InventoryandPlanfor
TeachingandLearningwithTechnology:
SupportingthePerformanceofUtah’sEducators
PreparedfortheUtahEducationNetwork
JamesMarshall,Ph.D.SanDiegoStateUniversity
March,2016
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TableofContents
I.Background.......................................................................................................................................2GuidingPrinciples:EffectiveProfessionalLearningforTeachers.............................................................4GuidingPrinciples:EffectiveProfessionalLearningforAdministrators...................................................5StateResponsibilities...............................................................................................................................5LEAResponsibilities..................................................................................................................................6
III.PrioritiesforProfessionalLearning:AnInventoryofStateProfessionalLearningOfferings.............7Methodology............................................................................................................................................7CurrentProfessionalDevelopmentOfferings..........................................................................................8GapAnalysis:Currentvs.IdealProfessionalDevelopmentOfferings......................................................8CurrentProfessionalDevelopmentDeliveryModes..............................................................................11ProfessionalDevelopmentOpportunitiesforUEN.................................................................................12
IV.FacilitatingProfessionalLearning:SolutionSystemOverview.......................................................14SolutionSystemComponent1:Training...............................................................................................16
ConditionsofTraining........................................................................................................................16ModesofTraining..............................................................................................................................16RecommendationsforTraining..........................................................................................................17
SolutionSystemComponent2:ProfessionalLearningCommunities....................................................19ProfessionalLearningCommunity(PLC)Definition............................................................................19TheRoleforPLCs................................................................................................................................19RecommendationsforProfessionalLearningCommunities..............................................................19
SolutionSystemComponent3:ReadyReferences...............................................................................20ReadyReferencesDescription............................................................................................................20TheRoleforReadyReferences..........................................................................................................20ReadyReferencesvs.BestPracticeRepositoryComponents............................................................21RecommendationsforReadyReferences..........................................................................................21
SolutionSystemComponent4:BestPracticeRepository.....................................................................22BestPractice:BenefittingfromKnowledgeManagement.................................................................22TheRoleforaBestPracticeRepository.............................................................................................22RecommendationsforProfessionalLearningCommunities..............................................................22
SolutionSystemComponent5:ExpertAccess......................................................................................24RationaleforAccesstoExperts..........................................................................................................24TheRoleforExperts...........................................................................................................................24RecommendationsforExperts...........................................................................................................24
V.BringingthePlanTogether.............................................................................................................25
References.........................................................................................................................................26
Preferredcitation:Marshall,J.(2016).Inventoryandplanforteachingandlearningwithtechnology:SupportingtheperformanceofUtah’seducators.SanDiego,CA:SanDiegoStateUniversity.
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ThemasterplanforUtahmakesprofessionallearningforeducatorsapriority.UENhascombinedeffortswithanumberofstakeholdersacrossUtah,andexpertsinthefieldofdigitaltechnologies,tocreateastatewidetechnologyproposal.Professionallearningforeducatorsisakeycomponentofthisproposal.ThisemphasisisjustifiedbyhumanperformanceresearchandstudiesofeffectiveprofessionallearningforK-12organizations.Further,weacknowledgethataccesstotechnologyaloneseldomresultsinlastingorganizationalchange.Rather,itrequiresongoingandeffectiveprofessionallearningsupportsforeducators.AstheinitialstepinaddressingtheteachingandlearningwithtechnologyneedsofUtah’seducators,UENcontractedwithDr.JamesMarshall,SanDiegoStateUniversity,toaccomplishtwothings:(1)conductaninventoryofcurrenttechnology-relatedprofessionaldevelopmentofferings,andanticipatedneeds,withschooldistrictsacrossthestate;and(2)conceptualizeaprofessionallearningapproachthatwouldsupporttheongoingdevelopmentandperformanceofthestate’seducators.ThisInventoryandPlanforTeachingandLearningwithTechnologyreflectstheexcellentprofessionallearningandtechnologyimplementationsoccurringthroughoutthestateofUtah.ThisincludesUEN’ssignificantandsuccessfulpresenceasaprovideroftrainingandperformancesupport/referencetools.Asaresult,itleveragesthebestpracticescurrentlyinuse,combinedwithresearch-basedstrategies,tobringaboutasystemicparadigmshift.Itisdesignedtoprovidetheexternalresourcesnecessarytointegratetechnologyintotheclassroomwhileadvancingtheskills,knowledgeandperformanceofUtah’sK-12educators.Thereportisorganizedintothefollowingsections:
1. Background2. GuidingPrinciplesforProfessionalLearning3. PrioritiesforProfessionalLearning:AnInventoryofStateProfessionalLearningOfferings4. FacilitatingProfessionalLearning:SolutionSystemOverview
a. KeyComponent1:Trainingb. KeyComponent2:ProfessionalLearningCommunitiesc. KeyComponent3:ReadyReferencesd. KeyComponent4:BestPracticeRepositorye. KeyComponent5:AccesstoExperts
5. BringingthePlanTogether
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I.BackgroundTeachingandlearninginthe21stcenturyareinexorablytiedtotechnology.BarrandSykora(2015)describethechallengethatthisdynamicrelationshipposestoeducation:
Technologicalchangesareacceleratingatabreathtakingpaceandarechallengingtheconventionalapproachtoprimaryandsecondaryeducation.Asleadersandeducatorsexploretheopportunitiesaffordedbytherapidchanges,theymustalsoconsiderhowtheseinnovationsimpacttheprocessoflearningandteaching(p.1).
Itistheresponsibilityofeveryeducationalorganizationtoensurethattheuseoftechnologyincreasesstudentlearningandimprovesteacherpractice.Professionallearningoffersaneffectivesolutiontosystemicallyandsystematicallyachievethisgoal.
Professionallearning,historicallytermedprofessionaldevelopment,isthemeansbywhichteachersacquirenewskillsandknowledgeinordertoeffectivelyimplementandintegratenewpracticesintotheirclassroomsandinstruction.Throughtechnology-targetedprofessionallearning,thevalueofusingtechnologyisestablishedandtheteacher’sconfidenceinusingtechnologyforlearningisinstilled.Withoutpurposefulandsystematicattentiontothesethreedomains,consistentandcontinuingperformanceisunlikelytooccur(Rossett,2009;Hale,2006;Gilbert,1978).Professionallearninghaslongbeenobservedassomethingthatoccursoutsideoftheclassroomandapartfromtypicalworkduties.Examplesinclude“inservicetraining,”inwhich,typically,anoutsidervisitstheschool,orashort,focusedtrainingsessionatthedistrictoffice.Unfortunately,suchsessionshavetypicallyproducedlittlechangeortranslatedtosustainedimplementationoftrainedskillsintheclassroom(TheNewTeacherProject,2015).Ingvarson(2005)saysthatthedisconnectisduetopolicymakers’naïvenotionsabouttheeaseofeducationalchange,andarguesthattheymakepolicywithout“understandingthatthekindsofchangethatreallymatterineducationarenotstructuralchangesbutthosethatbuildteachercapacityandprofessionalculture”(p.63).It’simportanttorecognizetherealitiesfacingeducatorswhoattempttoprovideeffective,technology-richlearningexperiencesintheclassroom:
• Hardtechnologies(devices)areevolving,andwillcontinuetoadvanceintermsoftheirsophistication,functionalityandpenetrationinschools.
