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Making the Case for Online Professional Development

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30 Online PD Courses plus x Communities of Practice. 11 Facilitators on contract ... for community with like-minded educators. Online Professional Development ... – PowerPoint PPT presentation

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Title: Making the Case for Online Professional Development


1
Making the Case for Online Professional
Development
  • Linda Pittenger
  • Kentucky Department of Education
  • Online Learning Institute
  • 22 March 2006

2
Introduction
  • Identify the What
  • Define your purpose
  • Develop the Why
  • Engage policymakers
  • Find the How
  • Offer a sustainable model

3
Introduction
  • In Kentucky today
  • Kentucky Virtual High School
  • 3.5 years
  • 30 Online PD Courses plus x Communities of
    Practice
  • 11 Facilitators on contract
  • Higher Education
  • Education Professional Standards Board
  • Kentucky Virtual University

4
Introduction
  • Division of Secondary Virtual Learning
  • Direct report with curriculum, instruction
    assessment not part of Ed Tech
  • Enabling Advising function no authority to
    make decisions beyond our own program
  • No legislation or state-level policy on OPD

5
The What - Define Your Purpose
  • Doing something better or doing something new?
  • Offering an alternative to face-to-face?
  • Offering an add-on to face-to-face?
  • Offering a replacement for face-to-face?
  • None of the above?
  • Models?
  • Self Study or Facilitated?
  • Wholly online or hybrid?
  • Singleton or systemic?
  • Will you build or buy?

6
Defining Your Purpose
  • Online Professional Development
  • Is Not
  • Putting Professional
  • Development Online

7
Define Your Purpose
  • In Kentucky
  • All facilitated
  • Build with those who will use
  • Three Classes of Service Three Classes of
    Support
  • Single purpose/ single course
  • Enhanced/ usually wrapped around face-to-face
  • Comprehensive/ communities of practice
  • We do not compete head-to-head with traditional
    PD

8
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12
Defining Your Purpose
  • What professional development experience does the
    organization value?
  • Fosters deep understanding
  • Centers on critical activities of TL rather than
    abstractions
  • Builds on investigation of practice using real
    work in real world settings
  • Values/cultivates a culture of collegiality
  • Is sustained, intensive and woven into the
    everyday fabric of the teaching profession
  • Kleiman, 2004

13
Defining Your Purpose
  • The organization also values
  • Saving time
  • Saving money
  • Will you save time and money?
  • Is this sufficient rationale for online PD?

14
The Why Engaging Policymakers
  • Tightly align with the strategic agenda at the
    executive level of the organization
  • Bring forward the opportunity to do what cannot
    be done otherwise, with quality
  • Be savvy about the relationships among impact,
    risk cost, but
  • Dont hesitate to market OPD as disruptive
    innovation

15
Engaging Policymakers
  • In Kentucky
  • 2000 eight regional service centers providing
    technical assistance F2F PD to districts and
    840 staff
  • 2006 No regional service centers and 340 staff
  • How do we respond to district needs for
    assistance and high quality PD?

16
Engaging Policymakers
  • Understand the current investment in things
    called PD
  • Understand the current measure
  • Time on task?
  • Offer funding models and measures related to
    performance
  • Offer good practice in OPD based on SREB Model
    Online PD, etc

17
Engaging Policymakers
  • High School Reform Building Capacity
  • Highly qualified teachers and high quality
    teaching
  • Pedagogical skills
  • Content knowledge
  • Leadership
  • Induction and mentoring
  • Leading the school through change

18
Engaging Policymakers
  • Ability to group and regroup learners based on
  • Role
  • Interest
  • Readiness
  • Schools of similar demographics
  • Teachers of students with similar needs
  • High degree of customization
  • Core content plus specialized modules
  • Custom courses
  • Immediacy students classrooms
  • Strong P16 enabler

19
Engaging Policy Makers
  • Know the research behind the issues of urgency
  • EdTrust
  • Long-term impact of poorly prepared teachers on
    students
  • High impact practices
  • Help make the connections

20
Engaging Policy Makers
  • Parallel appeal to teachers
  • Equal access
  • Rigorous challenging
  • Personalized education
  • Accountability for performance
  • Ability to manage time place
  • Opportunity for community with like-minded
    educators

21
The How Offer a Sustainable Model
  • Staffing
  • Facilitators and Developers
  • Build the cadre from the participants
  • Who owns Quality Assurance?
  • Encourage replication at local level
  • Administrators master teachers as online
    learning leaders
  • Funding
  • Recurring line item inside not in addition to -
    major project budgets
  • Identify discretionary funding sources
  • Avoid a per seat cost

22
Offer a Sustainable Model
  • Content, Content Content
  • Build a repository of reusable content for
    Instruction PD require that developers take
    both into consideration
  • Developers do not own the content
  • Teachers can take their work products back to use
    in the classroom
  • Build courses in modular format
  • Partner very strategically

23
The Bottom Line
  • Engaging every teacher in high quality,
    professional growth experiences that lead to
    higher levels of achievement for an increasingly
    diverse population of students is not an
    opportunity or an add-on to what we are already
    doing it is a professional, economic and moral
    obligation

24
Key Points
  • Be very clear about
  • What online is ( and is not)
  • Why online is uniquely responsive
  • How online can be sustained
  • Under Promise Over Deliver

25
Linda PittengerLinda.Pittenger_at_education.ky.gov
www.kvhs.org
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