1. Assistive Technology Professional Development Overview – SED 579

2. Successful Professional Development Share some example of successful professional development experiences Share some example of successful professional development experiences –In which you participated –Which you developed Why were they successful? Why were they successful? –How do they represent the models for successful professional development presented by Gordon?

3. Typical Approaches Fail (Fullan, 1991) One-shot workshops One-shot workshops Topics selected by non-participants Topics selected by non-participants Lack of follow-up Lack of follow-up Failure to evaluate Failure to evaluate Failure to address individual needs and concerns Failure to address individual needs and concerns Failure to address individual needs within schools Failure to address individual needs within schools Absence of conceptual basis for program planning & implementation Absence of conceptual basis for program planning & implementation

4. Professional Development Key Components: Strong leadership & support Strong leadership & support Collegiality & collaboration Collegiality & collaboration Data-based development Data-based development Program integration Program integration A developmental perspective A developmental perspective Relevant learning activities Relevant learning activities Professional development as a way of life Professional development as a way of life

5. Strong Leadership & Support When leadership comes from an administrator or staff developer, teachers are involved in leadership early on When leadership comes from an administrator or staff developer, teachers are involved in leadership early on Develops culture of trust & support Develops culture of trust & support Encourages risk-taking Encourages risk-taking Examples? Examples?

6. Data-Based Development Effective PD is driven by variety of data Effective PD is driven by variety of data –Examples? All participants are involved in continually examining, analyzing, & using data to make decisions All participants are involved in continually examining, analyzing, & using data to make decisions

7. Collegiality & Collaboration All school personnel are equals All school personnel are equals Collaborate in all phases of planning & implementation Collaborate in all phases of planning & implementation Examples? Examples?

8. Program Integration School-wide goals are integrated w/ individual, team, school, & district goals School-wide goals are integrated w/ individual, team, school, & district goals Examples? Examples?

9. Developmental Perspective Effective PD programs embrace long- term planning Effective PD programs embrace long- term planning Participants take an incremental approach Participants take an incremental approach Most attainable are addressed first Most attainable are addressed first Examples? Examples?

10. Relevant Learning Activities Differentiated learning takes place at school site Differentiated learning takes place at school site –Meet individual or small group needs –Are participatory & experiential –Can be applied immediately at classroom level Examples? Examples?

11. PD as a Way of Life Peer norms among teachers influence desire to participate in PD Peer norms among teachers influence desire to participate in PD Teachers want to go to conferences and meetings to learn new skills Teachers want to go to conferences and meetings to learn new skills Examples? Examples?

12. Principles of Adult Learning Educating adults involves 8 basic principles that form the basis for the adult learning environment. Educating adults involves 8 basic principles that form the basis for the adult learning environment.

13. Principles of Adult Learning Principles support the practices used in planning, conducting, and evaluating adult education activities. Principles support the practices used in planning, conducting, and evaluating adult education activities. To facilitate learning, adult educators must understand the adult learning process. To facilitate learning, adult educators must understand the adult learning process. Principles provide guidelines for decision making. Principles provide guidelines for decision making. CAVEAT: The one universal truth about principles of adult learning is that there are no universal truths. CAVEAT: The one universal truth about principles of adult learning is that there are no universal truths. * Birkenholz, R.A (1999). Effective Adult Learning. Danville, IL: Interstate Publishers, Inc.

14. 1: Learning is change Learning is a change in behavior. Learning is a change in behavior. Change in knowledge or skill is the most common result of adult learning. Change in knowledge or skill is the most common result of adult learning. Acquiring new information and knowledge is part of everyday adult life. Acquiring new information and knowledge is part of everyday adult life. Adults seek out learning opportunities. Adults seek out learning opportunities. Learning is an individual process. Learning is an individual process.

15. 2: Adults must want to learn Adults are free to choose to ‘become’ in learning activities. Adults are free to choose to ‘become’ in learning activities. Some programs require participation. Some programs require participation. –Potential for learning diminishes Learning efficiency and achievement is directly correlated with personal motivation. Learning efficiency and achievement is directly correlated with personal motivation. –Lack of internal motivation –Inservice programs, update training workshops Be prepared to identify factors in adult learning. Be prepared to identify factors in adult learning. Must develop a “felt need” for participants. Must develop a “felt need” for participants.

