1.+Journal

Professional Development: A Process

Teachers Learning Online Together: //Schools have **traditionall y ** **focused on knowledge transmission** ; however, in a networked learning community, two other dimensions are achieved: **knowledge adaptation and knowledge generation** .// Pierson, Melissa; Borthwick, Arlene (2010-11-10). Transforming Classroom Practice: Professional Development Strategies in Educational Technology (Kindle Locations 3930-3931). International Society for Technology in Education (ISTE). Kindle Edition.

//**Those who are planning teacher-learning activities must first deal with teachers’ time constraints and, frequently, with their unwillingness to engage in tasks they do not find valuable. -** UGH!!! True from both my view as a teacher and as one planning PD!!!! // Pierson, Melissa; Borthwick, Arlene (2010-11-10). Transforming Classroom Practice: Professional Development Strategies in Educational Technology (Kindle Locations 3947-3948). International Society for Technology in Education (ISTE). Kindle Edition.

Three Part Strategy to engage development of "technology-rich" projects: >
 * 1) //Provide a vision of how to engage students in technology-suppored inquiry// (This provides a vision of the value of the work) Present an effective strategy that teacher's can see working in their own classroom.
 * 2) //Situate the learning activity within teachers' own work// (This provides time management by working within workload as opposed to adding to it) Allow teachers to self select the content/skill lesson/unit to be adapted to incorporate technology.. provides ownership and motivation.
 * 3) //////Provide an impetus to////// //action by defining an authentic audience for presentation of the teachers’ work.// (Again addressing value as well as providing a goal/endpoint to encourage completion of the project and documentation and reflection) Predetermine a presentation venue where educators can present to their peers the results of their work. Pierson, Melissa; Borthwick, Arlene (2010-11-10). Transforming Classroom Practice: Professional Development Strategies in Educational Technology (Kindle Locations 3952-3955). International Society for Technology in Education (ISTE). Kindle Edition.

Action Research:

//Hargreaves and Fullan (1992, 1996), Brookfield (1995), and others have argued for some time that the keys to teacher change lie in the deeper cultural, discursive, and institutional contexts within which PD occurs, and in the progress of professional learning programmes as socio-professional events and processes. Thus they argue that we should be implementing PD models// **//defined not as the short term-transfer of information, handy hints, or skills to individual teachers, but as the long-term facilitation of cultures of self-enquiry, critical reflection, and self-renewal in whole school communities.//** Pierson, Melissa; Borthwick, Arlene (2010-11-10). Transforming Classroom Practice: Professional Development Strategies in Educational Technology (Kindle Locations 3068-3072). International Society for Technology in Education (ISTE). Kindle Edition.

Defining Principles of Action Research: > //In **Australasia**, it is most often characterised as a **practical tool that individual teachers and teacher communities use to solve problems of their daily pedagogical practice** (Kemmis & McTaggart, 1988; Robinson, 1993; Ham & Kane 2004; Zuber-Skerritt, 1996).// > //In the **US** the term is more closely associated with the **general reflective practice movement encapsulated in the work of Brookfield (1995), Argyris and Schön (1974), and others.**// //Pierson, Melissa; Borthwick, Arlene (2010-11-10). Transforming Classroom Practice: Professional Development Strategies in Educational Technology (Kindle Locations 3103-3108). International Society for Technology in Education (ISTE). Kindle Edition//.
 * //In the **UK**, for example, action research originated primarily as **a method for situated curriculum development** (Stenhouse, 1981; Elliot, 1991; Somekh, 2005).//
 * Reflection & inquiry by the practitioner, situated (questions come from teachers themselves that they are currently struggling with), self-study (data may come from others but only that which affects the practitioner's needs), problem-based (need based not curiosity), empirical investigation (planned data gathering), cyclical & iterative (cycle of action, observation, reflection/analysis, and back to action), empowering (teachers can solve their own problems through action research), collaborative (either in a group trying together to solve a mutual problem or at least where researcher has a mentor), published (share out what is found).
 * Action Research as PD: expands role of PD provider from just a trainer to one who facilitates the learning, provides resources, designs, coaches and still trains as needed. Being able to respond to the changing needs as opposed to simply providing knowledge.

