Tag Archives: Distributed PD

Progress on our Professional Learning Project

Like a lot of districts working on large initiatives, we're struggling with how we can provide all the professional development and support our staff needs and how to manage the professional learning. Much of that development and systems work for us (Auburn School Department) is now part of the Distributed PD Project (watch this overview of the project.)

The project is more about creating our professional learning systems, than it is about actual workshops, trainings, coaching, etc. The project started with looking at supporting teachers with technology integration (leveraging technology for learning), but we knew we needed a similar system for our around Customized Learning. Recent developments have increased Customized Learning as a priority, but we are continuing to put as much attention into the technology for learning piece – both as a subset of the Customized Learning work, but also to support the folks who are primarily interested in the technology professional learning.

We have just shared a draft professional curriculum grid for Technology for Learning and a draft professional curriculum grid for Customized Learning. Each is only a partial grid outlining the Measurement Topics and steps or learning progressions within each Strand. By partial, we mean incomplete, but we have shared them hoping that others will collaborate with us to complete them.

Also, we have started a heightened collaboration with Educate/Empower around this work and are collaborating more intensively with 3 other Maine districts who share the same needs. Working from a proficiency-based learning perspective, and recognizing the power of a transparent curriculum and easy access to resources and support, the project is, right now, focused on the following:

  • Creating a professional learning curriculum/continuum for transitioning to Customized Learning, including for leveraging technology for learning
  • Developing a micro-credentialing (badging) infrastructure for that curriculum (we have selected Educate/Empower for the platform)
  • Developing or collecting reusable learning objects (videos, online resources, online modules, etc.) aligned to our professional learning curriculum
  • Develop a system to recruit and certify a cross-district cohort of “certifiers,” who will review educators' evidence of proficiency in the professional learning

 

10 Professional Learning Curriculum Buckets for Teaching and Learning with Tech

(Note: This is cross posted at the Distributed PD Project, where Auburn School Department, and friends, are rethinking how we can provide training and support to teachers.)

As we think about our teachers becoming highly skilled at teaching and learning with iPads, we could certainly generate a very long list of skills, approaches, tools, apps, strategies, and other competences we'd like them to get good at.

But if we consider how we might group that very long list into categories, I think we have 10 buckets that would make up our professional learning curriculum.

10 Curric Buckets

Three of those buckets focus on teachers' being able to use the technology themselves and create the conditions in the classroom for students to use the technology for learning.

  1. Personal Use: Can teachers use the device themselves as their own productivity and learning tool?
  2. Classroom Management for Tech: How can teachers insure that students are focused and on-task when using technology in the classroom?
  3. Managing the Tech: How do teachers organize the technology (or collaborate with students to organize the technology) so it works and is available to be used for learning in the classroom?

And 7 of those buckets are the pedagogical approaches that make up the 7 Powerful Uses of Technology (notice that they focus on educational goals, not technology tools):

  1. Tech for Foundational Knowledge: How can we help students learn the basics?
  2. Tech for Using Knowledge: How can we contextualize learning and make learning engaging and meaningful? How can students use their knowledge? What is the role for creating and creativity, and for project-based learning?
  3. Tech for Learning Progress Management: How do we keep track of student learning? Promote a transparent curriculum? Make learning progressions clear? Help students navigate their learning? Maintain evidence of mastery?
  4. Tech for Personalizing Learning: How does technology help us tailor the learning to the student?
  5. Tech for Supporting Independent Learning: How can technology help the student do more on their own and need the teacher less?
  6. Tech for Assessment: How can technology help us capture what students know and can do?
  7. Tech for Home/School Connection: How can technology help us stay better connected to parents?

 

Does Technology Improve Learning – No! A Keynote

I recently had the honor of keynoting at the Illinois Computing Educators (ICE) conference.

My message was that technology alone will not improve learning; only teachers improve learning. But technology can be wonderful tool for teachers and for students under the guidance of teachers.

Watch the keynote here. And related resources are down below.

