1. Northwest Council for Computer Education Seattle, Washington March 18, 2005 Effective Long-term Staff Training Presenters: David Tucker, Director david.tucker2@comcast.net Ken Bakken, Co-Director kbakken@comcast.net Presented by Networked Learning Communities

2. Networked Learning Communities Presentation Summary Conclusions from our math training projects Authentic online training tasks that support F2F events Factors affecting long-term teacher growth thru training Teachers as instructional leaders & decision-makers Barriers to long-term teacher training

3. Comparing Two Learning Paradigms LL L L A L LLL T S A S S T = Teacher, S = Students, A = Activity, L = Learners http://www.citejournal.org/vol1/iss1/currentissues/general/article1.htmhttp://www.citejournal.org/vol1/iss1/currentissues/general/article1.htm Diagram adapted from Tom Carroll’s article, “If We Didn’t Have the Schools We Have Today, Would We Create the Schools We Have Today?” http://www.citejournal.org/vol1/iss1/currentissues/general/article1.htm A Networked Learning Community Key Questions Information Transfer ? Learning Theory ? Technology ?

4. Comparing Two Staff Training Paradigms LL L L A L LLL WP T A T T WP = Workshop Presenter T = Teacher A = Activity, L = Learner http://www.citejournal.org/vol1/iss1/currentissues/general/article1.htmhttp://www.citejournal.org/vol1/iss1/currentissues/general/article1.htm Why should we be concerned about teacher ownership in the staff training process? See a recent article “Clearing Hurdles” by Donna M. Dick in Learning & Leading With Technology (L&L). ISTE, March 2005. Donna illustrates a Technology Integration Ideas Template that drives her tech integration activities. Key Questions Which model is static ? Which dynamic ? Who has intrinsic ownership ? Which will result in long-term growth ?

5. LL L L P L LLL IL T P T T http://www.citejournal.org/vol1/iss1/currentissues/general/article1.htmhttp://www.citejournal.org/vol1/iss1/currentissues/general/article1.htm Two Instructional Leadership Paradigms IL = Instructional Leader P = Training Program L = Teachers Key Questions Who are the decision makers ? Who holds intrinsic ownership ? What does instructional leadership have to do with successful professional training ?

6. Networked Learning Communities Findings from our training activities....  New instructional ideas emerging from workshop training (F2F) should be infused into instructional practice as soon as possible. Teachers use eCoach to build a lesson quickly.

7. Networked Learning Communities Findings from our training activities....  Collaboration among peers & coaches significantly enhances teacher performance & productivity in the training process. eCoach allows both real-time (synchronous) and “any time, any place” (asynchronous) collaboration.

8. Networked Learning Communities Findings from our training activities....  Intrinsic ownership of the training process must be in the hands of teachers. How can this accomplished ?  Training begins with teachers establishing the instructional context  Next, teachers create lessons based on the training topics  Then, teachers try these lessons (pilot testing) in their classroom  Finally, teachers develop an evaluation feedback loop that includes as many stakeholders (e.g. students, peers).

9. Networked Learning Communities Findings from our training activities.... An efficient online training plan can maximize resources.  geographical & training cost barriers can be reduced significantly.  training time barriers can be reduced.  productivity can be increased.  flexibility can be easily built into a training plan. Not all teachers need the same type of training (e.g. different content, different pedagogy, different teacher learning styles and implementation rates)

10. Networked Learning Communities Findings from our training activities.... The training plan must include authentic dissemination tasks.  Authentic artifacts (e.g. model lessons, faculty presentations, presentations at conferences, creating an eLibrary, creating instructional DVDs)  Authentic actions or processes (e.g. data driven decision making, building a professional learning community, systemic or “bottom up” curriculum change, capacity building)

11. Networked Learning Communities Key components of our training model Emphasizes long-term teacher growth as opposed to “one shot inoculation” training events ? This model encourages professional growth. Maximizes district & training resources by utilizing both F2F training events and online product creation & training support. Promotes systemic instructional and leadership change at the building level ? Models social cognitive learning theory (e.g. learning is contextual, social (multi-directional), distributed ?

12. Networked Learning Communities Training model is a combination of F2F training & online authentic collaborative tasking Initial Training Event Next Training Event eCoach prompts completion & documentation of training tasks Collaboration: Peers, Coaches & Mentors Create Authentic Lessons Teacher Authentic Ownership Documenting Training Process: Lesson Study or Prof Learning Communities Evaluation Feedback Loop Flexible Training To Meet Individual Needs Authentic dissemination: presentations to faculty Pilot Test Lesson in Classroom Create Authentic Artifacts: eLibrary, DVDs Instructional Leadership

15. eLibrary Houses Web-based Lessons

18. Teacher – Coach Collaboration

19. Peer Collaboration

20. Brainstorming in the Custom Builder

21. Planning In The Custom Builder

22. Developing A Lesson Using The Custom Builder

23. Standards-based Alignment Is Easy

24. Publishing in The Custom Builder

25. eCoach Prompts Text Entry

26. Adding Resources To A Lesson

27. Barriers To Long-term Training Resource Allocation and Redistribution: Time & Personnel Quality v. Quantity: Data – driven decision making, implementing a training model (implications & choice) District Learning Vision: Two Learning Paradigms & how trends affect learning vision (e.g. technology integration, basic skills integration, ELL, web-based learning) Online Web-based Collaborative Training: Pure Constructivism, What are the benefits?

28. More information.... Networked Learning Communities David Tucker: david.tucker2@comcast.netdavid.tucker2@comcast.net Ken Bakken: kbakken@comcast.netkbakken@comcast.net Or James Smith at OSPI: JLSmith@ospi.wednet.eduJLSmith@ospi.wednet.edu To obtain a guest pass on eCoach www.my-ecoach.com/online

29. Questions or Concerns ?

30. To Implement a Long-term Staff Training Program Quality v. Quantity Resource Allocation A Vision of Learning

31. To Implement a Long-term Staff Training Program Quality v. Quantity Resource Allocation A Vision of Learning