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.
TPACK is a framework that extends Lee Shulman’s idea of Pedagogical Content Knowledge by identifying the knowledge teachers need to teach effectively with technology.
The efforts of InTASC have helped to describe the new vision of teaching needed for today’s learners and what strategies teachers can employ to improve their practice both individually and collectively. inTASC specifically addresses the need for teachers to be able to personalize instruction through digital learning and how teachers should develop expertise in applying technology to support learning (p23), integrate technology into their planning (p35) and participate in professional learning opportunities that support digital learning (p35).
The International Society for Technology in Education (ISTE) developed the ISTE Standards (formerly known as the NETS) for learning, teaching and leading in the digital age. Included in the standards are ISTE Standards for Teachers (ISTE Standards•T) and ISTE Standards for Administrators (ISTE Standards•A). These standards provide details related to evaluating the skills and knowledge educators need to teach, work and learn in an increasingly connected global and digital society.
This document provides tips, components and resources for writing professional development planning at their website. WDPI also links to promising programs that illustrate professional development plans for districts seeking examples.
The guide describes the elements of an effective plan for teacher professional development and presents a six-step planning process.
This resource provides an overview of comprehensive professional learning systems and provides a 7-step guide to developing professional learning plans.
This toolkit provides leaders with a multi-step decision-making process, practical tools, and numerous examples for setting a trajectory of positive change, moving assertively toward achievement of student learning and improvement goals.
This report examines the characteristics of learner-centered instruction and the support that educators and schools will require to make such an approach work.