Inventory and Plan for Teaching and Learning with ...programs include train-the-trainer programs, administration of the Educational Technology Endorsement Program (ETEP) and other

InventoryandPlanfor

TeachingandLearningwithTechnology:

SupportingthePerformanceofUtah’sEducators

PreparedfortheUtahEducationNetwork

JamesMarshall,Ph.D.SanDiegoStateUniversity

March,2016

Pageii

TableofContents

I.Background.......................................................................................................................................2GuidingPrinciples:EffectiveProfessionalLearningforTeachers.............................................................4GuidingPrinciples:EffectiveProfessionalLearningforAdministrators...................................................5StateResponsibilities...............................................................................................................................5LEAResponsibilities..................................................................................................................................6

III.PrioritiesforProfessionalLearning:AnInventoryofStateProfessionalLearningOfferings.............7Methodology............................................................................................................................................7CurrentProfessionalDevelopmentOfferings..........................................................................................8GapAnalysis:Currentvs.IdealProfessionalDevelopmentOfferings......................................................8CurrentProfessionalDevelopmentDeliveryModes..............................................................................11ProfessionalDevelopmentOpportunitiesforUEN.................................................................................12

IV.FacilitatingProfessionalLearning:SolutionSystemOverview.......................................................14SolutionSystemComponent1:Training...............................................................................................16

ConditionsofTraining........................................................................................................................16ModesofTraining..............................................................................................................................16RecommendationsforTraining..........................................................................................................17

SolutionSystemComponent2:ProfessionalLearningCommunities....................................................19ProfessionalLearningCommunity(PLC)Definition............................................................................19TheRoleforPLCs................................................................................................................................19RecommendationsforProfessionalLearningCommunities..............................................................19

SolutionSystemComponent3:ReadyReferences...............................................................................20ReadyReferencesDescription............................................................................................................20TheRoleforReadyReferences..........................................................................................................20ReadyReferencesvs.BestPracticeRepositoryComponents............................................................21RecommendationsforReadyReferences..........................................................................................21

SolutionSystemComponent4:BestPracticeRepository.....................................................................22BestPractice:BenefittingfromKnowledgeManagement.................................................................22TheRoleforaBestPracticeRepository.............................................................................................22RecommendationsforProfessionalLearningCommunities..............................................................22

SolutionSystemComponent5:ExpertAccess......................................................................................24RationaleforAccesstoExperts..........................................................................................................24TheRoleforExperts...........................................................................................................................24RecommendationsforExperts...........................................................................................................24

V.BringingthePlanTogether.............................................................................................................25

References.........................................................................................................................................26

Preferredcitation:Marshall,J.(2016).Inventoryandplanforteachingandlearningwithtechnology:SupportingtheperformanceofUtah’seducators.SanDiego,CA:SanDiegoStateUniversity.

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ThemasterplanforUtahmakesprofessionallearningforeducatorsapriority.UENhascombinedeffortswithanumberofstakeholdersacrossUtah,andexpertsinthefieldofdigitaltechnologies,tocreateastatewidetechnologyproposal.Professionallearningforeducatorsisakeycomponentofthisproposal.ThisemphasisisjustifiedbyhumanperformanceresearchandstudiesofeffectiveprofessionallearningforK-12organizations.Further,weacknowledgethataccesstotechnologyaloneseldomresultsinlastingorganizationalchange.Rather,itrequiresongoingandeffectiveprofessionallearningsupportsforeducators.AstheinitialstepinaddressingtheteachingandlearningwithtechnologyneedsofUtah’seducators,UENcontractedwithDr.JamesMarshall,SanDiegoStateUniversity,toaccomplishtwothings:(1)conductaninventoryofcurrenttechnology-relatedprofessionaldevelopmentofferings,andanticipatedneeds,withschooldistrictsacrossthestate;and(2)conceptualizeaprofessionallearningapproachthatwouldsupporttheongoingdevelopmentandperformanceofthestate’seducators.ThisInventoryandPlanforTeachingandLearningwithTechnologyreflectstheexcellentprofessionallearningandtechnologyimplementationsoccurringthroughoutthestateofUtah.ThisincludesUEN’ssignificantandsuccessfulpresenceasaprovideroftrainingandperformancesupport/referencetools.Asaresult,itleveragesthebestpracticescurrentlyinuse,combinedwithresearch-basedstrategies,tobringaboutasystemicparadigmshift.Itisdesignedtoprovidetheexternalresourcesnecessarytointegratetechnologyintotheclassroomwhileadvancingtheskills,knowledgeandperformanceofUtah’sK-12educators.Thereportisorganizedintothefollowingsections:

1. Background2. GuidingPrinciplesforProfessionalLearning3. PrioritiesforProfessionalLearning:AnInventoryofStateProfessionalLearningOfferings4. FacilitatingProfessionalLearning:SolutionSystemOverview

a. KeyComponent1:Trainingb. KeyComponent2:ProfessionalLearningCommunitiesc. KeyComponent3:ReadyReferencesd. KeyComponent4:BestPracticeRepositorye. KeyComponent5:AccesstoExperts

5. BringingthePlanTogether

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I.BackgroundTeachingandlearninginthe21stcenturyareinexorablytiedtotechnology.BarrandSykora(2015)describethechallengethatthisdynamicrelationshipposestoeducation:

Technologicalchangesareacceleratingatabreathtakingpaceandarechallengingtheconventionalapproachtoprimaryandsecondaryeducation.Asleadersandeducatorsexploretheopportunitiesaffordedbytherapidchanges,theymustalsoconsiderhowtheseinnovationsimpacttheprocessoflearningandteaching(p.1).

Itistheresponsibilityofeveryeducationalorganizationtoensurethattheuseoftechnologyincreasesstudentlearningandimprovesteacherpractice.Professionallearningoffersaneffectivesolutiontosystemicallyandsystematicallyachievethisgoal.

