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Staff Development On the way back to his office, John runs into Nell Person, director of personnel, and decides to ask Nell about staff development for teachers in technology use. Nell replies, "I can give you a three-year summary of the district's technology training goal as outlined in the technology plan as soon as the network comes back up." John says, "The network will be up again momentarily-I just saw Deb and she's working on it. It's a pesky problem, but we should have it solved soon. But I wanted to ask: How many of the high school science teachers have taken the professional development workshops in technology?" Nell promises to let him know, if the data are not in the technology plan report. John rushes off to his next meeting, with the science teachers. [To be continued...]
Standards for the Process of Professional Development Quality professional development, structured and provided within a context of ongoing school improvement planning and a culture of collaboration, improves and sustains the capacity of the adult learner to: Standard 1: use inquiry and reflective practice within the learning community. Sample Indicator: educators keep journals to record and reflect on their own practice; time is allocated at school improvement and staff meetings to share journal content and to review curriculum, instruction, and assessment techniques, and process exists to make appropriate changes. Standard 2: learn from recognized resources within both the public and private sectors, from successful models, and from colleagues and others in the learning community. Sample Indicator: time is invested to study the research on teaching and learning, to learn from presentations, to learn from recognized resources in the private sector and government, and to learn from collegial exchange. Standard 3: identify personal and adult learning needs and styles, and select appropriate modes of participation. Sample Indicator: educators have the opportunity to complete learning style inventories and to select professional development compatible with individual learning styles. Standard 4: implement research-based leadership strategies to support and sustain ongoing developmental activities. Sample Indicator: time and opportunities are provided for mentoring, peer coaching, study groups and action research among educators and all those impacting student learning. Standard 5: integrate technologies as tools to assist with the curriculum development, instructional management, and assessment practices. Sample Indicator: time and training are provided for educators to use and adapt technological systems to the learning needs of adults and students. Standard 6: invest time in an ongoing process of collegial dialogue, collaborative learning, and exploration of new and/or proven instructional strategies. Sample Indicator: time is invested for focused collegial dialogue at school improvement and staff meetings. Research based materials and best practice information are exchanged and discussed. Data specific to student academic achievement are shared and utilized to inform modifications to curriculum, instruction, and assessment practices. Reprinted with permission from the Michigan State Dept. of Education, Copyright © 2001. State of Michigan. All Rights Reserved.
Bray, B. (1998). "Ten Steps to Effective Technology Staff Development."
"Critical Issue: Providing Professional Development for Effective
Technology Use," Pathways to School Improvement, North Central
Regional Educational Laboratory, 1997. "Critical Issue: Finding Time for Professional Development,"
Pathways to School Improvement, North Central Regional Educational
Laboratory, 1997. Grant, C.M. (1996). "Professional Development in a Technological
Age: New Definitions, Old Challenges, New Resources." Technology
Infusion and School Change. TERC. McKenzie, J. (1998). "Secrets of Success: Professional Development
That Works." eSchool News. National Center for Research on Teacher Learning, Michigan State University,
College of Education. Learning to Walk the Reform Talk: A Framework
for the Professional Development of Teachers. Nellen, T. (2001). "Assessing Staff Technology Needs: Do the Current Tools Work?" Education World. See http://www.education- world.com/a_admin/admin226.shtml Standards National Board for Professional Teaching Standards. Standards for Staff Development, National Staff Development Council.
Assessment tools Ted Nellen lists many tools for assessing staff for technology on his own web site. See http://www.tnellen.com/school/assess.pdf Arizona State recently created an online Web assessment tool for all of their public school teachers. See http://mycompass.asset.asu.edu/ iAssessment. See http://www.iassessment.com/ Computer Strategies. See http://www.compstrategies.com/staffdevelopment/index.html#ILP The Milken Family Foundation Professional Competency Continuum (PCC) Assessment Tool. See http://www.mff.org/publications/publications.taf?page=280 Other in-depth resources enGauge: Professional Development. See http://www.ncrel.org/engauge/framewk/sys/dev/sysdevin.htm enGauge: Educator Proficiency. See http://www.ncrel.org/engauge/framewk/pro/proin.htm Education Week Hot Topic: Professional Development. See http://www.edweek.org/context/topics/issuespage.cfm?id=16 The Milken Family Foundation Initiative on Education Technology. See http://www.mff.org/edtech/ "Building Bridges: Mission and Principles of Professional Development." The U.S. Department of Education's policy on professional development. Includes a chart on the "Principles of High-Quality Professional Development." Part of the Department's Goals 2000 area. See http://www.ed.gov/G2K/bridge.html
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