Connecting and Communicating Ideas

This page presents ALL the components of the PL Strategy as a cohesive section of the portfolio. I have chosen to present the PL strategy as a single page to remove the issue of Navigation.

  • The 5 key principles of effective PL: 
    1. The duration of professional development must be significant and ongoing to allow time for teachers to learn a new strategy and grapple with the implementation problem.
    2. There must be ongoing support for a teacher during the implementation stage that addresses the specific challenges of changing classroom practice.
    3. Teachers’ initial exposure to a concept should not be passive, but rather should engage teachers through varied approaches so they can participate actively in making sense of a new practice.
    4. Modeling has been found to be highly effective in helping teachers understand a new practice.
    5. The content presented to teachers shouldn’t be generic, but instead specific to the discipline.


Please visit the Alternate-PL-Call-to-Action Page for more detail and my creative process using iPad.


Audience

As stated in the Implementation outline and innovation plan, this PL plan is intended for the leadership, instructors and related organizations to the fine arts department involved in the digital innovation plan.

Developing Effective Professional Learning

This detail of PL is to occur after the planning phase of the implementation outline and should continue and be evaluated annually as part of the innovation plan. PD cannot be a series of isolated events, it needs to be ongoing and part of your organizational culture. provide teachers with the collaborative time, support and resources to create their own professional learning plan and best practices will emerge.

Scheduling PD

-Ongoing, embedded professional development. Regular coaching sessions during the school day (1-2 hours sessions every 2 weeks) are important for the successful completion of a teacher’s individual goals and should become a framework for faculty coaching and support.

-Pre-planned combined course activity freeing the faculty member and rotating substitute model to create a scheduling solution to both relieve the teacher for their coaching session and deliver alternative curriculum to the students.

-Identify faculty leaders who can coach, support and inspire their colleagues in modeling new ideas for course transformation.

Timeline

-Regular PD will occur on the second and forth Thursday of each month baring holidays when it will be moved forward one week. For Fall of 2021 the schedule will be as follows: AUG 13 & 27, SEPT 9 & 23, OCT 14 & 28, NOV 4 & 18, DEC 2 & 16

Curriculum Planning and Documentation

-Using a common digital tool, like, pages, word or google, create a planning document that is shared between the faculty member,other faculty and coach. Throughout the year course plans and goals of the faculty members choice are updated as well as references. This document becomes evidence of personal growth and the foundation for innovative projects.

-Allow for subject-specific exploration into digital tools and resources and the application of technology onto activities relevant to faculty goals.

-Create a 3 column table. Faculty will be required to create a 3-column table for their own course as they learn to transform their courses to reflect authentic learning with goals, activities and assessments. Starting with a Big Hairy Audacious Goal (BHAG) and a table similar to the following SAMPLE table for this PL plan.

SAMPLE BHAG: Learners will identify and incorporate constructivist theories to create and implement significant digital learning environments.

PD Meetings & Coaching

-Engage faculty through varied approaches (videos, discussion, presentations, activities) so they can participate actively in making sense of a new practice.

-For departments that do not have dedicated instructional technology personnel or coaches, innovative faculty should be given the time and resources to serve as coaches for their colleagues or coaches can be hired to provide this service.

-Coaches to get to know faculty goals through one-on-one or small group coaching sessions. Coaches help faculty with digital content, activities and references that are relevant to their specific goals.

.-Coaches connect teachers to ideas, content, and experts. Coaches model modern learning by seeking out, filtering and distributing relevant information and resources. Coaches listen to faculty and help them to identify their natural strengths and personal interests through conversation or direct survey.

Self Directed Learning

-Each of the five section outcomes of the 3-column table above will require media review, supplemental readings and discussion

-As part of the 4DX strategy portion of the implementation plan, Instructors will have the opportunity to see modeling of real classroom examples and enhance their skills while taking their progress with the sample scoreboard.

Communities of Learning

-Promote interaction based on interest or content area. Shared stories, projects and reflections of one teacher are often the “sparks”, or starting points, for another.

– Challenge faculty members to use social media to connect with peers in or out of their field to get inspired and share what they know. 

-Coaches guide teachers into these collaborative opportunities or other appropriate professional networks knowing that teachers will find the resources, support and encouragement necessary for success.

Practice

-Develop partnerships with students to include student voice and better understand how to leverage digital resources for authentic learning experiences.

-Embrace failure as a form of iteration of learning for better course design.

-Record practice to reflect and evaluate on iterations of activities.

