William E. Dugger, Jr. Shelli D. Meade Developing Professionals: Preparing Technology Teachers ITEA Standards Specialist and CATTS Meeting September 23-25, 2005, Baltimore, MD William E. Dugger, Jr. Shelli D. Meade

Technological Literacy Standards Of course, Developing Professionals is based on the standards in both STL and AETL.

Addenda to the Standards ITEA has developed a series of addenda documents to the standards. The first addendum, Measuring Progress: A Guide to Assessing Students for Technological Literacy, was made available in March 2004 at the ITEA annual meeting in Albuquerque. The three addenda on K-12 programs, K-12 curricula, and professional development of K-12 technology teachers, were made available in April 2005. All of the addenda detail the planning process involved in moving towards standards-based programs as well as suggest specific actions educators can take to achieve technological literacy in the laboratory-classroom.

AETL contains: Student Assessment Standards (Chapter 3) Professional Development Standards (Chapter 4) Program Standards (Chapter 5)

STL contains the content standards Planning Learning helps educators turn STL into curricula.

AETL contains the professional development standards Developing Professionals helps educators develop standards-based in-service and pre-service teacher education programs.

Developing Professionals: Preparing Technology Teachers Developing Professionals will provide guidance to those seeking professional development as well as those providing it. For teachers, this addenda document will focus on the need to develop, pursue, and update a personal plan for professional development.

Developing Professionals: Preparing Technology Teachers Section 1: Overview (p. 1) Section 2: Effective Professional Development (p. 15) Section 3: Comprehensive Approach to Teacher Learning (p. 27) Section 4: Teacher Learning Approaches and Venues (p. 39)

Developing Professionals: Preparing Technology Teachers Section 5: Evaluating Professional Development (p. 51) Section 6: Roles and Responsibilities: A Call to Action (p. 69) Section 5 provides suggestions for teacher candidates, teacher educators, teachers, principals, and supervisors to consider as they evaluate professional learning. Section 6 includes individualized messages to teacher candidates, teacher educators, teachers, and administrators.

Developing Professionals: Preparing Technology Teachers As AETL indicates: The most important factor affecting the quality of any technology program is the teacher. [Read Slide.] Preparing qualified teachers to deliver standards-based technological study to all students is critical to advancing technological literacy.

Section 1 (p. 2) Professional Development: A continuous process of lifelong learning and growth that begins early in life, continues through the undergraduate, pre-service experience, and extends through the in-service years. Professional development is defined as [read slide.]

In-Service Teacher Education Section 1 (p. 3) Considers both . . . Pre-Service and In-Service Teacher Education Pre-service refers to the undergraduate level education for those who intend to teach. In-service refers to workshops, lectures, conferences, and other educational opportunities designed to keep practicing professionals abreast of the latest developments in their fields.

Section 1 The Big Picture Teacher Learning K-12 student learning is the focus of the education of both teacher candidates and practicing teachers. [Include concept of a program within a program.] Professional Development Program p. 4

Section 1 Standard PD-1: Professional development will provide teachers with knowledge, abilities, and understanding consistent with Standards for Technological Literacy: Content for the Study of Technology (STL).   Standard PD-2: Professional development will provide teachers with educational perspectives on students as learners of technology. Standard PD-3: Professional development will prepare teachers to design and evaluate technology curricula and programs. Planning Learning is primarily based upon the Program Standards in AETL. Note: Pre-service programs should be constructed in accordance with the Program Standards in AETL.

Section 1 Standard PD-4: Professional development will prepare teachers to use instructional strategies that enhance technology teaching, student learning, and student assessment.   Standard PD-5: Professional development will prepare teachers to design and manage learning environments that promote technological literacy.

Section 1 Standard PD-6: Professional development will prepare teachers to be responsible for their own continued professional growth.   Standard PD-7: Professional development providers will plan, implement, and evaluate the pre-service and in-service education of teachers.

