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Professional Learning Online: Coaching and Support Models for Improving Teaching and Learning

Participate and share

Participate and share : Poster

Thursday, December 3, 1:30–2:30 pm PST (Pacific Standard Time)

Erin Earnst  
Kathryn Gabriele  

Learn about three instructional design and delivery models useful for advancing educators’ capabilities for teaching about sensitive and complex topics, specifically in history and English language arts classrooms. Leave with an understanding of the models and a plan for applying that understanding.

Audience: Coaches, Curriculum/district specialists, Professional developers
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: Any web browser
Canvas/Instructure Student App
Topic: Distance, online & blended learning
Grade level: 6-12
Subject area: Language arts, Social studies
ISTE Standards: For Coaches:
Professional Development and Program Evaluation
  • Design, develop and implement technology-rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning and assessment.
  • Evaluate results of professional learning programs to determine the effectiveness on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning.
For Education Leaders:
Empowering Leader
  • Support educators in using technology to advance learning that meets the diverse learning, cultural, and social-emotional needs of individual students.

Proposal summary

Purpose & objective

Contemporary youth bring an increasingly complex and diverse array of identities to middle and high school classrooms. The richness of this complexity and diversity demands that educators develop and continuously improve their knowledge and capabilities for teaching for equity against a rapidly changing socio-political and socio-economic backdrop. Capitalizing on the power and growth of online learning to design for personalized, yet networked, professional learning for educators offers educators the opportunity to choose among professional learning offerings that best meet their professional and personal needs.

Thus, the dual purpose of this presentation is to (a) advance participants’ knowledge and skills related to designing and delivering effective online professional learning and (b) support participants in developing a plan for using eLearning tools and strategies in their local context.

Participants will examine three instructional design and delivery models useful for advancing educators’ capabilities for teaching about sensitive and complex topics such as teaching with current events and learning about the Holocaust: a self-paced online workshop, a facilitated online course, a facilitated online mini-course that combines weekly synchronous and asynchronous learning opportunities. The examples we draw from focus largely on social studies and English language arts content for grades 7 to 12 and will expose educators to Canvas and Zoom; however, the instructional design and delivery models are applicable across grades and content areas, as well as learning management platforms.

In this session, participants will:
1. Compare/contrast the design, delivery, and intended learning outcomes of different online professional learning models.
2. Analyze the relationship between design, delivery, and learning outcomes.
3. Apply their session learning to their local contexts.

As a result of attending this session, participants will:
1. Possess a deeper understanding of how to match eLearning tools and strategies with learning outcomes.
2. Have a plan for using eLearning tools and strategies from this session in their local context.

Supporting research

Covelli, B. J. (2017). Online discussion boards: The practice of building community for adult learners. The Journal of Continuing Higher Education, 65(2), 139-145.

Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199.

Desimone, L.M. (2011). A primer on effective professional development. Phi Delta Kappan, 92(6), 68-71.

Garet, M. S., Porter, A. C., Desimone, L. M., Birman, B., & Yoon, K. S. (2001). What makes professional development effective? Analysis of a national sample of teachers. American Educational Research Journal, 38(3), 915-945.

Guskey, T. R. (2003). What makes PD effective? Phi Delta Kappan, 84(10), 748-750.

Holmes, B. (2013). School Teachers' Continuous Professional Development in an Online Learning Community: lessons from a case study of an e T winning Learning Event. European Journal of Education, 48(1), 97-112. doi:10.1111/ejed.12015

Masters, J., De Kramer, R. M., O’Dwyer, L. M., Dash, S., & Russell, M. (2010). The Effects of Online Professional Development on Fourth Grade English Language Arts Teachers’ Knowledge and Instructional Practices. Journal of Educational Computing Research, 43(3), 355–375.

O’Dwyer, L. M., Carey, R., & Kleiman, G. (2007). The Louisiana Algebra I online initiative as a model for teacher professional development: Examining teacher experiences. Journal of Asynchronous Learning Networks, 11(3), 69-93.

Yurkofsky, M. M., Blum-Smith, S., & Brennan, K. (2019). Expanding outcomes: Exploring varied conceptions of teacher learning in an online professional development experience. Teaching and Teacher Education, 82, 1-13.

Walter, John. (July, 2019) Microcredentials Could Be a Game Changer for Educators. But Hard Questions Remain. EdSurge Online. Retrieved September 1, 2019.

Facing History and Ourselves course evaluation reports - Fall 2018, Winter 2018, Spring 2019.

More [+]


Erin Earnst, Facing History and Ourselves
ISTE Certified Educator
Kathryn Gabriele, Facing History and Ourselves

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