Instructional+Technology+Specialists+Book+Study

=//Transform Classroom Practice: Professional Development Strategies//=

Please list discussion sessions held prior to the April 16th Coaching Workshop. Provide a summary of discussion. Each person should make one posting related to the reading conducted up to April 16th.

= Postings = The first three chapters of **//Transforming Classroom Practice - Professional Development Strategies in Educational Technology//** are background chapters about History, Adult Learning, and Organizational Development.

We all agreed that in earlier days, PD programs in educational technology have focused on the development of teacher competency in using specific hardware and software apps and programs. Today the models in this text focus on models that will increase a teacher's knowledge, skill and confidence in using tech tools in the learning environment. The new emphasis is improving teaching and learning, more so than technology use.
 * Chapter 1 - PD in Ed Tech (What we have learned so far?)**

The NSDC National Staff Development Council recommends that 25% of PD time be devoted to learning and collaborating with colleagues. We talked about how this is often times impossible with the schedules within our buildings and how we have often learned from colleagues in grad classes as well. Although there are a wide range of formats that have been used for ed tech pd, there is no one definitive model. The technology, in context, is very important. "In fact, a room that is designed for participants to talk, share techniques, and collaboratively pose and answer questions about their technology-enriched lessons can be of far greater value."

There is a review of theoretical support for ed tech pd - "Stages of Concern", CBAM (Concerns-based adoption model), Diffusion of innovations, Four-state professional renewal cycle, knowledge, attitude, skill, aspiration, and behavior, and new consensus model: Individual and collaborative inquiry.

PD Frameworks - we were interested to see our "Learning Walks model" listed as "Collaborative observation and analysis, a more involved model that may involve school visits, mentoring, peer coaching and critical friends." - This is something we may want to look at as we review/revise the Differenciated Supervision models that we are currently using.

Focus on Standards - Framework for 21st Century Learning - outlines the competencies for students to be digitally literate, inventive thinkers, effective communicators, and highly productive....but if teachers are not comfortable with competencies, we won't see fundamental changes.


 * There is a good chart on page 4 and 5 titled, Professional Development (PD) Model At a Glance. We will copy and share with ICs.

Chapter 2 Using Adult Learning Theory to Frame and Support PD (What should we know?)** This chapter addresses the needs for focus in professional development. When designing pd for adults the authors recommend that the following attributes of innovation are included: relative advantage - degree to which the new idea is perceived as better than the current practice; compatibilitily - degree to which the new idea is perceived as consistent with the existing practice; complexity - degree of difficulty that the new idea is perceived to have; triability - degree to which the new idea can be explored and experimented with first; observability - degree to which the results of the idea is accessible to others. Creating an "adult learning fit" is important.

This chapter stresses that effective leaders consider - developing a shared vision, focusing on what is best for students, and valuing curriculum mapping to ensure that technology is curriculum driven. (pg 44) Developing shared values and climate of trust, using collaboration and listening are essential elements. Establishing goals and expectations, collecting assessment data and articulating clear benefits of the outcome are all important for successful professional development. Professional learning in context will change classroom instruction.
 * Chapter 3 Establishing an Organinizational Climate for Successful Professional Development**

These chapters described specific models for professional development including programs under 'working with in-house leadership'; 'teacher development through peer coaching, learning circles, action release, networked communities'; and 'working with outside leaders and partners'. We found that most of these models were very specific to the schools and programs for which they were designed and grant funding that was available.
 * Ch 4 - 11**

This chapter stressed that change is an active process with three developmental levels: initiation (envisioning, designing, planning), implementation (managing program activities) and impact (summative evaluation and revisioning). Successful programs were those who included the change in policies and procedures as well as had the support of administration in all three of the developmental phases. One of the most important factors with technology change relates to infrastructure - standardizing and providing essential equipment, providing technical support and a format plan for training. In highly successful schools technology is a tool that crosses curricular areas and contexual settings.
 * Chapter 12 Ensuring Integration of Teacher Changes**