Transcript No Teacher Left Behind A Professional Development Web Site

No Teacher
LEFT BEHIND
A Professional Development Web Site
By Valerie Hillhouse-Shokes
Thesis Committee: Dr. Katherine Hayden & Dr. Joan Hanor
Key Idea
Brain Research
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Brain research reveals that people learn best
through authentic experiences in which the
learner constructs his/her own knowledge
(Caine & Caine, 2006).
or
Key Idea
Professional Development Strategies
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There is a growing agreement that
professional development strategies should
incorporate teachers’ previous experiences,
actively engage teachers, happen over time,
link closely to the classroom, involve
practicing and applying what is learned, and
contain opportunities for follow-up with
colleagues (Wilson & Berne, 1999)
Problem
Background
Collaboration in developing learning has
been shown to be a powerful tool.
 Release time for collaboration can be an
expensive proposition.
 Time, money and locality issues can stand
in the way of collaborative groups.
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Solution
The NTLB Web site
Unique
 Self-directed
 Classroom-centered
 Collaborative
 Removes Barriers of Proximity & Time
 Cost Efficient
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Literature Review
Teacher Collaboration in Professional Development
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Need for Collaboration
Sleegers, van den Berg, & Geijsel, 2000
Young & Irving, 2005
Lesson Study Model
Hiebert & Stigler, 2000
Fernandez, Cannon, and Chokshi, 2003
Professional Learning Communities (PLC)
Little, 2002
Wilson & Berne, 1999
DuFour, 1997
Literature Review
Use of Video to Inform Practice
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Video Club
Sherin and Han, 2004
TIMSS
Heibert and Stigler, 2000
Teacher-to-Teacher Initiative
U.S. Department of Education, 2006
Video Classroom
U.S. Department of Education, 2006
Videotaping Classroom Practice
Eckart & Gibson, 1993
Literature Review
Protocols for Critical Observation
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Pre-observation: Sherina nd Hann, 2004;
Northwest Regional Education Laboratory, 2005
Observation: Heibert and Stigler, 2000;
Fernandez, Cannon, & Chokshi, 2003
Post-observation: Harrison, Lawson, & Wortley,
2005; Fernandez, Cannon, & Chokshi, 2003
Observer Feedback: Heibert and Stigler, 2000
Next Steps: University of Minnesota, 2006
Methodology
Design
 Setting
 Participants
 Materials
 Procedure for Web Site Prototype Design
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Project
Manual for Use
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Introduction
Roles
Materials
Before Getting Started: Things to Know
Tips for Maximizing Professional Development
For Accomplices
For Leaders
How to Use the NTLB Web site
Protocols for Critical Observation
Appendixes
Project
Flow Chart: Initial Page
Project
Flow Chart: Terms-of-Use
Terms-of- Use
Informed Consent Policy
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A Professional Development Web Site
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No Teacher Left Behind
A Professional Development Web Site
Welcome ______________________________________
Existing
How do I use this site?
Work Groups
What do I need to get started?
See an example of a collaboration
Create a workgroup
Log off / Log on
Project
Flow Chart: Work Group Page
HOME
Termsof-Use
Informed
Consent
User’s
Manual
Tutorials
Forms
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No Teacher Left Behind
A Professional Development Web Site
Workgroup __________________ Grade _________ Site _________
Purpose
Tips
Example
Upload
Create/Edit
Post
Goal
Lesson
Video
Reflection 1
Peer Feedback
Reflection 2
Next Steps
Log off / Log on
Summary
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Importance
Benefits
Discussion
Next Steps
Recommendations