• Thebodyofknowledgeaboutthesuccessfuluseoftechnologyisconstantlyshiftingandgrowing.
• Theneedsofstudentsareconstantlychangingthroughouttheyear,andfromyear-to-year.• Overtime,theinstructionalfocusofaschoolordistrictislikelytochangeasaresultofstateand
federalinfluences.Withtheserealitiesinmind,itbecomesclearthattraditionalmethodsofprofessionallearning,includingone-shottrainingsessions,fallshortofprovidingeducatorswiththeskills,knowledgeandtoolsnecessarytothriveindynamic,technology-richlearningenvironments.Availableevidencesuggeststhattechnologyalonedoesnotcreateeducationalimprovement;educationalimprovementcomesaboutthroughcoherentinstructionandassessmentthatsupportshigh-qualitystudentlearning(Goldman,Lawless,Pellegrino,&Plants,2005-2006;Newman,Smith,Allensworth,&Bryk,2001).
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Toaddresstheneedsof21stcenturyeducators,wedefineprofessionallearningasasystematicallydefinedsetorcomplementofstrategiesandtoolsthat,whenusedtogether,bringaboutsystemicperformanceimprovementsspecifictotheabilityofteacherstounderstand,implementandutilizetechnologyforpurposesofteachingandlearning.LawlessandPellegrino(2002)statethat“technologycanmakeitquickeroreasiertoteachthesamethingsinroutineways,oritcanmakeitpossibletoadoptnewandarguablybetterapproachestoinstructionand/orchangethecontentorcontextoflearning.Decisionsaboutwhentousetechnology,whattechnologytouse,andforwhatpurposescannotbemadeinisolationoftheoriesandresearchonlearning,instruction,andassessment”(p.581).Ourapproachtoprofessionallearningdeliberatelyavoidsisolatedtraining“events”(i.e.,“oneanddone”stand-alonesessions),andinsteademphasizesamulti-strategysetofsolutions(solutionsystem)thatrespondstotherealitiesoftheongoingdevelopmentofteachersandtheirsuccessfuluseoflearningtechnologies.Theremainderofthisdocumentpresentsdatafromeveryschooldistrictinthestatetoinventorycurrentpractices,andneedsintothefuture.Predicatedontheseinventoryresults,wepresentaconceptualplanforprofessionallearningthatrespondstoeducatorneedsacrossthestate.
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II.GuidingPrinciplesforProfessionalLearningTheNoChildLeftBehind(NCLB)reauthorizationoftheElementaryandSecondaryEducationActplacedprofessionallearninginthespotlight.SincetheactwassignedintolawonJanuary8,2002,schools,districtsandstateshavebeenpromptedemphasizehighqualityprofessionallearning.Infact,NCLBrequiredschoolsnotmeetingadequateyearlyprogresstargetstodevoteatleast10%offederalfundsprovidedunderTitleItoteacherprofessionallearning.TheNCLBhasrecentlybeenreauthorized(renamedEveryStudentSucceedsAct,orESSA),andtheemphasisonprofessionallearningoverthepast14yearshasbecomeaprovinggroundforassessingtheeffectivenessofsupportprovidedtoteachers.Theseassessmentshaveresultedinasetofprinciplesforevaluatingtheeffectivenessofprofessionallearning.Whiletheseprinciplesapplytoclassroomteachers,theyalsospeaktoeducationalleaders,schooladministratorsanddistrict-leveladministratorswhohaveacriticalroletoplayinorderforthedevelopmenteffortstobesuccessful.Itisunfortunate,however,thatprofessionallearningspecifictousingtechnologyinteachingandlearninghasreceivedlessattention.LawlessandPellegrino(2007)observe,“Thepaucityofempiricalresearchexaminingtheareaoftechnologyprofessionallearningforteachersisastonishing”(p.584).Thus,inthisplanourfocusislargelyonresearch-derivedbestpracticesforprofessionallearningingeneral,whichwehaveappliedspecificallytoeffectiveuseoftechnologyforteachingandlearning.Exceptions,specifictotechnology-specificguidance,arenotedwherepresent.
GuidingPrinciples:EffectiveProfessionalLearningforTeachersThefollowingprinciplesprovideoverarchingguidanceforthesustainedprofessionallearningtobeprovidedtoteachersaspartofthisplan.
1. Professionallearning,likeanytypeoflearning,isanongoingexpectation;timeshouldbededicatedtoregularlysupporttheprofessionallearningofeducators.
2. Technologycanandshouldbeleveragedtosupportprofessionallearningandprofessionallearningcommunities.
3. ProfessionallearningprogramsshouldsupportandalignwithUtahEducatorEffectivenessStandards,andleadtoUtahStateOfficeofEducationand/orhighereducationlicensureandprofessionalcredits.
4. ProfessionallearningsolutionsshouldbuildonsuccessfulmodelsalreadydeployedincludingUtahEducationNetwork(UEN)Training,TraintheTrainer,LocalEducationAuthority(LEA)SchoolTechnologySpecialists,eMINTS,andotherprovenprograms.
5. Professionallearningshouldaddressteachers’(a)content,(b)pedagogical,and(c)technologyknowledge,andtheinteractionamongthesethreeelements,asdefinedbytheTPACKModelforTechnologyIntegration(Mishra&Koehler,2006).
6. Professionallearningshouldenableteacherstocontinuouslyincreasethedepthoftechnologyintegrationintheirclassrooms,asdefinedbytheSAMRModel(Puentedura,2012),movingfromsubstitutionoftechnologyforexistingassignments,toredefinitionofteachingandlearninginvolvingstrategiespreviouslyimpossible,withouttheuseoftechnology.
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7. ProfessionallearningeffortsspecifictotechnologiesforteachingandlearningshouldalignwiththeInternationalSocietyforTechnologyinEducation(ISTE)standardsforteachers(ISTEStandards•T,2008),andhelpteachers:• Facilitateandinspirestudentlearningandcreativity• Designanddevelopdigitalagelearningexperiencesandassessments• Modeldigitalageworkandlearning
GuidingPrinciples:EffectiveProfessionalLearningforAdministratorsSuccessforteachersispredicatedontheattentionandsupportofthosewholeadtheorganizationsinwhichtheywork.Thefollowingprinciplesarecriticaltowardsachievingtheenvisionedoutcomesforteachingandlearningwithtechnology.
