Educational Technology Outreach Professional Development Model

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Educational Technology OutreachProfessional
Development Model
College of Education

• 2001 Maryland Technology Showcase
• Davina Pruitt-Mentle
• December 5, 2001

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Professional Development Opportunities Past and
Present

• Past
• Technology skills
• Short workshops-or seminar format
• Present
• Integration/infusion of technology
• Ties with school system and state curriculum
• Connection to state and national content and
  technology standards
• Focus on standardized assessments
• Research based on Best Practices
• Using technology to conduct research and assist
  in professional growth
• .

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Already In Place

• A variety of How To workshops and institutes
• Graduate level courses offered through the
  University of Maryland with focus on -
• Developing teachers proficiency at integrating
  technology into the curriculum.
• Using technology to conduct research and assist
  in professional growth.
• Using technology to evaluate student progress.

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Educational Technology Outreach Professional
Development Provides

• High quality technology based, University
  supported professional development
• A large portfolio of classes developed in concert
  with
• County specialists
• University experts
• Teachers in the field
• Graduate level credit given
• Courses can be taught in local schools on
  district equipment with district software, on
  campus or on-line
• Instructors and curriculum materials
• Flexible billing, registration, and scheduling

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Professional Development in the Field

• Flexibility
• Time
• After school
• Weekends
• Once a week/Every other week
• Course schedule
• Does not have to be aligned with University
  semesters

• Payment
• Individual
• County
• Grant Payments
• Tuition Reimbursement
• Location
• In-county
• On campus
• On-line
• One - three credit modules

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Professional Development Research

• Implementation is critical, as some techniques
  such as the short workshop model do not stick
  with teachers and therefore the instruction does
  not get passed on to the students
• Wilson, S., and Berne, J. (2000). Teacher
  learning and the acquisition of professional
  knowledge an examination of research on
  contemporary professional development. Review of
  Research in Education 24, 173-209

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ETO Mode of Delivery

• Face to Face (F2F)
• F2F with Web enhancement
• Distance learning labs
• On-line
• synchronous
• asynchronous
• Many courses supported by County Technology
  Specialists

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Cohort Model

• Group of teachers move through a string of six
  courses over a year
• Start face-to-face
• Move to Web-enhanced
• Evolve to completely online
• Teachers have the chance to apply course content
  in their classroom, discuss successes and
  failures with their peers and instructors, and
  form networks for the future

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Course Creation

• Needs assessment
• Counties
• Conferences
• Faculty
• Maryland Business Roundtable/MSDE
• Develop course with faculty county input
• Tailor course to county requirements/software
  infrastructure
• University review/MSDE approval

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Course Offerings

• EDUC 498A Project Based Classrooms
• EDUC 498B Multimedia in the K-12 Classroom
• EDUC 498C Technology Basics for Teachers
• EDUC 498D Computers in the Science Classroom
• EDUC 498E Computers in the Language Arts
  Classroom
• EDUC 498F Integrating Technology in the
  Mathematics Classroom
• EDUC 498K Computing in the School Setting
  Teaching with Telecommunications
• EDUC 498L Integrating Technology with the Social
  Studies Curriculum
• EDUC 498M Internet Content for the Classroom
• EDUC 498N Web-Based Instructional Tools
• EDUC 498O Assistive Technology for the Classroom
  Teacher
• EDUC 498P Technology Leadership Issues in
  Educational Technology

• EDUC 498Q Desktop Publishing
• EDUC498R Internet Content for the Classroom II
• EDUC498S Internet Content for the Classroom III
• EDUC498T Cyberethics for K-12 Instruction I
• EDUC498U Cyberethics for K-12 Instruction II
• EDUC498V Cyberethics for K-12 Instruction III
• EDUC498W Distance Learning for K-12 Instruction
  I
• EDUC498X Distance Learning for K-12 Instruction
  II
• EDUC498Y Distance Learning for K-12 Instruction
  III
• EDUC498Z Designing Instruction with Technology
• EDUC698M Internet Content for the Classroom
  (3 credits)
• EDUC698T Cyberethics for K-12 Instruction (3
  credits)
• EDUC698W Distance Learning for K-12 Instruction
  (3 credits)