 

If we want to leverage technology well for learning, then these are the components we should attention to:

  • Focus on Learning
  • Deliberate, Shared Leadership
  • Community Engagement
  • How You REALLY Protect Stuff
  • Support the Heck Out of Folks

Resources

Technology:

Learning:

Leadership:

Community Engagement:

Supporting Educators (Professional Development):

 

iPads, Digital Badges, and Professional Development – Our New Project

Auburn Schools is starting a new project: the Distributed PD Project, working to support teachers leveraging iPads for teaching and learning. The project includes establishing a professional learning curriculum, modules to delver that curriculum and Digital Badges to acknowledge and document learning.

This video provides an overview:

What Can Scouting Teach Us About Proficiency-Based Learning

Scouting does pretty good work with curriculum.

I think our Customized Learning work (both for kids and the professional learning for educators) shares many characteristics with theirs: learning is customized; individuals progress at their own pace; they progress by demonstrating proficiency; learners have lots of voice and choice simultaneously with clear guidelines and expectations; learning is chunked into modules, instead of large all-encompassing courses; proficiency requires a mix of knowing and doing and applying/creating; responsibility for the teaching & learning is distributed; etc.

Auburn has a Distributed PD System Design project going on right now. They (we) just posted two activities that might help others think about curriculum organization and managing learning in a proficiency-based system:

 

Is Our Phases of iPad Integration Ready?

(Note: Cross posted to the Distribute PD Project)

Last August, one of our Auburn-and-friends work groups developed a draft Phases of Tech integration.

Draft Phases of iPad Integration

We wanted to think about developing teachers’ skills at leveraging iPads for teaching and learning beyond just googling topics and word processing. Beyond just projecting material. Beyond just thinking about getting good at various tools. Beyond just using apps connected to the curriculum.

We wanted to think about technology as a tool to help us customize learning. We wanted to focus more on pedagogical goals than technological goals. And we wanted to think about where technology could take us that we couldn’t easily go without technology.

So we set up our professional learning continuum, our phases of implementing technology integration, to be similar to our Phases of Implementing Customized Learning, and how such a structure helps support plementation and teachers. (Driver 1)

And we based it on our current thinking about powerful uses of technology for learning. (Driver 2)

And we tried to think about how the SAMR Model might inform our work. (Driver 3)

Now, we don’t believe any of our work is permanent. We know that as we get better at what we do, we’ll figure out how to improve our models. After we use this Phases of Technology document for a while, it will be ready for a revision.

But right now, we’re wondering if our draft is developed enough to be the one we live with for 12-18 months before we revise it again…

So, as you look at our draft,

  • Does the document adequately reflect our three drivers?
  • Does the sequence of the phases seem right? Does the progression make sense?
  • Does each phase seem to have the right elements for demonstrating mastery and moving on to the next phase? Does it adequately outline advancement (recognizing there will be plenty of support documents)?
  • Is anything missing? What should be added?
  • What needs to be edited or revised?
  • How do we make it better before living with it for a while?

We don’t need “perfect.” We’ll learn a lot by living with the model for a while. But we want to kick the tires on this version a little, and insure it is “good enough” to live with for a while.

So, what do you think?

 

Starting to Design a Distributed PD System

A while back, I described our need for a distributed system of professional development (as part of our comprehensive plan to support professional learning, including: workshops and trainings; coaching and formative feedback; educator lesson invention and tryouts; and opportunities for educators to get together to share successes and trouble shoot challenges).

So, we've put together a work group to start designing. We will focus first on building a system that will support educators learning to better integrate iPads into teaching and learning. Frankly, we could use the same kind of distributed PD system for our Customized Learning work, as well, but we'll work out the bugs on our iPad work first.

We have 1to1 iPads in K-2 and 7-12, and various clusters of iPads in between. Our work group has K-12 representation. But we know others are interested in this work and we often partner with folks from other districts, and several are participating in the workgroup. We love it when others come to play with us!

Distributed PD Website

And, if you're interested, there is an opportunity for you to lurk, or even participate.

We have created a Distributed PD website to help organize our work. We have pages for each key component of the design work and the Updates & Activities is our blog where we'll regularly publish (yes) activities and updates.

So if you want to lurk, check back at the site periodically to see what we've been up to (and I'll occasionally cross post or post updates to this blog, too).

If you want to participate, you can leverage the comments section of any of our posts or pages.

And if you're REALLY interested in rolling up your selves and being part of the work group, shoot me an email.