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Going Virtual III,[object Object],Effective Professional Development of K-12 Online Teachers,[object Object],Kerry Rice, Ed. D. & Lisa Dawley, Ph. D. ,[object Object]
Agenda,[object Object],Review findings from the Going Virtual! Research Series,[object Object],Share pilot studies – program evaluations,[object Object],Complexities in measuring “effectiveness”.,[object Object]
Going Virtual! Research Series,[object Object]
Going Virtual! Research Series,[object Object]
Phase I: Summary of Findings,[object Object],PD is …,[object Object],Dependent on the organization,[object Object],Driven by context,[object Object],Online,[object Object],Ongoing,[object Object],Focused on skills,[object Object]
Phase II: Survey Design,[object Object],School and Model Affiliation (Virtual, Supplemental, B & M),[object Object],Demographics,[object Object],Professional Development Opportunities,[object Object],Professional Development Needs,[object Object],Respondents rated topics of importance (as mapped to synthesized national and regional standards),[object Object],In their own words (536 open-ended responses),[object Object]
Phase II: Demographics,[object Object],Experienced Workforce,[object Object],99% - credentialed teachers,[object Object],27% - new to onlineteaching ,[object Object],2%   - new to the teaching profession,[object Object],55% - between 6 and 15 years of total teaching experience,[object Object],18% - more than 16 years total teaching experience,[object Object],55% - master’s degree or better,[object Object]
PD Hours and Opportunities,[object Object],72% - participated in ongoing training in online teaching,[object Object]
PD Preferences,[object Object]
In their own words...,[object Object],What are your unique needs and challenges as a K-12 online teacher? ,[object Object],536 open-ended comments generated 18 themes ,[object Object]
Self - Reported Needs (sorted by Online Teaching Experience),[object Object]
Self - Reported Needs (sorted by Program Model),[object Object]
Professional Development Needs ,[object Object],Online teachers were asked to rate the importance of various topics in these 8 categories.,[object Object],[object Object]
Facilitation
Online Content Development
Digital Etiquette
Assessment
Networking/Community Building
Leadership
Special Needs,[object Object]
Other Key Findings (important to very important ratings),[object Object],Technology Skills,[object Object],Use of communication technologies:  most number of respondents overall (90%),[object Object],Web 2.0 Technologies: lowest number of responses by virtual school teachers (46%) with low responses overall regardless of sorting strategy ,[object Object],Facilitation,[object Object],Time management strategies: 88% - 94% by all groups,[object Object],Classroom management strategies: experienced teachers  reported higher importance (85%) than less experienced teachers (78% and 79%),[object Object],Promote creative thinking and inventiveness: 92% by new teachers ,[object Object],Promote student reflection using collaborative tools: 87% by new teachers,[object Object]
Other Key Findings (important to very important ratings),[object Object],Online Content Development,[object Object],Maintaining  accuracy  and  currency  of  course  content: 90% + of  respondents  reported  as  important  to  very  important,[object Object],Digital Etiquette,[object Object],Risks  of  academic  dishonesty  to  learners: 100%  of  online  teachers  in  brick  and  mortar  programs,[object Object],Assessment,[object Object],Peer  review: (58%  or  lower)  received  the lowest consistent  ratings  of  all  professional  development  topics  in  the  survey (58% or lower),[object Object],Relationship between and among assessments, assignments, and learning goals: received among the highest (93%+),[object Object]
Other Key Findings (important to very important ratings),[object Object],Networking and Community Building ,[object Object],Fewest responses among all categories,[object Object],Collaborative knowledge construction: (80-88%) by all groups,[object Object],Leadership,[object Object],Teachers with 6 + years of experience rated these topics consistently lower (79%-82%),[object Object],Shared decision making with colleagues: marked difference between responses from virtual school teachers (88%) and supplemental online programs/B&M online programs (71% and 72%).,[object Object],Special Needs,[object Object],Team teaching: marked difference between responses from virtual school teachers (70%) and supplemental online programs/B&M online programs (33% and 33%),[object Object]
Phase III: Effective Professional Development of K-12 Online Teachers,[object Object],Level of alignment between various PD models and the articulated needs and challenges of K-12 online teachers? ,[object Object],To what extent does PD impact teaching practice and identified skill progression? ,[object Object],What key themes are emerging in training K-12 online teachers?,[object Object],How does what we learn inform policy, practice and research? ,[object Object]
Measuring Effectiveness?,[object Object],What is effectiveness?,[object Object],       Impact of change in teaching practice on student outcomes ,[object Object]

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Vss2009 Going Virtual III Presentation

Notes de l'éditeur

  1. Background
  2. In 2007 conducted the first phase which looked at the status of PD for K-12 online teachers.In 2008 conducted phase II looking at unique need of K-12 online teachers2009 began two evaluations as pilot investigations into the evaluative phase of the research series. Primarily to help us understand more clearly the factors in evaluating teacher effectiveness as well as how best to gather data on a national level. Discuss complexity of measuring effectiveness of teacher training on student outcomes.