Department of Education: Professional Development

[MUSIC] Carol: It’s really difficult to
talk about connectivity and devices without talking about
people. You can do everything in your power to put the devices in
the hands of students, but if teachers don’t know how to use
those devices well or how to use them to their best benefit
then it doesn’t really do a lot of good. So… Students are coming into
the classroom with a lot more advanced knowledge about
how to use technology than some teachers. And so it’s our job as
teachers to keep up with that. David: I think professional
development has completely flipped and it’s now something
that people pursue because they’re interested in it and
they understand its value, not something that’s
inflicted upon them. Carol: How many of you
have ever made use of Title II-A money to do
some of the work you do in your state? David: We made the conscious
decision to devote 100% of our Title II funds to a
push in non-evaluative staff development model where teachers
have a PD provider come to their building one day a week at the
middle school, one day a week in the high school, and that’s why
it was expensive, but worth it. Lisa: And to be able to have a
professional development funds provided for us as part of
our budget to help with that training and for them to
continuously improve their practice has really
been important to the success of the program. David: Because it conserves
the teacher/student relationship and values and
embraces that idea of them working together and
learning together. We keep expecting teachers
to change, reconceptualize what their role is, but
we don’t spend money on the front end giving them
the skills they need. It was an a-ha moment for
me. So Title II-A has been blessing for us. Billie: Sometimes it’s a
matter of finding time and space as opposed to
providing funds and money. We have really encouraged people
to build their own capacity, we have also provided
models, we’ve done some train the trainer models. Devin: Classroom teachers that
have been fully released from their teaching duties to
provide full-time support to other teacher to implement
instructional technology. Billie: It’s really interesting
how they’re able to help one another. Eric: Now with technology
integration it’s just part of the fabric. It’s what we do
every day. It seamless now. [MUSIC]

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