rebooting and retooling toward a system of 21st century teacher professional development

Rebooting and Retooling: Toward a System of 21st Century Teacher

Professional DevelopmentMary Burns

Petra BodroginiEducation Development Center

Newton, USA & Jakarta, [email protected]

mailto:[email protected]

Education Development Centerhttp://www.edc.org

Ismail and Siti Fatimah

TWO TEACHERS

Ismail

Siti Fatimah

Ismail’s story….

Siti Fatimah’s story….

TWO PROFESSIONAL DEVELOPMENT APPROACHES

20th vs. 21st Century Professional Development

Pre-21st Century Professional Development

21st Century Skills

21st Century Professional Development

Teacher-centered &

Metric: Quality

EDC/USAID’s One-Computer Classroom & Coaching Pilot

Building Capacity of Coaches and Teachers

1. Coaches

• 3 weeks of face-to-face workshops with follow--up• 3 month online course focused on coaching • Coaches learned skills and with partner work with teachers on a weekly basis• Ongoing mentoring• With teachers, they used a gradual release coaching approach—modeling, planning, co-

teaching, solo teaching with observation and feedback

http://ptk-online.org

Example of sessionExample of e-portfolio

2. Teachers

92 teachers•Integrate 4 learner-centered, one-computeractivity in classrooms

•Variety of PD—workshops,lesson study, open lesson,ongoing consultations, co-teaching

•Meet weekly with coaches; work with school partners

Teachers, Coaches and Students

RESULTS AND IMPACT

1. Teachers•100% designed and carried out their one-computer activities with students

•100% report that the coaching program has helped them learn how to teach with limited technology

•100% report improved confidence in teaching with technology, carrying out learner-centered activities and letting students use technology

•Teachers are continuing with these activities even though coach has left the school

Coaching vs. Cascade

•Report less fear and confusion about how to implement new instructional strategies and technology

•More successful in managing interactive learning, using multiple learning resources, providing opportunities for collaboration, and promoting higher order thinking

•Evidence of continuous learning and enthusiasm in implementing new strategies in the classrooms from the just-in-time support

What Teachers Say

After the workshop, I wasn’t really sure what to do..I was thinking how would I implement these ideas?Then Miss Lia started to visit us for school based coaching program. That’s when I started to talk about the plan, revise it based on feedback from my coach, Miss Lia, and tryout it out before the class. What I like about this program is that there was clear guidance. Because, you know, you have to make sure that everything is well prepared before the class begins. You have to look good in front of the students.

(Sundari (5th grade teacher: Tulangan Elementary School, Surabaya, East Java, Indonesia)

What Teachers Say

Students loved the lesson. I never thought that they could do what they successfully did. They enjoyed taking different group roles, collaborating, discussing and learning by using the laptop and digital camera. They were very excited, interested and engaged by the technology. It really fits them. So, why not use it in class? …The principal supports this approach and she bought a laptop for the school which we all share in classrooms.

2. Students

3. Coaches

•100% completion rate•Increased confidence in their abilities as instructional coaches•Increased self-esteem•Increased professional competency•Feel part of community of practice Teacher (Sundari) with her

coach, DBE2 ICT assistant, Lia.

What Coaches SayI learned a lot from being a coach. Teachers were so creative and this provided me with more resources to work with. For example, I could refer to ideas of one teacher when I was working with others in other school. What we did was actually sharing.

What also helped was the online course Strategies and Techniques for School-Based Coaching which I took concurrently as we implemented the coaching program. The course provided resources on good facilitation skills, how to provide feedback, which I think helped me a lot to consider teachers as partners.

(Lia Kiswahono, DBE 2 Coach, East Java)

What Coaches Say

My capacity as an educator has been enhanced through the process of coaching. I learned every step of the way. For example, before meeting teachers in schools, we know that there are goals and concepts to be achieved and worked on. So I needed to prepare, which made me learn too. And I still am learning. In this collaboration, I also learned from teachers.

And of course, there are challenges. Teachers are not the same. There are young teachers who are excited and more senior ones who were not so keen. What satisfies me is when I see “challenging” teachers become motivated, work with us, and apply their new skills in the classroom. They even could perform better than those who were more literate in technology.

(Supriyadi, DBE 2 Coach, Central Java)

HOW IS THIS AN EXAMPLE OF 21ST CENTURY PROFESSIONAL DEVELOPMENT?

Differentiated, ongoing, sequential and cumulative professional development


2. Ongoing Support


Impact of Ongoing Support

Rogers’ Change Types

Technology Integration

• No labs—computers in the classroom as part of content

• Laptops

• No breakage, no theft, no damage—in spite of predictions to the contrary


BUT WHAT ABOUT SCALE???

We Need to Recognize…

…High quality professional development is neither cheap nor easy; it is requires money, resources, support and time. Above all, it requires will.

National Staff Development Council, (United States)

There’s More to Scale Than Numbers

Not just inputs (number of teachers trained) but outputs, specifically:

• Implementation

• Leakage

• Latency

• Fidelity (quality)

• Impact on student learning

Dimensions of Scale1. Spread: Modifying to retain effectiveness while reducing

the level of resources and expertise required2. Depth: Conducting rigorous evaluation and research to

understand and enhance causes of effectiveness3. Sustainability: Adapting to inhospitable contexts via

developing hybrids tailored to adverse conditions4. Shift: Moving beyond "brand" to support user ownership

as co-evaluators, co-designers, and co-scalers5. Evolution: Learning from users' adaptations to rethink

the innovation's design model.

CONCLUSION: TWO QUOTES

Siti Fatimah

Ordinary training is just training. That’s it. No follow up. I will never know what I lack and need to develop further for improvements. I need to receive feedback for refinements.

I am continuing to use technology to enhance teaching and learning.

Ismail

Please, madam, do this training for all teachers in India, not just Karnataka. Since we are teaching, no one has ever helped us be good teachers. All they do is talk and talk and then they forget us. But now we know how to do something and you will continue to help us. I am so happy, Madam. Please do this for all of India.

Thank You谢谢

Mary [email protected]

Petra [email protected]