Page 1
Professional Development 2.0Professional Learning Networks to
Improve Student Achievement
Mike Agostinelli - Helena Public Schools/Mentoring DirectorJason Neiffer - Helena Public Schools/Montana Virtual Academy/Mentoring DirectorDr. Ann Minckler - Superintendent, Helena Flats School District/Internal Evaluator
www.techsavvyteacher.comWorkshop handouts: http://www.workshophandouts.com/ncce2010pd2-0
Page 3
Mike Agostinelli
Currently 4th Grade Teacher - Helena
Professional Development Trainer since 2004
Former District Technology Coordinator
Member 2008 Montana Technology Standards Writing Team
Co-Author MT PSATT Competitive Grant 2008
Page 4
Jason NeifferCurriculum Director of the Montana Digital Academy
Social Studies Teacher @ Capital High School in Helena Montana
Professional Development Trainer since 1999
Doctorate Student @ University of Montana
Co-Author MT PSATT Competitive Grant 2008
Member 2008 Montana Technology Standards Writing Team
Page 14
Our Challenge
8352 Square Miles
Page 15
Great staff development?
NSDC's Standards for Staff Development(Revised, 2001)
Context StandardsStaff development that improves the learning of all students:Organizes adults into learning communities whose goals are aligned with those of the school and district. (Learning Communities)Requires skillful school and district leaders who guide continuous instructional improvement. (Leadership)Requires resources to support adult learning and collaboration. (Resources)
Process StandardsStaff development that improves the learning of all students:Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement. (Data-Driven)Uses multiple sources of information to guide improvement and demonstrate its impact. (Evaluation)Prepares educators to apply research to decision making. (Research-Based)Uses learning strategies appropriate to the intended goal. (Design)Applies knowledge about human learning and change. (Learning)Provides educators with the knowledge and skills to collaborate. (Collaboration)
Content StandardsStaff development that improves the learning of all students:Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (Equity)Deepens educators' content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (Quality Teaching)Provides educators with knowledge and skills to involve families and other stakeholders appropriately. (Family Involvement)
Page 16
The PROTECS ModelOur solution
Page 17
The PROTECS Model
Page 18
The PROTECS Model
Page 19
The PROTECS Model
Professional Development on the
Collaborative Learning Model (CLM)
Page 20
The PROTECS Model
Professional Development on the
Collaborative Learning Model (CLM)
Page 21
The PROTECS Model
Professional Development on the
Collaborative Learning Model (CLM)
Appropriate and Relevant Classroom Use of Technology
Page 22
The PROTECS Model
Professional Development on the
Collaborative Learning Model (CLM)
Appropriate and Relevant Classroom Use of Technology
Page 23
The PROTECS Model
Professional Development on the
Collaborative Learning Model (CLM)
Appropriate and Relevant Classroom Use of Technology
• Professional Development• State Standards• Equipment• Software
Page 24
The PROTECS Model
Professional Development on the
Collaborative Learning Model (CLM)
Appropriate and Relevant Classroom Use of Technology
• Professional Development• State Standards• Equipment• Software
Page 25
The PROTECS Model
Professional Development on the
Collaborative Learning Model (CLM)
Appropriate and Relevant Classroom Use of Technology
• Professional Development• State Standards• Equipment• Software
Page 26
The PROTECS Model
Professional Development on the
Collaborative Learning Model (CLM)
Active participation in Professional
Learning Network
Appropriate and Relevant Classroom Use of Technology
• Professional Development• State Standards• Equipment• Software
Page 27
The PROTECS Model
Professional Development on the
Collaborative Learning Model (CLM)
Active participation in Professional
Learning Network
Appropriate and Relevant Classroom Use of Technology
• Professional Development• State Standards• Equipment• Software
Page 28
The PROTECS Model
Professional Development on the
Collaborative Learning Model (CLM)
Active participation in Professional
Learning Network
Teacher Engagement
Appropriate and Relevant Classroom Use of Technology
• Professional Development• State Standards• Equipment• Software
Page 29
The PROTECS Model
Professional Development on the
Collaborative Learning Model (CLM)
Active participation in Professional
Learning Network
Teacher Engagement
Appropriate and Relevant Classroom Use of Technology
• Professional Development• State Standards• Equipment• Software
Page 30
The PROTECS Model
Professional Development on the
Collaborative Learning Model (CLM)
Active participation in Professional
