5. What infrastructure do you have in place?
What support will students and staff have?
What expectations do you have regarding device use?
These factors will determine the nature of the
professional development requirements in your
school.
Discussion
6. PD coordinators (0.5) deliver whole school
PD and are available for one on one PD with
staff at their request.
Rangitoto College
PD
coordinators
Whole school
PD
One-on-One
PD
8. Teaching as Inquiry
Learning inquiry
What happened as a result
of the teaching and what are
the implications?
Focusing inquiry
What is important (and
therefore worth spending
time on), given where my
students are at?
Teaching and
learning
Teaching inquiry
What strategies are most
likely to help my students
learn this?
What BYOD related
strategies could improve
student learning
9. Through this process we learned what was more
effective and what was ineffective.
Six Key Capabilities of Effective PD for BYOD
Key capabilities
10. PD with a purpose
Emphasising the benefit and link to research. Show how it is
improving classroom practice.
11. Strong foundations
Not just infrastructure. Staff may have a wide range of concerns
and needs – these must be addressed.
12. Time to reflect
Give staff time to and the opportunity to openly reflect on and
evaluate their practice. As well as share ideas and give feedback.
13. Think ahead
Incorporate digital citizenship into the curriculum. Be willing to
revise your policies and PD programme as you go.
14. Early adopters
Showcase your superstars. Give them freedom to innovate and
share good practice with the rest of the staff.
15. Focus
Implement a PD programme that keeps student outcomes at
the core. Focus on teaching and learning.
16. PD strategies that work
Professional learning circles
One-on-one coaching
Student and staff voice
PD in a classroom context
Showcasing: 15 minute forums
17. PD strategies that DON’T work
Passive PowerPoints
Experts and idiots
Lack of accountability
Large groups
No links to classroom practice
No links to research
Trying to fit too much in
Anything specific please stick around or get in touch.Add a bitly.
Both have KNETBoth decile 10 on the shoreBoth had partially integrated BYOD
How a device is used is absolutely critical to the success of BYOD.Discussion on their school profile and where they are in BYOD so far.Cloud cloudcloud
How a device is used is absolutely critical to the success of BYOD.Discussion on their school profile and where they are in BYOD so far.Cloud cloudcloud
Our experience at Rangi has been that staff need support.Personalised approach to PD. No one size fits all – especially when it comes to e-learning.Both whole school AND one on one.PD Lead Group which includes:- Thinking Differentiated Instruction Effective practice E-learningMention rubrics and how its linked to appraisal. The rubric is designed to assist staff in determining their own needs for professional development.
How PD evolves from just a passive “whole school sitdown and listen” to:- PLCs mean support and dialogue In department – staff like it when they can relate it to their subjects and planning. One on one ongoing support for individuals Not explicitly appraisal relatedTeaching as inquiry as a central idea to this process.
Teaching as inquiry as a central idea to this process.Moving from PD being passive to PD being an every day part of their practice.Opportunity for genuine reflection.For BYOD this is important – gives teachers the opportunity to trial things and work with appropriate goals.Have to keep coming back to it and be comfortable taking risks.Any questions on the model?What we learned…. 7 dimensions of successful PD
Emphasising the benefit and link to research. Show how it is improving classroom practice.People doubt BYOD. There is clear evidence that supports BYOD in schools – make this clear and available to staff.Show classroom context wherever you can.Share best practices from other schools. Ask key questions. Learn from their successes and failures.This also means getting buy-in from the community.
Staff may have a wide range of concerns and needs. Effective PD must meet their needs and address their concerns.BEFORE you begin – work out what training and infrastructure your school needs.Resources, resources, resources. Make these easily accessible to staff. How to use those resources. Don’t be afraid to go back to stuff.Having policy in place before getting started with the PD. Otherwise it can swamp the PD.Concerns, questions from staff and community and infrastrucrre in place BEFORE launch.
Give staff time to and the opportunity to openly reflect on and evaluate their practice. As well as share ideas and give feedback.Teaching as Inquiry, 15 minute forums etc – encourage sharing and professional dialogue between collagues. (With structure)Staff need to understand that they don’t need to know everything about technology. You are not tech support – don’t act like it.
Incorporate digital citizenship into the curriculum. Be willing to revise your policies and PD programme as you go.Has to fit your own context. BYOD is not a one size fits all. Be willing to revise your policies and programme.Your community might have specific needs or concerns – address those.Establish effective use early on.Being prescriptive is limiting – technology will change - so will learners – so will schools.
For many in the room – this is you!This allows you to start small – use your pioneers to test your programme.Recognize that not everyone is.When they are being showcased – come at it from entry level.
Why you do it AND how you do it. Don’t engage in policy discussion during PD – that’s a conversation for IT strategists or SMT.
PMI – handouts. 10 mins – get a bit of feedback. Leave the room with this and a copy of the Digital Strategy.
