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Edtech Advocacy &
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BYOPD: Build Your Own Professional Development; Make It Flexible, Adaptable and Responsive

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Participate and share : Poster


Sunday, November 29, 11:00 am–12:00 pm PST (Pacific Standard Time)

Jerry Schneider  
W Tyler Scott  

Create your own professional development plans for your teachers by making topics flexible (teachers can do at their own time and pace), adaptable (apply to all grade levels and all subject areas), and responsive (developed for various topics and classroom issues).

Audience: Teachers, Principals/head teachers, Professional developers
Skill level: Beginner
Attendee devices: Devices not needed
Topic: Personalized learning
Grade level: PK-12
ISTE Standards: For Educators:
Leader
  • Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.
Learner
  • Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.

Proposal summary

Purpose & objective

Relevance of the topic to the educational technology field and ISTE audience:
Professional development is an on-going, time-consuming, beast with which both administrators (who want their teachers to be up to date on various pedagogical topics) and educators (who want to maintain their teaching licenses through Continuing Education Units [CEUs] or graduate credits from accredited universities or PD time obligations) continue to deal. Both sides want to use educators’ time outside of the classroom effectively and efficiently while getting the most out of the PD experience.

Educational significance and contribution to the respective topic:
Our proposal is to provide administrators and educators with alternative ways of meeting the needs of the two entities. For CEUs and graduate credit, administrators and professional developers can create courses on pedagogical strategies, web tools, etc. using a learning management system, Google Classroom, etc. Another option is for collaborative planning time between classroom teachers and library media specialists or instructional technology coaches. The planning time would go toward flexible professional development release time on PD days without students. These planning time opportunities can lead to co-teaching lessons, continued collaborative planning, and future project-building or technology-integration opportunities.

Degree to which higher-/second-order applications of technology are addressed:
The library media specialists and instructional technology coaches in our district are always looking for the newest web tools, applications, etc. that allow students and teachers to work smarter, not harder. The LMS and IT coaches then share those new tools with the teaching staff either in large group or shoulder partner meetings.

Ease of replication:
The relationship between library media specialists/instructional technology coaches and classroom teachers has developed over the years into a strong partnership. Our administration and classroom teachers trust that the LMS/IT coaches are current on the best web tools and best pedagogical practices. We continue to build on that relationship through learning about the Essential Learning Outcomes our teachers are assessing as we progress to standards-referenced reporting.

Value to participants:
We feel there is great value to participants. Too many times have days been misused in large-group professional development sessions that have minimal application to all classroom teachers in attendance. This model offers accuracy and precision in developing PD topics that are truly helpful to teachers. Teachers can develop their own individualized learning plans in areas they feel they need to strengthen. Through grad credit opportunities or shoulder partner time we are able to offer our staff the PD they want, not the PD they are mandated to attend.

Please provide a detailed overview of the purpose and objectives of your presentation:
Participants will be exposed to two professional development plans for use in their schools or districts. Learners will experience a new way of engaging teachers with professional development. The strategy being presented focuses on individual needs, via shoulder time or an online graduate class. Learners will see how to identify areas teachers want/need help and be able to develop resources to help them.

• Educational or infrastructure challenge/situation.
For too long, professional development for teachers have been a “one size fits all” model. Education is now becoming more individualized for students; why shouldn’t it be individualized for teachers as well? Flexible professional development can be tailored to meet the needs of each individual teacher. Flexible PD can be as simple as collaborative shoulder partner time with a library media specialist or instructional technology coach to plan and co-teach a lesson integrating technology to make the lesson more engaging. Flexible PD can also be developed for those who need Continuing Education Units (CEUs) or graduate credit. Professional developers can build courses through an accredited university on a wide array of topics from GSuite for Education apps and Microsoft Office to various web tools or pedagogical strategies.

• Evidence of success.
Since December 2017, I have offered Google Level 1 Educator course through North Dakota State University. Participants earn a graduate credit by going through the Google Educator Fundamentals course online and posting reflections after each section of the course. I have had 137 participants successfully earn a graduate credit by completing the course. Not all were from the school district in which I work, so there were other people who benefited from this course.
The library media specialists with whom I have worked and I have been doing collaborative shoulder partner time since August 2012 with educators in our building. There have been years when the administration has allowed shoulder time as part of our professional time and other years where the administration has not. The average number of hours for shoulder partner time from the 2012-13 school year to the 2018-19 school year has been about 70 hours per year, approximately one hour per staff member per year.
Posters: Clarify exactly what you intend to share/demonstrate through electronic and/or print media.
Professional development comes in different shapes and sizes; allow your teachers to customize their PD just as your students are able to customize their learning.

Outline

For too long, professional development for teachers have been a “one size fits all” model. Education is now becoming more individualized for students; why shouldn’t it be individualized for teachers as well? Flexible professional development can be tailored to meet the needs of each individual teacher. Flexible PD can be as simple as collaborative shoulder partner time with a library media specialist or instructional technology coach to plan and co-teach a lesson integrating technology to make the lesson more engaging. Flexible PD can also be developed for those who need Continuing Education Units (CEUs) or graduate credit. Professional developers can build courses through an accredited university on a wide array of topics from GSuite for Education apps and Microsoft Office to various web tools or pedagogical strategies.

Supporting research

Patton, K., Parker, M., & Tannehill, D. (2015). Helping Teachers Help Themselves: Professional Development That Makes a Difference. NASSP Bulletin, 99(1), 26–42.

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Presenters

Photo
Jerry Schneider, Fargo Public Schools

For the past ten years, Jerry has worked at Fargo North High School and Ben Franklin Middle School in Fargo, North Dakota, as an instructional technology coach. He is a Google Certified Levels 1 and 2 Educator, a Google Certified Trainer, and an adjunct instructor at North Dakota State University where he teaches online Google Certified Levels 1 and 2 Educator and other educational technology courses.

Photo
W Tyler Scott, North High School

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