Learning Network
Teacher Engagement
Appropriate and Relevant Classroom Use of Technology
• Professional Development• State Standards• Equipment• Software
Page 31
The PROTECS Model
Professional Development on the
Collaborative Learning Model (CLM)
Active participation in Professional
Learning Network
Teacher Engagement
Appropriate and Relevant Classroom Use of Technology
• Professional Development• State Standards• Equipment• Software
Page 32
The PROTECS Model
Professional Development on the
Collaborative Learning Model (CLM)
Lessons in the classroom using
(CLM) with appropriate
technology use
Active participation in Professional
Learning Network
Teacher Engagement
Appropriate and Relevant Classroom Use of Technology
• Professional Development• State Standards• Equipment• Software
Page 33
The PROTECS Model
Professional Development on the
Collaborative Learning Model (CLM)
Lessons in the classroom using
(CLM) with appropriate
technology use
Active participation in Professional
Learning Network
Student Engagement
Teacher Engagement
Appropriate and Relevant Classroom Use of Technology
• Professional Development• State Standards• Equipment• Software
Page 34
The PROTECS Model
Professional Development on the
Collaborative Learning Model (CLM)
Lessons in the classroom using
(CLM) with appropriate
technology use
Active participation in Professional
Learning Network
Student Engagement
Teacher Engagement
Appropriate and Relevant Classroom Use of Technology
• Professional Development• State Standards• Equipment• Software
Page 35
The PROTECS Model
Professional Development on the
Collaborative Learning Model (CLM)
Lessons in the classroom using
(CLM) with appropriate
technology use
Active participation in Professional
Learning Network
Student Engagement
Teacher Engagement
Appropriate and Relevant Classroom Use of Technology
• Professional Development• State Standards• Equipment• Software
Page 36
The PROTECS Model
Professional Development on the
Collaborative Learning Model (CLM)
Lessons in the classroom using
(CLM) with appropriate
technology use
Active participation in Professional
Learning Network
Student Engagement
Teacher Engagement
Appropriate and Relevant Classroom Use of Technology
• Professional Development• State Standards• Equipment• Software
Page 37
The PROTECS Model
Professional Development on the
Collaborative Learning Model (CLM)
Lessons in the classroom using
(CLM) with appropriate
technology use
Active participation in Professional
Learning Network
Student Engagement
Teacher Engagement
Appropriate and Relevant Classroom Use of Technology
Student Achievement
• Professional Development• State Standards• Equipment• Software
Page 38
The Training Structure
Page 39
The Training Structure
Page 40
The Training Structure
One Year
Page 41
The Training Structure
One Year
Page 42
The Training Structure
One Year
Page 43
The Training Structure
One YearSummer
Page 44
The Training Structure
One YearSummer
Moodle
Page 45
The Training Structure
One YearSummer
Moodle
Page 46
The Training Structure
One YearSummer
Moodle Google Apps
Page 47
The Training Structure
One YearSummer
Moodle Google Apps
• Started with Gmail
Page 48
The Training Structure
One YearSummer
Moodle Google Apps
• Started with Gmail• Embedded Chat
Page 49
The Training Structure
One YearSummer
Moodle Google Apps
• Started with Gmail• Embedded Chat• Hands on activities
with Google Docs
Page 50
The Training Structure
One YearSummer
Moodle Google Apps
• Started with Gmail• Embedded Chat• Hands on activities
with Google Docs• Baseline goal
Page 51
The Training Structure
Summer
Page 52
The Training Structure
Summer
Page 53
The Training Structure
Summer
• Easy to use for newcomers
Page 54
The Training Structure
Summer
• Easy to use for newcomers• Best tool for recreation of
face-to-face
Page 55
The Training Structure
Summer
• Easy to use for newcomers• Best tool for recreation of
face-to-face• Free and cross-platform
Page 56
The Training Structure
Page 57
The Training Structure
Page 58
The Training Structure
First Two Months
Page 59
The Training Structure
First Two Months
Page 60
The Training Structure
First Two Months
• Ongoing weekly training
Page 61
The Training Structure
First Two Months
• Ongoing weekly training• Immersed in the Web 2.0
world
Page 62
The Training Structure
First Two Months
• Ongoing weekly training• Immersed in the Web 2.0
world• Weekly reflection/discussion
Page 63
The Training Structure
First Two Months
• Ongoing weekly training• Immersed in the Web 2.0
world• Weekly reflection/discussion• Just in time support
Page 64
The Training Structure
First Two Months
• Ongoing weekly training• Immersed in the Web 2.0
world• Weekly reflection/discussion• Just in time support• Will Richardson’s Blogs, Wikis,
Podcasts Text
Page 65
