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No Teacher LEFT BEHIND
By Valerie Hillhouse-ShokesThesis Committee: Dr. Katherine Hayden & Dr. Joan Hanor
A Professional Development Web Site
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Key IdeaBrain Research
Brain research reveals that people learn best Brain research reveals that people learn best through authentic experiences in which the through authentic experiences in which the learner constructs his/her own knowledge learner constructs his/her own knowledge (Caine & Caine, 2006). (Caine & Caine, 2006).
oror
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Key IdeaProfessional Development Strategies
There is a growing agreement that There is a growing agreement that professional development strategies should professional development strategies should incorporate teachers’ previous experiences, incorporate teachers’ previous experiences, actively engage teachers, happen over time, actively engage teachers, happen over time, link closely to the classroom, involve link closely to the classroom, involve practicing and applying what is learned, and practicing and applying what is learned, and contain opportunities for follow-up with contain opportunities for follow-up with colleagues (Wilson & Berne, 1999)colleagues (Wilson & Berne, 1999)
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ProblemBackground
Collaboration in developing learning has Collaboration in developing learning has been shown to be a powerful tool. been shown to be a powerful tool.
Release time for collaboration can be an Release time for collaboration can be an expensive proposition. expensive proposition.
Time, money and locality issues can stand Time, money and locality issues can stand in the way of collaborative groups. in the way of collaborative groups.
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SolutionThe NTLB Web site
UniqueUnique Self-directedSelf-directed Classroom-centered Classroom-centered Collaborative Collaborative Removes Barriers of Proximity & TimeRemoves Barriers of Proximity & Time Cost EfficientCost Efficient
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Literature ReviewTeacher Collaboration in Professional Development
Need for CollaborationNeed for CollaborationSleegers, van den Berg, & Geijsel, 2000Sleegers, van den Berg, & Geijsel, 2000Young & Irving, 2005Young & Irving, 2005
Lesson Study ModelLesson Study ModelHiebert & Stigler, 2000 Hiebert & Stigler, 2000 Fernandez, Cannon, and Chokshi, 2003Fernandez, Cannon, and Chokshi, 2003
Professional Learning Communities (PLC)Professional Learning Communities (PLC)Little, 2002Little, 2002Wilson & Berne, 1999Wilson & Berne, 1999DuFour, 1997DuFour, 1997
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Literature ReviewUse of Video to Inform Practice
Video ClubVideo ClubSherin and Han, 2004Sherin and Han, 2004
TIMSSTIMSS Heibert and Stigler, 2000 Heibert and Stigler, 2000
Teacher-to-Teacher InitiativeTeacher-to-Teacher InitiativeU.S. Department of Education, 2006U.S. Department of Education, 2006
Video ClassroomVideo ClassroomU.S. Department of Education, 2006U.S. Department of Education, 2006
Videotaping Classroom PracticeVideotaping Classroom PracticeEckart & Gibson, 1993 Eckart & Gibson, 1993
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Literature ReviewProtocols for Critical Observation
Pre-observation:Pre-observation: Sherina nd Hann, 2004; Sherina nd Hann, 2004; Northwest Regional Education Laboratory, 2005 Northwest Regional Education Laboratory, 2005
Observation:Observation: Heibert and Stigler, 2000; Heibert and Stigler, 2000; Fernandez, Cannon, & Chokshi, 2003Fernandez, Cannon, & Chokshi, 2003
Post-observation:Post-observation: Harrison, Lawson, & Wortley, Harrison, Lawson, & Wortley, 2005; Fernandez, Cannon, & Chokshi, 20032005; Fernandez, Cannon, & Chokshi, 2003
Observer Feedback:Observer Feedback: Heibert and Stigler, 2000 Heibert and Stigler, 2000 Next Steps:Next Steps: University of Minnesota, 2006 University of Minnesota, 2006
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Methodology
DesignDesign SettingSetting ParticipantsParticipants MaterialsMaterials Procedure for Web Site Prototype DesignProcedure for Web Site Prototype Design
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ProjectManual for Use
IntroductionIntroduction RolesRoles MaterialsMaterials Before Getting Started: Things to KnowBefore Getting Started: Things to Know Tips for Maximizing Professional DevelopmentTips for Maximizing Professional Development For AccomplicesFor Accomplices For LeadersFor Leaders How to Use the NTLB Web siteHow to Use the NTLB Web site Protocols for Critical ObservationProtocols for Critical Observation AppendixesAppendixes
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ProjectFlow Chart: Initial Page
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ProjectFlow Chart: Terms-of-Use
Terms-of- UseText from terms of use….
I agree to the terms-of-use
I do NOT agree to the terms-of-use
Informed Consent PolicyText from informed consent policy….
I agree to the informed consent policy
I do NOT agree to the informed consent policy
Thank you for visiting
No Teacher Left BehindA Professional Development Web Site
You have not agreed to the terms-of-use or the informed consent policy. Therefore you are not authorized to use this site. If you were directed to this page in error, please attempt to log on
again. If you are experiencing trouble logging on, please contact the Hosts at _____________.
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ProjectFlow Chart: Main PageHOME Terms-
of-UseInformed Consent
User’s Manual
Tutorials Forms Contact Hosts Search
No Teacher Left Behind
A Professional Development Web Site
Welcome ______________________________________
Log off / Log on
Existing How do I use this site?Work Groups
What do I need to get started?
See an example of a collaboration
Create a workgroup
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ProjectFlow Chart: Work Group PageHOME Terms-
of-UseInformed Consent
User’s Manual
Tutorials Forms Contact Hosts Search
No Teacher Left Behind
A Professional Development Web Site Workgroup __________________ Grade _________ Site _________ Log off / Log on
PurposeGoal
Tips
ExampleLesson
Upload
Create/EditVideo
Post
Reflection 1
Peer Feedback
Reflection 2
Next Steps
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Summary
ImportanceImportance BenefitsBenefits DiscussionDiscussion Next StepsNext Steps RecommendationsRecommendations