1. Schoolprincipalsaretheinstructionalleaderintheschool.Thisplanrecommendsongoingprofessionallearningforbuildingdistrictandregion-leveladministrators,includingleadershipteams.Aseparateleadership-focusedplanhasbeendevelopedinparallelwiththisteacher-focusedeffort.
2. TechnologyprofessionallearningshouldaligntotheISTEstandardsforadministrators(ISTEStandards•A,2008),including:
• VisionaryLeadership• Digitalagelearningculture• Excellenceinprofessionalpractice
StateResponsibilitiesTomaximizeefficienciesandensureequalaccess,manyprofessionallearningactivitiesshouldbecoordinatedatthestatelevelbybothUENandtheUtahStateOfficeofEducation(USOE).Currentlyprogramsincludetrain-the-trainerprograms,administrationoftheEducationalTechnologyEndorsementProgram(ETEP)andotherendorsements,onlinecoursesandworkshops,conferences,andsocialmediacommunities.Otherstate-levelresponsibilitiesincludethefollowing:
• Conductastatewideinventoryoftheintegrationoftechnologyinprofessionallearningpractices.
• Createaninventoryofpublishedliteratureandexistingsurveyresponsestoidentifyandjustifybestpracticesinprofessionallearningfordigitallearningenvironments.
• Developanintegratedprofessionallearningplaninsupportofthestatewidetechnologyinitiative.Thisplanmayincludeface-to-facelearning,distance-learning,synchronousandasynchronousstrategies,andbadgesandmicrocredentialing—andbalancetraditionaltrainingwithjust-in-timelearning,performancesupporttoolsforeducators,collaborativelearningopportunities,bestpracticecaptureanddisseminationofpractices,andtrain-the-trainerapproaches.
• Produceaprofessionallearningplanfeaturingembeddedmeasuresforqualitymonitoringandcontinuousimprovement,andstandardsuponwhichprofessionallearningcanbeevaluated.
• Fundschooltechnologyspecialists,technologytrainers,andotherpersonnelwhoseprimaryresponsibilityistosupporteffectivetechnologyintegrationforteachers.
• SupportpriorinvestmentsintechnologytrainingresourcesincludingCanvas,TeachingChannel,andregionaltrainers.Theseshouldcontinuetobeleveragedforongoingprofessionallearning.
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• EstablishcriteriaforeffectiveprofessionallearningtohelpLEA’sgaugetheirinvestmentsinprofessionallearningservicesprovidedbythird-partyvendors.
• Designandissuelicenseendorsementsforprogramsthatincorporatebestpracticeswitheducationaltechnologyintegration.
• Addresstheissueoftimewithineachdistrict.Initspaper,“Findingtimeforprofessionallearning,”theNationalStaffDevelopmentCouncil(2008)proposedthatdistrictslookathowtheircultureperceivesthevalueoftime,andthenfindmoretimebybankingtime,buyingtime,usingcommontime,freeingteachersfromclassroomtime,addingprofessionaldays,andusingtimemoreeffectively”(p.57-58).
LEAResponsibilitiesOngoingdevelopmentofadistrictorschool’sfacultyandadministratorsisanimportantLEAresponsibility.LEAsmustbeadeptatidentifyingareasofneed,andfosteringprofessionallearningcommunitiesandacultureofsupportforpracticingeducators.Localschoolboardmembersshouldalsobesupportedintheirshifttowardthelastingorganizationalchangeoutlinedinthisplan.OtherLEAresponsibilitiesincludethefollowing:
• Createtechnology-richclassroomsandschools.• Helpmembersoftheschoolcommunityunderstandhowtechnologyisbeingemployedinthe
schoolandsupportingparentswithtechnologyaccessthroughorientations,training,andinvolvement.
• UsetheISTEStandards,UtahTeacherEffectivenessStandards,andProfessionalLearningcriteriatolocategoodprofessionallearningopportunitiesforteachers.
• Hostworkshops,learningcommunities,teammeetings,andotherongoingopportunitiesforpurpose-builtprofessionallearningactivities.
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III.PrioritiesforProfessionalLearning:AnInventoryofStateProfessional
LearningOfferingsAspartofthedevelopmentofthisProfessionalLearningPlan,aresearcheffortwasinitiatedtodocumentthecurrentprofessionaldevelopment1offeringsacrossthestateofUtah,bydistrict.Thedatacollectioneffortbenefittedfromtheparticipationofeverydistrictacrossthestate.
Thissectionpresentskeyfindingsfromtheinventoryofprofessionaldevelopmentofferingsandassessmentofdistrictneedsinkeyareasofteachingandlearningwithtechnology.Thus,theinventorycanbeusedtoestablishprioritiestoaddressthroughprofessionallearning—throughtheapproachpresentedinSectionIIIofthisplan.
MethodologyAprofessionaldevelopmentinventoryinstrumentwascreatedthroughcollaborationbetweenUENandDr.JamesMarshall(SanDiegoStateUniversity).Theinstrumentpresentedkeytopicstodistrictpersonnelinanefforttoassesstheavailabilityofprofessionaldevelopmentineachdistrict,aswellastheunmetneedforprofessionaldevelopmentandthecurrentmodesofdelivery.RatingswererecordedforeightkeytopicareasderivedfromareviewofcurrentliteratureandalignedtoISTEstandards.TheeighttopicareasaredefinedintheTable1.
Table1:ProfessionalDevelopmentTopicsofInquiry
Topic Examples
1. TechnologyHowTo’s Operatingcomputers,tablets,iPads,mobiledevices
2. UsingDigitalCreativityToolstoInspireandInnovate
Creatinggames,multimedia,video,makerspaces
3. UsingDigitalProductivityToolstoPrepareStudentsforCollegeandCareer
LMS’s,Googletools,socialmedia,ProjectBasedLearning(PBL)viatechnology
4. DevelopingDigitalLearningMaterialsandAssessments
Opensourcematerials,authenticassessments,webquests,.eduand.orgsites
5. PromotingDigitalCitizenship Personallearningnetworks,Internetsafety
6. DigitalClassroomManagementModels Blendedlearning,flippedclassroom,“bringyourowndevice”(BYOD),1:1computing
7. UsingDigitalCollaborationandCommunicationTools
GoogleDrive,socialmedia
8. Conducting/ParticipatinginDigitalProfessionalDevelopment
Onlineconferences,webinars,listservs,blogs,onlineclasses
1Thetermprofessionaldevelopmentwasusedforpurposesoftheinventoryforpurposesofcommunicationwithadministratorswhotypicallyhaveretainedusethistermwhenreferringtoprofessionallearning.
