| Professional Development: 21st Century Models |  |
| An article asserting that the key to achieving quality teaching is to support and retain teachers through quality professional development experiences. |  |
| Bringing Induction To The Teacher | |
| Professional Development plans for teachers using technology | |
| Professional Development | |
| Chapter 6 from "Technology in Schools: Suggestions, Tools, and Guidelines for Assessing Technology in Elementary and Secondary Schools" provides information on professional development for teachers using technology | |
| Collaborative Schools (PDF) | |
| A growing number of educators are focusing their efforts on improving the work environment of teaching. In place of the typical school's norms and practices that isolate teachers from one another, some schools are initiating new norms and practices that encourage teachers to cooperate with one another and with administrators on school improvement. The primary goal of these "collaborative schools" is effective teaching and learning; other objectives are that teachers will be accorded respect as professionals and that staff harmony will increase. | |
| eLead Professional Development Resource | |
| This is a free online resource offering states and districts information about how to provide better professional development for principals | |
| Elementary School: Part Five (PDF) | |
| Teacher collaboration is a significant contributor to successful technology integration. Through collaboration, teachers support one another as they learn how the software works. But what is perhaps more important, working together provides opportunities to discuss how technology can be applied to the curriculum and how the material should be taught. By working together, teachers strengthen each other and provide more consistent experiences for students. | |
| Encouraging Teachers To Use School Network | |
| The article looks at strategies to encourage teachers to exploit all the opportunities a network creates | |
| International Society For Technology In Education (ISTE) | |
| suggest ways programs can incrementally examine how well candidates meet the standards. The Profiles correspond to four phases in the typical preparation of a teacher. | |
| Online Communities Transform Teacher Development | |
| web-based professional development | |
| Online Professional Development: Get The Facts | |
| This article gives information about online professional development options, benefits, and technical requirements. The article also provides information on how online PD fits into federal and state standards. | |
| The ACSD Idea Exchange | |
| This is a forum for principal to share ideas with one another around issues of professional development programs and initiatives. By joining and participating in these discussions, a principal models the routine, intentional, and effective use of technology. | |
| Peer Coaches' Spark Technology Integration | |
| For teachers to integrate technology effectively into their instruction, administrators must provide high-quality professional development balanced by continual support. Schools, districts, and states that offer professional development in conjunction with "peer coaching" as a means of providing this support have shown a significant increase in technology integration and, ultimately, student achievement. | |
| Peer Coaching Program | |
| The Peer Coaching Program is designed to train teacher leaders to serve as peer coaches for colleagues. As coaches, these teachers will assist their peers in identifying ways to enhance standards-based instruction and to offer their students engaging, technology-rich, learning activities. In doing so, peer coaches will help their colleagues to develop the necessary technology skills and instructional strategies needed to integrate technology into teaching and learning. | |
| Planning Professional Development | |
| This checklist is a resource within an NSBA education leadership and technology toolkit. It is a checklist of what to consider when planning professional development for staff, such as equipment, money, sources of information, needs of the staff, issues with adult learners, and ongoing support. | |
| Professional Learning Communities (PDF) | |
| The Annenberg Institute for School Reform (a i s r) at Brown University engages in intensive work with urban school systems across the country that are pursuing system-wide efforts to improve educational experiences and opportunities, particularly for English Language Learners and students from low-income backgrounds. In our work, we support and encourage the use of professional learning communities (p l c s) as a central element for effective professional development as part of a comprehensive reform initiative. | |
| A School Decision-Maker's Guide To Student Technology Support Programs (PDF) | |
| The Decision Maker's Guide is not a how-to guide for launching a program. Rather, these pages provide background for decision makers to make a case for such a program and also determine what type of program is most appropriate to pursue. The resources section links to documents and Web sites with specific program development resources. The YTSC white paper: "Youth Technology Support Programs: Meeting the Challenge of Technology Support in Schools," Douglas Levin, American Institutes for Research, February 2004, provides a summary and review of programs and literature. | |
| Staff Development Tied To Literacy Gains For Students | |
| An audit of professional-development literacy programs in a Florida district has found that students of teachers trained in those programs showed significant gains in reading-test scores. | |
| Using Study Groups To Disseminate Technology Best Practices | |
| In the study group model, a small group of teachers works collaboratively over the course of several weeks, months, or even years to focus on a pedagogical issue of common concern or interest. Because teachers are working with each other, study groups provide opportunities for teachers to learn from each other and to receive collegial support. | |
