EDUCAUSE 2001 Mid-Atlantic Conference College of Education Educational Technology Outreach University and County Partnerships: Professional Development Courses in Technology for Practicing Educators and Administrators EDUCAUSE 2001 Mid-Atlantic Conference Davina Pruitt-Mentle December 5, 2001

Professional Development Opportunities: Past and Present 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 Using technology to conduct research and assist in professional growth December 5, 2001 2001 EDUCAUSE PD Model

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, 173-209 December 5, 2001 2001 EDUCAUSE PD Model

Professional Development in the Field Flexibility Time After school Weekends Once a week/Every other week Course schedule Does not have to be aligned with University semesters Payment Individual County Grant Payments Tuition Reimbursement Location In-county On campus On-line One - three credit modules December 5, 2001 2001 EDUCAUSE PD Model

Course Creation Needs assessment Counties Conferences Faculty Maryland Business Roundtable/MSDE Develop course with faculty +county input Tailor course to county requirements/software infrastructure University review/MSDE approval December 5, 2001 2001 EDUCAUSE PD Model

Unique Best Practice Partnerships Baltimore City Public Schools 6 module cohorts First 2 courses face-to-face Last 4 courses on-line December 5, 2001 2001 EDUCAUSE PD Model

Educational Technology Outreach 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 Synchronous Asynchronous Teachers have the chance to apply course content in their classroom, discuss successes and failures with their peers and instructors, and form networks for the future *Many courses supported by County Technology Specialists* December 5, 2001 2001 EDUCAUSE PD Model

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 Track 1 - For teachers who need basic software and computer training. Track 2 - For teachers who have skills in basic computer software but need strengthening in using the computers with their students. Track 3 - For teachers who demonstrate software competency and have some knowledge of how to use the computer in the classroom to support instruction. Track 4 - For teachers who demonstrate software competency and have knowledge of how to use the computer in the classroom to support instruction and do not wish to take additional coursework December 5, 2001 2001 EDUCAUSE PD Model

Unique Best Practice Partnerships Queen Anne’s County Public Schools Unique infrastructure Technology assessment of all new teachers assessment and proficiency at Level III needed before tenure hands on assessment county pays for new teacher course work - to reach Level III December 5, 2001 2001 EDUCAUSE PD Model

PD is Over, Now What? Kirkpatrick’s Levels EVALUATION Budgets are shrinking so it is imperative we know if its working EVALUATION 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 December 5, 2001 2001 EDUCAUSE PD Model

Kirkpatrick’s Levels Level 1 - Smile Sheet Level 2 - Pre and Posttest 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 email, survey, interviews Selected sample observation December 5, 2001 2001 EDUCAUSE PD Model

Educational Technology Outreach Contact: Davina Pruitt-Mentle (301) 405-8202 dp151@umail.umd.edu December 5, 2001 2001 EDUCAUSE PD Model