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Successful Professional Development the ACCESS Model

Successful Professional Development the ACCESS Model. The Burning Questions…. When determining the design for a professional development model for teachers who will facilitate distance learning courses…

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Successful Professional Development the ACCESS Model

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  1. Successful Professional Development the ACCESS Model

  2. The Burning Questions… When determining the design for a professional development model for teachers who will facilitate distance learning courses… • Can we encourage them to join or build a professional learning community? Can we provide that for them? • How can we approach the intellectual side and show concern for the emotional side of teaching and learning, making the transition into online pedagogy as easy and flexible as possible? • How do we not only track teachers’ participation in PD, but also track their progress in applying what they learn? • What is the role of the teacher in an online classroom when students can access just about any resource? Online or otherwise

  3. The Process…. • Phase I: Teacher Pre-Service Orientation • Phase II: Face2Face/Synchronous Training • Phase III: Ongoing Professional Development , Anytime Training, Peer Leader to Protégé Training

  4. Phase I: Teacher Pre-Service

  5. Phase II: Face2Face • Day 1… • Introductions • Review and Overview of Pre-Service Module • Overview of the ACCESS Distance Learning program • Introduction of the “ Mission D2L” course in Desire2Learn • Requirements for online teachers The Course: Mission D2L The teachers learn “the clicks” in an online course in Desire2Learn at their own pace during a 2 week period

  6. Phase II… Day 2…(offered on various days for scheduling preferences) • Content covered in content associated groups by master content teachers • Training with the video conferencing equipment and master video conferencing teachers • Desire2Learn breakout small group sessions for discussion and tasks Day 3…(offered after day 2 on various days for scheduling preferences) • Training in the registration and grades portal • Best Practices in online pedagogy (discussed and tasked) • Teacher expectations and evaluations • Defining protocols for student issues • Extensive Q&A • Wrap=Up

  7. Phase III: Ongoing PD

  8. Phase III: Anytime Training C.A.S.T. Connecting ACCESS Staff and Teachers

  9. C.A.S.T. Content Tutorials Discussion Forums News and Announcements Chat Blog Voice Tools Professional Groups

  10. Phase III: Peer Leader to Protégé Synchronous training via WebEx on scheduled days during each term…prior to and during the teaching time.

  11. And our last question? • What is the role of the teacher in an online classroom when students can access just about any resource? Online or otherwise The Online Pedagogy Model

  12. Best Practices • Prepare for Success • Establish a Tone of Excellence • Nurture Your Learning Community • What Worked ...What Didn't • Reflection

  13. Preparing for Success Syllabus Well written directions Student Expectations Contact methods Course Objectives Course pacing guide Your Grading Practices *Don't forget Fair Use and other School Technology Policies*

  14. Establish a Tone of Excellence Welcome Email Announcement Open the course Introductions Emphasize the Syllabus

  15. Nurture Your Learning Community Communication Facilitation Established and Self-Sufficient One Student – One Classroom Positive Emotional Climate Groups Quick Response and Feedback

  16. Reflection: What Worked...What Didn't Feedback on Instruction Assessment Feedback on Course Content Challenges

  17. For more information, contact… Debbie Crutchfield ACCESS Distance Learning 5351 Gordon Persons Building P.O. Box 302101 Montgomery, Alabama 36130-2101 334-242-9594 dcrutchfield@alsde.edu

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