Date post: | 18-Jan-2016 |
Category: |
Documents |
Upload: | gladys-henry |
View: | 218 times |
Download: | 0 times |
Before we introduce ourselves we would like to get to know you!
Squiggles and Squares Activity
Formerly called OPEN (Online Professional Education Network)
• Nearly 50,000 enrollments
• Over 500,000 Act 48 hours reported
• Governor’s Commission on Preparing America’s Teachers
• PSEA Seal of Recognition
• Graduate credit and Master’s degrees through Wilkes University
• 350 CFF and Project 720 Schools and 100 Reading First schools
• Classrooms for the Future
PDE AlignmentOne Professional Development System to Satisfy Multiple Initiatives/Mandates:
• Project 720
• Act 48 Continuing Professional Education Requirements
• Induction/Mentoring
• Title I • Title II
• School Improvement
• Coaching
• Reading First
• Teacher Evaluation forms 426, 427 and 428
• Teacher Certification Level I to Level II
Gess-Newsome, Blocher, Clark, Menasco, & Willis (2003). Technology infused professes ional development A
framework for development and analysis. Contemporary Issues in Technology and Teacher Education
“The integration of e-learning into professional development can have significant impact.”
What is the PDE Professional Development Requirement for CFF for the 2007-08 school year?
Turn and Talk
• Building principals : Complete the first 30 hour course The Need for Change by August, 2008.
• Teachers: Complete the Blended Study Group or Graduate Credit version of the first 30 hour course The Need for Change by August, 2008.
Teachers getting fully equipped rooms Teachers who receive some equipment
CFF PD Requirement
If you have teachers that are not PA certified but want or need to take the courses:
• Email [email protected]• Request Non-Pennsylvania Certified Account
Request Form• Return form with PO and learners information• Learner will receive and email with the
information facilitator will need to place in study group
System of online professional development courses are FREE to PA certified teachers
What it Is… What it is not…
• A framework for developing research-based effective practices
• Ongoing and sustained professional development with technology integration
• Active participation and collaboration
• Job embedded learning experiences within teacher’s classroom
• Action research• A means of determining
the effectiveness of an implementation
• Technology training• A one-shot workshop• Passive participation
What it Is… What it is not…
21st Century Teaching & Learning Series
Course 1: Teaching in the 21st Century – The Need for Change
Course 2: Teaching Authentic Mathematics in the 21st Century, orTeaching Authentic Science in the 21st Century, orTeaching Authentic Social Studies in the 21st Century, orTeaching Authentic Language Arts in the 21st Century
Course 3: Differentiated Instruction in the 21st Century Mathematics Classroom, orDifferentiated Instruction in the 21st Century Social Studies Classroom, orDifferentiated Instruction in the 21st Century Science Classroom, orDifferentiated Instruction in the 21st Century Language Arts Classroom
Course 4: Inquiry-Based Learning in the 21st Century Mathematics Classroom, or Inquiry-Based Learning in the 21st Century Social Studies Classroom, or Inquiry-Based Learning in the 21st Century Science Classroom, orInquiry-Based Learning in the 21st Century Language Arts Classroom
Course 5: Project-Based Learning in the 21st Century Mathematics Classroom, orProject-Based Learning in the 21st Century Social Studies Classroom, orProject-Based Learning in the 21st Century Science Classroom, orProject-Based Learning in the 21st Century Language Arts Classroom
Launch “eMBEDDED LEARNING Academy Model”
Launch “Academy Blended Study Group Model”
Embedded Learning Graduate Education in Partnership with
Wilkes University
Program Overview
• Facilitators are provided by Learning Sciences International.
Why is it a good idea to encourage the graduate version of the series?
• Coursework is scored by a graduate facilitator, so no monitoring is necessary on your part.
• Courses are job-embedded and performance-based, so you get more return on your tuition reimbursement dollars.
• No release time is necessary.
• The tuition rate per 3 graduate credits is only $1035.
• The courses count toward an innovative Master of Science in Education.
• Blended format is available as an option.
Break Time!
Please return to the correct breakout session room.
Teaching in the 21st Century – The Need for Change
Course Demonstration
Range of Instruction Practice Activity from Teaching in the 21st Century:
The Need for Change
Range of Instructional Practice Activity
Tools for Planning: LMS Roles and Responsibilities Proposed Timeline Course Outline Release Models Implementation Plan Guiding Questions Planning Guide: Communication Plan
What is a Learning Management System?
It is a web-based technology used to plan, implement, and
assess a specific learning process.
What does a Learning Management System do?