Section 1 Five Questions of Standards-Based Planning Where are we now? Where do we want to go? How are we going to get there? What knowledge and abilities must educators possess to get there? How will we know when we have arrived? As with the other addenda, Planning Learning incorporates the five questions of standards-based planning. They are examined in the text them from the perspective of professional development.

Providing Professional Development That Matters Section 1 (p. 13) Concludes with a paragraph on . . . Providing Professional Development That Matters

Section 2 Characteristics of Effective Professional Development Disclaimer: The characteristics provide a “snap-shot” of a standards-based technology program. They are NOT intended to shorten or substitute for the entirety of the Professional Development Standards Section 2 is intended to answer the question: “What would a model standards-based technology program look like?” [Reference Barry Burke.] But please note the disclaimer on p. 16 . . .

Section 2 Characteristics of Effective Professional Development Starts with standards Improves K-12 student learning Enhances teacher content and pedagogical knowledge Promotes professionalism (p. 16) [Have participants follow along in their books and look briefly at the text for each of these characteristics.]

Section 2 Characteristics of Effective Professional Development Continued Aligns with other reform initiatives Promotes collegiality and collaborative exchange Is ongoing, career-embedded, and sustained Includes accountability measures (p. 16) [Have participants follow along in their books and look briefly at the text for each of these characteristics.]

Scenarios for Professional Development Section 2 Concludes with . . . Scenarios for Professional Development (pp. 25-26) [Examine pp. 15-16 with participants.]

Section 3 A Comprehensive Approach to Teacher Learning Lay the Groundwork Frame Professional Education Build Teacher Understanding Evaluate Professional Education [The overall approach, p. 28.]

Section 3 Involve Stakeholders Provide Time and Resources Lay the Groundwork Involve Stakeholders Provide Time and Resources Commit to Professional Development

Frame Professional Education Section 3 Frame Professional Education Identify Teacher Learning Needs and Establish Goals Define Content Identify Assessment Measures Consider the Context Organize Teacher Learning

Teacher candidates and teachers must be engaged in learning. Section 3 Build Teacher Understanding Teacher candidates and teachers must be engaged in learning.

Evaluate Professional Education Section 3 Evaluate Professional Education The professional development program evaluation should ensure that the needs of teachers are being met. *See Also Section 5

Reflecting on the Possibilities Section 3 Concludes with . . . Reflecting on the Possibilities p. 37 [Examine paragraph on p. 23 with participants by reading it aloud.]

Section 4 Approaches to Teacher Learning Begins with . . . Action Research Case Discussions Internships Mentoring Partnerships Professional Writing Reflective Writing (pp. 41-45) [Compare to Section 3 MP?] [Have participants follow along in book and look briefly at the text for each item mentioned.]

Section 4 Approaches to Teacher Learning Continued Study Groups Courses, Workshops, and Institutes Beyond the University Classroom or K-12 Building Museums, On-Line Education, Professional Organizations and Agencies (pp. 45-46) [Compare to Section 3 MP?] [Have participants follow along in book and look briefly at the text for each item mentioned.]

Section 4 Approaches to Teacher Learning Continued On-line Education Professional Organizations and Agencies (p. 47) [Compare to Section 3 MP?] [Have participants follow along in book and look briefly at the text for each item mentioned.]

Reflecting on the Future of Technological Literacy. Section 4 Concludes with . . . Reflecting on the Future of Technological Literacy. (p. 50) [Examine concluding paragraph on pp. 29-30 with participants by reading it aloud.]

Section 5 Scope of Evaluation Principles of Evaluation Procedure of Evaluation Section 5 presents evaluation of professional development in a general sense. It provides strategies and suggestions on [read slide].

Section 6 Roles and Responsibilities Messages to: Teacher Candidates Teacher Educators Teachers Administrators [Encourage participants to read these messages so they may situate professional development in the perspective of those they are educating.]

Conclusion Developing Professionals Making the vision [of STL and AETL] a reality requires that educational professionals take action. And of course, the vision of STL and AETL is that ALL students can and should become technologically literate.