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Growing

Growing. a Program Development Plan b y Rabbi Erin Hirsh. Supplementary School Teachers by the # s . . . 1. 500 schools, 7800 students, 500 teachers in Philadelphia 2. 230,000 students, 28,000 teachers nationally

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Growing

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  1. Growing a Program Development Plan by Rabbi Erin Hirsh

  2. Supplementary School Teachers by the #s . . . 1. 500 schools, 7800 students, 500 teachers in Philadelphia 2. 230,000 students, 28,000 teachers nationally 3. < 1% of Supplementary School teachers have had a single class in both education & Jewish studies

  3. “There is a lot of lip service given to innovation, experiential education, differentiated learning and engagement, I read about ecosystems of complementary education, the need (or not) to emulate summer camp experience, the introduction of technology and the role of families in their children’s learning. What I don’t read about is improving the quality of instruction. . . This is the 800-pound gorilla in our educational ecosystem, and he’s waiting to be fed.” - David Steiner (2013)

  4. Professional Learning for Supplementary School Teachers RAPIDLY DECLINING Movement Education Consultants “Today, amid financial constraints and declining affiliation rates, virtually every national Jewish institution, and many local ones, is in the process of restricting, redefining its mission, merging or even closing.” - Julie Weiner, The Jewish Week, 2013 Central Agencies of Jewish Education

  5. How can we most easily address this challenge effectively and efficiently?

  6. Online Classes • Free for Philadelphia Teachers due to the generosity of:

  7. Our plan is to leverage the Philadelphia program in order to offer online classes to teachers BEYOND Philadelphia for a modest fee. The virtually negligible cost or replicating programs on broader scales is an almost irresistible characteristic of technology today.

  8. Online Classes are easily replicable and expandable • “The Internet, the web, and digitally-connected global networking are • today’s “Carnegie.” These technologies have emerged as the basis of the • 21stCentury’s means for making popular education’s learning and earning • opportunities freely accessible to ‘the people.’” • – Komoski, 2007 • Once the classes have been built, • they can be rerun immediately and indefinitely. • They can be “tweaked” and revised • according to student input in a quick, ongoingmanner

  9. The entire NEXT program – including specific class selections – has been designed with direct input from supplementary school educators. 50% of the education directors in Greater Philadelphia 20% of the supplementary school in Greater Philadelphia were surveyed by NEXT in 2013

  10. Designing a Professional Learning Program “Leaders … see the whole of what is needed for high-quality professional learning – to start with the end in mind – and then launch, over time, a continual series of initiatives. Each initiative, however, has to be designed, not as an end in itself, but as a smart-part of a greater whole. Smart-parts do the work set out by the standard and the work in revealing information, raising questions, and providing experiences that enable leaders to connect one standard to another, to link context, content, and process. Eventually these smart-parts speak the language of shared purpose, working in their own ways to support common goals.” - CydWeissman, Jewish Education Project Professional Development Requires a Discipline for Seeing Wholes

  11. The online classes are Asynchronous

  12. Which would YOU prefer? Generic Cola Coke Cola vs. Designed specifically for supplementary school teachers

  13. There are Complementary Components • Direct Teacher Observations • a Professional Assessment Tool • a Professional Growth Plan development • Mentoring program • Communities of Practice Survey Monkey Skype Webstudy & Moodle Dropbox Livebinder

  14. Why are the Complementary Components important? “Educators who use the [Web 2.0] tools for professional development . . . will find a community of other educators online. They can create a network of these educators to share with and learn from and can build a personal network to turn to regularly. Online, they can have access to best practices and the leader/practitioners and models that can show what strategies make a difference, and they can learn where and when to use them.” - Solomon, G. & Schrum, L. 2010, p.10

  15. What does it take?

  16. About online education & Rethinking 20th century education models

  17. We’re moving beyond teacher-centered learning . . . To student-centered learning.

  18. Online education understands the student is always a Prosumer. “This process of producer-consumer . . . co- production might easily be overlooked as relating to the current transformation of learning, but co-production is central to the learning process. It’s like applying the process good teachers use when they gather and use feedback from the learners they are teaching, in order to improve learning outcomes. Good teachers have always been good, co-producing, prosumers.” Komoski, 2007

  19. We’re offering both INTRINSIC and EXTRINSIC rewards, by providing access to college and continuing education credit. Intrinsic Extrinsic

  20. Online learning caters to students with different learning styles.

  21. The learning is notdifferentiated by the instructor but But it is highly personalized for/by the student

  22. Moving beyond “Just in Case” Learning . . .

  23. Although students are physically separate from one another, Online learning can still be highly collaborative

  24. “Imagine how much better learning and teaching tools, all the textbooks and other learning resources that we and our students have been using over the years, could have become, had they been regularly revised on the basis of a seamless, automatic feedback from thousands of teachers and their students. . . by listening to students as learner-prosumers (i.e., producer/consumers of personal and national intellectual capital), teachers, curriculum leaders, instruction leaders, along with everyone in the educational publishing industry would have learned a lot. And, by applying what they’ve learned, would have produced better quality learning resources and practices. The result would have been that students, the ultimate educational prosumers, would have had better learning tools, better teaching, and better, more effective learning experiences.” - K. Komoski, 2007

  25. Measuring Participation How many teachers PARTICIPATE IN . . . Online Classes? Mentorships? Professional assessments? Professional growth plans?

  26. And the MOST important question is . . . DOES THE TEACHER’S WORK IN THE CLASSROOM ACTUALLY IMPROVE OVER THE COURSE OF THEIR ENGAGEMENT WITH THE NEXT PROGRAM?

  27. In other words . . . may be one big

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