Professionallearning,historicallytermedprofessionaldevelopment,isthemeansbywhichteachersacquirenewskillsandknowledgeinordertoeffectivelyimplementandintegratenewpracticesintotheirclassroomsandinstruction.Throughtechnology-targetedprofessionallearning,thevalueofusingtechnologyisestablishedandtheteacher’sconfidenceinusingtechnologyforlearningisinstilled.Withoutpurposefulandsystematicattentiontothesethreedomains,consistentandcontinuingperformanceisunlikelytooccur(Rossett,2009;Hale,2006;Gilbert,1978).Professionallearninghaslongbeenobservedassomethingthatoccursoutsideoftheclassroomandapartfromtypicalworkduties.Examplesinclude“inservicetraining,”inwhich,typically,anoutsidervisitstheschool,orashort,focusedtrainingsessionatthedistrictoffice.Unfortunately,suchsessionshavetypicallyproducedlittlechangeortranslatedtosustainedimplementationoftrainedskillsintheclassroom(TheNewTeacherProject,2015).Ingvarson(2005)saysthatthedisconnectisduetopolicymakers’naïvenotionsabouttheeaseofeducationalchange,andarguesthattheymakepolicywithout“understandingthatthekindsofchangethatreallymatterineducationarenotstructuralchangesbutthosethatbuildteachercapacityandprofessionalculture”(p.63).It’simportanttorecognizetherealitiesfacingeducatorswhoattempttoprovideeffective,technology-richlearningexperiencesintheclassroom:

• Hardtechnologies(devices)areevolving,andwillcontinuetoadvanceintermsoftheirsophistication,functionalityandpenetrationinschools.

• Thebodyofknowledgeaboutthesuccessfuluseoftechnologyisconstantlyshiftingandgrowing.

• Theneedsofstudentsareconstantlychangingthroughouttheyear,andfromyear-to-year.• Overtime,theinstructionalfocusofaschoolordistrictislikelytochangeasaresultofstateand

federalinfluences.Withtheserealitiesinmind,itbecomesclearthattraditionalmethodsofprofessionallearning,includingone-shottrainingsessions,fallshortofprovidingeducatorswiththeskills,knowledgeandtoolsnecessarytothriveindynamic,technology-richlearningenvironments.Availableevidencesuggeststhattechnologyalonedoesnotcreateeducationalimprovement;educationalimprovementcomesaboutthroughcoherentinstructionandassessmentthatsupportshigh-qualitystudentlearning(Goldman,Lawless,Pellegrino,&Plants,2005-2006;Newman,Smith,Allensworth,&Bryk,2001).

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Toaddresstheneedsof21stcenturyeducators,wedefineprofessionallearningasasystematicallydefinedsetorcomplementofstrategiesandtoolsthat,whenusedtogether,bringaboutsystemicperformanceimprovementsspecifictotheabilityofteacherstounderstand,implementandutilizetechnologyforpurposesofteachingandlearning.LawlessandPellegrino(2002)statethat“technologycanmakeitquickeroreasiertoteachthesamethingsinroutineways,oritcanmakeitpossibletoadoptnewandarguablybetterapproachestoinstructionand/orchangethecontentorcontextoflearning.Decisionsaboutwhentousetechnology,whattechnologytouse,andforwhatpurposescannotbemadeinisolationoftheoriesandresearchonlearning,instruction,andassessment”(p.581).Ourapproachtoprofessionallearningdeliberatelyavoidsisolatedtraining“events”(i.e.,“oneanddone”stand-alonesessions),andinsteademphasizesamulti-strategysetofsolutions(solutionsystem)thatrespondstotherealitiesoftheongoingdevelopmentofteachersandtheirsuccessfuluseoflearningtechnologies.Theremainderofthisdocumentpresentsdatafromeveryschooldistrictinthestatetoinventorycurrentpractices,andneedsintothefuture.Predicatedontheseinventoryresults,wepresentaconceptualplanforprofessionallearningthatrespondstoeducatorneedsacrossthestate.

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II.GuidingPrinciplesforProfessionalLearningTheNoChildLeftBehind(NCLB)reauthorizationoftheElementaryandSecondaryEducationActplacedprofessionallearninginthespotlight.SincetheactwassignedintolawonJanuary8,2002,schools,districtsandstateshavebeenpromptedemphasizehighqualityprofessionallearning.Infact,NCLBrequiredschoolsnotmeetingadequateyearlyprogresstargetstodevoteatleast10%offederalfundsprovidedunderTitleItoteacherprofessionallearning.TheNCLBhasrecentlybeenreauthorized(renamedEveryStudentSucceedsAct,orESSA),andtheemphasisonprofessionallearningoverthepast14yearshasbecomeaprovinggroundforassessingtheeffectivenessofsupportprovidedtoteachers.Theseassessmentshaveresultedinasetofprinciplesforevaluatingtheeffectivenessofprofessionallearning.Whiletheseprinciplesapplytoclassroomteachers,theyalsospeaktoeducationalleaders,schooladministratorsanddistrict-leveladministratorswhohaveacriticalroletoplayinorderforthedevelopmenteffortstobesuccessful.Itisunfortunate,however,thatprofessionallearningspecifictousingtechnologyinteachingandlearninghasreceivedlessattention.LawlessandPellegrino(2007)observe,“Thepaucityofempiricalresearchexaminingtheareaoftechnologyprofessionallearningforteachersisastonishing”(p.584).Thus,inthisplanourfocusislargelyonresearch-derivedbestpracticesforprofessionallearningingeneral,whichwehaveappliedspecificallytoeffectiveuseoftechnologyforteachingandlearning.Exceptions,specifictotechnology-specificguidance,arenotedwherepresent.

GuidingPrinciples:EffectiveProfessionalLearningforTeachersThefollowingprinciplesprovideoverarchingguidanceforthesustainedprofessionallearningtobeprovidedtoteachersaspartofthisplan.

1. Professionallearning,likeanytypeoflearning,isanongoingexpectation;timeshouldbededicatedtoregularlysupporttheprofessionallearningofeducators.

2. Technologycanandshouldbeleveragedtosupportprofessionallearningandprofessionallearningcommunities.

3. ProfessionallearningprogramsshouldsupportandalignwithUtahEducatorEffectivenessStandards,andleadtoUtahStateOfficeofEducationand/orhighereducationlicensureandprofessionalcredits.

4. ProfessionallearningsolutionsshouldbuildonsuccessfulmodelsalreadydeployedincludingUtahEducationNetwork(UEN)Training,TraintheTrainer,LocalEducationAuthority(LEA)SchoolTechnologySpecialists,eMINTS,andotherprovenprograms.

5. Professionallearningshouldaddressteachers’(a)content,(b)pedagogical,and(c)technologyknowledge,andtheinteractionamongthesethreeelements,asdefinedbytheTPACKModelforTechnologyIntegration(Mishra&Koehler,2006).

6. Professionallearningshouldenableteacherstocontinuouslyincreasethedepthoftechnologyintegrationintheirclassrooms,asdefinedbytheSAMRModel(Puentedura,2012),movingfromsubstitutionoftechnologyforexistingassignments,toredefinitionofteachingandlearninginvolvingstrategiespreviouslyimpossible,withouttheuseoftechnology.

