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Project Management Group

Project Management Group. Alabama Public Television Nancy Hill, Project Director Lynne Meeks, Project Manager Education Development Center (EDC) Barbara Treacy, Managing Partner Boston College (BC) Joe Pedulla, Associate Professor Jessica Masters, Sr. Research Associate

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Project Management Group

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  1. Project Management Group • Alabama Public Television Nancy Hill, Project Director Lynne Meeks, Project Manager • Education Development Center (EDC) Barbara Treacy, Managing Partner • Boston College (BC) Joe Pedulla, Associate Professor Jessica Masters, Sr. Research Associate • National Advisory Board John Chambers, NETA

  2. Original Project Partners State Director Alabama SDE Alabama Public Television Delaware SDE WHYY Kentucky SDE KY Educational Television eMints at the Univ. of MO KETC and Missouri SDE Mississippi SDE Mississippi Public Broadcasting New Hampshire SDE New Hampshire Public Television WLVT Lehigh Valley Telecom Pennsylvania SDE West Virginia SDE West Virginia Public Broadcasting ** South Carolina – withdrew from project at end of first year

  3. Outreach (Dissemination) Partners Added at start of Year 4 (Fall 09) State Director Maryland Public Television Maryland SDE Learn NC at NC State Univ.Univ. of North Carolina Public Television

  4. Unique Features of the e-Learning for Educators Model Dissemination & Outreach Evaluation & Research Capacity-building Collaboration

  5. Course Developer Tools

  6. e-Learning Catalog of Resources

  7. Facilitator PD Tools

  8. Earth History Online Teacher Professional Development • Why this effort? • The project supports the rollout of the DE recommended science curriculum – first of three middle school online teacher PD courses to include video. • Why online teacher PD ? • supports consistent and uniform training • reduces issues of teacher time away from the classroom and substitute teacher pay (online versus 30 hours face to face) • illustrates through video model instruction in the classroom with students and teacher

  9. Approach to Educational Video Production • Close alignment of curriculum specialist and producer • Development of detailed plans to ensure timely completion • Scheduling students, the teacher, the space • Acquiring parental consents, preparing students for the week of activities • Content expert and production expert develop detailed scripts for each science investigation then – create, review, revise • Student, teacher and materials prep before filming

  10. Delaware Lessons & Next Steps • Team of educational producer and content specialist was key • Detailed upfront prep is essential • Week of filming activities - too long for students • Classroom location = easy & natural shooting • Teacher course evaluation and feedback for revision is essential needed • Create next courses in series for ’09 • Grade 7 Properties of Matter • Grade 8 Watersheds

  11. Not One-size-fits-All….Adaptable for All For all licensees - statewide (Alabama) - community (WLVT in PA) - university (UNCTV, NHPTV) Replicable Scalable Customizable

  12. Benefits for PTV Partners • Net and web-based delivery of locally owned media assets • Existing content refreshed to extend life • Build new audiences and life long viewers • Engage in new collaborative partnerships within states/communities to serve educational mission • Opportunity for creation of NEW content • Build upon expertise of PTV staff

  13. Capacity Building presented by:Barbara Treacy Education Development Center

  14. Capacity Building: Multi-level State Level Build state leadership teams to lead, manage and sustain state programs and courses Develop state cadre of online facilitators Develop state cadre of online course developers Develop catalogue of state courses and content Teacher Level Impact teacher content knowledge, pedagogy and instructional practices

  15. Capacity Building:State Leadership Teams Partnership between public television station, state department of education, and other stakeholders State Project Director manages project day-to-day Implementation Plan based on state goals – some examples: AL: partnership with curriculum groups for math/science impact DE: cohort model/3 workshop clusters/2% salary increase MS: workshops for teachers on emergency certificates Teacher recruitment for workshops: focus on high needs Collaboration with other state teams Management of state online specialists, courses and procedures Research and evaluation activities

  16. State Leadership Development Leadership Academy Annual week-long leadership development for state teams Intensive “protected” time for state planning Cross state professional development, collaboration and “critical friends” sessions Time to assess progress and address challenges Monthly virtual meetings - Elluminate Topical Collaborative decision making Sharing successes and challenges Online discussion and document sharing - Blackboard

  17. Capacity Building: Facilitators Facilitator training: EDC semester online course Pedagogy of online teaching and learning Strategies and techniques of online facilitation Assessment Adult learning Technical aspects of online teaching Learning community approach Facilitators run workshops for teachers Ongoing support for facilitators

  18. Capacity Building: Teachers Teacher workshops address core teacher quality needs Content knowledge New pedagogical skills Technology Meet certification goals, building district capacity for highly qualified teachers Focus on teachers in high needs areas

  19. Capacity Building: Course Developers Course developer training: EDC semester online course State teams collaborate to develop courses to meet state needs Trained facilitators deliver courses Ongoing support to course developers to complete designs “I definitely think this is an idea whose time has come.  I certainly see where many of the educators in my school system will greatly benefit from the courses we have developed.” – Alabama course development participant