Faculty spotlights

-Inspire faculty with models of success as examples of the possibilities of authentic learning 

– Ask faculty members what their favorite go-to apps and online resources are and curate them in a shared online resource or e-portfolio 

PL sessions slide deck(s)

-Each month we will progress through one of the five outcomes on the 3 column table.

-Each of the PL sessions will not have an assigned deck if there is an activity, discussion or demonstration.

-Coaches will determine the required activity for each learner or group of learners based on situational relevancy and stated goals for course creation.

Resources you will need (articles, handouts, etc.)

Month/Objective 1

Suresh, S. (2019, May 12). OWN your learning (ft. iPad 9Pro note taking – GoodNotes) . Retrieved from https://youtu.be/br0jghA4JEw

Thomas, D., & Brown J. S. (2011). A New culture of learning: cultivating the imagination for a world of constant change. (Vol 219) Lexington, KY: CreateSpace.

Revington, S. (2012, November) Defining authentic learning. Retrieved from  http://authenticlearning.weebly.com/

Month/Objective 2

Abilene Christian University. (2013).  2012-2013 Mobile learning report. ACU Adams Center for Teaching and Learning

Developing Students’ Learning Philosophies – https://www.facultyfocus.com/articles/teaching-and-learning/developing-students-learning-philosophies/

Month/Objective 3

Self-Directed Guide to Course Design – Fink Summary.pdf  

Harapnuik, D. (2021) Collecting dots vs connecting dots. Retrieved from http://www.harapnuik.org/?p=8672

Apple Education. Apple Teacher, sign-up at https://appleteacher.apple.com

Month/Objective 4

What 60 Schools Can Tell Us About Teaching 21st Century Skills https://www.youtube.com/embed/UZEZTyxSl3ghttps://youtu.be/UZEZTyxSl3g

RSA Animate, (December 15, 2015). To Help Every Child Fulfil Their Potential [Video].YouTube https://youtu.be/Yl9TVbAal5s

Gerstein, J. (2018) Is “Have a Growth Mindset” the New “Just Say No”. Retrieved from https://usergeneratededucation.wordpress.com/2015/09/04/is-have-a-growth-mindset-the-new-just-say-no/

Month/Objective 5

Harapnuik, D. (2019) ePortfolio. Retrieved from http://www.harapnuik.org/?p=8672

Harapnuik, D. (2019) My 5 biggest ePortfolio mistakes. Retrieved from http://www.harapnuik.org/?p=7778

Becker, M. (2020, May 27).How I built a website on an iPAD with WordPress & Divi. Retrieved from https://youtu.be/S4VMh4k06ac

References

Andrews, T. M., Leonard, M. J., Colgrove, C. A., & Kalinowski, S. T. (2011). Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses. CBE Life Sciences Education, 10(4), 394–405. http://doi.org/10.1187/cbe.11-07-0061

Apple Education. (July 2007). Innovation in schools. Apple iBook. Retrieved from https://books.apple.com/us/book/innovation-in-schools/id1259499861

Becker, M. (2020, May 27).How I built a website on an iPAD with WordPress & Divi. Retrieved from https://youtu.be/S4VMh4k06ac

EDSurge. (June 2014). How teachers are learning:
professional development remix. Retrieved from https://www.edsurge.com/guide/how-teachers-are-learning-professional-development-remix

Gerstein, J. (2018) Is “Have a Growth Mindset” the New “Just Say No”. Retrieved from https://usergeneratededucation.wordpress.com/2015/09/04/is-have-a-growth-mindset-the-new-just-say-no/

Godin, S. (2012, October 16). Stop stealing dreams: seth godin at TEDxYouth@BFS. Retrieved from https://youtu.be/sXpbONjV1Jc

Goodwin, B. (2015). Research Says/Does Teacher Collaboration Promote Teacher Growth? Educational Leadership, 73(4), 82–83. Retrieved from http://www.ascd.org/publications/educational-leadership/dec15/vol73/num04/Does-Teacher-Collaboration-Promote-Teacher-Growth%C2%A2.aspx

Harapnuik, D. (2019) ePortfolio. Retrieved from http://www.harapnuik.org/?p=8672

Ottawa Catholic School Board. (May 2016). A framework for districtwide change. Case Study Report. Canadian Education Association, Toronto, ON. Retrieved from https://www.edcan.ca/wp-content/uploads/cea_ocsb_innovation_report.pdf

Revington, S. (2012, November) Defining authentic learning. Retrieved from  http://authenticlearning.weebly.com/

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