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7. ProfessionallearningeffortsspecifictotechnologiesforteachingandlearningshouldalignwiththeInternationalSocietyforTechnologyinEducation(ISTE)standardsforteachers(ISTEStandards•T,2008),andhelpteachers:• Facilitateandinspirestudentlearningandcreativity• Designanddevelopdigitalagelearningexperiencesandassessments• Modeldigitalageworkandlearning

GuidingPrinciples:EffectiveProfessionalLearningforAdministratorsSuccessforteachersispredicatedontheattentionandsupportofthosewholeadtheorganizationsinwhichtheywork.Thefollowingprinciplesarecriticaltowardsachievingtheenvisionedoutcomesforteachingandlearningwithtechnology.

1. Schoolprincipalsaretheinstructionalleaderintheschool.Thisplanrecommendsongoingprofessionallearningforbuildingdistrictandregion-leveladministrators,includingleadershipteams.Aseparateleadership-focusedplanhasbeendevelopedinparallelwiththisteacher-focusedeffort.

2. TechnologyprofessionallearningshouldaligntotheISTEstandardsforadministrators(ISTEStandards•A,2008),including:

• VisionaryLeadership• Digitalagelearningculture• Excellenceinprofessionalpractice

StateResponsibilitiesTomaximizeefficienciesandensureequalaccess,manyprofessionallearningactivitiesshouldbecoordinatedatthestatelevelbybothUENandtheUtahStateOfficeofEducation(USOE).Currentlyprogramsincludetrain-the-trainerprograms,administrationoftheEducationalTechnologyEndorsementProgram(ETEP)andotherendorsements,onlinecoursesandworkshops,conferences,andsocialmediacommunities.Otherstate-levelresponsibilitiesincludethefollowing:

• Conductastatewideinventoryoftheintegrationoftechnologyinprofessionallearningpractices.

• Createaninventoryofpublishedliteratureandexistingsurveyresponsestoidentifyandjustifybestpracticesinprofessionallearningfordigitallearningenvironments.

• Developanintegratedprofessionallearningplaninsupportofthestatewidetechnologyinitiative.Thisplanmayincludeface-to-facelearning,distance-learning,synchronousandasynchronousstrategies,andbadgesandmicrocredentialing—andbalancetraditionaltrainingwithjust-in-timelearning,performancesupporttoolsforeducators,collaborativelearningopportunities,bestpracticecaptureanddisseminationofpractices,andtrain-the-trainerapproaches.

• Produceaprofessionallearningplanfeaturingembeddedmeasuresforqualitymonitoringandcontinuousimprovement,andstandardsuponwhichprofessionallearningcanbeevaluated.

• Fundschooltechnologyspecialists,technologytrainers,andotherpersonnelwhoseprimaryresponsibilityistosupporteffectivetechnologyintegrationforteachers.

• SupportpriorinvestmentsintechnologytrainingresourcesincludingCanvas,TeachingChannel,andregionaltrainers.Theseshouldcontinuetobeleveragedforongoingprofessionallearning.

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• EstablishcriteriaforeffectiveprofessionallearningtohelpLEA’sgaugetheirinvestmentsinprofessionallearningservicesprovidedbythird-partyvendors.

• Designandissuelicenseendorsementsforprogramsthatincorporatebestpracticeswitheducationaltechnologyintegration.

• Addresstheissueoftimewithineachdistrict.Initspaper,“Findingtimeforprofessionallearning,”theNationalStaffDevelopmentCouncil(2008)proposedthatdistrictslookathowtheircultureperceivesthevalueoftime,andthenfindmoretimebybankingtime,buyingtime,usingcommontime,freeingteachersfromclassroomtime,addingprofessionaldays,andusingtimemoreeffectively”(p.57-58).

LEAResponsibilitiesOngoingdevelopmentofadistrictorschool’sfacultyandadministratorsisanimportantLEAresponsibility.LEAsmustbeadeptatidentifyingareasofneed,andfosteringprofessionallearningcommunitiesandacultureofsupportforpracticingeducators.Localschoolboardmembersshouldalsobesupportedintheirshifttowardthelastingorganizationalchangeoutlinedinthisplan.OtherLEAresponsibilitiesincludethefollowing:

• Createtechnology-richclassroomsandschools.• Helpmembersoftheschoolcommunityunderstandhowtechnologyisbeingemployedinthe

schoolandsupportingparentswithtechnologyaccessthroughorientations,training,andinvolvement.

• UsetheISTEStandards,UtahTeacherEffectivenessStandards,andProfessionalLearningcriteriatolocategoodprofessionallearningopportunitiesforteachers.

• Hostworkshops,learningcommunities,teammeetings,andotherongoingopportunitiesforpurpose-builtprofessionallearningactivities.

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III.PrioritiesforProfessionalLearning:AnInventoryofStateProfessional

LearningOfferingsAspartofthedevelopmentofthisProfessionalLearningPlan,aresearcheffortwasinitiatedtodocumentthecurrentprofessionaldevelopment1offeringsacrossthestateofUtah,bydistrict.Thedatacollectioneffortbenefittedfromtheparticipationofeverydistrictacrossthestate.

Thissectionpresentskeyfindingsfromtheinventoryofprofessionaldevelopmentofferingsandassessmentofdistrictneedsinkeyareasofteachingandlearningwithtechnology.Thus,theinventorycanbeusedtoestablishprioritiestoaddressthroughprofessionallearning—throughtheapproachpresentedinSectionIIIofthisplan.

MethodologyAprofessionaldevelopmentinventoryinstrumentwascreatedthroughcollaborationbetweenUENandDr.JamesMarshall(SanDiegoStateUniversity).Theinstrumentpresentedkeytopicstodistrictpersonnelinanefforttoassesstheavailabilityofprofessionaldevelopmentineachdistrict,aswellastheunmetneedforprofessionaldevelopmentandthecurrentmodesofdelivery.RatingswererecordedforeightkeytopicareasderivedfromareviewofcurrentliteratureandalignedtoISTEstandards.TheeighttopicareasaredefinedintheTable1.

Table1:ProfessionalDevelopmentTopicsofInquiry

Topic Examples

1. TechnologyHowTo’s Operatingcomputers,tablets,iPads,mobiledevices

2. UsingDigitalCreativityToolstoInspireandInnovate

Creatinggames,multimedia,video,makerspaces

3. UsingDigitalProductivityToolstoPrepareStudentsforCollegeandCareer

LMS’s,Googletools,socialmedia,ProjectBasedLearning(PBL)viatechnology

4. DevelopingDigitalLearningMaterialsandAssessments

Opensourcematerials,authenticassessments,webquests,.eduand.orgsites

5. PromotingDigitalCitizenship Personallearningnetworks,Internetsafety

6. DigitalClassroomManagementModels Blendedlearning,flippedclassroom,“bringyourowndevice”(BYOD),1:1computing

7. UsingDigitalCollaborationandCommunicationTools

GoogleDrive,socialmedia

8. Conducting/ParticipatinginDigitalProfessionalDevelopment

Onlineconferences,webinars,listservs,blogs,onlineclasses

1Thetermprofessionaldevelopmentwasusedforpurposesoftheinventoryforpurposesofcommunicationwithadministratorswhotypicallyhaveretainedusethistermwhenreferringtoprofessionallearning.

