Educational Technology Outreach Professional Development Model 2001 Maryland Technology Showcase Davina Pruitt-Mentle December 5, 2001 College of Education

Educational Technology OutreachEducational Technology OutreachProfessional Development ModelProfessional Development Model

2001 Maryland Technology Showcase2001 Maryland Technology Showcase

Davina Pruitt-MentleDavina Pruitt-MentleDecember 5, 2001

College of Education

December 5, 2001 2001 Maryland Technology Showcase PD ModelDPM 2

Professional Development Professional Development Opportunities: Past and PresentOpportunities: 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

.


Already In PlaceAlready 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.


Educational Technology Outreach: Educational Technology Outreach: Professional Development ProvidesProfessional 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


Professional Development Professional Development in the Fieldin 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


Professional Development ResearchProfessional 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


ETO Mode of DeliveryETO 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*


Cohort ModelCohort 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


Course CreationCourse 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


Course OfferingsCourse 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)


On-line CoursesOn-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


PD is Over, Now What?PD is Over, Now What?

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

EVALUATIONEVALUATION


Kirkpatrick’s LevelsKirkpatrick’s 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


Kirkpatrick’s Levels Kirkpatrick’s 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


Unique Best Practice PartnershipsUnique Best Practice Partnerships

• Baltimore City Public Schools – 6 module cohorts

– First 2 courses face-to-face

– Last 4 courses on-line


• DC Public Schools– Developed collaboratively with PD staff and

practicing educators– Hybrid model

• F2F with web enhancement

• On-line through WebCT




• Queen Anne’s 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


Queen Anne’s County Public SchoolsQueen Anne’s County Public Schools

• Schools: 12

• Students: 723114.7% increase over past 5 years

• Staff: Professional and Non-Professional 814

• New Hires :1999/2000 632000/2001 80


Technology Competencies Grouped Technology Competencies Grouped Into 4 LevelsInto 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


Teacher TrackingTeacher 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


Assessment ResultsAssessment Results

Level II33%

Level I15%

Not Assessed8%

Level III44%

132 of 144 New Hires Assessed


Enrollment in Classes Enrollment in Classes Offered by LevelOffered by Level

LEVEL IV4%

LEVEL III49%

LEVEL II38%

LEVEL I9%


The ChallengeThe 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


Our SolutionOur Solution

• Continuously assess on a variety of levels using business/industry model (Kirkpatrick’s model)

• Aid in the development of standards for technology education

• Stay current with PD “Best Practices” & Research• Combine industry with educational initiatives


Educational Technology OutreachEducational Technology Outreach

Contact:

Davina Pruitt-Mentle

(301) 405-8202

[email protected]


Backups


New OpportunitiesNew 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


Status of the 60 New Hires of 1999/2000Status of the 60 New Hires of 1999/2000

Completed classes(48)

Resigned (4) *3 completed requirementsprior to resigning

Chose demonstration alternative (5)

Still working on classes (3)

Documents

Educational Technology Outreach Professional Development Model 2001 Maryland Technology Showcase Davina Pruitt-Mentle December 5, 2001 College of Education