  20. Example State Courses

  21. Facilitator and Course Developer Training Schedule Year One Cohort (24) per state complete online facilitator training Facilitators run workshops for educators in state Year Two Cohort (24) per state complete online development training Half cohort (12) complete online facilitator training Workshop delivery for local teachers Years Three to Five Additional facilitator and course developer training Advanced developer training to maintain/update content

  22. Evaluation and Accomplishments presented by:Joseph J. Pedulla Boston College

  23. Five Focus Areas of the Evaluation • Implementation • Teacher Impacts • Student Impacts • Capacity Building • Sustainability

  24. Implementation of the eFE Initiative Across all 8 states: • 992 workshops delivered • 70 workshop titles offered • 13,926 participants completed workshops • 8,957 participants completed both pre and post evaluation surveys

  25. Gender Age Ethnicity Profile of the Participants by Gender, Age and Ethnicity N = 8957

  26. Participants’ Workshop Satisfaction Perceptions of Workshop Quality Likelihood of Taking Another OPD Workshop N = 8957 N = 8957

  27. Significantly higher content knowledge on the post and follow-up survey F (1, 1029) = 914.81, p < .001, ηp2 = .47 (moderate effect) Stability of Perceived Content Knowledge

  28. Perceptions of Student Performance N = 714 Strongly Disagree Strongly Agree Disagree Agree

  29. Capacity Building Across all 8 states: • More than 380 workshop facilitators trained • More than 225 course developers trained • More than 80 online PD workshops developed

  30. Specific Sustainability Strategies Partnerships with public television stations help to: • Provide video content for courses • Market the eFE program within individual states (planning, create spots) • Recruit teacher participants (strategies) • Recommend people for training (facilitators, course developers)

  31. Partnerships Public television stations Departments of Education Local universities Funding Partnerships Alternate grant funds Course fees Marketing Broadcast media Websites Conference presentations Promotional literature Overall Sustainability Efforts • Cross State Collaboration • Workshop sharing • Ideas & Strategies

  32. e-Learning for EducatorsResearch Study presented by: Jessica Masters Boston College jessica.masters@bc.edu

  33. Research Study Overview Goal: to examine the effect of online professional development on: Teachers’ content knowledge Teachers’ pedagogical beliefs Teachers’ instructional practices Students’ content knowledge Four large-scale randomized control trials focusing on: 4th grade English Language Arts (ELA) 5th grade Math 7th grade ELA 8th grade Math Each grade-level study occurs in 3 rounds

  34. Experimental Design In each round, teachers are randomly assigned to experimental or control group. Teachers stratified by Title I status of their schools to ensure equal representation in experimental and control groups. Teachers stratified by state to ensure each state had comparable numbers of teachers in experimental and control groups.

  35. Requirements and Benefits Requirements Teachers in experimental group participate in a series of three online professional development workshops. Created for the research study Focus on both content knowledge and pedagogical practices All teachers complete a set of pre and post online research instruments and administer a set of pre and post online research instruments to their students. Benefits Free online professional development Instant feedback from student tests $300 stipend State-specific CEUs and graduate credits for participation in workshops

  36. OPD Research Workshops

  37. Sample Timeline for Teachers

  38. Challenges Recruitment Initially used school-based model Some teachers in each participating school guaranteed to receive professional development Principal and fellow teachers could help ensure all teachers persist throughout study (namely control group teachers) Switched to teacher-based model More natural model akin to how teachers participate in workshops Attrition Researchers initially accounted for 33% attrition rate To date, attrition has been higher than expected: 4th ELA 52% 5th Math 57% 7th ELA 58% 8th Math 63%

  39. Teacher Participants Goal

  40. Research Study Results Round 2 and Round 3 teachers will complete the research study in June 2009. Data analysis will begin in July 2009. Research findings will: Contribute to the body of knowledge about the effectiveness of online professional development Affect policy and funding decisions related to professional development

  41. The Members and Roleof the Advisory Board presented by:John Chambers NETA

  42. e-Learning for Educators Advisory Board Elizabeth Byrom, SERVE John Chambers, NETA Chris Dede, Harvard University Ann Flynn, NSBA Bill Thomas, SREB

  43. Year 4 Transition From Design and Implementation to Sustainability Through Dissemination and Diffusion • Adoption of the Model • Increase Reach/Spread Through Evaluation and Research Evidence

  44. Resource for Sustainability and Spread • Modules Design • State and District Partnerships • Sharing • Intellectual Property • Systematic Approach Toward Sustainability and Funding • Develop Champions • Top-down Approach • Extend to Higher Ed • Seek Funding in Creative Ways • Document State Successes

  45. Develop Case Studies Utilizing Evaluation Data • Solicit Local College/University Assistance • Cross-case Analysis • Clarify Policies • Marketing Aid

  46. Conduct a Competitive Analysis • Properly Position Project for Marketing • Building Capacity • Diffusion Models • Advisory Board Reconfiguration As Needed • Proactive Shift for Sustainability

  47. For more information visit e-Learning for Educators website at http://www.aptv.org/APTPLUS/elearning Email: lmeeks@aptv.org nhill@aptv.org

  48. Questions?

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