No Teacher LEFT BEHIND

By Valerie Hillhouse-ShokesThesis Committee: Dr. Katherine Hayden & Dr. Joan Hanor

A Professional Development Web Site

Key IdeaBrain Research

Brain research reveals that people learn best Brain research reveals that people learn best through authentic experiences in which the through authentic experiences in which the learner constructs his/her own knowledge learner constructs his/her own knowledge (Caine & Caine, 2006). (Caine & Caine, 2006).

oror

Key IdeaProfessional Development Strategies

There is a growing agreement that There is a growing agreement that professional development strategies should professional development strategies should incorporate teachers’ previous experiences, incorporate teachers’ previous experiences, actively engage teachers, happen over time, actively engage teachers, happen over time, link closely to the classroom, involve link closely to the classroom, involve practicing and applying what is learned, and practicing and applying what is learned, and contain opportunities for follow-up with contain opportunities for follow-up with colleagues (Wilson & Berne, 1999)colleagues (Wilson & Berne, 1999)

ProblemBackground

Collaboration in developing learning has Collaboration in developing learning has been shown to be a powerful tool. been shown to be a powerful tool.

Release time for collaboration can be an Release time for collaboration can be an expensive proposition. expensive proposition.

Time, money and locality issues can stand Time, money and locality issues can stand in the way of collaborative groups. in the way of collaborative groups.

SolutionThe NTLB Web site

UniqueUnique Self-directedSelf-directed Classroom-centered Classroom-centered Collaborative Collaborative Removes Barriers of Proximity & TimeRemoves Barriers of Proximity & Time Cost EfficientCost Efficient

Literature ReviewTeacher Collaboration in Professional Development

Need for CollaborationNeed for CollaborationSleegers, van den Berg, & Geijsel, 2000Sleegers, van den Berg, & Geijsel, 2000Young & Irving, 2005Young & Irving, 2005

Lesson Study ModelLesson Study ModelHiebert & Stigler, 2000 Hiebert & Stigler, 2000 Fernandez, Cannon, and Chokshi, 2003Fernandez, Cannon, and Chokshi, 2003

Professional Learning Communities (PLC)Professional Learning Communities (PLC)Little, 2002Little, 2002Wilson & Berne, 1999Wilson & Berne, 1999DuFour, 1997DuFour, 1997

Literature ReviewUse of Video to Inform Practice

Video ClubVideo ClubSherin and Han, 2004Sherin and Han, 2004

TIMSSTIMSS Heibert and Stigler, 2000 Heibert and Stigler, 2000

Teacher-to-Teacher InitiativeTeacher-to-Teacher InitiativeU.S. Department of Education, 2006U.S. Department of Education, 2006

Video ClassroomVideo ClassroomU.S. Department of Education, 2006U.S. Department of Education, 2006

Videotaping Classroom PracticeVideotaping Classroom PracticeEckart & Gibson, 1993 Eckart & Gibson, 1993

Literature ReviewProtocols for Critical Observation

Pre-observation:Pre-observation: Sherina nd Hann, 2004; Sherina nd Hann, 2004; Northwest Regional Education Laboratory, 2005 Northwest Regional Education Laboratory, 2005

Observation:Observation: Heibert and Stigler, 2000; Heibert and Stigler, 2000; Fernandez, Cannon, & Chokshi, 2003Fernandez, Cannon, & Chokshi, 2003

Post-observation:Post-observation: Harrison, Lawson, & Wortley, Harrison, Lawson, & Wortley, 2005; Fernandez, Cannon, & Chokshi, 20032005; Fernandez, Cannon, & Chokshi, 2003

Observer Feedback:Observer Feedback: Heibert and Stigler, 2000 Heibert and Stigler, 2000 Next Steps:Next Steps: University of Minnesota, 2006 University of Minnesota, 2006

Methodology

DesignDesign SettingSetting ParticipantsParticipants MaterialsMaterials Procedure for Web Site Prototype DesignProcedure for Web Site Prototype Design

ProjectManual for Use

IntroductionIntroduction RolesRoles MaterialsMaterials Before Getting Started: Things to KnowBefore Getting Started: Things to Know Tips for Maximizing Professional DevelopmentTips for Maximizing Professional Development For AccomplicesFor Accomplices For LeadersFor Leaders How to Use the NTLB Web siteHow to Use the NTLB Web site Protocols for Critical ObservationProtocols for Critical Observation AppendixesAppendixes

ProjectFlow Chart: Initial Page

ProjectFlow Chart: Terms-of-Use

Terms-of- UseText from terms of use….

I agree to the terms-of-use

I do NOT agree to the terms-of-use

  

Informed Consent PolicyText from informed consent policy….

I agree to the informed consent policy

I do NOT agree to the informed consent policy

Thank you for visiting 

No Teacher Left BehindA Professional Development Web Site

  You have not agreed to the terms-of-use or the informed consent policy. Therefore you are not authorized to use this site. If you were directed to this page in error, please attempt to log on

again. If you are experiencing trouble logging on, please contact the Hosts at _____________.

ProjectFlow Chart: Main PageHOME Terms-

of-UseInformed Consent

User’s Manual

Tutorials Forms Contact Hosts Search

 No Teacher Left Behind

A Professional Development Web Site

 

 Welcome ______________________________________ 

Log off / Log on

Existing How do I use this site?Work Groups

What do I need to get started?

See an example of a collaboration

Create a workgroup

ProjectFlow Chart: Work Group PageHOME Terms-

of-UseInformed Consent

User’s Manual

Tutorials Forms Contact Hosts Search

 No Teacher Left Behind

A Professional Development Web Site  Workgroup __________________ Grade _________ Site _________ Log off / Log on

PurposeGoal

Tips

ExampleLesson

Upload

Create/EditVideo

Post

Reflection 1

Peer Feedback

Reflection 2

Next Steps

Summary

ImportanceImportance BenefitsBenefits DiscussionDiscussion Next StepsNext Steps RecommendationsRecommendations