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On-line Courses

• Internet Content for the Classroom
• Distance Learning for the Classroom
• Cyberethics
• Reading Course-To Meet Teacher Certification (2
  courses for elementary teachers)
• Interpreting Maryland Test Scores for School
  Improvement - for Administrators
• Technology Leadership for Educators

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PD is Over, Now What?

• Budgets are shrinking so it is imperative we know
  if its working
• EVALUATION

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Kirkpatricks Levels

• Level 1 - Smile Sheet
• Level 2 - Pre and Post Test
• Level 3 - Continuing Evaluation

Kirkpatrick, D., (1998). Evaluating Training
Programs The Four Levels. San Francisco
Berrett-Koehler
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Kirkpatricks Levels

• Level 1 - Smile Sheet
• Evaluation after each module
• Level 2 - Pre and Posttest
• Pretest - school district driven
• Posttest - evaluations and portfolio
• Cross pollination of assessments
• Level 3 - Continuing Evaluation
• Follow up 3, 9, and 12 months after course
• Via email, survey, interviews
• Selected sample observation

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Unique Best Practice Partnerships

• Baltimore City Public Schools
• 6 module cohorts
• First 2 courses face-to-face
• Last 4 courses on-line

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Unique Best Practice Partnerships

• DC Public Schools
• Developed collaboratively with PD staff and
  practicing educators
• Hybrid model
• F2F with web enhancement
• On-line through WebCT

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Unique Best Practice Partnerships

• Queen Annes County Public Schools
• Unique infrastructure
• Technology assessment of all new teachers
• assessment and proficiency at Level III needed
  before tenure
• hands on assessment
• county pays for new teacher course work - to
  reach Level III

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Queen Annes County Public Schools

• Schools 12
• Students 7231
• 14.7 increase over past 5 years
• Staff
• Professional and Non-Professional 814
• New Hires
• 1999/2000 63
• 2000/2001 80

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Technology Competencies Grouped Into 4 Levels

• Level I - Technology Basics
• Level II - Applications and Online Strategies
• Level III - Integrating Technology into
  Instruction
• Level IV - Multimedia and Project-Based Learning

Minimum acceptable proficiency level Level III
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Teacher Tracking

• Track 1 - For teachers who need basic software
  and computer training.
• Track 2 - For teachers who have skills in basic
  computer software but need strengthening in using
  the computers with their students.
• Track 3 - For teachers who demonstrate software
  competency and have some knowledge of how to use
  the computer in the classroom to support
  instruction.
• Track 4 - For teachers who demonstrate software
  competency and have knowledge of how to use the
  computer in the classroom to support instruction
  and do not wish to take additional coursework

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Assessment Results
132 of 144 New Hires Assessed
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Enrollment in Classes Offered by Level
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The Challenge

• Continuously assess and adapt curriculum
• Teacher competencies and input
• School district needs and desires
• Maintain University rigor and research
• Understand and incorporate national and state
  standards

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Our Solution

• Continuously assess on a variety of levels using
  business/industry model (Kirkpatricks model)
• Aid in the development of standards for
  technology education
• Stay current with PD Best Practices Research
• Combine industry with educational initiatives

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Educational Technology Outreach

• Contact
• Davina Pruitt-Mentle
• [phone]
• dp151_at_umail.umd.edu

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• Backups

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New Opportunities

• Research using pre and post assessment
• Eastern Shore consortium cohort
• Frederick County
• Satellite Academy Workshop
• Grants
• Working with departments within the college
• Rolling credits into graduate program
• Xybernaut
• Cultural Design Teams
• Software evaluation

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Status of the 60 New Hires of 1999/2000