Sandra Johnson, M.A. & M.S. Susie Ceppi- Bussmann, Ph.D. New Mexico State University

  Regional Educational Technology Assistance program (RETA,  1998 Technology Innovation Challenge Grant  Partnership with NM school districts to provide professional development for K-12 educators in using technology for instruction RETA at NMSU

  Curriculum based learning experiences with participants as students  Six research-based principles  Content-focus  Standards-based  Collaboration  Authentic  Demonstration  Evaluation RETA PD Framework

 RETA Impact  Use and integration of technology in the classroom  Use of constructivist practices in the classroom  Increased their collaboration with colleagues  Experienced greater confidence in using technology  Assumed more leadership roles

  In 2002 expanded into online teaching and learning (OTL)  PD for RETA instructors  Blended format (f-2-f workshops & online)  Professional Development Dossier Workshops RETA PD for OTL

  IDEAL-NM online teacher training  Enhancing Education Through Technology (EETT) grants  Education 360  5 district partnerships  Facilitated OTL PD for approx. 200 NM educators Experience in OTL PD

  Delivered in blended formats  Face-to-face workshops  Online asynchronous LMS  Synchronous & archived webinars  Peer mentorship and onsite and online  Integrates modeling, instruction, practice, ongoing support and feedback, high engagement, and leadership development RETA’s OTL PD Model

 The ultimate goal of the professional development was to improve academic achievement for New Mexico's students by preparing teachers to teach in blended and/or online formats.  35 teachers grades 3-12  Application process & contracts  Stipends and equipment Overarching Goal

  The three-tiered professional development model organizes teachers into levels depending on their knowledge, skills and attitude  Tier One-New to online learning  Tier Two- Some experience in online learning  Tier Three- Very experienced in online learning, RETA’s Model

  Experience the student perspective by taking a professional development course online  Learning and applying LMS basic skills  Revise an already-developed online unit  Teach a revised unit in a blended format  Support presentation to peers, PTA, and/or school board Tier 1 – New to OTL

  Participate in online PD course focused advanced LMS skills, course development, best practices in OTL, introduction to Web 2.0 tools  Participants continue to develop course designer skills by revising an already-developed course  Teach the revised course in a blended or online format  Present to peers, PTA, and/or school board Tier II – Some OTL

  Participate in online PD for web 2.0 tools  Develop and teach an original blended/online course  Mentor other teachers  Teacher-leader that provides onsite support  Present webinars and/or workshops  Review courses for quality design and feedback  Lead presentation to peers, PTA, and/or school board Tier III – Experienced OTL

  Except for Tier I teachers, self-identify which tier to participate in  Collect data on student learning  Collect feedback from students on their blended/online learning experience  Information collected used to revise and improve the unit or course  Participate in the professional learning community Participant Expectations

  Build capacity to develop and deliver blended and fully online curriculum  Create shared repository of blended/online courses  Effectively utilize asynchronous and synchronous online learning tools  Enhance curriculum with engaging learning objects  Evaluate online curriculum  Strengthen knowledge of research-based best practices in blended or online education  Build community of learners Other Goals

  Increased use of technology into classroom teaching  Transformation of classroom teaching  Increased engagement in professional learning community  Growth in teacher leadership  Increased moonlighting opportunities Impact of OTL PD

  Blended is a great first step for most teachers.  Online learning is not for all teachers.  Learners need to be an online learner.  Becoming an online teacher is a process.  Online teaching is different from developing online curriculum.  Not all online teachers will want or be good at developing online curriculum and vice versa.  Time has to be provided for PD. Lessons Learned

  Beware school/district Internet access  Need administrative buy in from school/district  Mentors at each school site was a plus  Smaller teacher teams effective  Development of blended/online courses by individual or pairs of teachers vs. group preferred  District policy development for OTL important consideration – course ownership, taking and teaching online courses, etc. More Lessons Learned

  Using technology for instruction  Mentoring within their schools  Presenting at district meetings  Presenting at state conferences What Participants are Currently Doing

  Time limits for program expectations  Very specific milestones to meet expectations  Withhold stipends until work is complete  System for replacing individuals that dropped out  Administrative professional development in technology integration What Areas We Need to Improve

  Graduation requirements are defined in the NM State Statutes, Chapter 22, Article 13, Section graduating students must taken one of the following–  Honors course  Advance Placement course  Dual credit course  OR online course Since funding is an issue for most schools and districts, a cost effective option is needed. Model of professional development build teachers’ capacity to meet this requirement. OTL NM Driver

  RETAPEDIA  OTLO wiki  BeBOLD wiki  Education  RETA  OCIP Resource Center  Online Teaching and Learning Graduate Certificate or Masters Programs Resources for You

  If time permits, course examples will be shared with you from tier 1, 2, and 3 participants  Elementary, middle, and high school examples Course Examples

 Thank you for attending! Dr. Susan Bussmann Sandra Johnson Questions?