Observation+of+Staff+Professional+Development

**Observation of Staff Professional Development** **June 6, 2012**

The activity was to observe professional development for Southern Lehigh School District (SLSD) teachers. On June 6, 2012, Southern Lehigh High School Technology Coordinator Joe Breisch provided opportunities to observe him and Sarah Schurkamp (Technology Facilitator) as they taught professional development workshops in the use of various technologies. Professional Development, also known as Academy in SLSD, is required of all teachers to “enhance knowledge skills in the art and science of teaching …. related to District goals” (SLSD, 2012). Each teacher must complete 21 hours per school year (SLSD, 2011). During the school year, the District offers Academy workshops after school and on the weekends. In addition to these workshops, teachers can utilize other sources of professional development from Carbon – Lehigh Intermediate Unit (CLIU), other school districts, Blended Schools, Pennsylvania Department of Education, PATTAN – PA Technical and Training Assistance Network, and PBS Channel 39 (SLSD, 2012). Finally, teachers can earn Academy credit—if approved by their building principal—by completing an independent study that adheres to the goals of Act 48 Plan (SLSL, 2011).

If a teacher has not completed the required Academy credit hours during the school year, then they must complete them at the end of the school year. The Academy workshops I attended on June 6 were the first of three days of workshops. Ten teachers met for morning and afternoon workshops. During the morning, teachers chose to either work on their class Websites or learn how to use some Google Docs tools. For the upcoming school year (2012 – 2013), all teachers are required to have and regularly maintain a class Website. (I included a copy of these requirements as a file on the top of this page.) The techs provided guidance and assistance as needed. In the afternoon, the two techs led a group workshop. Utilizing an overhead projector, they projected their laptop image to a screen and guided teachers how to use a variety of Web 2.0 tools: [|Triptico] (interactive learning activities), [|Museum Box] ( tools to construct a description of an experience, event, individual or historical period ), [|Wordle] (word clouds), [|Tagxedo] (word clouds), and [|Linoit] (collaborative tool). After demonstrating the Web 2.0 tools, the techs asked the teachers how they could use the software to enrich their lessons. With the remaining time, the techs demonstrated ways to use MacBook laptops more efficiently. They showed how to use a variety of key commands as well as how to use the tracking pad in new ways. Since the key commands are numerous, a tech offered to email a page of key commands to those who attended the Academy.

One of the teachers attending the Academy chose an independent study using Aurasma Lite, a free iTunes’ version of Aurasma. [|Aurasma Lite] is an app that utilizesmobile devices like the iPhone, iPod, iPad and advanced Android devices to bring together the physical and virtual worlds. A teacher can enrich their lessons by associating objects or pictures in their classroom with educational videos or lessons. As this teacher worked on his project, he shared his new experiences with his peers.

**Posted Recommendations** Teachers at Southern Lehigh School District:

My purpose for attending the Academy workshops was to observe how Technology Coordinator Joe Breisch and Technology Facilitator Sarah Schurkamp guided and taught a day of professional development. During the day, a few teachers shared their Academy experiences. Based upon these conversations and my observations, I have a few recommendations.


 * 1) After an Academy, teachers might forget how to use a new technology if they do not use it immediately. To help teachers in this situation, email a document with links to tutorials and suggestions on how the technology can be used to enrich their lessons. I have created a spreadsheet of the afternoon’s workshops. It includes a list of the Web 2.0 tools covered and a brief description. I included links to tutorials, uses in education, and examples of the Web 2.0 tool.

(Requires [|Adobe Air]) || Interactive learning activities to use with whiteboards || -David Riley shares [|how to use Triptico]. -Sandy Millin’s [|Triptico tutorial] || [|Educational blog about Triptico] || - [|D. Riley gives some examples] of Triptico - [|More examples] || -[|Linoit YouTube] || [|50 ways to use Linoit] || [|Dinosaur lesson] using Linoit ||
 * **Web 2.0** || **Description** || **Tutorial** || **Uses in Ed** || **Examples** ||
 * [|Triptico]
 * [|Museum Box] || Create a virtual artifact display of an event, individual, etc. || [|Museum Box tutorial] || [|Educational uses of Museum Box] || [|Museum box gallery] ||
 * [|Wordle] || Word clouds || [|Wordle tutorial] || [|10 Ways to use Wordle] || [|Wordle gallery] ||
 * [|Tagxedo] || Word clouds || -[|edu Teacher TV tutorial using Tagxedo]
 * -**[|Wordle v. Tagxedo] || [|101 ways to use Tagxedo] || [|Student examples of Tagxedo]l ||
 * [|Linoit] || Collaborative tool || -Linoit tutorials in Wikispaces

2. Teachers are at varying levels of technology skill. According to the school-wide technology survey taken in March 30, 2012, teachers’ level of experience in current technology varies greatly. From the 142 teachers surveyed, 5% of all teachers are not up-to-date, 55% are somewhat up-to-date, and 40% are very up-to-date on current technology devices and software. To make sure all teachers get the most out of Academy workshops, the pace of the workshops should accommodate these varying skill levels. Bradburn, the project director of North Carolina’s 1:1 initiative, gave this advice—“most PD should be differentiated, based on individuals’ abilities, needs, and content area” (2012, p. 4).


