Professional Development

Questions to Consider

• How do Blended, Face-to-Face and Pure Online Learning Environments differ?

• What are the pros and cons for each type of learning environment?

• What do each of these learning environments look like?

• How do I know that my students are learning?

• What does it mean to "Flip" your classroom?

• What is an Instructional Model and how will it apply to the different learning environments?

• How do I know that my students are engaged in each of the environments?

• What Instructional Model best meets the needs of our students?

• What skills do we need to prepare teachers for extended distance learning?

• How can we fit Professional Development into a tight schedule?

• What are the roles of administrators in the professional development process?

• How could a district benefit from creating a targeted, personalized pathway for professional development?

Blended Learning

An interwoven learning environment combining face-to-face interaction and an online environment that, if designed properly, blends the strengths of both online and face-to-face experiences. Blended learning environments can transform the traditional delivery of content by providing opportunities for experiential learning beyond the scope of Face-to-Face Learning environments that stand alone.

A "Flipped classroom" is an instructional strategy and a type of blended learning focused on student engagement and active learning, giving the instructor a better opportunity to deal with mixed levels, student difficulties, and differentiated learning styles during in-class time. Wikipedia

Resources for Blended Classrooms

Click on the links below for detailed information:

What Blended Learning IS – and ISN’T Blended and Online Learning (Vanderbilt)

Blended Learning Models 6 Reasons Blended Learning Works

Blended Learning Design What Works in Blended Learning

Rethinking The Flipped Classroom Model

Time Management

Creating time for staff development can be difficult.

Targeted and Personalized Professional Development

Research indicates that creating individualized professional development that is targeted to an individual's growth needs promotes a healthier learning environment. The use of Personal Learning Communities (PLC's) provides an array of choices and options for professional development opportunities for staff.

1. Outline district initiatives by identifying core outcomes and unifying themes

2. Determine the individual needs for professional growth of each teacher based on unifying themes

3. Share district/individual needs with all administrators, faculty, and support staff

4. Create learning network of courses that align with district/faculty/support staff needs

5. Provide necessary resources to enroll individuals into targeted courses and learning experiences

References

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Copland, M. A., & Knapp, M. S. (2006). Connecting leadership with learning a framework for reflection, planning, and action. Association for Supervision and Curriculum Development.

Creating effective teaching and learning environments: First results from TALIS Teaching and Learning International Survey. (2009). OECD, Organisation for Economic Co-operation and Development.

DuFour, R. (2006). Learning by doing: A handbook for professional learning communities at work. Solution Tree.

Ende, F. (2016). Professional development that sticks: How do I create meaningful learning experiences for educators? Alexandria, VA.

Evans, R. (2001). The human side of school change: Reform, resistance, and the real-life problems of innovation. Jossey-Bass.

Fisher, D., Frey, N., & Pumpian, I. (2012). How to create a culture of achievement in your school and classroom. Alexandria, VA.

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Grant, P., & Basye, D. (2014). Personalized Learning: A Guide for Engaging Students with Technology. ISTE.

Guskey, T. R. (2000). Evaluating professional development. Corwin Press.

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Hattie, J. A. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

Joyce, B., & Showers, B. (1989). Student achievement through staff development. Longman.

Kachur, D. S., Stout, J. A., & Edwards, C. L. (2013). Engaging teachers in classroom walkthroughs. Alexandria, VA.

Kelly, T. F. (2012). Restructure staff development for systemic change. Contemporary Issues in Education Research (CIER), 5(2), 105. doi:10.19030/cier.v5i2.6927

Knowles, M. S. (1988). The modern practice of adult education: From pedagogy to andragogy. Cambridge Adult Education.

Koehler, M. (1999). Administrator's staff development activities kit. Center for Applied Research in Education.

Mizell, H. (2010). Why Professional Development Matters. Learning Forward

Partnership, G. S. (2013, August 29). Professional Development Definition. Retrieved from https://www.edglossary.org/professional-development/

Reeves, D. B. (2010). Transforming Professional Development Into Student Results (ASCD member book). ASCD.

Rickabaugh, J. (2016). Tapping the power of personalized learning: A roadmap for school leaders. ASCD.

Rodman, A. (2019). Personalized professional learning: A job-embedded pathway for elevating teacher voice. ASCD.

Tournaki, E., Lyublinskaya, I., & Carolan, B. (2011). An Ongoing Professional Development Program and Its Impact on Teacher Effectiveness. The Teacher Educator, 46(4), 299-315. doi:10.1080/08878730.2011.604711

Venables, D. R. (2018). Facilitating teacher teams and authentic PLCs: The human side of leading people, protocols, and practices. ASCD.

Webster-Wright, A. (2009). Reframing Professional Development Through Understanding Authentic Professional Learning. Review of Educational Research, 79(2), 702-739. doi:10.3102/0034654308330970

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Zmuda, A., Kuklis, R., & Everett, K. (2004). Transforming schools: Creating a culture of continuous improvement. Association for Supervision and Curriculum Development.