University and County Partnerships: Professional Development Courses in Technology for Practicing Educators and Administrators WebNet Conference October 25, 2001 Davina Pruitt-Mentle Educational Technology Outreach

October 25, 2001WebNet: Davina Pruitt-Mentle 2 Professional Development Opportunities: Past and Present Past –Technology skills –Short workshops-or seminar format Present –Integration/infusion of technology –Ties with school system and state curriculum –Connection to state and national content and technology standards –Focus on standardized assessments –Research based on “Best Practices”

October 25, 2001WebNet: Davina Pruitt-Mentle 3 Teachers’ Concerns Teachers are overburdened –Time commitment for course requirements –Don’t have time to travel to class Teachers have continuing education requirements –Related to “real class” experience –Leads to certificate or graduate credit/degree Budgets are small

October 25, 2001WebNet: Davina Pruitt-Mentle 4 Administrative Directive: New Trend in Maryland Teachers need to demonstrate a basic level of technology proficiency Instructors will be assessed, then trained according to predetermined technology competencies

October 25, 2001WebNet: Davina Pruitt-Mentle 5 Our “Customers” are Diverse Some Examples: –Urban Baltimore City District of Columbia Prince George’s County –Rural Queen Anne’s County –Growing Communities Frederick County

October 25, 2001WebNet: Davina Pruitt-Mentle 6 The Cultures are Diverse Traditional Ethnically Mixed African-American Hispanic –Immigrant

October 25, 2001WebNet: Davina Pruitt-Mentle 7 Already In Place A variety of “How To” workshops Graduate level courses offered through the University of Maryland with focus on -  Developing teachers’ proficiency at integrating technology into the curriculum.  Using technology to conduct research and assist in professional growth.  Using technology to evaluate student progress.

October 25, 2001WebNet: Davina Pruitt-Mentle 8 Educational Technology Outreach: Professional Development Provides High quality technology based, University supported professional development A large portfolio of classes developed in concert with –County specialists –University experts –Teachers in the field Classes are then available to all partners Graduate level credit given Courses taught in local schools on district equipment with district software Instructors and curriculum materials Flexible billing, registration, and scheduling

October 25, 2001WebNet: Davina Pruitt-Mentle 9 Professional Development Research Implementation is critical, as some techniques such as the short workshop model do not stick with teachers and therefore the instruction does not get passed on to the students Wilson, S., and Berne, J. (2000). Teacher learning and the acquisition of professional knowledge: an examination of research on contemporary professional development. Review of Research in Education 24,

October 25, 2001WebNet: Davina Pruitt-Mentle 10 Cohort Model Group of teachers move through a string of six courses over a year Start face-to-face Move to Web-enhanced Evolve to completely online Teachers have the chance to apply the courses in the classroom, discuss successes and failures with their peers and instructors, and form networks for the future

October 25, 2001WebNet: Davina Pruitt-Mentle 11 PD is Over, Now What Budgets are shrinking so it is imperative we know if its workingEVALUATION

October 25, 2001WebNet: Davina Pruitt-Mentle 12 Kirkpatrick’s Levels Level 1 - Smile Sheet Level 2 - Pre and Post Test Level 3 - Continuing Evaluation Kirkpatrick, D., (1998). Evaluating Training Programs: The Four Levels. San Francisco: Berrett-Koehler

October 25, 2001WebNet: Davina Pruitt-Mentle 13 Kirkpatrick’s Levels Level 1 - Smile Sheet –Evaluation after each module Level 2 - Pre and Posttest –Pretest - school district driven –Posttest - evaluations and portfolio –Cross pollination of assessments Level 3 - Continuing Evaluation –Follow up 3, 9, and 12 months after course –Via , survey, interviews –Selected sample observation

October 25, 2001WebNet: Davina Pruitt-Mentle 14 Conclusions ETO model focuses on collaboration Cohort model promotes classroom implementation and peer support Assessment places teachers in proper technology timeline Evaluation imperative to course improvement and demonstration of success

October 25, 2001WebNet: Davina Pruitt-Mentle 15 Backups

October 25, 2001WebNet: Davina Pruitt-Mentle 16 The Challenge Develop assessments to measure current technology skills To plan a training program based on assessed skills and identified competencies. Identify necessary technology competencies

October 25, 2001WebNet: Davina Pruitt-Mentle 17 Technology Competencies North Carolina Technology Competencies for Educators International Society for Technology Education (ISTE) –National Education Technology Standards for Teachers (NETST) ISSLC TSSA

October 25, 2001WebNet: Davina Pruitt-Mentle 18 Technology Competencies Grouped Into 4 Levels *Level I - Technology Basics *Level II - Applications and Online Strategies *Level III - Integrating Technology into Instruction *Level IV - Multimedia and Project-Based Learning Minimum acceptable proficiency level: Level III