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CurrentProfessionalDevelopmentOfferingsTheinitialquestionaskeddistrictrespondentstoindicatewhether,foreachoftheeighttopics,hisorherdistrictwascurrentlyprovidingprofessionaldevelopment.Responseswereratedonafour-pointscalethatrangedfrom“WedonotofferPDonthistopic”to“TeachersreceiveasignificantamountofPDonthistopic.”Thefollowingtablepresentsthedistributionofresults.Shadedcellsindicatethegreatestpercentageofresponsesforeachtopic.

Table2:CurrentAmountPDOffered,byTopic

Topic

PercentageofDistrictsSelecting

NoPD Limited

PD

ModeratePD SignificantPD

1. TechnologyHowTo’s 6.8% 47.7% 38.6% 6.8%

2. UsingDigitalCreativityToolstoInspireandInnovate 43.2% 52.3% 4.5% —

3. UsingDigitalProductivityToolstoPrepareStudentsforCollegeandCareer 4.5% 50.0% 40.9% 4.5%

4. DevelopingDigitalLearningMaterialsandAssessments 18.2% 56.8% 20.5% 4.5%

5. PromotingDigitalCitizenship 2.3% 68.2% 25.0% 4.5%

6. DigitalClassroomManagementModels 18.2% 59.1% 18.2% 4.5%

7. UsingDigitalCollaborationandCommunicationTools 11.4% 36.4% 38.6% 13.6%

8. Conducting/ParticipatinginDigitalProfessionalDevelopment 32.6% 53.5% 11.6% 2.3%

Whilethemajorityofdistrictsofferatleastsomeprofessionaldevelopmentforeachoftheeighttopics,themajorityofrespondentsindicatedthattheyofferlimitedamountsofprofessionaldevelopmentforallbutonequestion.Halfoftherespondingdistrictsoffermoderateorsignificantamountsofprofessionaldevelopmentsolelyintheareaof“UsingDigitalCollaborationandCommunicationTools.”

GapAnalysis:Currentvs.IdealProfessionalDevelopmentOfferingsRespondentswerealsoaskedtoindicatethe“ideal”amountofprofessionaldevelopmentforeachtopic.Agapanalysiswasthenperformedusingthecurrentandidealratings.Thegapanalysisfigurereliesonmean(oraverage)responsesforallquestions.Tocalculateamean,eachpointonthefour-pointscalewasassignedavalue(0=NoPD,1=LimitedPD,2=ModeratePD,and3=SignificantPD).

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InterpretingtheFigure:

Theupperendoftheblueshadedbarindicatesthecurrentamount,onaverage,ofprofessionaldevelopmentofferedforeachgiventopicbasedonthepreviouslydescribedfour-pointscale;theupperendoftheorangebarindicatestheidealamount,onaverage,ofprofessionaldevelopmentsoughtbydistricts.Thus,theorangeshadedarea,intotal,indicatesthesizeofthegapbetweencurrentandidealprofessionaldevelopmentcoverage.Widerbarsindicategreatergaps.Onaverage,districts’currentprofessionaldevelopmentcoveragefellshortwhenmeasuredagainsttheirindicatedidealforalltopics.

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Figure1:GapAnalysis—CurrentandIdealAmountsofProfessionalDevelopment

0 1 2 3

TechnologyHowTo’s:forexample,operanngcomputers,Tablets,iPads,MobileDevices

UsingDigitalCreanvityToolstoInspireandInnovate:forexample,creannggames,

mulnmedia,video,makerspaces

UsingDigitalProducnvityToolstoPrepareStudentsforCollegeandCareer:forexample,

LMS’s,Googletools,socialmedia,ProjectBasedLearning(PBL)viatechnology

DevelopingDigitalLearningMaterialsandAssessments:forexample,opensourcematerials,authenncassessments,webquests,.eduand.org

sites

PromonngDigitalCinzenship:forexample,personallearningnetworks,Internetsafety

DigitalClassroomManagementModels:forexample,blendedlearning,flippedclassroom,

BYOD,1:1Compunng

UsingDigitalCollaboranonandCommunicanonTools:forexample,GoogleDrive,socialmedia

Conducnng/ParncipannginDigitalProfessionalDevelopment:forexample,onlineconferences,

webinars,listservs,blogs,onlineclasses

CurrentAmount IdealAmount

NoPD LimitedPD

ModeratePD

SignificantPD

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CurrentProfessionalDevelopmentDeliveryModesTheinventoryexploredhowprofessionaldevelopmentiscurrentlybeingdeliveredtoteachersinrespondingdistricts.Thefollowingtablepresentsthepercentageofprofessionaldevelopmentbeingdeliveredviaface-to-facetraining,webinars,self-pacedtraining,onlinetutorials(just-in-timelearning),andonlinetextandvisual-basedreferences.Shadedcellsindicatethegreatestpercentageofresponsesforeachtopic.

Table3:ProfessionalDevelopmentDeliveryModes,byTopic

Topic Face-to-

Face

onedayorless

Face-to-

Face

morethanoneday

Webinar

Training

synchronous,real-timeonline

instruction

Self-paced

Training

asynchronousonline

instruction

Short

“how-to”

online

videos

usedat

timeof

need

Online

text/visual-

based

references

usedattime

ofneed

webpages,PDFs

PercentageofDistrictsDeliveringProfessionalDevelopmentviaMode

1. TechnologyHowTo’s 84.1% 27.3% 9.1% 18.2% 38.6% 34.1%


50.0% 18.2% 4.5% 13.6% 25.0% 29.5%


72.7% 38.6% 20.5% 29.5% 45.5% 36.4%

4. DevelopingDigitalLearningMaterialsandAssessments

52.3% 22.7% 13.6% 18.2% 36.4% 34.1%

5. PromotingDigitalCitizenship 81.8% 20.5% 11.4% 20.5% 15.9% 34.1%

6. DigitalClassroomManagementModels

59.1% 20.5% 13.6% 20.5% 31.8% 36.4%

7. UsingDigitalCollaborationandCommunicationTools

70.5% 38.6% 15.9% 34.1% 38.6% 40.9%


34.1% 15.9% 27.3% 15.9% 22.7% 14.1%

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Forallbutonetopic,50%ormoreofdistrictsaredeliveringprofessionaldevelopmentviaface-to-facetraining;forhalfofthetopics,70%orgreaterofdistrictsrelyonface-to-facetraining.Supportmethodsthatrelyon“timeofneed”accesscurrentlyreceivefarlessuseacrosstheeightcategories.

