This report provides an overview of professional learning and includes examples of formal and informal professional learning opportunities with some research regarding the effectiveness of self-directed learning opportunities.
This article discusses lesson-sharing sites, key sources for common-core related PD, and the issues with ownership. “Say you’re a teacher and you’ve created a bang-up lesson on how to teach fractions on the number line. Everyone in the faculty room loves it. Fellow teachers are begging for copies. Your principal suggests you post it online for others to use…”
Clayton Christensen Institute. This case study looks at the impact of West Virginia’s e-Learning for Educators program implementation and sustainability model.
Four leaders of successful community of practice (COP) education initiatives participated in a panel at FETC and shared their knowledge about and experience with best practices for online communities of education practitioners. This article is an excerpt of the discussion.
Chapter 1 provides an overview of the rationale for technology coaching, principles for coaching and ideas for planning and evaluating a coaching model.
This is a tool that aligns the progress that individuals (e.g. teacher, campus) make toward meeting state and district technology goals with the four key areas of the state’s Long-Range Plan for Technology, 2006 – 2020.
This resource frames five outcomes of professional development that are typically of interest: participants’ (i.e. teachers’) reactions, participants’ learning, organization support and change, participants’ use of new knowledge and skills, and student learning outcomes.
SAMR offers a method of seeing how technology might impact teaching and learning through four key levels: Substitution, Augmentation, Modification and Redefinition.