Professional Development

Training in the use of technology is one of the most critical factors that determines whether technology is used effectively. Teachers must be comfortable using technology and they must know much more than merely how to operate the equipment. In fact, they must know how to integrate it effectively into their teaching. Studies indicate that it may take three, four, or even five years for a teacher to acquire the level of expertise desired.

Consequently, it should be recognized that mastering this approach is not something that can be achieved quickly. Planning and support for technology-related professional development must take this factor into account.

Training must also be ongoing. Teachers need to continuously have an opportunity to expand their instructional technology skills and they need opportunities to interact with other teachers so that they may share new strategies and techniques. Access to electronic mail has proven to be a very valuable way for teachers to share ideas on classroom uses of technology.

A key to improving student performance is changing the way learning takes place.

Teachers can no longer be the “fountain of knowledge,” delivering information to their students. Instead, they must become facilitators, or coaches, who help students learn how to obtain the information they need from various sources. Technology is the

“enabler” that makes this possible.

In the last two to three years, many teachers have come to realize that technology can be a very effective teaching and learning tool. Where previously many rejected its use, today most teachers are receptive to learning how to use it. Frequently cited as a problem; however, is the lack of time teachers have to participate in training. Most teachers are engaged in classroom responsibilities so extensively that they find it difficult to attend training that is offered after school or on weekends. Compounding this situation is a growing resentment to the expectation that they participate in training on their own time with little or no compensation.

During some interviews, it was found that opposition is growing to pulling teachers out of their classes to attend training sessions. Such an attitude is understandable since students are almost certainly going to be more productive when their regular teacher is present. However, other factors must be considered. If teachers are able to attend technology-related training, they are going to be more effective in using technology, thereby enhancing the learning opportunities of their students. Because the students will benefit from the training their teacher receives, it is not a sound educational practice to prohibit teachers from attending a reasonable amount of training sessions during school days.

Some argue that teachers should obtain these additional skills on their own time and advocate scheduling teacher training after school, on weekends, or during the summer only. It is certainly true that teachers, like other professionals, have a responsibility to devote some personal time to bettering their professional skills— and most do. Also like other professionals, they should have opportunities during the workday to receive training. In fact, if employers are able to improve the effectiveness of their employees through training, they have an obligation to do so. If for-profit companies follow such practices, educational organizations certainly should do so as well. Thus, in most instances, teachers should be compensated for training sessions they attend outside of normal working hours.

An alternative approach to delivering professional development has emerged in business and is rapidly being adapted to education. This new approach uses the technology as a delivery mechanism for the professional development. Teachers with computers at home, or with computers they check out from school for home use, sign on to the Internet to take courses. These courses are offered by both public and private entities. Some are very primitive, with little more than lecture notes placed on-line.

Others, however, are very sophisticated with on-line mentors to help “students,”

interactive activities, chat rooms for course participants, and other efforts to build a

sense of community among the participants. Because the courses are on-line, teachers can approach the material whenever it is convenient for them, whether that is on a Sunday afternoon, or early in the morning. If teachers are already comfortable with the technology, this is a low-cost, high impact approach to professional development.

CURRENT SITUATION

Broward County’s Information Technology Plan states:

Professional development is essential if teachers are to improve their technology-based knowledge and skills. The progression to greater competency is a process that develops over time, and is measured in years of practice, trial and error, and persistence. Understanding the time element and commitment to improving staff technology competency will facilitate the realization of the technology vision for each school in Broward County.¹

One of 19 technology guidelines specified in the School and District Technology Usage policy reads: “Appropriate training and professional development must be provided to teachers, staff, and administrators to ensure timely implementation and effective use.”

From these statements it is clear that the Broward County School District places a high priority on professional development for all staff.

FINDING

Several steps have been taken to provide professional development to staff, particularly to teachers. For example, there is a professional development coordinator in each Innovation Zone who is charged with coordinating professional development and training for staff in the zone.

The Educational Programs Department has conducted the Pyramid Project which has provided training to teachers during the summer. During the summer of 1997, over 300 teachers participated in two-week sessions that offered instruction on the integration of multimedia applications. The program objective was to help teachers integrate technology into math, science, social studies and language arts. Those who attended were to return to their schools and work with their colleagues on technology integration.

During the summer of 1998, about 100 teachers took part in training on the instructional use of the Internet. The reason the attendance was substantially lower was that only teachers who actually had Internet access in their classrooms were eligible.

ETS has recently added six teachers to its staff to provide professional development support to schools. (Note: These are not among the positions recommended for elimination in Section 4.3 in Chapter 4). These new trainers serve staff in the schools that have been wired. The objective is to enable those schools to make more effective use of the technology resources that are now available. Each trainer is assigned to an area and supports the schools in their area. Their job is to ensure that technology is being used for decision making, school improvement, and curriculum integration. Some specific tasks they perform include:

1 School Board of Broward County Information Technology Plan, prepared by the Center for Educational Leadership and Technology, October 1995, page 59.

n provide advice to the principal and SAC;

n assist with technology planning;

n help to implement the technology plan;

n work with individual teachers on using technology in their teaching;

and

n evaluate technology use at the site.

In spite of these and other efforts to help teachers adapt technology as an integral part of their teaching, interviews with school-based personnel and district staff confirmed that professional development for teachers was not adequate. Although there are many opportunities for basic training in technology applications, the primary complaint was a lack of training in more advanced topics, especially in integrating technology into specific content areas.

MGT technology consultants visited about 20 schools in Broward County. During these on-site visits, over 95 percent of teachers and technology coordinators indicated the need for more training. In addition, two ETS staff members added to the comments made by teachers and staff by indicating that the ETS facility is so overcrowded that the training rooms have been converted into offices.

Based on the fact that a significant need for more advanced professional development exists, and limited time will continue to be a problem for teachers, it is clear that new, more creative strategies for delivering professional development must be implemented.

RECOMMENDATION Recommendation 12-13:

Review various strategies for delivering professional development and devise new creative approaches to address the significant need for enhanced training for teachers.

The Staff Development Subcommittee of the Technology Advisory Committee should assume the responsibility for studying various approaches to strengthening professional development and provide a plan for improving that function. Some strategies that should be explored include:

n allocating additional release time so that teachers may participate more frequently in traditional professional development workshops;

n expanding upon the training opportunities available through BECON and other distance learning sources;

n developing a comprehensive web-based training program;

n producing videos of highly skilled teachers using technology in their content area to provide teaching models;

n granting more release time to media specialists to allow them to work closely with teachers in their school;

n arranging more on-site instructional support through teachers who can work individually with other teachers on specific teaching strategies;

n seeking ways to increase the availability of personal and on-line mentors;

n increasing the number of teachers who attend educational technology conferences such as the BETS Conference, FETC, and others; and

n exploring the availability of retired educators who could assist with various types of professional development.

Regardless of the professional development strategies adopted, it is critical that emphasis be placed on more advanced training. During interviews, school personnel consistently confirmed MGT’s findings by expressing the belief that the lack of advanced training was one of the major shortcomings of the district’s current professional development programs.