ProfessionalDevelopmentOpportunitiesforUEN

AfinalinventoryqueryaskeddistrictrespondentstoindicatetheirneedforprofessionaldevelopmentsupportfromUENforeachoftheeighttopics.Respondentsaccomplishedthisbyselectingoneoffivepossibleoptions,asindicatedinthefollowingtable.Ultimately,theseresponsesprovidedtheopportunitytoquantifymetandunmetneedsforprofessionaldevelopmentsupport.

Thefollowingtableindicatesthepercentageofrespondentsselectingeachofthefivepossibleoptions.Inaddition,thefinalcolumntabulatesthepercentageofrespondentsindicatinganeedforadditionalornewsupport(i.e.,nocurrentsupportprovided)fromUEN.Boldfiguresindicatethegreatestpercentageofresponsesforeachtopicacrossthefiveresponseoptions.

Table4:DistrictProfessionalDevelopmentSupportfromUEN

Topic NoChangeinUEN

Support

RequestsforAdditional,orNew,

UENSupport Total

Percentage

Requesting

AdditionalorNewUEN

Support

Donot

need

support

from

UEN

Currently

receive

support

fromUEN,

anditis

sufficient

Currently

receive

support

fromUEN,

butcould

usemore

Donotreceivesupport

fromUEN,butcoulduse:

somesupportif

available

significantsupportif

available

1. TechnologyHowTo’s 41.9% 11.6% 16.3% 25.6% 4.7% 46.6%


15.9% 11.4% 25.0% 31.8% 15.9% 72.7%


15.9% 18.2% 31.8% 27.3% 6.8% 65.9%

4. DevelopingDigitalLearningMaterialsandAssessments 18.2% 22.7% 20.5% 25.0% 13.6% 59.1%

5. PromotingDigitalCitizenship 13.6% 34.1% 22.7% 27.3% 2.3% 52.3%

6. DigitalClassroomManagementModels 15.9% 18.2% 25.0% 31.8% 9.1% 65.9%

7. UsingDigitalCollaborationandCommunicationTools 27.3% 15.9% 27.3% 25.0% 4.5% 56.8%


20.9% 18.6% 25.6% 30.2% 4.7% 60.5%

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Forallbutoneoftheeighttopics,52%orgreaterofrespondingdistrictsindicatedaneedforadditionalornewprofessionaldevelopmentsupportthatUENcouldprovide.Thetopthreeareasofgreatestneedwere:

• UsingDigitalCreativityToolstoInspireandInnovate• DigitalClassroomManagementModels• UsingDigitalProductivityToolstoPrepareStudentsforCollegeandCareer

Theseneedsgenerallycorrelatewiththepreviouslypresentedgapanalysis.Forexample:

• Onaverage,districtsreportedthat“UsingDigitalCreativityToolstoInspireandInnovate”isthetopicwiththegreatestgapbetweencurrentandidealamountsofprofessionaldevelopment.ThistopicwasalsoidentifiedbythegreatestnumberofdistrictsasanareawhereneworadditionalUENsupportwasneeded.

• Thetopic,“DigitalClassroomManagementModels”hasthesecondlargestgapbetweencurrentandidealprofessionaldevelopment.Thistopicwassecond-rankedbydistrictsintermsofthenumberrequestingneworadditionalUENsupport.

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IV.FacilitatingProfessionalLearning:SolutionSystemOverviewPredicatedonbestpractice,andinresponsetodistrict-identifiedneedsoutlinedintheprevioussectionofthisplan,thissectionpresentsaconceptualplanforprofessionallearningacrossthestateofUtah.Theplanpresentskeycomponentsofa“solutionsystem”thatisresearch-based,leveragesexistinginfrastructureandbestpracticewherepresent,andensuresteacherswillreceivethe360°supportnecessarytoinitiate,supportandsustaintheirintegrationoftargetedskillsandstrategies.

Thisplanrespondstotheneedforstatewidedevelopmentofeducationpersonnelinallareasrelatedtotheuseoftechnologyforteachingandlearning.TheProfessionalLearningSolutionSystemisdesignedtobebothsystematicandsystemic:

• Systematic—Bestpracticesandaninventoryofdistrict-identifiedneedshaveprovidedtheinputstowhichthisplanresponds;embedded,ongoingevaluationwillbeusedtomonitoractivities,assessprogress,andadjustsolutions—forpurposesofcontinuouslyimprovingtheplanandtherelatedperformanceofthoseitsupports.

• Systemic—Theplanprovidesarangeofsolutionsthatareintegratedintotheschoolsystematmultiplelevelsandovertimeinordertofacilitatelastingchangeandcontinuousimprovementforeducatorsandadministrators.

Thefollowingfigureprovidesanoverviewofthesolutionsystemcomponents,whichhavebeendesignedto“surround”theeducator(360°)withthenecessarysupportstointegratetechnologyintoteachingandlearning.Additionally,thesesupportsrelyuponUtaheducators,overtime,toinnovateandsharebestpracticewiththeirpeers.

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Figure2.ProfessionalLearningSolutionSystemModel

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SolutionSystemComponent1:TrainingWhiletrainingorprofessionallearninginandofitselfistypicallyinsufficientinbringingaboutlastingchangeinperformance,itremainsacorecomponentoftheoverallProfessionalLearningSolutionSystem.

ConditionsofTrainingTrainingisusefulwhenaquantifiedgapexistsbetweenaneducator’scurrentskillsandknowledgeandtheskillsandknowledgenecessaryforsuccessintheclassroom.Thatstated,itmustalsobenotedthattrainingisoftenviewedasa“go-to”solutionforanyperformancedeficit.Researchintheworkplacehassuggestedthat,onaverage,only20%ofperformanceproblemscanbeattributedsolelytoanindividual’slackofskillsandknowledge.Inversely,over80%ofperformancechallengeshaverootcausesotherthanorinadditiontoaskills/knowledgedeficit.Therefore,carefulattentionmustbepaidwhencontemplatingtrainingtomakecertainthatafullrangeofbarriersisconsidered.Specifically,trainingmustbepredicatedontheconfirmationthatcomplementaryperformancedriversareinplace,including:

• Motivation:Anintrinsiccombinationofvalueforperformance—meaningtheeducatorseesvalueinthetraining,andconfidencetoperform—meaningtheeducatorhasreasonablebeliefthats/hecanbesuccessfulapplyingthetrainedskills.