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CurrentProfessionalDevelopmentOfferingsTheinitialquestionaskeddistrictrespondentstoindicatewhether,foreachoftheeighttopics,hisorherdistrictwascurrentlyprovidingprofessionaldevelopment.Responseswereratedonafour-pointscalethatrangedfrom“WedonotofferPDonthistopic”to“TeachersreceiveasignificantamountofPDonthistopic.”Thefollowingtablepresentsthedistributionofresults.Shadedcellsindicatethegreatestpercentageofresponsesforeachtopic.
Table2:CurrentAmountPDOffered,byTopic
Topic
PercentageofDistrictsSelecting
NoPD Limited
PD
ModeratePD SignificantPD
1. TechnologyHowTo’s 6.8% 47.7% 38.6% 6.8%
2. UsingDigitalCreativityToolstoInspireandInnovate 43.2% 52.3% 4.5% —
3. UsingDigitalProductivityToolstoPrepareStudentsforCollegeandCareer 4.5% 50.0% 40.9% 4.5%
4. DevelopingDigitalLearningMaterialsandAssessments 18.2% 56.8% 20.5% 4.5%
5. PromotingDigitalCitizenship 2.3% 68.2% 25.0% 4.5%
6. DigitalClassroomManagementModels 18.2% 59.1% 18.2% 4.5%
7. UsingDigitalCollaborationandCommunicationTools 11.4% 36.4% 38.6% 13.6%
8. Conducting/ParticipatinginDigitalProfessionalDevelopment 32.6% 53.5% 11.6% 2.3%
Whilethemajorityofdistrictsofferatleastsomeprofessionaldevelopmentforeachoftheeighttopics,themajorityofrespondentsindicatedthattheyofferlimitedamountsofprofessionaldevelopmentforallbutonequestion.Halfoftherespondingdistrictsoffermoderateorsignificantamountsofprofessionaldevelopmentsolelyintheareaof“UsingDigitalCollaborationandCommunicationTools.”
GapAnalysis:Currentvs.IdealProfessionalDevelopmentOfferingsRespondentswerealsoaskedtoindicatethe“ideal”amountofprofessionaldevelopmentforeachtopic.Agapanalysiswasthenperformedusingthecurrentandidealratings.Thegapanalysisfigurereliesonmean(oraverage)responsesforallquestions.Tocalculateamean,eachpointonthefour-pointscalewasassignedavalue(0=NoPD,1=LimitedPD,2=ModeratePD,and3=SignificantPD).
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InterpretingtheFigure:
Theupperendoftheblueshadedbarindicatesthecurrentamount,onaverage,ofprofessionaldevelopmentofferedforeachgiventopicbasedonthepreviouslydescribedfour-pointscale;theupperendoftheorangebarindicatestheidealamount,onaverage,ofprofessionaldevelopmentsoughtbydistricts.Thus,theorangeshadedarea,intotal,indicatesthesizeofthegapbetweencurrentandidealprofessionaldevelopmentcoverage.Widerbarsindicategreatergaps.Onaverage,districts’currentprofessionaldevelopmentcoveragefellshortwhenmeasuredagainsttheirindicatedidealforalltopics.
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Figure1:GapAnalysis—CurrentandIdealAmountsofProfessionalDevelopment
0 1 2 3
TechnologyHowTo’s:forexample,operanngcomputers,Tablets,iPads,MobileDevices
UsingDigitalCreanvityToolstoInspireandInnovate:forexample,creannggames,
mulnmedia,video,makerspaces
UsingDigitalProducnvityToolstoPrepareStudentsforCollegeandCareer:forexample,
LMS’s,Googletools,socialmedia,ProjectBasedLearning(PBL)viatechnology
DevelopingDigitalLearningMaterialsandAssessments:forexample,opensourcematerials,authenncassessments,webquests,.eduand.org
sites
PromonngDigitalCinzenship:forexample,personallearningnetworks,Internetsafety
DigitalClassroomManagementModels:forexample,blendedlearning,flippedclassroom,
BYOD,1:1Compunng
UsingDigitalCollaboranonandCommunicanonTools:forexample,GoogleDrive,socialmedia
Conducnng/ParncipannginDigitalProfessionalDevelopment:forexample,onlineconferences,
webinars,listservs,blogs,onlineclasses
CurrentAmount IdealAmount
NoPD LimitedPD
ModeratePD
SignificantPD
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CurrentProfessionalDevelopmentDeliveryModesTheinventoryexploredhowprofessionaldevelopmentiscurrentlybeingdeliveredtoteachersinrespondingdistricts.Thefollowingtablepresentsthepercentageofprofessionaldevelopmentbeingdeliveredviaface-to-facetraining,webinars,self-pacedtraining,onlinetutorials(just-in-timelearning),andonlinetextandvisual-basedreferences.Shadedcellsindicatethegreatestpercentageofresponsesforeachtopic.
Table3:ProfessionalDevelopmentDeliveryModes,byTopic
Topic Face-to-
Face
onedayorless
Face-to-
Face
morethanoneday
Webinar
Training
synchronous,real-timeonline
instruction
Self-paced
Training
asynchronousonline
instruction
Short
“how-to”
online
videos
usedat
timeof
need
Online
text/visual-
based
references
usedattime
ofneed
webpages,PDFs
PercentageofDistrictsDeliveringProfessionalDevelopmentviaMode
1. TechnologyHowTo’s 84.1% 27.3% 9.1% 18.2% 38.6% 34.1%
2. UsingDigitalCreativityToolstoInspireandInnovate
50.0% 18.2% 4.5% 13.6% 25.0% 29.5%
3. UsingDigitalProductivityToolstoPrepareStudentsforCollegeandCareer
72.7% 38.6% 20.5% 29.5% 45.5% 36.4%
4. DevelopingDigitalLearningMaterialsandAssessments
52.3% 22.7% 13.6% 18.2% 36.4% 34.1%
5. PromotingDigitalCitizenship 81.8% 20.5% 11.4% 20.5% 15.9% 34.1%
6. DigitalClassroomManagementModels
59.1% 20.5% 13.6% 20.5% 31.8% 36.4%
7. UsingDigitalCollaborationandCommunicationTools
70.5% 38.6% 15.9% 34.1% 38.6% 40.9%
8. Conducting/ParticipatinginDigitalProfessionalDevelopment
34.1% 15.9% 27.3% 15.9% 22.7% 14.1%
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Forallbutonetopic,50%ormoreofdistrictsaredeliveringprofessionaldevelopmentviaface-to-facetraining;forhalfofthetopics,70%orgreaterofdistrictsrelyonface-to-facetraining.Supportmethodsthatrelyon“timeofneed”accesscurrentlyreceivefarlessuseacrosstheeightcategories.