16. 3: Adults learn by doing Adults learn best through direct participation in the learning process. Adults learn best through direct participation in the learning process. Adult educators must plan programs that begin at the “entry level” then increase opportunities for adults to become engaged in learning. Adult educators must plan programs that begin at the “entry level” then increase opportunities for adults to become engaged in learning. Significant barriers to learning: Significant barriers to learning: –Low self-esteem –Unconfident in own abilities –Fear of ridicule or failure Organize activities that ensure success. Organize activities that ensure success.

17. 4: Focus on realistic problems Focus on knowledge and skills that have immediate application. Focus on knowledge and skills that have immediate application. Most adults do not have time, patience, or inclination to learn irrelevant information. Most adults do not have time, patience, or inclination to learn irrelevant information. –Eliminate: “What does this have to do with me?” Use the inductive approach to learning. Use the inductive approach to learning. –Educators use realistic situations Case studies, role play, demonstrations, etc. Case studies, role play, demonstrations, etc. –Identify and define problem –Propose alternative solutions –Conclusions involve a general principle or concept

18. Inductive v. Deductive General Principle General Principle General Principle General Principle Ex. 2 Ex. 1 Ex. 3 Ex. 1 Ex. 2 Ex. 3

19. Inductive strategy is more effective than the deductive approach with adult learners. Inductive strategy is more effective than the deductive approach with adult learners. Use many examples that lead to solving the problem or increase knowledge, skills, and ability. Use many examples that lead to solving the problem or increase knowledge, skills, and ability. Information and knowledge are retained longer for adults using the inductive approach. Information and knowledge are retained longer for adults using the inductive approach.

20. 5: Experience affects learning Experience influences (+ or -) adult learning. Experience influences (+ or -) adult learning. –Experience is a cumulative characteristic –Varies widely among adult groups –Participants’ sets of previous experiences –Foundation may be broad and firm or lacking in scope –Adding new knowledge or skill is “life dependent” Educators must recognize + and - affects. Educators must recognize + and - affects. –Positive experiences enhance quality of learning –Negative experiences inhibit the effect of learning Adults may need to unlearn and relearn in today’s society to be successful. Adults may need to unlearn and relearn in today’s society to be successful.

21. Foundation for Learning Knowledge, Skills, and Experience Base Your job may require you to fill in the blocks of experience, knowledge, or skills for another adult. AT Leader’s Role

22. 6: Informal learning environments FRules inhibit adult learners. FFull immersion in the educational process. FMost adults accept behavioral guidelines. FRefreshment breaks are a necessity. Scheduled breaks enhance the learning process Allows for interaction among all participants Promotes informal and relaxed discussion

23. 7: Variety in teaching methods Adults learn through their senses. Adults learn through their senses. –Inclusion of all senses increases learning effectiveness for adults –Incorporate activities that require sensory stimulation Multiple use of senses promotes retention rates. Multiple use of senses promotes retention rates. Trade-off between instructional efficiency and instructional effectiveness in adult education. Trade-off between instructional efficiency and instructional effectiveness in adult education. –Maximize effectiveness: long-term retention –Maximize efficiency: transmission of information Educators must recognize this trade-off when planning programs. Educators must recognize this trade-off when planning programs. –Purpose of the program –Objectives of the program

24. 8: Guidance, not grades Adults are individualistic in evaluating their achievements or performance. Adults are individualistic in evaluating their achievements or performance. –Do not enjoy being used as an example to others –Fear humiliation or ridicule –Desire external affirmation of progress - peer group Avoid application of rigid, external performance standards except when required by certification. Avoid application of rigid, external performance standards except when required by certification. –Offer suggestions for improvement in performance Use tactful non-threatening manner Use tactful non-threatening manner Incorporate self-evaluations among adult learners Incorporate self-evaluations among adult learners Adults benefit from encouragement of their capabilities as learners. Adults benefit from encouragement of their capabilities as learners.

25. Source: Gordon. S. P. (2004). Professional development for school improvement. Empowering learning communities. Boston: Pearson.

26. Critical Aspects of School Improvement Shared governance Shared governance Transformational leadership Transformational leadership Teacher collegiality Teacher collegiality Student-centered teaching Student-centered teaching Cultural change Cultural change