• Environment:Theeducatorhasaccesstothenecessarytoolsandresourcestobesuccessful.

• Incentives:Anextrinsicreasontoperform—forexample,administratorbuy-inandpriority(externalincentivescandriveintrinsicvalueforperformance)

Alltrainingshouldnotonlytargetthedesiredskillsandknowledgeforeducators,butshouldalsoaddressreasonsforperformance(value)andprovideopportunitiesforeducatorstobuildtheirconfidencewithtrainedskillsthroughpracticewheneverpossible.Likewise,trainingmustreflecttheactualenvironmentinwhichtrainedskillswillbeapplied.Thismeansthatthetoolsandresourcesusedinthetrainingshouldbeavailableintheclassroomfollowingtrainingsoteacherscanimmediatelyapplytheskillstheylearned.

ModesofTrainingCurrently,face-to-facetrainingconductedoverthecourseofonedayorlessisthemostcommonapproachacrossthestateofUtah.Onlineformsoftraining,includingwebinarsandrecordedtrainingsessions,arecurrentlyreceivinglessuse.Asprioritytopicsfortrainingareidentified,stateleadershipwillbechallengedtodeterminewhichtopicsarenecessarilydelivered(a)inperson,(b)inrealtimeviatechnology,and(c)throughrecordedcontent.Thefollowingtableoffersarangeofconsiderationsforeachofthethreedeliverymodes.

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Table5:TrainingDeliveryModeConsiderations

Mode Benefits Limitations

Face-to-FaceTraining • Familiartolearners• Providesopportunitiesforsocialinteractionwithpeers

• Skilledinstructorcanadjustinstructioninreal-time,basedonstudentneedsandinput

• Costly(moretimeawayfromclassroom,coverageofclassroom)

• Oftendifficulttoschedule• Requiresphysicalspacetoaccommodatelearners,whichoftenlimitsnumberofindividualswhocanbetrainedatonetime

Online,Real-TimeTraining(synchronous)

• Opportunitiestoadjustinstructioninreal-time,basedonstudentneeds

• Avoidscostsoftravel,andtimededicatedtothesame

• Canaccommodatelargenumbersoflearnersatthesametime,withoutphysicalspacerequirements

• Challengingwhenaudienceislimitedintheirtechnologicalskills

• Interactionamonglearnerscanbedifficulttofacilitate

• Forsuccess,requirescarefulpreparationofinstructortoeffectivelydelivercontentintheonlineenvironment(anduseengagementtoolstomaintainlearnerinterest)

Online,RecordedTraining(asynchronous)

• Availableattimeofneed• Canbeproducedtosupportquickreferenceontargetedtopics

• Noopportunityforreal-timeinteractionwithinstructororpeers

• Lacksabilitytoadjustcontentbasedonfeedbackfromlearners

RecommendationsforTrainingUENhasestablishedadiverseportfoliooftrainingandsupportproducts.Surveyresponsessuggestthattheseprofessionallearningresourcesarenotonlyused,butareheldinhighregardbymostparticipants.Thisportfolioisdeliberatelyalignedwitheducatorneeds,specifictoteachingandlearningwithtechnology.However,datafromthestatewideinventory(presentedintheprevioussectionofthisreport)indicatethatdistrictneedsareincreasing,andthatdistrictsseekconsiderablymoresupportfromUEN,relativetowhatiscurrentlyprovided.Thefollowingrecommendationsarepredicatedonthesedata,professionallearningresearchandbestpractice:

• Evolveatrainingportfolioovertimebyprioritizingtrainingbasedondistrictneedsandemployingperennialneedsassessmentsthroughparticipantfeedbackanddistrict-leveldatacollectionandmonitoring.

• Prioritizeavailabletrainingtimeforcontentthatiscomplex,orcontentthatrequiresdedicatedtimetobuildvaluefortheinvolvedskillsorknowledge.

• Beforeconductingtraining,ensureleadershipsupportisinplace,andenvironmentalsupportsarefullyavailable(i.e.,trainedtechnologymustbereadilyavailableintheclassroompost-training).

• Basedecisionsaboutthedeliverymodeoncomplexityofcontent,needsforlearnerinteraction,andlearnersophisticationwithtechnology.

• Supportdistrictsinprocuringeffectivetrainingforteachersthroughtoolsforvettingexternaltrainingproviders.

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• Recognizeteachersastheydemonstratekeytechnology-relatedskills.Badgesormicro-certificationaretwoapproachesthatmeritconsideration—whichshouldincludeanalysisofeitherapproachspecifictoteacherreceptionandvalue2.

2Theliteratureonbadgesystemsthusfarismixedintermsoftheeffectsofabadgingsystemonmotivation.SeeFinkelstein,Knight,&Manning(2013)andFerdig&Pytash(2014).

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SolutionSystemComponent2:ProfessionalLearningCommunitiesProfessionalLearningCommunitiesprovideavitallinkbetweentrainingandtheapplicationoftrainedskills.Additionally,educatorsworkingtogethercanenhancetheirskills,learnfromoneanother,holdeachotheraccountableastheyimplementtheirnewskills,andinnovateovertime.The

resultisbothinsuranceforimplementingtrainedskillsandknowledge,andtheprospectofinnovationaseducatorsembedandevolvethesepracticesintheclassroomovertime.

ProfessionalLearningCommunity(PLC)DefinitionDuFour(2004)setsforththecharacteristicsofaProfessionalLearningCommunity(PLC)asagroupofinterestededucatorswhocometogetherwithacommitmentto:(1)ensurethatstudentslearn;(2)workingwithinacultureofcollaboration;(3)afocusonresults.DuFourfurthersuggeststhatcreatingaprofessionallearningcommunityrequireseducatorsto“focusonlearningratherthanonteaching,workcollaboratively,andholdyourselfaccountableforresults”(p.6).

TheRoleforPLCsPLCsareanecessaryingredienttothelong-termsuccessofanysignificantprofessionallearningplan.InthecaseoftheUtahMasterPlan,integratingthetransitiontonewpracticesofteachingandlearningwithtechnologyintoexistingPLCswithinUtahschoolswillserveto:

1. Hastentheapplicationofskillsandknowledgeobtainedthroughtrainingbyprovidinganenvironmentofpeeraccountability

2. Provideaforumformutualsupportandongoingdialog,includingthesharingofchallengesandsuccess

3. Deepentrainedskillsandknowledgethroughanalysisandreflectionofresultsbasedonstudentperformanceoutcomes

4. Spawninnovationthroughapushforcontinuousexplorationandinnovation

RecommendationsforProfessionalLearningCommunities

• Conductaneedsassessmentofcurrentinfrastructurethroughoutthestate’sschoolstodeterminecurrentPLCpenetrationandcapacity,andaddressgapsasnecessary.Technology-focusedworkmayprovideanidealopportunitytoestablishPLCsinschoolsanddistrictswherethisresearch-basedapproachtoprofessionallearningisnotalreadyestablished.