 * **Extent Use of Technology in K-8** ||
 * **Response** || **Not Up-to-date** || **Somewhat Up-to-date** || **Very Up-to-date** ||
 * I consider myself up-to-date on current technology devices and software. || 3% (//n//=3) || 61% (//n//=62) || 36% (//n//=36) ||
 * **Extent Use of Technology in 9 - 12** ||
 * **Response** || **Not Up-to-date** || **Somewhat Up-to-date** || **Very Up-to-date** ||
 * I consider myself up-to-date on current technology devices and software. || 7% (//n//=3) || 49% (//n//=20) || 44% (//n//=18) ||

3. Bradburn has another great tip—“don’t overwhelm your teachers during initial training. Consider offering PD in small doses, perhaps concentrating on a single application/website per PD session and sending teachers off to use that one resource in their classrooms” (2012, p. 4).

4. One teacher used Aurasma Lite for his independent study. Based on what I observed, I would recommend this app. [|Aurasma Lite], a free iTunes app,has great potential to enrich lessons in every class. Using an iPhone, iPod, or iPad camera, a teacher photographs an object or picture pertaining to their lesson activity, such as a plant, math formula, or a picture of a historical event. The teacher then links that photo with a pre-recorded virtual lesson about it. Then the student, while in Aurasma, uses the iPhone, iPod, or iPad to view the plant, formula, or historical person and the associated virtual lesson appears on the device’s screen. With this app, teachers can make and utilize multiple educational videos or lessons and associate them with objects or pictures in their classroom. Teachers and students can “discover, create and share amazing virtual content, integrated into the real world” (Aurasma, 2012). Here is a [|demo] on some uses of Aurasma.

5. Finally, include opportunities for teachers to collaborate with peers by grade level or content-area (Bradburn, 2012, p. 4). According to CBAM’s levels of technology use and concern, the integration of technology improves when teacher collaborate and relate what they are learning with one another (Loucks-Horsley, 1996).

Thank for the opportunity to experience your enriching workshops.

Sincerely, Inta Gulbis

**Reflections** This activity fulfills the requirements for
 * I.B. Integrating technology into curricular planning and instructional design including:**
 * **Learner characteristics, developmental levels, and individual differences as related to instructional technology resources and modifications**
 * 1.C. Management and administration of technology programs at the building, district and regional levels including:**
 * **Planning and utilization of facilities including, budgeting, accounting, and program reporting, grantsmanship, personnel administration, and staff development**

The activity was to “work with Building Level Technology Coaches and Facilitators to monitor student and teacher use of technology. Posted observation recommendations will be provided to teachers in the use of their technology.” This activity fulfills PDE requirements by observing how teachers integrate technology resources as well as how it can be modified to increase productivity. Another PDE requirement is the management of technology programs that includes staff development.

I spent the day observing professional development workshops led by Tech Coordinator Joe Breisch and Tech Facilitator Sarah Schurkamp. I came away with a better understanding of how technology workshops are led. It was also helpful to hear some teachers’ insights about the workshops. It was especially exciting to experience a teacher’s enthusiasm as he independently learned how to use Aurasma Lite. This was a great example of a teacher encouraging peers to increase their use of technology. From the day’s experiences and my conversations, I came up with a few recommendations and posted these as requested by Mr. Ken Jordan, Director of Instructional Technology. **References** Aurasma. (2012). //Aurasma//. Retrieved from http://www.aurasma.com/

Bradburn, F. (2012). //Lessons learned –1:1 learning initiative pilot (DRAFT//). Retrieved from http://www.techlearning.com/portals/0/Frances%20Bradburn_lessons%20learned_draft%202_12_VAULT.pdf

Loucks-Horsley, S. (1997). Professional development for science education: A critical and immediate challenge. In R. Bybee (Ed.) //National standards & the science curriculum.// Dubuque, Iowa: Kendall/Hunt Publishing Co. Retrieved from http://www.mdecgateway.org/olms/data/resource/3712/CBAM.pdf

SLSD. (2012). //Professional development//. Retrieved from http://www.slsd.org/staffcenter.cfm?subpage=275863

SLSD. (2011). //Rules governing academy options//. Retrieved from http://www.slsd.org/staffcenter.cfm?subpage=275863