Changing the World Through Professional Learning
Listen and learn : Lecture
Monday, June 25, 10:30–11:30 am
Mike Lawrence Michael Morrison
Explore a new model for professional development in which the payoffs include solving a real-world problem with their students and providing funds for classroom enhancements! Find out how gamification and micro-credentials can encourage your teachers to infuse technology into their curriculum and create a large personal learning network.
|Attendee devices:||Devices not needed|
|Topic:||Professional learning models|
|ISTE Standards:||For Administrators:
Digital Age Learning Environments
|Disclosure:||The submitter of this session has been supported by a company whose product is being included in the session|
|Related exhibitors:||PowerSchool Group LLC|
This session is geared towards empowering session attendees to reimagine professional learning as world-changing student life lessons and provide them with the tools to implement it once they return back to their school.
The model to be deployed is known as "Rocket Ready" and represents a gamified Professional Learning process wherein teachers are rewarded with resources and supplies for successful implementation of real-world change as implemented by their students.
Evidence of success will be presented in the form of research conducted by Hanover Research in August, 2017.
1. What if we paid teachers to solve real world problems with their students?
2. Rocket Ready - Creating Moonshot Thinking. World Change through Professional Learning, Fueled by Micro Credentials.
3. Background, Advisory Board, Micro Credentials.
4. Gamification of Levels:
One liter of Rocket Fuel = $1
Available Level 1: RAID THE WAREHOUSE (Equipment/Supplies/Software)
Available Level 1: ENGINEER (Tech. Support)
Available Level 1: BOOTCAMP (Group training by LBUSD staff)
Unlocked Level 2: ROBOT YOU (A sub)
Unlocked Level 3: SCIENTIST (Experts/Guest Speakers)
Unlocked Level 4: FIELD INSPECTION (Field Trips)
5. Observation - Superficial Proofing
6. Power Ups
7. Stages of Rocket Ready
8. Vision & Testimonials
9. Mentors & Timeline
"ROCKET READY SURVEY ANALYSIS" Hanover Research, 2017
EXECUTIVE SUMMARY AND KEY FINDINGS
In the following report, Hanover Research (Hanover) compares staff responses to a pre- and post-survey on professional development at Laguna Beach Unified School District (LBUSD) to evaluate perceptions and effectiveness of a new initiative, Rocket Ready, and how these perceptions compare with those who did not participate in the new program. The pre-survey was administered to staff at the beginning of the 2016-17 school year in October, asking respondents to retroactively recall1 perceptions of professional development in the 2015-2016 academic year. The post-survey was administered to staff at the end of the 2016-17 school year in June to collect data on the progress of the program, asking respondents to reflect on professional development over the current academic year (i.e., 2016-2017). Both surveys collected feedback on three themes related to professional development and the Rocket Ready program: The widening of professional learning networks; The adoption of a “real world problem solving” culture; and The integration of technology into instructional practice.
This report presents key findings from the pre- and post-surveys in the Results Discussion below, followed by supporting figures and graphs. An accompanying Data Supplement contains results for all fixed-response questions and reproduces open-ended responses verbatim. Several segmentations are included in this data supplement:
Segmentation 1: Results are segmented by pre- and post-surveys and those who participated and did not participate in the Rocket Ready Program.
Segmentation 3: Results for those who participated in the Rocket Ready program are segmented by grade band and pre- and post-surveys.
Segmentation 2: Results for those who participated in the Rocket Ready program are segmented by subject and pre- and post-surveys.
It is important to note that sample sizes vary across questions, as some respondents chose not to answer certain items. Hanover also excluded results for respondents who selected items ‘not applicable’ or ‘don’t know’ for all questions containing these response categories. Further information about Hanover’s methodology is provided below.
Over the last twenty-five years, Mike Lawrence has been a teacher, administrator, technology coordinator and non-profit leader. He served as CEO of CUE (CUE.org), helping the nonprofit grow fivefold in 12 years, served two terms on the ISTE board, and also serves as Director of the California Student Media Festival (mediafestival.org). He is an Apple Distinguished Educator, Minecraft Global Mentor, a Microsoft Innovative Educator Expert and is a co-founder of the (rebranded) Google Certified Innovator program. currently Chief Maverick at Maverick Learning a freelance educational transformation firm. He likes coffee, beer and sci-fi.
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