• ProvideleveledPLCsupportforschoolstoaccommodatethosestartingPLCsandthosewithcurrentlyfunctioningPLCs.ThissupportshouldincludeguidelinesforconductingPLCsessionsandtoolsfortrackingtheprogressandimpactofPLCefforts.

• Embraceallmembersoftheschool-widecommunitywhoinfluencestudentlearning.

• Focusonparticularissuesinaschoolordistrictthatcanbenefitfromtheapplicationandconsistentuseofnewtechnology-relatedsolutions.

• Integratetheuseofdigitalcommunicationandproductivitytoolsintoeverydaycommunitypractice,insupportofPLCefforts.

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SolutionSystemComponent3:ReadyReferencesNewskillsandknowledgearenotalwaysacquiredasaresultofpushinginformationtoparticipantsduringformaltraining.Intoday’sconnectedworld,weregularlyusetechnology-deliveredresourcestopullinformationtousattime-of-need.Yet,findingtheoptimalreferencematchedtoourimmediateneedscanbeatime-intensivepursuit.

ReadyReferencesDescriptionRossett&Schafer(2006)describeperformancesupportas“[A]helperinlifeandwork”and“arepositoryforinformation,processes,andperspectivesthatinformandguide.”Performancesupporttoolssharesomecommoncharacteristicsthatdifferentiatethemfromtraining,andatthesametimemakethemanaturalcomplementtotraining.Performancesupporttoolsare:

• Informationrepositoriesexternaltotheindividual(paper,online,etc.)thatreduceoreliminaterelianceonlong-termmemory

• Comprisedofbestpracticegleanedfromsuccessfulorexpertperformers

• Availableondemandtoprovidesupportattimeofneed

• Usedduringtheperformanceofagiventasktoguideandenlightenperformance

• Resourcesthathelpthenoviceperformmorelikeanexpert

Performancesupporttoolsprovidealternatives,andsometimesenhancements,totraining.Traditionaltrainingsendstargetedcontenttothelong-termmemoryofparticipantsthroughdedicatedtimespentinaclassroom,orthroughcontentdeliveredinanonlineornon-traditionalclassroomcontext.Unliketraining,performancesupporteliminatesrelianceonlong-termmemoryandinsteadalterstheperformanceenvironment(i.e.,classroom,PLC)withperformancesupporttoolsthatguideandenlightenperformancesothatlearninghappensincidentally.

Readyreferences,alongwithtraining,areanothercomponentofthesupportUENcurrentlyofferstodistrictacrossthestate.Theseextensiveresourcesareavailabletoeducators24/7andfulfillthepurposesdescribedasdescribedintheprecedingdefinition.

TheRoleforReadyReferencesThedecisionaboutwhethertotrainorprovideperformancesupporthasseriousimplications.Trainingtypicallyrequirestimeawayfromwork,thusincurringcostsforclassroomcoverage(inthecaseofteachers)and,potentially,travel.Additionally,therearecostsfordevelopingthetraining,thetrainingmaterials,andtheinstructor.Performancesupporttoolscarrysomedevelopmentcost,buttypicallyrequirelessinvestmentrelativetotraining.Additionally,becauseperformancesupporttoolsaredesignedtobeusedinthenormalworkroutine,theyavoidcostsrelatedtobeingawayfromthejob.

Performancesupporttoolsalsoactasa“bridge”betweentrainingandapplication.Thesetoolscanbetakenbacktotheclassroomorworkplacefollowingtrainingandusedtohelptransitiontrainedskillsintopractice.Inotherwords,performancesupporttoolscanhelpmaketrainedskills“stick.”

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ReadyReferencesvs.BestPracticeRepositoryComponentsIntheProfessionalLearningSolutionSystem,thereisintendedoverlapbetweenReadyReferencesandtheBestPracticeRepositorythatfollows.Theintentistoprovidearangeofreadyreferencesthatincludequickstarttoolsforcommontasks,provenlessonplansinvolvingtheuseofvariedlevelstechnology,andvettedtechnologyassets(i.e.,electronicflipcharts,apps,Exceltemplates)thateducatorscanintegrateintotheirclassrooms.Additionally,thisprofessionallearningplanseekstogeneratecontributionsofsimilarproducesthroughtheBestPracticeRepository,aseducatorsacrossthestateinnovateandestablishnewusesfortechnologyintheirwork.

RecommendationsforReadyReferences

• ConductgapanalysisinvolvingexistingUENresources,andothersourcedmaterials,againstpriorityneedsidentifiedbydistricts.

• Reviewpriorityneedsandmakedecisionsaboutwhichneedsrequiretraining,whichcanbesupportedthroughperformancesupporttools,andwhichrequireacombinationofbothstrategies.

• Expandthesuiteofexistingperformancesupporttools,prioritizedbyneed.Toolsshouldsharestandardstructure,visuallayout,andlookandfeelforeaseofuseandtohelpusersbuildfamiliarity.Pilottesteachtoolbeforemakingitavailablestatewide.

• ConfirmUENasacentral“go-to”sourceforperformancesupporttools,forstatewidedistrictandschoolaccess.Recommendreviewtoensureauser-focusedstructureandorganization,searchcapabilities,andresponsivenesstothedifferentclassificationsofschoolpersonnelwhoseektoaccessthesetools.

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SolutionSystemComponent4:BestPracticeRepositoryWithaninfusionoftechnologyandsupportforbuildingthecapacityofUtah’seducatorstoincreasetheuseoftechnologyintheirteachingpractice,itisreasonabletoexpectinnovationandthedevelopmentofbestpracticesacrossthestate.WhilePLCswillservetodisseminatebestpracticeswithinschools,thisplanmustalsoanticipatetheneedforsharingpracticeacrossschools,

districtsandthroughoutthestate.

BestPractice:BenefittingfromKnowledgeManagementDavenportandPrusak(1994)defineknowledgemanagementas“theprocessofcapturing,distributing,andeffectivelyusingknowledge”(p.95).McInerney(2002)saysthatknowledgemanagementisanefforttoincreaseusefulknowledgewithinanorganization.Knowledgemanagementincludesencouragingcommunication,offeringopportunitiestolearn,andpromotingthesharingofappropriateknowledgeobjectsorartifacts.