Big Thinkers: Linda Darling-Hammond on Becoming Internationally Competitive Higher order thinking skills, inquiry. Clear, lean standards. Large numbers of content standards taught superficially means that they are retaught year after year. Finland: Important for students to reflect on what they learn and how to improve on what they've done. Other countries teacher supported with 25 hours per week for planning so that when they get in the classroom it is executed well.

Google Form Survey: Basic Information Collection for prior use of Google Apps

As I was highlighting information in the below text that I wanted to be able to access quickly, I recognized a connection between the videos on collaboration and differentiation and one of the comments. "Teachers would learn as we would have them teach." If professional development is designed to meet the needs of individual learners and provides opportunities for collaboration between the learners, this provides a model for a classroom as well as the new learning for the teachers.

The importance of integration of technology: //One teacher described the need for adaptation of instructional practices, “We need to be able to adapt to [technology] because [ **students] are not growing up the way we used to** .”// Pierson, Melissa; Borthwick, Arlene (2010-11-10). Transforming Classroom Practice: Professional Development Strategies in Educational Technology (Kindle Locations 1967-1969). International Society for Technology in Education (ISTE). Kindle Edition.

//One teacher said, “I think the **technology gives the kids other avenues to express their knowledge.** ”// Pierson, Melissa; Borthwick, Arlene (2010-11-10). Transforming Classroom Practice: Professional Development Strategies in Educational Technology (Kindle Locations 1975-1976). International Society for Technology in Education (ISTE). Kindle Edition.

//Development of pedagogical content knowledge (Shulman, 1986, 1987) is also critical. **Technical pedagogical content knowledge is essential** to peer coaching for technology integration and requires developing a working knowledge of how technology can be used to support subject matter learning and instruction in a classroom (Hughes, 2004; Mishra & Koehler, in press).// Pierson, Melissa; Borthwick, Arlene (2010-11-10). Transforming Classroom Practice: Professional Development Strategies in Educational Technology (Kindle Locations 2463-2465). International Society for Technology in Education (ISTE). Kindle Edition.

This outcome suggests that **consistency in effective delivery adds substantially to the impact of technology on student achievement;** it also indicates that effective use of technology does indeed enhance student learning. Pierson, Melissa; Borthwick, Arlene (2010-11-10). Transforming Classroom Practice: Professional Development Strategies in Educational Technology (Kindle Locations 2708-2710). International Society for Technology in Education (ISTE). Kindle Edition.

//He [Knowles (1973)] also found that adults wanted to be s**hown respect for their knowledge, their abilities, and their experience**. (Linda S. Tafel)// Pierson, Melissa; Borthwick, Arlene (2010-11-10). Transforming Classroom Practice: Professional Development Strategies in Educational Technology (Kindle Locations 704-705). International Society for Technology in Education (ISTE). Kindle Edition.
 * Planning Ideas**

//Professional development is now “driven by student learning” [emphasis mine] and adult learning in schools focuses on “what must teachers know and do to ensure student success” [emphasis mine] (Hirsh, 2001, p. 10). My experience tells me it is essential to return to what we have learned from the pioneers in adult learning and think **first about the individual adult learners we are working with, then about the school context.** (Linda S. Tafel)// Pierson, Melissa; Borthwick, Arlene (2010-11-10). Transforming Classroom Practice: Professional Development Strategies in Educational Technology (Kindle Locations 712-715). International Society for Technology in Education (ISTE). Kindle Edition.

//I have found it helpful to coach technology leaders to phase in their plans or programs: **identify several goals for “now,” more goals for “soon,” and a larger set of goals for “later.”** (Tafel)// Pierson, Melissa; Borthwick, Arlene (2010-11-10). Transforming Classroom Practice: Professional Development Strategies in Educational Technology (Kindle Locations 858-859). International Society for Technology in Education (ISTE). Kindle Edition.

//A CLE supports teachers in their learning, and teachers can apply the same design principles in their classrooms. That is, **teachers would learn as we would have them teach** // **.** Pierson, Melissa; Borthwick, Arlene (2010-11-10). Transforming Classroom Practice: Professional Development Strategies in Educational Technology (Kindle Locations 1338-1339). International Society for Technology in Education (ISTE). Kindle Edition.