The Training Structure
First Two Months
• Ongoing weekly training• Immersed in the Web 2.0
world• Weekly reflection/discussion• Just in time support• Will Richardson’s Blogs, Wikis,
Podcasts Text
Page 66
The Training Structure
First Two Months
• Ongoing weekly training• Immersed in the Web 2.0
world• Weekly reflection/discussion• Just in time support• Will Richardson’s Blogs, Wikis,
Podcasts Text
Sites Taught:
Page 67
The Training Structure
First Two Months
• Ongoing weekly training• Immersed in the Web 2.0
world• Weekly reflection/discussion• Just in time support• Will Richardson’s Blogs, Wikis,
Podcasts Text
Sites Taught:• www.delicious.com
Page 68
The Training Structure
First Two Months
• Ongoing weekly training• Immersed in the Web 2.0
world• Weekly reflection/discussion• Just in time support• Will Richardson’s Blogs, Wikis,
Podcasts Text
Sites Taught:• www.delicious.com• www.blogger.com
Page 69
The Training Structure
First Two Months
• Ongoing weekly training• Immersed in the Web 2.0
world• Weekly reflection/discussion• Just in time support• Will Richardson’s Blogs, Wikis,
Podcasts Text
Sites Taught:• www.delicious.com• www.blogger.com• reader.google.com
Page 70
The Training Structure
First Two Months
• Ongoing weekly training• Immersed in the Web 2.0
world• Weekly reflection/discussion• Just in time support• Will Richardson’s Blogs, Wikis,
Podcasts Text
Sites Taught:• www.delicious.com• www.blogger.com• reader.google.com• www.wikispaces.com
Page 71
The Training Structure
First Two Months
• Ongoing weekly training• Immersed in the Web 2.0
world• Weekly reflection/discussion• Just in time support• Will Richardson’s Blogs, Wikis,
Podcasts Text
Sites Taught:• www.delicious.com• www.blogger.com• reader.google.com• www.wikispaces.com• www.igoogle.com
Page 72
The Training Structure
Page 73
The Training Structure
Page 74
The Training Structure
Fall Face-to-Face
Page 75
The Training Structure
Fall Face-to-Face
iPods, iTunes, and Workflow
Page 76
The Training Structure
Fall Face-to-Face
iPods, iTunes, and Workflow
Page 77
The Training Structure
Fall Face-to-Face
iPods, iTunes, and Workflow
• Mini computer
Page 78
The Training Structure
Fall Face-to-Face
iPods, iTunes, and Workflow
• Mini computer• Media Catcher
Page 79
The Training Structure
Fall Face-to-Face
iPods, iTunes, and Workflow
• Mini computer• Media Catcher• Putting Web 2.0 tools
together
Page 80
The Training Structure
Page 81
The Training Structure
Page 82
The Training Structure
Second Half Fall
Page 83
The Training Structure
Second Half Fall
More Web 2.0
Tools
Page 84
The Training Structure
Second Half Fall
More Web 2.0
Tools
Page 85
The Training Structure
Second Half Fall
More Web 2.0
Tools
Page 86
The Training Structure
Second Half Fall
More Web 2.0
Tools
Page 87
The Training Structure
Second Half Fall
More Web 2.0
Tools
Page 88
The Training Structure
Second Half Fall
More Web 2.0
Tools
Page 89
The Training Structure
Page 90
The Training Structure
Page 91
The Training Structure
Spring Semester
Page 92
The Training Structure
Spring Semester
Page 93
The Training Structure
Spring Semester
• Guided unit creation
Page 94
The Training Structure
Spring Semester
• Guided unit creation• Heavy journaling component
Page 95
The Training Structure
Spring Semester
• Guided unit creation• Heavy journaling component• Use of Web 2.0 tools
Page 96
The Training Structure
Spring Semester
• Guided unit creation• Heavy journaling component• Use of Web 2.0 tools • Spring showcase
Page 97
The Training Structure
Spring Semester
• Guided unit creation• Heavy journaling component• Use of Web 2.0 tools • Spring showcase• Continue PLN
Page 98
The Training Structure
Spring Semester
• Guided unit creation• Heavy journaling component• Use of Web 2.0 tools • Spring showcase• Continue PLN
Page 99
The Training Structure
Spring Semester
• Guided unit creation• Heavy journaling component• Use of Web 2.0 tools • Spring showcase• Continue PLN
Page 101
DIY: Do it yourself!
Your tech-savvy teachers are building their PLNs... it’s time to reach for that next group of teachers!
Pick ONE platform to start (like Wikispaces, Moodle, Blogger, etc.) and a FEW tools (like Google Reader, Delicious, Gmail) and THEN expand.
Tie everything back to standards.
Don’t accept excuses! Gently guide the unsure masses but don’t accept excuses.
ONGOING professional development means ongoing... not once a month, not once a semester.
Think beyond the box: district, school and department boundaries no longer apply.
Page 102
http://www.workshophandouts.com/ncce2010pd2-0
Thank you!Mike Agostineli
http://[email protected]
Twitter: hemithike and techsavvyteachhttp://www.techsavvyteacher.com/blog
Jason Neifferhttp://www.neiffer.com
[email protected] : neiffer and techsavvyteach
http://www.techsavvyeacher.com/blog