & 25 (assuming you haven’t deleted any slides yet) have multiple builds to show off different aspects of chat and forum activity screens. Some of the following slides discuss issues and solutions for conducting forum- and chat-based activities. Unless your audience are facilitators or others interested in facilitation in these environments, we suggest hiding or deleting those slides.

24. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Conducting Forum-Based Protocols Issues Easy for people to forget to participate Takes a long time to complete People feel disconnected Energy of group activity is often lost Strategies to address Communication - send reminders at each step in protocol Facilitator posts first each step Facilitator participates more than normal - prodding, extending, connecting comments

26. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Conducting Chat-Based Protocols Issues Discussion can get scattered Difficulty in moving from one step to another Typing is slow Conversation moves too quickly to capture everything Strategies to address Adoption of norms and interaction conventions (next slide) Facilitator and presenter in different colors Chat logs saved Use of facilitator pre-developed scripts

27. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Chat Interaction Conventions When conducting an activity via chat, perfection in typing is not required. We let go of typos, capitalization errors and spelling mistakes. The facilitator and presenter put their comments in bold color so they stand out. Please pay special attention when you see these comments enter the chat field. Keep typewritten statements short (one line, max). Use “…” at the end of your statement to indicate you have more coming. This helps the conversation move along and keeps others from “interrupting” you. Similarly, conclude your thoughts with “///.” This lets everyone else know that you are done. It may be useful to institute a hand-raising policy for conversation cohesiveness. If the facilitator wishes to do this, type “?” to let them know you have a question or comment, then wait until you are called on to send your question (you can go ahead and type it in the chat box, but wait to hit send until called on).

28. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Future? Audio capabilities to chat Virtual classroom settings (Elluminate, Horizon Wimba) Video conferencing

29. BRIDGEBuilding Resources: Induction and Development for Georgia Educators What’s next? We need your brainpower! Interactive session with a structured, facilitated conversation - like we use on the BRIDGE Lead in to a Microlab activity. The Microlab is a 15-25 minute activity (adjust amount of “air time” to adjust total time) and can be modified to suit any audience or deleted entirely. Microlab Directions Groups of three (number off) 1st round/question A minute to think… Number ones start. 90 seconds of air time - others listen (don’t interrupt, agree or share your stories). We will call time. Repeat for each person in group. 2nd and 3rd rounds/questions Repeat as above but start with 2nd / 3rd person. Please jot down notes for each other - report out at the end Lead in to a Microlab activity. The Microlab is a 15-25 minute activity (adjust amount of “air time” to adjust total time) and can be modified to suit any audience or deleted entirely. Microlab Directions Groups of three (number off) 1st round/question A minute to think… Number ones start. 90 seconds of air time - others listen (don’t interrupt, agree or share your stories). We will call time. Repeat for each person in group. 2nd and 3rd rounds/questions Repeat as above but start with 2nd / 3rd person. Please jot down notes for each other - report out at the end

30. BRIDGEBuilding Resources: Induction and Development for Georgia Educators How Can the BRIDGE Support You and Your Teachers? Microlab Groups of three (number off) 1st round/question A minute to think… Number ones start. 60 seconds of air time - others listen (don’t interrupt, agree or share your stories). We will call time. Repeat for each person in group. Share with large group 2nd and 3rd rounds/questions Repeat as above but start with 2nd / 3rd person. Please jot down notes for each other - report out at the end The Microlab is a 15-25 minute activity (adjust amount of “air time” to adjust total time) and can be modified to suit any audience or deleted entirely. Microlab Directions Groups of three (number off) 1st round/question A minute to think… Number ones start. 60 seconds of air time - others listen (don’t interrupt, agree or share your stories). We will call time. Repeat for each person in group. Share with large group (This is actually optional at this point. You can wait until all three rounds are concluded if you wish. If so, you will want to move some slides around) 2nd and 3rd rounds/questions Repeat as above but start with 2nd / 3rd person. Please jot down notes for each other - report out at the endThe Microlab is a 15-25 minute activity (adjust amount of “air time” to adjust total time) and can be modified to suit any audience or deleted entirely. Microlab Directions Groups of three (number off) 1st round/question A minute to think… Number ones start. 60 seconds of air time - others listen (don’t interrupt, agree or share your stories). We will call time. Repeat for each person in group. Share with large group (This is actually optional at this point. You can wait until all three rounds are concluded if you wish. If so, you will want to move some slides around) 2nd and 3rd rounds/questions Repeat as above but start with 2nd / 3rd person. Please jot down notes for each other - report out at the end

31. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Question 1:How can you see the BRIDGE being used by teachers? The Microlab is a 15-25 minute activity (adjust amount of “air time” to adjust total time) and can be modified to suit any audience or deleted entirely. Alternative text for teacher educators: How can you see the BRIDGE being used in teacher education? Alternative text for mentors and teacher leaders: How can you see the BRIDGE being used by mentors and teacher leaders? Microlab Directions Groups of three (number off) 1st round/question A minute to think… Number ones start. 60 seconds of air time - others listen (don’t interrupt, agree or share your stories). We will call time. Repeat for each person in group. Share with large group (This is actually optional at this point. You can wait until all three rounds are concluded if you wish. If so, you will want to move some slides around) 2nd and 3rd rounds/questions Repeat as above but start with 2nd / 3rd person. Please jot down notes for each other - report out at the endThe Microlab is a 15-25 minute activity (adjust amount of “air time” to adjust total time) and can be modified to suit any audience or deleted entirely. Alternative text for teacher educators: How can you see the BRIDGE being used in teacher education? Alternative text for mentors and teacher leaders: How can you see the BRIDGE being used by mentors and teacher leaders? Microlab Directions Groups of three (number off) 1st round/question A minute to think… Number ones start. 60 seconds of air time - others listen (don’t interrupt, agree or share your stories). We will call time. Repeat for each person in group. Share with large group (This is actually optional at this point. You can wait until all three rounds are concluded if you wish. If so, you will want to move some slides around) 2nd and 3rd rounds/questions Repeat as above but start with 2nd / 3rd person. Please jot down notes for each other - report out at the end

32. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Go-Round Report Outs Depending on the situation, you may wish to do this step between rounds, after the last round, or delete it entirely. Be sure to debrief the process of the Microlab. Question prompts might be: How did this feel? How was this different from a normal conversation? What might have helped the process go smoother? etc. Depending on the situation, you may wish to do this step between rounds, after the last round, or delete it entirely. Be sure to debrief the process of the Microlab. Question prompts might be: How did this feel? How was this different from a normal conversation? What might have helped the process go smoother? etc.

33. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Question 2: How can we (the BRIDGE Team) strengthen alignment of the BRIDGE to the work of teachers? The Microlab is a 15-25 minute activity (adjust amount of “air time” to adjust total time) and can be modified to suit any audience or deleted entirely. Alternative text for teacher educators: How can we (the BRIDGE Team) strengthen alignment of the BRIDGE to the work of teacher education? Alternative text for mentors and teacher leaders: How can we (the BRIDGE Team) strengthen alignment of the BRIDGE to the work of mentors and teacher leaders? Microlab Directions Groups of three (number off) 1st round/question A minute to think… Number ones start. 60 seconds of air time - others listen (don’t interrupt, agree or share your stories). We will call time. Repeat for each person in group. Share with large group (This is actually optional at this point. You can wait until all three rounds are concluded if you wish. If so, you will want to move some slides around). 2nd and 3rd rounds/questions Repeat as above but start with 2nd / 3rd person. Please jot down notes for each other - report out at the endThe Microlab is a 15-25 minute activity (adjust amount of “air time” to adjust total time) and can be modified to suit any audience or deleted entirely. Alternative text for teacher educators: How can we (the BRIDGE Team) strengthen alignment of the BRIDGE to the work of teacher education? Alternative text for mentors and teacher leaders: How can we (the BRIDGE Team) strengthen alignment of the BRIDGE to the work of mentors and teacher leaders? Microlab Directions Groups of three (number off) 1st round/question A minute to think… Number ones start. 60 seconds of air time - others listen (don’t interrupt, agree or share your stories). We will call time. Repeat for each person in group. Share with large group (This is actually optional at this point. You can wait until all three rounds are concluded if you wish. If so, you will want to move some slides around). 2nd and 3rd rounds/questions Repeat as above but start with 2nd / 3rd person. Please jot down notes for each other - report out at the end

34. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Go-Round Report Outs Depending on the situation, you may wish to do this step between rounds, after the last round, or delete it entirely. Be sure to debrief the process of the Microlab. Question prompts might be: How did this feel? How was this different from a normal conversation? What might have helped the process go smoother? etc. Depending on the situation, you may wish to do this step between rounds, after the last round, or delete it entirely. Be sure to debrief the process of the Microlab. Question prompts might be: How did this feel? How was this different from a normal conversation? What might have helped the process go smoother? etc.

35. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Question 3:How can we encourage both use of and contribution to the BRIDGE by teachers educators and graduates of their programs? The Microlab could be modified to suit any audience or deleted entirely Alternative text for teacher educators: How can we encourage both use of and contribution to the BRIDGE by teachers educators and graduates of their programs? Alternative text for mentors and teacher leaders: How can we encourage both use of and contribution to the BRIDGE by teachers mentors and teacher leaders? The Microlab is a 15-25 minute activity (adjust amount of “air time” to adjust total time) and can be modified to suit any audience or deleted entirely. Microlab Directions Groups of three (number off) 1st round/question A minute to think… Number ones start. 60 seconds of air time - others listen (don’t interrupt, agree or share your stories). We will call time. Repeat for each person in group. Share with large group (This is actually optional at this point. You can wait until all three rounds are concluded if you wish. If so, you will want to move some slides around) 2nd and 3rd rounds/questions Repeat as above but start with 2nd / 3rd person. Please jot down notes for each other - report out at the endThe Microlab could be modified to suit any audience or deleted entirely Alternative text for teacher educators: How can we encourage both use of and contribution to the BRIDGE by teachers educators and graduates of their programs? Alternative text for mentors and teacher leaders: How can we encourage both use of and contribution to the BRIDGE by teachers mentors and teacher leaders? The Microlab is a 15-25 minute activity (adjust amount of “air time” to adjust total time) and can be modified to suit any audience or deleted entirely. Microlab Directions Groups of three (number off) 1st round/question A minute to think… Number ones start. 60 seconds of air time - others listen (don’t interrupt, agree or share your stories). We will call time. Repeat for each person in group. Share with large group (This is actually optional at this point. You can wait until all three rounds are concluded if you wish. If so, you will want to move some slides around) 2nd and 3rd rounds/questions Repeat as above but start with 2nd / 3rd person. Please jot down notes for each other - report out at the end

36. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Go-Round Report Outsand Debrief Depending on the situation, you may wish to do this step between rounds, after the last round, or delete it entirely. Be sure to debrief the process of the Microlab. Question prompts might be: How did this feel? How was this different from a normal conversation? What might have helped the process go smoother? etc. Depending on the situation, you may wish to do this step between rounds, after the last round, or delete it entirely. Be sure to debrief the process of the Microlab. Question prompts might be: How did this feel? How was this different from a normal conversation? What might have helped the process go smoother? etc.

37. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Using the BRIDGE as Teachers Quickly find credible resources about teaching and learning Submit your own resources Become a reviewer Publish your own work Participate in or begin your own professional learning community

38. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Using the BRIDGE as Mentors Suggest resources to mentees as issues arise Set up a BRIDGE Group with one or several mentees Meet together in a BRIDGE Community/Group to discuss in real time using chat Use CFG Protocols/Activities to explore teacher work, student work, and dilemmas

39. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Using the BRIDGE in Teacher Education Connect students to credible and reviewed resources Use for student assignments Finding resources Submitting resources around topics Using the Georgia Framework for Teaching and associated Teacher Questions as writing and research prompts Become a reviewer Publish your own work

40. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Professional Development Efforts Georgia State University/NCTAF project - funded by Wachovia Foundation Focus: Support induction teachers from GSU in local PDSs Grant project we were a partner too from 2005-2007Grant project we were a partner too from 2005-2007

41. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Professional Development Efforts Fulton County “Starting Strong” Program Focus: Support induction teachers in Fulton County Schools 2007-20092007-2009

42. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Take-aways to Date “People systems” are ultimately more difficult to maintain than the technical ones Conducting protocol-driven, CFG activities is certainly possible in various online environments Facilitation is more difficult: process, technology, and the process via the technology Using chat interaction conventions is key Pace is too fast for some, too slow for others Participant engagement and focus needs encouragement It’s not the same as f2f, but it does offer a reasonable alternative