•Registers users•Tracks courses•Records data from individual learners•Tracks individual student progress•Records scores of quizzes•Tracks course completions•Delivers online content to learners
• Unlimited accounts (PA certified)
• Unlimited Manager privileges
• Unlimited Monitor privileges
• Unlimited Facilitator privileges
• Assign enrollments
• Monitor coursework
• Designate and manage facilitators
• View set reports
• Self-study and blended study group versions of 21st Century Teaching & Learning Series
• Self-study versions of the library of PDE-provided courses
• Create and manage discussions
PDE
District (Division)
District (Division)
District (Division)
What exactly is my district getting for free?
Determining LMS RolesPage 29
eMBEDDED LEARNING Website
Organization (PDE)
Division (School District)
Division Chief Administrator/Division Administrator
Enrollment Manager (Principal)
Facilitator
Learners (Study Groups)
Coordination of Roles:
Critical Sequence of Events for Learners to Begin Coursework
The following sequence of events is critical to be completed in the correct sequence in the Learning Management System (LMS) in order for learners to begin work in blended study groups within school districts. It requires coordination of efforts and should be considered as implementation is planned.
Step 1: All users (except Chief Administrator)
Create accounts in the eMBEDDED LEARNING ACADEMY LMS Step 2: Chief Administrator
Uses LMS to designate other system Administrators (if desired) Step 3: (Chief) Administrator
Uses the LMS to designate Enrollment Managers, Facilitators, and Monitors (principals)
Step 4: Enrollment Manager
Uses the LMS to: o Create study group(s) o Assign a facilitator to each study group o Assign learners to study groups o Release each group when it is ready
Step 5: Facilitator
Assumes control of the study group and uses the LMS to configure and release it
Step 6: Learners
Begin online coursework
Facilitators• Acts as a guide• Provides feedback• Support deadlines outlined by
the principal
• Facilitate community of professional practice
• Support teacher growth
• Build trust with teachers
Central Office and Principals
• Time for professional development
• Select quality facilitators• Set clear expectations for
learning and that monitoring will occur
• Accountability for implementing into practice
• Accountability for sustaining behaviors into practice
• Support teacher growth
• Build trust with teachers
Roles and Responsibilities for Professional Development
Selecting Facilitators:• Philosophical alignment with the series• Continuous learner• Organized, able to keep learners on task
and on schedule• Strong written and verbal communication
skills• Respected among peers• Content knowledge• Basic computer skills• Able to provide explicit feedback to learners
Launch “Phase 1/Year 1 Suggested Implementation Timeline”
Launch “In-service and Other Approved Activity Day Schedule”
Launch “8-Week Course Model”
Launch “13-Week Release Time Model”
Launch “23-Week Release Time Model”
Communication Plan: Who needs to know? How will you frame the program? How will you obtain ongoing
feedback and communication as the program is implemented?
How, when, and how often will the implementation team meet?
Lunch Time!
• Task: Review the planning guide on your
own. At your table review and discuss the
questions on the planning guide
Implementation Planning:
Launch “Phase 1/Year 1 Suggested Implementation Timeline”
Before You Can Begin to Monitor…• Request “Monitor” privilege from Chief
Administrator• Request to “View Assigned Reports” from
Chief Administrator• Reference Page 201-211 in training
manual
To Log into your Account or Create an Account for the
Embedded Learning Academy:
www.embeddedlearningacademy.comLogin button in top right hand corner
Launch eMBEDDED LEARNING Academy LMS Demonstration for
Monitors
Implementation Realities • School boards want to see a return on
investment-results• Central Office and Principals experience:
• The “Knowing-Doing Gap”• Restrictions on time and space • Initiative fatigue• Demands for targeted, purposeful and
authentic learning opportunities• Pressure to seek alternatives for professional
learning• Difficulties evaluating the impact of
professional learning
• Clear learning objectives: 4 percent of teachers• Worksheets: 52 percent• Lecture 31 percent• Monitoring with no feedback: 22 percent• Students required to speak in complete sentences: 0
percent• Evidence of assessment for learning: 0 percent• Evidence of bell to bell instruction: 0 percent• Fewer than one-half of students engaged: 82 percent (Learning 24/74, 2005)
From the Learning Leader by Doug Reeves
But…. Here are Some Startling Facts:The results of more than 1,500 classroom observations revealed the following:
Three Goals of Professional Development
• Foster change in teacher classroom practices
• Shift attitudes and beliefs• Change student outcomes
Building a Professional Development System
Take a moment to complete this survey and consider how your current professional
development programs meet these conditions.
Professional Development Activity
Supporting Improvements in Professional Practice
• Develop a common vocabulary, clear expectations, and shared understanding of effective practice with colleagues
• Access to all tools and resources for self-reflection
• Teacher growth through immediate and explicit feedback
• Develop their own professional growth plan
www.eMBEDDEDLEARNING.com
www.eMBEDDEDLEARNINGACADEMY.com
Graduate Programs
Free Accounts and Enrollments