Next | Previous | Chapter Home | Toolkit Home 

Professional Development Models for Teachers
State	Program	Description
OR	EDTech Professional Development Cadre http://www.oetc.org/newsletter/Fall03/cadre.html	The Cadre builds partnerships to provide technology leadership with the goal of improving classroom teaching, student learning and professional development for all Oregon educators and pre-K to 20 students.
MD	Commercial Product for Algebra	Teachers are closing their knowledge gap as students do the same; the software is prescriptive, runs in a dedicated lab, and is expensive. The model includes a higher education component.
MD	Maryland Technology Academy (MTA) http://cte.jhu.edu/techacademy/	MTA provides an intensive professional development opportunity for teachers across Maryland. A partnership among MD SDE, Johns Hopkins University and Towson University manage the MTA.
US	ETLO (Ed Tech Leaders Online) http://www.edtechleaders.org/	The nonprofit organization, ETLO, develops programs to facilitate and implement Online professional development.
US	Intel Teach to the Future http://www97.intel.com/education/teach/index.htm	This free, highly regarded 40-hour program uses constructivist approaches to technology integration. Teachers are not compensated. There is a rigorous application process.
WA	Gen Y http://www.genyes.org/	In this student-centered model, 25-30 students are trained in basic classroom technology integration. Eight weeks later, they are paired with teachers to help the teachers develop a technology-enhanced lesson. Contact: Dennis Harper
WA	Networked Learning Communities	This former TLCF grant continues to provide professional development. Eighty percent is provided Online and the remainder is provided in regional face-to-face meetings.
WA	No Limit! New Outcomes: in MATH INFUSED with Technology http://www.edtech.wednet.edu/nolimit/about/grant.htm	Each regional center has a minimum of two mathematics experts who go into schools to work with middle school mathematics teachers. The project reports a positive impact on middle school mathematics and algebra.
WV	Technology Model Schools Title 2 D, competitive	The project trains technology integration specialists who work in technology model schools, with the school becoming a model school by having a technology specialist. Districts select specialists, who receive 40 days of professional development. The state provides the content for 30 of these days and the rest is provided locally. Specialists take what they have learned and share it with the rest of the school-mentoring, coaching, modeling, and bringing in trainers. The days are during the school year and some districts use a permanent substitute during this time.

Professional Development Models for Administrators
1. Awareness Level These Orientation and Beginner (Early Development) models provide one-time, "patch" solutions that are not sustained. Projects may focus on an emerging technology and productivity tools.
Characteristics	Context	Assessments and Benchmarks
Focus on modeling and basic skills. Designed as orientation or beginning user training. Typically one-time, face-to-face (traditional).	Traditional workshop mode. Focus on individual growth.	Basic skills and knowledge benchmarks. Single-event assessment (test or demonstrated capacity).
Project Example: Utah: Gates Administrator Training on PDAs
2. Professional Use and Introduction to Leadership Significant Growth (Intermediate) Models have duration, but need extension to be systemic and sustained. Leaders use technology in duties and begin to support technology integration in their schools.
Characteristics	Context	Assessments and Benchmarks
Focus is on identification, learning and use of tools to support professional activities. Hybrid or online mode of delivery. Has duration and focuses on progressive knowledge, skills development and actual use.	Cohort-based. Focus on cohort development and plan for leading campus and system.	Toolkit assembled. Plan-to-plan in place (team, timelines, possibly needs identified). Frequency and levels of use. Growth in knowledge of school change and technology in improved teaching and learning.
Project Example: Michigan: Leading the Future http://www.campusk12.com/leadmichigan/home.cfm?page=signup
3. Sustained Leadership Advanced Models (Target Development) are sustained over time and institutionalize school renewal with technology. Leaders are competent users of technology and encourage its innovative use in the school.
Characteristics	Context	Assessments and Benchmarks
Focus is on school improvement and ongoing renewal using technology. Includes needs assessment (vision), planning, implementation, documentation, assessment and evaluation (systemic and comprehensive). Institutionalized and not dependent on one-time funding. Ongoing, never-ending.	Set across a campus, district, or larger system. Supported by evidence.	Target is improved student achievement through technology-rich school improvement. Relies on student performance data and other data sources. Includes process and performance-gain benchmarks. Plan for sustaining model over time.
Project Examples: Alabama: Alabama Renaissance Technology Academy (ARTA) Contact: Dr. Melinda Maddox and Cheri Hayes http://www.alsde.edu/text/sections/section_detail.asp?section=61&footer=sections ISTE Preferred: Campus Change Leadership Team Model Contact: Dr. Lynn Nolan http://www.iste.org/profdev/forums/administrator/2003/index.cfm Miami-Dade County/ISTE: District Technology Leadership Cohort Contact: Dr. Chris Masters Mississippi: Technology Academy for School Leaders (TASL) Contact: Dr. Katherine Tankson http://tasl.mde.k12.ms.us/ North Carolina: Principals as Technology Leaders (PATL) Contact: Deborah Pederson http://www.ga.unc.edu/pep/rppatl.html Ohio: Leaders for Integrating Technology (LIT) Contact: Dr. Ellen Maddin and Dr. Julie Fox http://www2.osn.state.oh.us:8080/olit

The list of Promising Practices above is but a brief sample of the many worthwhile and innovative programs going on across the fifty states.