| Teacher Supervision and Development: An Instructional Module for Edutopia | |
| This module will help school leaders organize their thoughts, experiences, and resources to answer these questions for their own schools. Included are materials to assist school leaders in their own efforts to establish and sustain an environment that supports teacher development and the professional growth of teachers. In today's context, many school leaders find that their faculty includes a large number of beginning teachers and those who have come to teaching from alternative routes. These groups of teachers make the role of the principal as instructional leader especially important. Experienced teachers must also keep abreast of new policies, curriculum, brain-based research, technology, etc. | |
| Why You Should Consider Hiring An ASP | |
| Reasons for hiring an application service provider | |
| A Good Teaching Technique: WebQuests | |
| In this article, the author first introduces and describes a new teaching tool called WebQuests to practicing teachers. He then provides detailed information about the structure of a good WebQuest. Third, the author shows the strengths and weaknesses of using WebQuests in teaching and learning. Last, he points out the challenges for practicing teachers and administrators. Keywords: Internet, mathematics, teachers, WebQuests | |
| Cover the Material--Or Teach Students To Think? | |
| To move beyond rote memorization and use a full range of thinking skills, students need to tackle issues straight out of the complex world in which they live. | |
| Data Can Drive Development | |
| An article about the importance of teacher professional development in the areas of data management, data analysis, and discussing data and evidence. | |
| State Collaborative On Assessment And Student Standards | |
| A report on the progress of a CCSSO formative assessment working group. The report includes a definition of formative assessment and details of subgroup work | |
| Teacher's Guide To International Collaboration On The Internet | |
| The Teacher's Guide to International Collaboration was developed to help teachers use the Internet to "reach out" globally. These materials were prepared as part of the Department of Education's International Education Initiative. It provides helpful information for how to create quailty projects in cross-cultural settings. | |
| Middle School: Part Three (PDF) | |
| For teachers to successfully prepare students to be self-directed life-long learners, they must be self-directed life-long learners themselves. Teachers need time to explore the expanding digital landscape, to learn to use new digital tools, and to develop new ways to bring these experiences into their classrooms. If we want our children to become the innovators and inventors of the 21st century, we must allow our teachers to model experimentation and innovation. Time for personal exploration with technology promotes operational proficiency and can inspire creativity, innovation, and invention. | |
| MIT Orients Course Materials Online To K-12 | |
| The third-year teacher is just one of many science and mathematics educators across the country taking advantage of a Web site created by MIT, the famed research university located in Cambridge, Mass., which offers free video, audio, and print lectures and course material taken straight from the school's classes. Those resources target K-12 teachers and students. | |
| Technology's 'Greatest Potential': Personalizing Instruction | |
| An article reporting on a major educational conference's focus on the potential and importance of using technology to personalize instruction | |
| Welcome To Tapped In | |
| Tapped in provides a space for educators to provide and receive professional development around the subjects of technology and effective online learning. | |
| Teacher Tube | |
| This is YouTube for education--a user provided collection of videos that have been created by educators for educators. And like YouTube, the more famous site, the teachertube community votes on the best videos. The current collection contains a wide collection of videos, some are directed at teachers for professional development, others are designed for instructional use in the classroom, some are public service announcement and other appear to be the result of student projects. Teachers make their own lessons available for other teachers and students | |
| Analysis: How Multimedia Can Improve Learning | |
| The author of this article explores research on the theory that multimodal learning (using many modes and strategies that cater to individual learners' needs and capacities) is more effective than traditional, unimodal learning. | |
| CoSN Essential Leadership Skills Series | |
| CoSN's Essential Leadership Skills Series from the Consortium for School Networking (CoSN) provides a set of Professional Development monographs for the District Level Technology Decision Maker. The monographs collective covers the responsibilities of a district level director of technology. While the monographs need to be purchased, there are short briefs in PDF format that summarize critical issues for leadership. | |
| Federal Resources For Educational Excellence | |
| This resource is a database of technology-driven resources for teaching and learning produced by various Federal Agencies for instructional use. They have been categorized by subject area. Pointing educators to resources that build their curriculum is an effective way to support their professional growth and encouarage continous learning. | |
| Power Strategy Toolkit For Tech Leaders, Part 3: Managing The Operations | |
| Third and final part of a series on educational leadership for CIOs focusing on operations. | |
