Before we introduce ourselves we would like to get to know you!

Squiggles and Squares Activity

Formerly called OPEN (Online Professional Education Network)

• Nearly 50,000 enrollments

• Over 500,000 Act 48 hours reported

• Governor’s Commission on Preparing America’s Teachers

• PSEA Seal of Recognition

• Graduate credit and Master’s degrees through Wilkes University

• 350 CFF and Project 720 Schools and 100 Reading First schools

• Classrooms for the Future

PDE AlignmentOne Professional Development System to Satisfy Multiple Initiatives/Mandates:

• Project 720

• Act 48 Continuing Professional Education Requirements

• Induction/Mentoring

• Title I • Title II

• School Improvement

• Coaching

• Reading First

• Teacher Evaluation forms 426, 427 and 428

• Teacher Certification Level I to Level II

Gess-Newsome, Blocher, Clark, Menasco, & Willis (2003). Technology infused professes ional development A

framework for development and analysis. Contemporary Issues in Technology and Teacher Education

“The integration of e-learning into professional development can have significant impact.”

What is the PDE Professional Development Requirement for CFF for the 2007-08 school year?

Turn and Talk

• Building principals : Complete the first 30 hour course The Need for Change by August, 2008.

• Teachers: Complete the Blended Study Group or Graduate Credit version of the first 30 hour course The Need for Change by August, 2008.

Teachers getting fully equipped rooms Teachers who receive some equipment

CFF PD Requirement

If you have teachers that are not PA certified but want or need to take the courses:

• Email 21stCentury@LearningSciences.net• Request Non-Pennsylvania Certified Account

Request Form• Return form with PO and learners information• Learner will receive and email with the

information facilitator will need to place in study group

System of online professional development courses are FREE to PA certified teachers

What it Is… What it is not…

• A framework for developing research-based effective practices

• Ongoing and sustained professional development with technology integration

• Active participation and collaboration

• Job embedded learning experiences within teacher’s classroom

• Action research• A means of determining

the effectiveness of an implementation

• Technology training• A one-shot workshop• Passive participation

What it Is… What it is not…

21st Century Teaching & Learning Series

Course 1: Teaching in the 21st Century – The Need for Change

Course 2: Teaching Authentic Mathematics in the 21st Century, orTeaching Authentic Science in the 21st Century, orTeaching Authentic Social Studies in the 21st Century, orTeaching Authentic Language Arts in the 21st Century

Course 3: Differentiated Instruction in the 21st Century Mathematics Classroom, orDifferentiated Instruction in the 21st Century Social Studies Classroom, orDifferentiated Instruction in the 21st Century Science Classroom, orDifferentiated Instruction in the 21st Century Language Arts Classroom

Course 4: Inquiry-Based Learning in the 21st Century Mathematics Classroom, or Inquiry-Based Learning in the 21st Century Social Studies Classroom, or Inquiry-Based Learning in the 21st Century Science Classroom, orInquiry-Based Learning in the 21st Century Language Arts Classroom

Course 5: Project-Based Learning in the 21st Century Mathematics Classroom, orProject-Based Learning in the 21st Century Social Studies Classroom, orProject-Based Learning in the 21st Century Science Classroom, orProject-Based Learning in the 21st Century Language Arts Classroom

Launch “eMBEDDED LEARNING Academy Model”

Launch “Academy Blended Study Group Model”

Embedded Learning Graduate Education in Partnership with

Wilkes University

Program Overview

• Facilitators are provided by Learning Sciences International.

Why is it a good idea to encourage the graduate version of the series?

• Coursework is scored by a graduate facilitator, so no monitoring is necessary on your part.

• Courses are job-embedded and performance-based, so you get more return on your tuition reimbursement dollars.

• No release time is necessary.

• The tuition rate per 3 graduate credits is only $1035.

• The courses count toward an innovative Master of Science in Education.

• Blended format is available as an option.

Break Time!

Please return to the correct breakout session room.

Teaching in the 21st Century – The Need for Change

Course Demonstration

Range of Instruction Practice Activity from Teaching in the 21st Century:

The Need for Change

Range of Instructional Practice Activity

Tools for Planning: LMS Roles and Responsibilities Proposed Timeline Course Outline Release Models Implementation Plan Guiding Questions Planning Guide: Communication Plan

What is a Learning Management System?

It is a web-based technology used to plan, implement, and

assess a specific learning process.

What does a Learning Management System do?