ProfessionalDevelopmentOpportunitiesforUEN
AfinalinventoryqueryaskeddistrictrespondentstoindicatetheirneedforprofessionaldevelopmentsupportfromUENforeachoftheeighttopics.Respondentsaccomplishedthisbyselectingoneoffivepossibleoptions,asindicatedinthefollowingtable.Ultimately,theseresponsesprovidedtheopportunitytoquantifymetandunmetneedsforprofessionaldevelopmentsupport.
Thefollowingtableindicatesthepercentageofrespondentsselectingeachofthefivepossibleoptions.Inaddition,thefinalcolumntabulatesthepercentageofrespondentsindicatinganeedforadditionalornewsupport(i.e.,nocurrentsupportprovided)fromUEN.Boldfiguresindicatethegreatestpercentageofresponsesforeachtopicacrossthefiveresponseoptions.
Table4:DistrictProfessionalDevelopmentSupportfromUEN
Topic NoChangeinUEN
Support
RequestsforAdditional,orNew,
UENSupport Total
Percentage
Requesting
AdditionalorNewUEN
Support
Donot
need
support
from
UEN
Currently
receive
support
fromUEN,
anditis
sufficient
Currently
receive
support
fromUEN,
butcould
usemore
Donotreceivesupport
fromUEN,butcoulduse:
somesupportif
available
significantsupportif
available
1. TechnologyHowTo’s 41.9% 11.6% 16.3% 25.6% 4.7% 46.6%
2. UsingDigitalCreativityToolstoInspireandInnovate
15.9% 11.4% 25.0% 31.8% 15.9% 72.7%
3. UsingDigitalProductivityToolstoPrepareStudentsforCollegeandCareer
15.9% 18.2% 31.8% 27.3% 6.8% 65.9%
4. DevelopingDigitalLearningMaterialsandAssessments 18.2% 22.7% 20.5% 25.0% 13.6% 59.1%
5. PromotingDigitalCitizenship 13.6% 34.1% 22.7% 27.3% 2.3% 52.3%
6. DigitalClassroomManagementModels 15.9% 18.2% 25.0% 31.8% 9.1% 65.9%
7. UsingDigitalCollaborationandCommunicationTools 27.3% 15.9% 27.3% 25.0% 4.5% 56.8%
8. Conducting/ParticipatinginDigitalProfessionalDevelopment
20.9% 18.6% 25.6% 30.2% 4.7% 60.5%
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Forallbutoneoftheeighttopics,52%orgreaterofrespondingdistrictsindicatedaneedforadditionalornewprofessionaldevelopmentsupportthatUENcouldprovide.Thetopthreeareasofgreatestneedwere:
• UsingDigitalCreativityToolstoInspireandInnovate• DigitalClassroomManagementModels• UsingDigitalProductivityToolstoPrepareStudentsforCollegeandCareer
Theseneedsgenerallycorrelatewiththepreviouslypresentedgapanalysis.Forexample:
• Onaverage,districtsreportedthat“UsingDigitalCreativityToolstoInspireandInnovate”isthetopicwiththegreatestgapbetweencurrentandidealamountsofprofessionaldevelopment.ThistopicwasalsoidentifiedbythegreatestnumberofdistrictsasanareawhereneworadditionalUENsupportwasneeded.
• Thetopic,“DigitalClassroomManagementModels”hasthesecondlargestgapbetweencurrentandidealprofessionaldevelopment.Thistopicwassecond-rankedbydistrictsintermsofthenumberrequestingneworadditionalUENsupport.
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IV.FacilitatingProfessionalLearning:SolutionSystemOverviewPredicatedonbestpractice,andinresponsetodistrict-identifiedneedsoutlinedintheprevioussectionofthisplan,thissectionpresentsaconceptualplanforprofessionallearningacrossthestateofUtah.Theplanpresentskeycomponentsofa“solutionsystem”thatisresearch-based,leveragesexistinginfrastructureandbestpracticewherepresent,andensuresteacherswillreceivethe360°supportnecessarytoinitiate,supportandsustaintheirintegrationoftargetedskillsandstrategies.
Thisplanrespondstotheneedforstatewidedevelopmentofeducationpersonnelinallareasrelatedtotheuseoftechnologyforteachingandlearning.TheProfessionalLearningSolutionSystemisdesignedtobebothsystematicandsystemic:
• Systematic—Bestpracticesandaninventoryofdistrict-identifiedneedshaveprovidedtheinputstowhichthisplanresponds;embedded,ongoingevaluationwillbeusedtomonitoractivities,assessprogress,andadjustsolutions—forpurposesofcontinuouslyimprovingtheplanandtherelatedperformanceofthoseitsupports.
• Systemic—Theplanprovidesarangeofsolutionsthatareintegratedintotheschoolsystematmultiplelevelsandovertimeinordertofacilitatelastingchangeandcontinuousimprovementforeducatorsandadministrators.
Thefollowingfigureprovidesanoverviewofthesolutionsystemcomponents,whichhavebeendesignedto“surround”theeducator(360°)withthenecessarysupportstointegratetechnologyintoteachingandlearning.Additionally,thesesupportsrelyuponUtaheducators,overtime,toinnovateandsharebestpracticewiththeirpeers.
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Figure2.ProfessionalLearningSolutionSystemModel
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SolutionSystemComponent1:TrainingWhiletrainingorprofessionallearninginandofitselfistypicallyinsufficientinbringingaboutlastingchangeinperformance,itremainsacorecomponentoftheoverallProfessionalLearningSolutionSystem.
ConditionsofTrainingTrainingisusefulwhenaquantifiedgapexistsbetweenaneducator’scurrentskillsandknowledgeandtheskillsandknowledgenecessaryforsuccessintheclassroom.Thatstated,itmustalsobenotedthattrainingisoftenviewedasa“go-to”solutionforanyperformancedeficit.Researchintheworkplacehassuggestedthat,onaverage,only20%ofperformanceproblemscanbeattributedsolelytoanindividual’slackofskillsandknowledge.Inversely,over80%ofperformancechallengeshaverootcausesotherthanorinadditiontoaskills/knowledgedeficit.Therefore,carefulattentionmustbepaidwhencontemplatingtrainingtomakecertainthatafullrangeofbarriersisconsidered.Specifically,trainingmustbepredicatedontheconfirmationthatcomplementaryperformancedriversareinplace,including:
• Motivation:Anintrinsiccombinationofvalueforperformance—meaningtheeducatorseesvalueinthetraining,andconfidencetoperform—meaningtheeducatorhasreasonablebeliefthats/hecanbesuccessfulapplyingthetrainedskills.
