Lisa Mozer - ePortfolio
  • Introduction
  • Resume
  • Capstone
  • Blog
  • Video Reflection
  • Vision
  • Diversity
  • Standards
    • 1 Visionary Leadership >
      • 1.1 Shared Vision
      • 1.2 Strategic Planning
      • 1.3 Policies, Procedures, Programs and Funding
      • 1.4 Diffusion of Innovations and Change
    • 2 Teaching, Learning, & Assessment >
      • 2.1 Content Standards & Student Technology Standards
      • 2.2 Research-Based Learner-Centered Strategies
      • 2.3 Authentic Learning
      • 2.4 Higher Order Thinking Skills
      • 2.5 Differentiation
      • 2.6 Instructional Design
      • 2.7 Assessment
      • 2.8 Data Analysis
    • 3 Digital Learning Environments >
      • 3.1 Classroom Management & Collaborative Learning
      • 3.2 Managing Digital Tools and Resources
      • 3.3 Online & Blended Learning
      • 3.4 Adaptive and Assistive Technology
      • 3.5 Basic Troubleshooting
      • 3.6 Selecting and Evaluating Digital Tools & Resources
      • 3.7 Communication & Collaboration
    • 4 Digital Citizenship & Responsibility >
      • 4.1 Digital Equity
      • 4.2 Safe, Healthy, Legal & Ethical Use
      • 4.3 Diversity, Cultural Understanding & Global Awareness
    • 5 Professional Learning & Program Evaluation >
      • 5.1 Needs Assessment
      • 5.2 Professional Learning
      • 5.3 Program Evaluation
    • 6 Candidate Professional Growth & Development >
      • 6.1 Continuous Learning
      • 6.2 Reflection
      • 6.3 Field Experiences
  • Field Experiences

5.2 Professional Learning

Candidates develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrates technology to support face-to-face and online components, models principles of adult learning, and promotes best practices in teaching, learning, and assessment.

Artifact: Professional Learning

Reflection
Implemented twice for two spring terms, this professional learning unit originated from a school transformation effort. It was further developed for implementation as part of a class assignment for ITEC 9420, summer 2011. An individual effort, I developed the content for online and face-to-face learning to advance specific content knowledge. Indicated by county assessments as a high need, the content for middle school science instruction was made into a program and available county-wide. A total of five online PL modules, bridged with two face-to-face workshops served middle school and elementary science teachers. The program was available to teachers via  Teachscape, an online interface.


A blended format, the six week course for teachers credited participants 2 PLU's for their voluntary participation. The subject area was indicated as a high need learning content by, county teacher-assessments and the Georgia’s Criterion-Referenced Competency Tests (CRCT), 2009 middle school science scores. PL participants were all volunteers, and were required to take Pre and Post tests.  Post test data were used to measure teacher content gains from the PL program. The program goals were to increase science content knowledge of middle school science educators. All participants were teachers teaching middle school or elementary science content. The measurable learning gains of the participants supported the program goal - to increase the content knowledge of classroom teachers. I developed the content using Web-based tools, online assessments, and online resources. By providing a six week PL workshop teachers were less tasked-stressed and worked at their pace of content leaning.  

I learned that online PL is very convenient, and that on-going PL better served teachers. The online format allowed for more opportunities for follow-up over an extended period of time. Engaging teachers over an extended period of time should lead to instruction transformation. In the further I can improve this program by seeking funding for participant compensation. I would also add additional teacher feedback, such as content coaching via Webinars.



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