•Registers users•Tracks courses•Records data from individual learners•Tracks individual student progress•Records scores of quizzes•Tracks course completions•Delivers online content to learners

• Unlimited accounts (PA certified)

• Unlimited Manager privileges

• Unlimited Monitor privileges

• Unlimited Facilitator privileges

• Assign enrollments

• Monitor coursework

• Designate and manage facilitators

• View set reports

• Self-study and blended study group versions of 21st Century Teaching & Learning Series

• Self-study versions of the library of PDE-provided courses

• Create and manage discussions

PDE

District (Division)

District (Division)

District (Division)

What exactly is my district getting for free?

Determining LMS RolesPage 29

eMBEDDED LEARNING Website

Organization (PDE)

Division (School District)

Division Chief Administrator/Division Administrator

Enrollment Manager (Principal)

Facilitator

Learners (Study Groups)

Coordination of Roles:

Critical Sequence of Events for Learners to Begin Coursework

The following sequence of events is critical to be completed in the correct sequence in the Learning Management System (LMS) in order for learners to begin work in blended study groups within school districts. It requires coordination of efforts and should be considered as implementation is planned.

Step 1: All users (except Chief Administrator)

Create accounts in the eMBEDDED LEARNING ACADEMY LMS Step 2: Chief Administrator

Uses LMS to designate other system Administrators (if desired) Step 3: (Chief) Administrator

Uses the LMS to designate Enrollment Managers, Facilitators, and Monitors (principals)

Step 4: Enrollment Manager

Uses the LMS to: o Create study group(s) o Assign a facilitator to each study group o Assign learners to study groups o Release each group when it is ready

Step 5: Facilitator

Assumes control of the study group and uses the LMS to configure and release it

Step 6: Learners

Begin online coursework

Facilitators• Acts as a guide• Provides feedback• Support deadlines outlined by

the principal

• Facilitate community of professional practice

• Support teacher growth

• Build trust with teachers

Central Office and Principals

• Time for professional development

• Select quality facilitators• Set clear expectations for

learning and that monitoring will occur

• Accountability for implementing into practice

• Accountability for sustaining behaviors into practice

• Support teacher growth

• Build trust with teachers

Roles and Responsibilities for Professional Development

Selecting Facilitators:• Philosophical alignment with the series• Continuous learner• Organized, able to keep learners on task

and on schedule• Strong written and verbal communication

skills• Respected among peers• Content knowledge• Basic computer skills• Able to provide explicit feedback to learners

Launch “Phase 1/Year 1 Suggested Implementation Timeline”

Launch “In-service and Other Approved Activity Day Schedule”

Launch “8-Week Course Model”

Launch “13-Week Release Time Model”

Launch “23-Week Release Time Model”

Communication Plan: Who needs to know? How will you frame the program? How will you obtain ongoing

feedback and communication as the program is implemented?

How, when, and how often will the implementation team meet?

Lunch Time!

• Task: Review the planning guide on your

own. At your table review and discuss the

questions on the planning guide

Implementation Planning:

Launch “Phase 1/Year 1 Suggested Implementation Timeline”

Before You Can Begin to Monitor…• Request “Monitor” privilege from Chief

Administrator• Request to “View Assigned Reports” from

Chief Administrator• Reference Page 201-211 in training

manual

To Log into your Account or Create an Account for the

Embedded Learning Academy:

www.embeddedlearningacademy.comLogin button in top right hand corner

Launch eMBEDDED LEARNING Academy LMS Demonstration for

Monitors

Implementation Realities • School boards want to see a return on

investment-results• Central Office and Principals experience:

• The “Knowing-Doing Gap”• Restrictions on time and space • Initiative fatigue• Demands for targeted, purposeful and

authentic learning opportunities• Pressure to seek alternatives for professional

learning• Difficulties evaluating the impact of

professional learning

• Clear learning objectives: 4 percent of teachers• Worksheets: 52 percent• Lecture 31 percent• Monitoring with no feedback: 22 percent• Students required to speak in complete sentences: 0

percent• Evidence of assessment for learning: 0 percent• Evidence of bell to bell instruction: 0 percent• Fewer than one-half of students engaged: 82 percent (Learning 24/74, 2005)

From the Learning Leader by Doug Reeves

But…. Here are Some Startling Facts:The results of more than 1,500 classroom observations revealed the following:

Three Goals of Professional Development

• Foster change in teacher classroom practices

• Shift attitudes and beliefs• Change student outcomes

Building a Professional Development System

Take a moment to complete this survey and consider how your current professional

development programs meet these conditions.

Professional Development Activity

Supporting Improvements in Professional Practice

• Develop a common vocabulary, clear expectations, and shared understanding of effective practice with colleagues

• Access to all tools and resources for self-reflection

• Teacher growth through immediate and explicit feedback

• Develop their own professional growth plan

www.eMBEDDEDLEARNING.com

www.eMBEDDEDLEARNINGACADEMY.com

Graduate Programs

Free Accounts and Enrollments