43. BRIDGEBuilding Resources: Induction and Development for Georgia Educators The BRIDGE Editors Elaine J. Adams, Ph.D.Career and Technical EducationUniversity of Georgia Paul BlaisScienceClarke County Schools Vallye Blanton, Ph.D.ProfessionalismValdosta St. University Tracie Costantino, Ph.D.Fine ArtsUniversity of Georgia Eric HastyLanguage ArtsUniversity of Georgia Patti McWhorter, Ph.D.AssessmentClarke County Schools (Ret)Piedmont College Betty MillerSpecial EducationReinhard College David Monetti, Ph.D.Knowledge of Students and their LearningValdosta State University Peter Swanson, Ph.D.Foreign LanguageGeorgia State University The BRIDGE Editors as of March 2009 We are seeking Editors for the following positions: Learning Environments Social Studies Math Technology Integration Please contact us at bridgega@uga.edu if you are interested in learning more about being a BRIDGE Editor.The BRIDGE Editors as of March 2009 We are seeking Editors for the following positions: Learning Environments Social Studies Math Technology Integration Please contact us at bridgega@uga.edu if you are interested in learning more about being a BRIDGE Editor.

44. BRIDGEBuilding Resources: Induction and Development for Georgia Educators The BRIDGE Advisory Board David Hill - PSC Maggie Bowden - Professional Development Cindi Chance - COEs/Higher Education Glenda Copeland - SEDL / State initiatives Angie Davis - Title II Programs Kathleen DeMarrais - UGA / COE Administration Ginny Elliot - PSC / Master Teacher Program Stephanie Gordy - RESAs Stephanie Haynes - Academic Coaches / Master Teachers Tom Higgins - PSC / Master Teachers Sheila Jones - BOR Veta New - DOE / Teacher Quality Keith Porter - GACIS / District Administration Leigh Ann Putman - GaSDC / RESAs Bill Ware - GATE / Private COEs BRIDGE Advisory Board as of March 2009 Each member and the group/constituency they representBRIDGE Advisory Board as of March 2009 Each member and the group/constituency they represent

45. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Ways We Would Like to Work with You Better understand how the BRIDGE can be aligned with the work and needs of teachers Better understand how the BRIDGE might support you in your work Help us identify teacher leaders who have expertise to share Help us promote the BRIDGE to your teachers and administrators Explore specific small scale pilot projects in-depth topic exploration with a group of teachers resulting in submissions (PLU credit) hosting online learning communities, training CFG / online facilitators (capacity building) Explore ways we can support your long-term vision for professional learning in Georgia

46. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Call for Submissions We need your expertise! What have you done that you’re proud of? What resources do you find particularly useful? What are your thoughts/reflections about teaching? Consider submitting to the BRIDGE! Log onto the BRIDGE and under “My BRIDGE,” click “Submit Resource” in upper right hand corner.

47. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Call for Reviewers Help improve and grow the BRIDGE by volunteering to be a reviewer Done completely online You can set the number of reviews you do per month Log onto the BRIDGE and under “My BRIDGE,” select “Volunteer” in the upper right hand corner

48. BRIDGEBuilding Resources: Induction and Development for Georgia Educators Call for Editors We are looking for highly qualified teachers, instructional coaches, teacher educators, etc. to be Editors for the BRIDGE. Editors assign reviewers and make the ultimate decision about what should and shouldn’t be on the BRIDGE. Curricular or general focus Contact Sean Hendricks at shendric@uga.edu or bridgega@uga.edu for further information.

49. BRIDGEBuilding Resources: Induction and Development for Georgia Educators How do I access the BRIDGE? You can find the BRIDGE at www.teachersbridge.org Once you get there, feel free to search our resources or browse the community section. Click on “Info” or “Information Center” at any time for information on how to use the BRIDGE, how to register, and how to search and submit resources. Free! (Registration not required, but helpful) (You can click the web address in the slide to be taken to the BRIDGE.)(You can click the web address in the slide to be taken to the BRIDGE.)

50. BRIDGEBuilding Resources: Induction and Development for Georgia Educators For questions or further information, contact: bridgega@uga.edu