• Environment:Theeducatorhasaccesstothenecessarytoolsandresourcestobesuccessful.
• Incentives:Anextrinsicreasontoperform—forexample,administratorbuy-inandpriority(externalincentivescandriveintrinsicvalueforperformance)
Alltrainingshouldnotonlytargetthedesiredskillsandknowledgeforeducators,butshouldalsoaddressreasonsforperformance(value)andprovideopportunitiesforeducatorstobuildtheirconfidencewithtrainedskillsthroughpracticewheneverpossible.Likewise,trainingmustreflecttheactualenvironmentinwhichtrainedskillswillbeapplied.Thismeansthatthetoolsandresourcesusedinthetrainingshouldbeavailableintheclassroomfollowingtrainingsoteacherscanimmediatelyapplytheskillstheylearned.
ModesofTrainingCurrently,face-to-facetrainingconductedoverthecourseofonedayorlessisthemostcommonapproachacrossthestateofUtah.Onlineformsoftraining,includingwebinarsandrecordedtrainingsessions,arecurrentlyreceivinglessuse.Asprioritytopicsfortrainingareidentified,stateleadershipwillbechallengedtodeterminewhichtopicsarenecessarilydelivered(a)inperson,(b)inrealtimeviatechnology,and(c)throughrecordedcontent.Thefollowingtableoffersarangeofconsiderationsforeachofthethreedeliverymodes.
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Table5:TrainingDeliveryModeConsiderations
Mode Benefits Limitations
Face-to-FaceTraining • Familiartolearners• Providesopportunitiesforsocialinteractionwithpeers
• Skilledinstructorcanadjustinstructioninreal-time,basedonstudentneedsandinput
• Costly(moretimeawayfromclassroom,coverageofclassroom)
• Oftendifficulttoschedule• Requiresphysicalspacetoaccommodatelearners,whichoftenlimitsnumberofindividualswhocanbetrainedatonetime
Online,Real-TimeTraining(synchronous)
• Opportunitiestoadjustinstructioninreal-time,basedonstudentneeds
• Avoidscostsoftravel,andtimededicatedtothesame
• Canaccommodatelargenumbersoflearnersatthesametime,withoutphysicalspacerequirements
• Challengingwhenaudienceislimitedintheirtechnologicalskills
• Interactionamonglearnerscanbedifficulttofacilitate
• Forsuccess,requirescarefulpreparationofinstructortoeffectivelydelivercontentintheonlineenvironment(anduseengagementtoolstomaintainlearnerinterest)
Online,RecordedTraining(asynchronous)
• Availableattimeofneed• Canbeproducedtosupportquickreferenceontargetedtopics
• Noopportunityforreal-timeinteractionwithinstructororpeers
• Lacksabilitytoadjustcontentbasedonfeedbackfromlearners
RecommendationsforTrainingUENhasestablishedadiverseportfoliooftrainingandsupportproducts.Surveyresponsessuggestthattheseprofessionallearningresourcesarenotonlyused,butareheldinhighregardbymostparticipants.Thisportfolioisdeliberatelyalignedwitheducatorneeds,specifictoteachingandlearningwithtechnology.However,datafromthestatewideinventory(presentedintheprevioussectionofthisreport)indicatethatdistrictneedsareincreasing,andthatdistrictsseekconsiderablymoresupportfromUEN,relativetowhatiscurrentlyprovided.Thefollowingrecommendationsarepredicatedonthesedata,professionallearningresearchandbestpractice:
• Evolveatrainingportfolioovertimebyprioritizingtrainingbasedondistrictneedsandemployingperennialneedsassessmentsthroughparticipantfeedbackanddistrict-leveldatacollectionandmonitoring.
• Prioritizeavailabletrainingtimeforcontentthatiscomplex,orcontentthatrequiresdedicatedtimetobuildvaluefortheinvolvedskillsorknowledge.
• Beforeconductingtraining,ensureleadershipsupportisinplace,andenvironmentalsupportsarefullyavailable(i.e.,trainedtechnologymustbereadilyavailableintheclassroompost-training).
• Basedecisionsaboutthedeliverymodeoncomplexityofcontent,needsforlearnerinteraction,andlearnersophisticationwithtechnology.
• Supportdistrictsinprocuringeffectivetrainingforteachersthroughtoolsforvettingexternaltrainingproviders.
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• Recognizeteachersastheydemonstratekeytechnology-relatedskills.Badgesormicro-certificationaretwoapproachesthatmeritconsideration—whichshouldincludeanalysisofeitherapproachspecifictoteacherreceptionandvalue2.
2Theliteratureonbadgesystemsthusfarismixedintermsoftheeffectsofabadgingsystemonmotivation.SeeFinkelstein,Knight,&Manning(2013)andFerdig&Pytash(2014).
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SolutionSystemComponent2:ProfessionalLearningCommunitiesProfessionalLearningCommunitiesprovideavitallinkbetweentrainingandtheapplicationoftrainedskills.Additionally,educatorsworkingtogethercanenhancetheirskills,learnfromoneanother,holdeachotheraccountableastheyimplementtheirnewskills,andinnovateovertime.The
resultisbothinsuranceforimplementingtrainedskillsandknowledge,andtheprospectofinnovationaseducatorsembedandevolvethesepracticesintheclassroomovertime.
ProfessionalLearningCommunity(PLC)DefinitionDuFour(2004)setsforththecharacteristicsofaProfessionalLearningCommunity(PLC)asagroupofinterestededucatorswhocometogetherwithacommitmentto:(1)ensurethatstudentslearn;(2)workingwithinacultureofcollaboration;(3)afocusonresults.DuFourfurthersuggeststhatcreatingaprofessionallearningcommunityrequireseducatorsto“focusonlearningratherthanonteaching,workcollaboratively,andholdyourselfaccountableforresults”(p.6).