| Forum Curriculum For Improving Education Data (PDF) | |
| This publication is a curriculum designed to support the training by qualified instructors of K-12 school and district staff about the issues pertaining to the production of high-quality education data. It builds on the "Forum Guide to Building a Culture of Data Quality: A School & District Resource," published by the National Center for Education Statistics in November 2004 (ED483079). It provides lesson plans, instructional handouts, and resource materials. | |
| Welcome To The ENT (Education New Technologies) Gallery | |
| Education with new technologies has a gallery where they show "pictures of practice." These are the best examples of how teachers are using technology to change the way they teach in significant ways. they include the teacher's organization of the lessons with technology from big ideas through to assessment, including a teacher's reflection. Examples of student work illustrate the type of learning outcomes that are connected with these strategies and practices. The projects illustrates the use of a suite of tools to help teachers teach for understanding by developing lessons that build on standards and focus on assessment. One of the interesting tools is a collaborative Curriculum Design tool. | |
| Planning And Conducting Professional Development That Makes A Difference (PDF) | |
| This document outlines a step-by-step approach to planning and conducting effective professional development. The guidelines cover planning, coordination, implementation, and follow-up of professional development. | |
| Interactivate | |
| This site includes both examples of technologies that support current instructional methods that develop higher-level thinking, decision-making, and problem-solving skills and materials to support teachers learning how to use them. | |
| ISTE Educational Technology Standards And Performance Indicators For All Teachers | |
| Building on the NETS for Students, the ISTE NETS for Teachers (NETS S), which focus on preservice teacher education, define the fundamental concepts, knowledge, skills, and attitudes for applying technology in educational settings. All candidates seeking certification or endorsements in teacher preparation should meet these educational technology standards. | |
| Inside K12 Online Episode02: 2008 Conference Theme And Keynote Selection Criteria | |
| This is a conference by educators for educators around the world interested in integrating emerging technologies into classroom practice. A goal of the conference is to help educators make sense of and meet the needs of a continually changing learning landscape. There are two years worth of conference presentations that can be downloaded to audio or video ipods. | |
| CoSN Case Study: Lovejoy (TX) Independent School District - Suburban, 2195 students (PDF) | |
| In this district, committees are utilized throughout the strategic planning process for professional development, from the identification of needs, goals and targets to teacher and student surveys to development of and scheduling of activities. Using teacher-based committees and groups has been the key to composing successful professional development plans. Necessary technology leader skills that have helped make the district's technology vision a reality include grant writing, professional networking, building partnerships, having strong interpersonal skills, and having the ability to budget and price shop. | |
| Professional And Leadership Development | |
| This section on Professional and Leadership Development will provide you guidance on identifying developing your leadership styles and responsibilities. In addition, it outlines the characteristics of successful professional development programs and provides the tools and resources to reinforce your education change and technology implementation with the professional development programs required for its ongoing success. | |
| The Plugged-in School: Districts Harness Technology To Attract And Retain New Teachers | |
| While schools districts may be slow to jump on board, universities, regional education service agencies, and non-profit organizations are harnessing some of the new technologies as a way to both appeal to incoming teachers and to support them during their challenging first years in the profession. | |
| ProfilerPRO | |
| ProfilerPRO allows for the evaluation of knowledge, attitude, and skill based on simple surveys implemented via the World Wide Web. Group members share knowledge and promote collaboration based on responses to skills-based survey items. ProfilerPRO can strengthen a school's, district's, or other educational group's ability to share expertise and grow as an organization. | |
| Successful Online Professional Development | |
| An article that shares the key lessons learned from developing EdTech Leaders Online - an online PD program that helps schools incorporate technology into their educational programs. The article also gives examples of school districts that have built successful local online PD models. | |
| Technology Professional Development: Successful Strategies For Teacher Change (PDF) | |
| This article discusses how to facilitate and provide effective professional development around the use of technology. It identifies different stages of technology use that teachers may be in, and then links the stages with the appropriate professional development that will give the best result. The article also discusses strategies that work, indicators of success, and it provides some links to useful PD resources. | |
| The Principal Technology Leadership Institute | |
| The goal of PTLI is to seamlessly integrate technology into school improvement and to increase Chicago Public Schools (CPS) leaders' understanding of how ISTE's National Educational Technology Standards and campus wide technology integration relate to the No Child Left Behind (NCLB) initiative for systemic improvement. | |