BOCES cultivates year-long teacher training model |
On Board Online • February 25, 2013
By Molly Gushea
Teachers today are often asked to implement new skills after a one-day session on the newest innovation – Common Core standards, data-driven instruction and other elements of the Regents Reform Agenda. Since 2004, the St. Lawrence-Lewis BOCES Model Schools program has changed the face of professional development in their region by implementing a professional development model in which teachers create classroom lessons that use technology, taking advantage of on-site support in the district throughout the year. More than 500 teachers have completed the year-long professional development program.
The program has been supported by a federal Title IID Enhancing Education through Technology Grant first secured in 2004. It includes a five-day summer program for teachers that emphasizes 21st Century learning by exposing teachers to various technology “tools” that can be used in lessons. These include specific websites, computer programs, and technology devices. For example, some past sessions have included instruction on Google Earth, interactive whiteboards, and using online math manipulatives.
According to Supervisor of Instructional Technology Patricia Fisher, the technology camp resembles a conference with concurrent sessions. Two sessions are required for all participants: lesson development based on the Wiggins & McTighe Backwards Design Curriculum model, and assessment development.
Throughout the year, teachers work to perfect their lesson through live teaching, as well as through the process of peer review, in which teachers discuss their lessons and receive feedback from colleagues. Additionally, one of the most valuable components of the model is the year-long on-site support provided by an “instructional technology curriculum coach” assigned to participants’ districts after the camp.
Coaches are available to assist teachers with lesson writing, teaching a lesson, or team teaching a lesson, as well as reinforcing concepts learned in a workshop. Coaches can also provide group training sessions for teachers and administrators.
“The year-long model was designed to invoke change in teacher practice,” said Jennifer French, Senior Supervisor for School Improvement. “The final design was based upon research on professional development, facilitating the change process, and infusing technology for learning. We wanted to make a difference for all students.”
Fisher noted that technology and the digital tools that are used in the classroom are continually changing and evolving. “Often we expect teachers to learn about something in one day and then return to their classroom to use that new tool without significant opportunity for practice or follow-up support, which is essential when it comes to technology skills,” she said.
“For example, instruction delivery tools have evolved from simple black boards and dry erase boards to interactive whiteboards like SMART Boards. Also, students are learning to use technology to create things, and interact with teachers and other students.”
Other examples of technology evolution include movement from desktop computers to laptops to tablet devices and smart phones, as well as a plethora of free tools for collaborative projects such as Google docs and presentations, Prezi and Glogster.
In 2009, this model was expanded to include professional development for administrators. Administrators from the SLL BOCES region participate in half-day sessions over the course of two school years instead of one. The first year focuses on management technology tools, for example, Google Calendar and Google Docs, to aid administrators in becoming more efficient. During the second year, administrators create a rubric to help them identify effective use of technology in instruction. This rubric is not evaluative, but is designed to help administrators give good/helpful feedback to teachers. The administrators who use the rubric are able to offer specific suggestions to teachers about ways to improve their instruction through the use of technology.
“To effectively prepare students to be college and career-ready, they must be able to use technology fluently and appropriately. Thus, teachers must be able to integrate 21st Century skills into the curriculum to meet these challenges,” French said. “Although students use technology at home, they need instruction and guidance on selecting the right tools for the job.”
Molly Gushea is public information officer for St. Lawrence-Lewis BOCES.