TheRoleforPLCsPLCsareanecessaryingredienttothelong-termsuccessofanysignificantprofessionallearningplan.InthecaseoftheUtahMasterPlan,integratingthetransitiontonewpracticesofteachingandlearningwithtechnologyintoexistingPLCswithinUtahschoolswillserveto:
1. Hastentheapplicationofskillsandknowledgeobtainedthroughtrainingbyprovidinganenvironmentofpeeraccountability
2. Provideaforumformutualsupportandongoingdialog,includingthesharingofchallengesandsuccess
3. Deepentrainedskillsandknowledgethroughanalysisandreflectionofresultsbasedonstudentperformanceoutcomes
4. Spawninnovationthroughapushforcontinuousexplorationandinnovation
RecommendationsforProfessionalLearningCommunities
• Conductaneedsassessmentofcurrentinfrastructurethroughoutthestate’sschoolstodeterminecurrentPLCpenetrationandcapacity,andaddressgapsasnecessary.Technology-focusedworkmayprovideanidealopportunitytoestablishPLCsinschoolsanddistrictswherethisresearch-basedapproachtoprofessionallearningisnotalreadyestablished.
• ProvideleveledPLCsupportforschoolstoaccommodatethosestartingPLCsandthosewithcurrentlyfunctioningPLCs.ThissupportshouldincludeguidelinesforconductingPLCsessionsandtoolsfortrackingtheprogressandimpactofPLCefforts.
• Embraceallmembersoftheschool-widecommunitywhoinfluencestudentlearning.
• Focusonparticularissuesinaschoolordistrictthatcanbenefitfromtheapplicationandconsistentuseofnewtechnology-relatedsolutions.
• Integratetheuseofdigitalcommunicationandproductivitytoolsintoeverydaycommunitypractice,insupportofPLCefforts.
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SolutionSystemComponent3:ReadyReferencesNewskillsandknowledgearenotalwaysacquiredasaresultofpushinginformationtoparticipantsduringformaltraining.Intoday’sconnectedworld,weregularlyusetechnology-deliveredresourcestopullinformationtousattime-of-need.Yet,findingtheoptimalreferencematchedtoourimmediateneedscanbeatime-intensivepursuit.
ReadyReferencesDescriptionRossett&Schafer(2006)describeperformancesupportas“[A]helperinlifeandwork”and“arepositoryforinformation,processes,andperspectivesthatinformandguide.”Performancesupporttoolssharesomecommoncharacteristicsthatdifferentiatethemfromtraining,andatthesametimemakethemanaturalcomplementtotraining.Performancesupporttoolsare:
• Informationrepositoriesexternaltotheindividual(paper,online,etc.)thatreduceoreliminaterelianceonlong-termmemory
• Comprisedofbestpracticegleanedfromsuccessfulorexpertperformers
• Availableondemandtoprovidesupportattimeofneed
• Usedduringtheperformanceofagiventasktoguideandenlightenperformance
• Resourcesthathelpthenoviceperformmorelikeanexpert
Performancesupporttoolsprovidealternatives,andsometimesenhancements,totraining.Traditionaltrainingsendstargetedcontenttothelong-termmemoryofparticipantsthroughdedicatedtimespentinaclassroom,orthroughcontentdeliveredinanonlineornon-traditionalclassroomcontext.Unliketraining,performancesupporteliminatesrelianceonlong-termmemoryandinsteadalterstheperformanceenvironment(i.e.,classroom,PLC)withperformancesupporttoolsthatguideandenlightenperformancesothatlearninghappensincidentally.
Readyreferences,alongwithtraining,areanothercomponentofthesupportUENcurrentlyofferstodistrictacrossthestate.Theseextensiveresourcesareavailabletoeducators24/7andfulfillthepurposesdescribedasdescribedintheprecedingdefinition.
TheRoleforReadyReferencesThedecisionaboutwhethertotrainorprovideperformancesupporthasseriousimplications.Trainingtypicallyrequirestimeawayfromwork,thusincurringcostsforclassroomcoverage(inthecaseofteachers)and,potentially,travel.Additionally,therearecostsfordevelopingthetraining,thetrainingmaterials,andtheinstructor.Performancesupporttoolscarrysomedevelopmentcost,buttypicallyrequirelessinvestmentrelativetotraining.Additionally,becauseperformancesupporttoolsaredesignedtobeusedinthenormalworkroutine,theyavoidcostsrelatedtobeingawayfromthejob.
Performancesupporttoolsalsoactasa“bridge”betweentrainingandapplication.Thesetoolscanbetakenbacktotheclassroomorworkplacefollowingtrainingandusedtohelptransitiontrainedskillsintopractice.Inotherwords,performancesupporttoolscanhelpmaketrainedskills“stick.”
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ReadyReferencesvs.BestPracticeRepositoryComponentsIntheProfessionalLearningSolutionSystem,thereisintendedoverlapbetweenReadyReferencesandtheBestPracticeRepositorythatfollows.Theintentistoprovidearangeofreadyreferencesthatincludequickstarttoolsforcommontasks,provenlessonplansinvolvingtheuseofvariedlevelstechnology,andvettedtechnologyassets(i.e.,electronicflipcharts,apps,Exceltemplates)thateducatorscanintegrateintotheirclassrooms.Additionally,thisprofessionallearningplanseekstogeneratecontributionsofsimilarproducesthroughtheBestPracticeRepository,aseducatorsacrossthestateinnovateandestablishnewusesfortechnologyintheirwork.
RecommendationsforReadyReferences
• ConductgapanalysisinvolvingexistingUENresources,andothersourcedmaterials,againstpriorityneedsidentifiedbydistricts.
• Reviewpriorityneedsandmakedecisionsaboutwhichneedsrequiretraining,whichcanbesupportedthroughperformancesupporttools,andwhichrequireacombinationofbothstrategies.
• Expandthesuiteofexistingperformancesupporttools,prioritizedbyneed.Toolsshouldsharestandardstructure,visuallayout,andlookandfeelforeaseofuseandtohelpusersbuildfamiliarity.Pilottesteachtoolbeforemakingitavailablestatewide.
• ConfirmUENasacentral“go-to”sourceforperformancesupporttools,forstatewidedistrictandschoolaccess.Recommendreviewtoensureauser-focusedstructureandorganization,searchcapabilities,andresponsivenesstothedifferentclassificationsofschoolpersonnelwhoseektoaccessthesetools.
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SolutionSystemComponent4:BestPracticeRepositoryWithaninfusionoftechnologyandsupportforbuildingthecapacityofUtah’seducatorstoincreasetheuseoftechnologyintheirteachingpractice,itisreasonabletoexpectinnovationandthedevelopmentofbestpracticesacrossthestate.WhilePLCswillservetodisseminatebestpracticeswithinschools,thisplanmustalsoanticipatetheneedforsharingpracticeacrossschools,
districtsandthroughoutthestate.
BestPractice:BenefittingfromKnowledgeManagementDavenportandPrusak(1994)defineknowledgemanagementas“theprocessofcapturing,distributing,andeffectivelyusingknowledge”(p.95).McInerney(2002)saysthatknowledgemanagementisanefforttoincreaseusefulknowledgewithinanorganization.Knowledgemanagementincludesencouragingcommunication,offeringopportunitiestolearn,andpromotingthesharingofappropriateknowledgeobjectsorartifacts.
