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.
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.