__Model the new process as part of the professional development__

//Project planners design activities in a CLE around five elements (Jonassen, 1999) by://

//1. **investigating** the issue, the context, and the learners// //2. assembling a **library of cases**// //3. **collating information** resources,// //4. **developing skills** in the tools needed to participate in learning and to perform new practices// //5. and providing social and contextual **support** to sustain change// Pierson, Melissa; Borthwick, Arlene (2010-11-10). Transforming Classroom Practice: Professional Development Strategies in Educational Technology (Kindle Locations 1348-1351). International Society for Technology in Education (ISTE). Kindle Edition.

//The design of activities also had to address the four sources of information that influence teacher self-efficacy ( Bandura,1986). First, teachers had to observe ePortfolios in action. Second, teachers had to enact teaching with ePortfolios. Third, teachers had to be convinced about the merits of ePortfolios. The fourth source of information concerns affective states. For example, the stress of learning new ICT skills and changing familiar practices may cause teachers to avoid implementing ePortfolios. These sources of information can be referred to simply as **seeing, doing, hearing, and caring** //. Pierson, Melissa; Borthwick, Arlene (2010-11-10). Transforming Classroom Practice: Professional Development Strategies in Educational Technology (Kindle Locations 1432-1436). International Society for Technology in Education (ISTE). Kindle Edition.

//CBR scaffolds learner memory because processes in a case are recalled when solving a problem. **Cognitive flexibility is enhanced** because cases provide **different perspectives and interpretations of a problem and its solution** (Jonassen, 1999).// Pierson, Melissa; Borthwick, Arlene (2010-11-10). Transforming Classroom Practice: Professional Development Strategies in Educational Technology (Kindle Locations 1498-1499). International Society for Technology in Education (ISTE). Kindle Edition.

**//Physical tools//** Pierson, Melissa; Borthwick, Arlene (2010-11-10). Transforming Classroom Practice: Professional Development Strategies in Educational Technology (Kindle Location 1524). International Society for Technology in Education (ISTE). Kindle Edition.

Recording and storage hardware and creating or presenting software

**//Thinking tools (e.g., word processors, databases, spreadsheets, and the Internet)//**

Pierson, Melissa; Borthwick, Arlene (2010-11-10). Transforming Classroom Practice: Professional Development Strategies in Educational Technology (Kindle Locations 1527-1528). International Society for Technology in Education (ISTE). Kindle Edition.

software that allows creativity and collection and construction of ideasor a list of questions that help plan and reflect

**//Communication tools//** Pierson, Melissa; Borthwick, Arlene (2010-11-10). Transforming Classroom Practice: Professional Development Strategies in Educational Technology (Kindle Location 1542). International Society for Technology in Education (ISTE). Kindle Edition. How will participants communicate with each other: list serv, blog, wiki, discussion board...

Pierson, Melissa; Borthwick, Arlene (2010-11-10). Transforming Classroom Practice: Professional Development Strategies in Educational Technology (Kindle Locations 721-736, 775-790). International Society for Technology in Education (ISTE). Kindle Edition. || Professional Development Framework: Otto Pierson, Melissa; Borthwick, Arlene (2010-11-10). Transforming Classroom Practice: Professional Development Strategies in Educational Technology (Kindle Locations 1366-1413). International Society for Technology in Education (ISTE). Kindle Edition. || Characterize your audience NOAA Needs Assessment Training @http://www.csc.noaa.gov/needs/tab3.html ||  || 1.1.1 The Issue What is the issue? Why is the issue important? What data supports the importance of the issue? || **Knowledge**
 * Questions for Reflection: Individuals (I), School Culture (SC): Tafel
 * To what degree have I, as a professional developer, taken into account the individual needs of these adult learners? (I) || **PHASE 1: Investigate and Plan Activities -**
 * Design the Constructivist Learning Environment**
 * 1.1 The Issue and Context**

What degree of knowledge does the target population have relating to this issue?