TheRoleforaBestPracticeRepositoryThestate’sinvestmentinbothinfrastructureandhumanresourceswillyieldnewwaysofteachingandsupportinglearning.Unlesscarefullyaddressed,sucheffortswilllikelyremainisolatedwithintheveryclassroomorschoolinwhichtheyemerged.ABestPracticerepositoryprovidesopportunitiesforcollecting,organizinganddisseminatingbestpracticesthatemergefromeducatorsacrossthestate.Bestpracticesmaytakemanyforms:
• Lessonplans
• Electronicteachingresources(PowerPoint,interactivewhiteboardfiles)
• DigitalApplications
Thisapproachemploys“crowdsourcing”topopulatetherepository,andrequiresaformofreview—butnotonethatissoburdensomethatitallbuthaltsthesharinganddisseminationofresources.Additionally,educatorsshouldbeencouragedtosharetheirperspectivesonpostedresources,perhapsbyemployingaratingsystem,sothatthevalueofresourcesisrecordedovertime.
Historically,thesetypesofsystemseffectivelyservethepurposeofdissemination.However,growingtherepositoryrequiresaninvestment.Incentivessuchasrewardandrecognition—orsimplyanexpectationforparticipationaspartoflocalaccountabilitymeasures—mustbeprovidedtomotivateeducatorstoshareresources,whichtakestimeandeffort.Theuseofabadgingsystemmayholdpromiseasameansforincentivizingteachercontributions.
RecommendationsforProfessionalLearningCommunities• Collectexistingperformancesupporttoolsforreviewandidentifythosetomakeavailable
statewide.
• Reviewpriorityneedsandmakedecisionsaboutwhichneedsrequiretraining,whichcanbesupportedthroughperformancesupporttools,andwhichrequireacombinationofbothstrategies.
• Developasuiteofperformancesupporttoolsprioritizedbyneed.Toolsshouldsharestandardstructure,visuallayout,andlookandfeelforeaseofuseandtohelpusersbuildfamiliarity.
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• Establishacentralrepositorytohostperformancesupporttoolsforstatewidedistrictandschoolaccess.Therepositorymusthaveauser-focusedstructureandorganization,offersearchcapabilities,andreflectthedifferentclassificationsofschoolpersonnelwhowillseektoaccesstools.
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SolutionSystemComponent5:ExpertAccessHavingexpertsatmultiplelevelsavailabletoeducatorsduringthistransitionisvitaltoimplementingthestatewideprofessionallearningplan.
RationaleforAccesstoExpertsEvenwiththebesttrainingandperformancesupporttools,teachersmay
losetheirmotivationtoimplementorextendtheiruseoftechnologywithoutsomeonetoturntoforpersonalsupportattimeofneed.Theroleofexpertswithinaschoolsiteordistrictislongestablished:TeachersonSpecialAssignment(TOSAs)andresourceteachersarejusttwoexamplesofsuchexpertroles.Ertmersuggeststhat“ongoingtechnicalandpedagogicalsupport”isanimportantcomponentofsuccessfullytrainingteacherstointegratetechnology(2005,p.35).
TheRoleforExpertsThisplanrequiresexpertsatmultiplelevelsacrossthestate.Itformalizesexistinginfrastructuretoprovidetieredsupport.Thesefourtiersinclude:
• School-identifiedimplementationexpert:Ateacher’simmediatesourceforsupportandguidance.Therolemayincludeactiveparticipationinsite-levelPLCefforts.
• District-identifiedimplementationexpert:Providessupporttoschool-levelexpertsthroughongoingtrainingandservesasthepoint-of-contactfortroubleshootingchallengesthatcannotberesolvedatthesitelevel.
• Regionalcenterexperts:Providesupporttodistrict-levelexpertsasrequestedandoffertrainingandguidancetodevelopdistrictandschoolpersonnel.
• UENexperts:ProvidesupporttobothdistrictandregionalcenterexpertsasrequestedonareasandtopicsrequestedbytheUEN.
Thejuxtapositionof“ExpertAccess”to“Training”inthevisualrepresentationoftheProfessionalLearningSolutionSystemisintentional.Theseexpertsarecurrently,andwillcontinuetobe,responsibleformuchofthetrainingprovidedtoteachersacrossthestate.
RecommendationsforExperts• Createajobdescriptionforeachexpertcategorythatincludesqualifications,expectationsand
responsibilities.
• Establishaprocessforidentifyingandindexingexpertsupportsatallidentifiedlevels.
• Operateasystemtomonitorandreviewexpertsupportprovidedtoeducators.Usegenerateddatatoimproveaccessandeffectivenessofsupportprovided.
• Identifyandattendtotheongoingdevelopmentofidentifiedexperts,withtherationalethatexpertswillhaveuniqueopportunitiestoidentifyanddisseminatebestpracticesovertime.
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V.BringingthePlanTogetherThefull,five-partsolutionsystemdescribedinthisplanisnecessaryifteachersacrossthestateofUtaharetoincreasetheirknowledgeandabilitiesspecifictoteachingandlearningwithtechnology.Thefivecomponentsworktogethertoaddressthegoalofteacherperformancewithtechnologysystemically.Theyhavebeenselectedtosupportandguideteachersontheirindividualjourneys—fromnovicetoexpert—sotheymayultimatelybecomeinnovatorswhocontributetheirexpertisetothebenefitofcolleaguesacrossthestate.
Itwilltaketimetorealizebenefitsfromthisprofessionallearningwork.Therefore,itisrecommendedthatdataspecifictouseoftheplan’scomponentsandlevelsofperformanceiscollectedandregularlyreviewed.Trackingteacherparticipationin,anduseof,solutionsystemcomponentsisanimportantprocessmeasureforuseinvalidatingandoptimizingthisplan.Inaddition,asteachersdemonstratecompetencyinpriorityareas,thatmasterymustbebothacknowledgedanddocumentedaspartoftheongoingevaluationoftheprofessionallearningsolutionsystem.Rewardandrecognitionapproachestobeconsideredincludebothbadgesandmicro-credentialing.
Theplanpresentedhereisresponsivetotheneedsofeducatorsacrossthestatein2016.However,asnewtechnologiesareintroducedandcapacityisincreasedthroughtheverysolutionspresentedhere,theremustbeanongoingreviewoftheapproachesandthebalanceofsolutionsavailabletoeducators.Itisonlythroughaniterative,data-drivenprocessthateducatorneedswillcontinuetobemet,andperformancewillcontinuetoreachever-higherlevels.
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