TheRoleforaBestPracticeRepositoryThestate’sinvestmentinbothinfrastructureandhumanresourceswillyieldnewwaysofteachingandsupportinglearning.Unlesscarefullyaddressed,sucheffortswilllikelyremainisolatedwithintheveryclassroomorschoolinwhichtheyemerged.ABestPracticerepositoryprovidesopportunitiesforcollecting,organizinganddisseminatingbestpracticesthatemergefromeducatorsacrossthestate.Bestpracticesmaytakemanyforms:

• Lessonplans

• Electronicteachingresources(PowerPoint,interactivewhiteboardfiles)

• DigitalApplications

Thisapproachemploys“crowdsourcing”topopulatetherepository,andrequiresaformofreview—butnotonethatissoburdensomethatitallbuthaltsthesharinganddisseminationofresources.Additionally,educatorsshouldbeencouragedtosharetheirperspectivesonpostedresources,perhapsbyemployingaratingsystem,sothatthevalueofresourcesisrecordedovertime.

Historically,thesetypesofsystemseffectivelyservethepurposeofdissemination.However,growingtherepositoryrequiresaninvestment.Incentivessuchasrewardandrecognition—orsimplyanexpectationforparticipationaspartoflocalaccountabilitymeasures—mustbeprovidedtomotivateeducatorstoshareresources,whichtakestimeandeffort.Theuseofabadgingsystemmayholdpromiseasameansforincentivizingteachercontributions.

RecommendationsforProfessionalLearningCommunities• Collectexistingperformancesupporttoolsforreviewandidentifythosetomakeavailable

statewide.

• Reviewpriorityneedsandmakedecisionsaboutwhichneedsrequiretraining,whichcanbesupportedthroughperformancesupporttools,andwhichrequireacombinationofbothstrategies.

• Developasuiteofperformancesupporttoolsprioritizedbyneed.Toolsshouldsharestandardstructure,visuallayout,andlookandfeelforeaseofuseandtohelpusersbuildfamiliarity.

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• Establishacentralrepositorytohostperformancesupporttoolsforstatewidedistrictandschoolaccess.Therepositorymusthaveauser-focusedstructureandorganization,offersearchcapabilities,andreflectthedifferentclassificationsofschoolpersonnelwhowillseektoaccesstools.

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SolutionSystemComponent5:ExpertAccessHavingexpertsatmultiplelevelsavailabletoeducatorsduringthistransitionisvitaltoimplementingthestatewideprofessionallearningplan.

RationaleforAccesstoExpertsEvenwiththebesttrainingandperformancesupporttools,teachersmay

losetheirmotivationtoimplementorextendtheiruseoftechnologywithoutsomeonetoturntoforpersonalsupportattimeofneed.Theroleofexpertswithinaschoolsiteordistrictislongestablished:TeachersonSpecialAssignment(TOSAs)andresourceteachersarejusttwoexamplesofsuchexpertroles.Ertmersuggeststhat“ongoingtechnicalandpedagogicalsupport”isanimportantcomponentofsuccessfullytrainingteacherstointegratetechnology(2005,p.35).

TheRoleforExpertsThisplanrequiresexpertsatmultiplelevelsacrossthestate.Itformalizesexistinginfrastructuretoprovidetieredsupport.Thesefourtiersinclude:

• School-identifiedimplementationexpert:Ateacher’simmediatesourceforsupportandguidance.Therolemayincludeactiveparticipationinsite-levelPLCefforts.

• District-identifiedimplementationexpert:Providessupporttoschool-levelexpertsthroughongoingtrainingandservesasthepoint-of-contactfortroubleshootingchallengesthatcannotberesolvedatthesitelevel.

• Regionalcenterexperts:Providesupporttodistrict-levelexpertsasrequestedandoffertrainingandguidancetodevelopdistrictandschoolpersonnel.

• UENexperts:ProvidesupporttobothdistrictandregionalcenterexpertsasrequestedonareasandtopicsrequestedbytheUEN.

Thejuxtapositionof“ExpertAccess”to“Training”inthevisualrepresentationoftheProfessionalLearningSolutionSystemisintentional.Theseexpertsarecurrently,andwillcontinuetobe,responsibleformuchofthetrainingprovidedtoteachersacrossthestate.

RecommendationsforExperts• Createajobdescriptionforeachexpertcategorythatincludesqualifications,expectationsand

responsibilities.

• Establishaprocessforidentifyingandindexingexpertsupportsatallidentifiedlevels.

• Operateasystemtomonitorandreviewexpertsupportprovidedtoeducators.Usegenerateddatatoimproveaccessandeffectivenessofsupportprovided.

• Identifyandattendtotheongoingdevelopmentofidentifiedexperts,withtherationalethatexpertswillhaveuniqueopportunitiestoidentifyanddisseminatebestpracticesovertime.

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V.BringingthePlanTogetherThefull,five-partsolutionsystemdescribedinthisplanisnecessaryifteachersacrossthestateofUtaharetoincreasetheirknowledgeandabilitiesspecifictoteachingandlearningwithtechnology.Thefivecomponentsworktogethertoaddressthegoalofteacherperformancewithtechnologysystemically.Theyhavebeenselectedtosupportandguideteachersontheirindividualjourneys—fromnovicetoexpert—sotheymayultimatelybecomeinnovatorswhocontributetheirexpertisetothebenefitofcolleaguesacrossthestate.

Itwilltaketimetorealizebenefitsfromthisprofessionallearningwork.Therefore,itisrecommendedthatdataspecifictouseoftheplan’scomponentsandlevelsofperformanceiscollectedandregularlyreviewed.Trackingteacherparticipationin,anduseof,solutionsystemcomponentsisanimportantprocessmeasureforuseinvalidatingandoptimizingthisplan.Inaddition,asteachersdemonstratecompetencyinpriorityareas,thatmasterymustbebothacknowledgedanddocumentedaspartoftheongoingevaluationoftheprofessionallearningsolutionsystem.Rewardandrecognitionapproachestobeconsideredincludebothbadgesandmicro-credentialing.

Theplanpresentedhereisresponsivetotheneedsofeducatorsacrossthestatein2016.However,asnewtechnologiesareintroducedandcapacityisincreasedthroughtheverysolutionspresentedhere,theremustbeanongoingreviewoftheapproachesandthebalanceofsolutionsavailabletoeducators.Itisonlythroughaniterative,data-drivenprocessthateducatorneedswillcontinuetobemet,andperformancewillcontinuetoreachever-higherlevels.

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Documents

Inventory and Plan for Teaching and Learning with ...programs include train-the-trainer programs, administration of the Educational Technology Endorsement Program (ETEP) and other