Do they have an understanding of current events related to the issue? ||  || What are the new practices? How are the new practices different? How do the new practices fit the context? || Are they familiar with any special terms or acronyms? ||  || Who are the learners? What beliefs do the learners hold that will affect the implementation of the new practices? What skills and experiences do the learners have and need to implement the new practices? || **Training**
 * To what degree and toward what purpose is the adult learner/teacher motivated to learn? (I) || 1.1.2 The Changes
 * What is the relationship between what we are doing in our professional development efforts and the individual teacher’s definition of self as teacher, self-esteem or status? (I) || 1.1.3 The Learners

What type of prior training or skills does the population have related to the issue? ||  || What is so compelling about the issue that will engage the learner—i.e., what does the learner gain? How will the learner be encouraged to engage with the issue? || **Tools and Techniques**
 * To what degree does the teacher seek out self-directed opportunities to increase the understanding and application of new technologies? How can we recognize, capitalize on, or redirect this evidence of self-direction? (I) || 1.1.4 Engaging the Learners

What tools and techniques does the population currently use or have access to? ||  || Where will the professional learning take place and how will this affect the learning? What aspects of the learners’ workplaces will impact on the learners’ capacity to learn? || **Attitudes and Biases** What attitudes and biases does the audience have towards the issue? ||  || How will learners access similar cases? || How does the population feel about training opportunities or any changes required in tools/techniques? ||  || How will the new cases be recorded, stored, and accessed? || What training methodologies will work best with this audience? ||  || What information will learners need? || **Ability to Attend or Access** ||  || What support will learners need to understand the information and how it should be used? || Are there any factors that will affect the ability to access, attend or utilize any training or other tools/techniques? ||  || What physical, thinking, and communication tools will learners use? How will learners develop skills in these tools? || **Cultural Characteristics** Are there any cultural issues? ||  || What factors will affect implementation?What support will learners need and who will provide that support? ||  ||   || Will the learning outcomes have the desired effect on practices? ||  ||   ||
 * How do I provide “scaffolding” for the new learning that this adult has just experienced? (I) || 1.1.5 The Context of the Professional Learning
 * How do I provide time for these adults to construct meaning of what they are learning? To integrate it with their previous knowledge? To use the new learning for themselves and with their students? (I) || **1.2 Related Cases**
 * How do I provide support for this adult’s learning—through mentoring, coaching, community-building? (I) || How will learners be encouraged to use the principles of Case-Based Reasoning?
 * How would I characterize the relationships between adult learners in this school culture? What is the foundation for our work moving forward? (SC) || **1.3 Information Resource**s
 * Who sets the course for learning in this school? (SC) || How will learners access information at a time of their choosing?
 * Are adults used to learning together? If so, what have they learned? What processes are in place? (SC) || **1.4 Tools**
 * Do adults set individual or collective professional learning or development goals? (SC) || **1.5 Social and Contextual Support**
 * What experiences have the adult learners had in working together toward shared goals? (SC) || **PHASE 2: Trial, Reflect, and Modify - Evaluate activities with a group of learners** ||  ||   ||
 * To what degree and toward what purpose are groups of adults motivated to learn together? (SC) || Is the assessment of activities workable and what changes need to be made?Are the activities workable and what changes need to be made? ||  ||   ||
 * To what degree do groups of teachers seek out common opportunities for their work? (SC) || Will the activities achieve the desired learning outcomes?Is the assessment of learning outcomes workable and what changes need to be made?
 * How has the school used each individuals’ experiences, interests, and unique background to support or foster collaboration or common purpose? (SC) || **PHASE 3: Implement and Reflect—Evaluate the effectiveness and efficiency of the project** ||  ||   ||
 * How much time is provided for adults to learn together? (SC) || How effective and efficient was the project in changing practices?What are the recommendations for planners of similar projects? ||  ||   ||
 * How would adults define the word “change” in the context of this school? (SC) || **PHASE 4: Sustain, Monitor, and Share—Sustain learning and share new practices** ||  ||   ||
 * On a scale of 1–5 (with 5 exemplifying solid relationships, common purpose and moving toward action or change together), how would you rate this school culture as a learning culture? (SC) || What needs to happen to sustain learning and changes in practices?What were the benefits to the organization? ||  ||   ||