Developing Professionals: Preparing Technology Teachers Developing Professionals: Preparing Technology Teachers ITEA Standards Specialist and CATTS Meeting September 23-25, 2005, Baltimore, MD William E. Dugger, Jr. Shelli D. Meade

Technological Literacy Standards

Addenda to the Standards

Student Assessment Standards (Chapter 3) (Chapter 3) Professional Development Standards (Chapter 4) Program Standards (Chapter 5) (Chapter 5) AETL contains:

STL contains the content standards Planning Learning helps educators turn STL into curricula.

AETL contains the professional development standards Developing Professionals helps educators develop standards- based in-service and pre- service teacher education programs.

Developing Professionals: Preparing Technology Teachers

Section 1:Overview (p. 1) Section 1:Overview (p. 1) Section 2:Effective Professional Development (p. 15) Section 2:Effective Professional Development (p. 15) Section 3:Comprehensive Approach to Teacher Learning (p. 27) Section 3:Comprehensive Approach to Teacher Learning (p. 27) Section 4:Teacher Learning Approaches and Venues (p. 39) Section 4:Teacher Learning Approaches and Venues (p. 39)

Developing Professionals: Preparing Technology Teachers Section 5:Evaluating Professional Development (p. 51) Section 5:Evaluating Professional Development (p. 51) Section 6:Roles and Responsibilities: A Call to Action (p. 69) Section 6:Roles and Responsibilities: A Call to Action (p. 69)

Developing Professionals: Preparing Technology Teachers As AETL indicates: The most important factor affecting the quality of any technology program is the teacher. The most important factor affecting the quality of any technology program is the teacher.

Section 1 (p. 2) Professional Development: A continuous process of lifelong learning and growth that begins early in life, continues through the undergraduate, pre-service experience, and extends through the in- service years.

Section 1 (p. 3) Considers both... Pre-Service and In-Service Teacher Education

Section 1 The Big Picture p. 4 Professional Development Program Teacher Learning

Section 1 Standard PD-1: Professional development will provide teachers with knowledge, abilities, and understanding consistent with Standards for Technological Literacy: Content for the Study of Technology (STL). Standard PD-2: Professional development will provide teachers with educational perspectives on students as learners of technology. Standard PD-3: Professional development will prepare teachers to design and evaluate technology curricula and programs.

Section 1 Standard PD-4: Professional development will prepare teachers to use instructional strategies that enhance technology teaching, student learning, and student assessment. Standard PD-5: Professional development will prepare teachers to design and manage learning environments that promote technological literacy.

Section 1 Standard PD-6: Professional development will prepare teachers to be responsible for their own continued professional growth. Standard PD-7: Professional development providers will plan, implement, and evaluate the pre-service and in-service education of teachers.

Section 1 Five Questions of Standards-Based Planning Where are we now? Where are we now? Where do we want to go? Where do we want to go? How are we going to get there? How are we going to get there? What knowledge and abilities must educators possess to get there? What knowledge and abilities must educators possess to get there? How will we know when we have arrived? How will we know when we have arrived?

Section 1 (p. 13) Concludes with a paragraph on... Providing Professional Development That Matters

Section 2 Characteristics of Effective Professional Development Disclaimer: The characteristics provide a “snap- shot” of a standards-based technology program. They are NOT intended to shorten or substitute for the entirety of the Professional Development Standards

Section 2 Characteristics of Effective Professional Development Starts with standards Starts with standards Improves K-12 student learning Improves K-12 student learning Enhances teacher content and pedagogical knowledge Enhances teacher content and pedagogical knowledge Promotes professionalism Promotes professionalism (p. 16)

Section 2 Characteristics of Effective Professional Development Continued Aligns with other reform initiatives Aligns with other reform initiatives Promotes collegiality and collaborative exchange Promotes collegiality and collaborative exchange Is ongoing, career-embedded, and sustained Is ongoing, career-embedded, and sustained Includes accountability measures Includes accountability measures (p. 16)

Section 2 Concludes with... Scenarios for Professional Development (pp )

Section 3 A Comprehensive Approach to Teacher Learning Lay the Groundwork Frame Professional Education Build Teacher Understanding Evaluate Professional Education

Section 3 Lay the Groundwork Involve Stakeholders Provide Time and Resources Commit to Professional Development

Section 3 Frame Professional Education Identify Teacher Learning Needs and Establish Goals Define Content Identify Assessment Measures Consider the Context Organize Teacher Learning

Section 3 Build Teacher Understanding Teacher candidates and teachers must be engaged in learning.

Section 3 Evaluate Professional Education The professional development program evaluation should ensure that the needs of teachers are being met. *See Also Section 5

Section 3 Concludes with... Reflecting on the Possibilities p. 37

Section 4 Begins with... Approaches to Teacher Learning –Action Research –Case Discussions –Internships –Mentoring –Partnerships –Professional Writing –Reflective Writing (pp )

Section 4 Approaches to Teacher Learning Continued –Study Groups –Courses, Workshops, and Institutes –Beyond the University Classroom or K-12 Building –Museums, On-Line Education, Professional Organizations and Agencies (pp )

Section 4 Approaches to Teacher Learning Continued –On-line Education –Professional Organizations and Agencies (p. 47)

Section 4 Concludes with... Reflecting on the Future of Technological Literacy. (p. 50)

Section 5 Scope of Evaluation Principles of Evaluation Procedure of Evaluation

Section 6 Roles and Responsibilities Messages to: Teacher Candidates Teacher Educators TeachersAdministrators

Conclusion Developing Professionals Making the vision [of STL and AETL] a reality requires that educational professionals take action.