No Teacher

LEFT BEHIND

A Professional Development Web Site

By Valerie Hillhouse-Shokes Thesis Committee: Dr. Katherine Hayden & Dr. Joan Hanor

Key Idea

Brain Research  Brain research reveals that people learn best through authentic experiences in which the learner constructs his/her own knowledge (Caine & Caine, 2006). or

Key Idea

Professional Development Strategies  There is a growing agreement that professional development strategies should incorporate teachers’ previous experiences, actively engage teachers, happen over time, link closely to the classroom, involve practicing and applying what is learned, and contain opportunities for follow-up with colleagues (Wilson & Berne, 1999)

Problem

Background  Collaboration in developing learning has been shown to be a powerful tool.  Release time for collaboration can be an expensive proposition.  Time, money and locality issues can stand in the way of collaborative groups.

Solution

The NTLB Web site  Unique  Self-directed  Classroom-centered  Collaborative  Removes Barriers of Proximity & Time  Cost Efficient

Literature Review

Teacher Collaboration in Professional Development 

Need for Collaboration

Sleegers, van den Berg, & Geijsel, 2000 Young & Irving, 2005 

Lesson Study Model

Hiebert & Stigler, 2000 Fernandez, Cannon, and Chokshi, 2003 

Professional Learning Communities (PLC)

Little, 2002 Wilson & Berne, 1999 DuFour, 1997

Literature Review

Use of Video to Inform Practice 

Video Club

 Sherin and Han, 2004

TIMSS

Heibert and Stigler, 2000 

Teacher-to-Teacher Initiative

U.S. Department of Education, 2006 

Video Classroom

U.S. Department of Education, 2006 

Videotaping Classroom Practice

Eckart & Gibson, 1993

Literature Review

Protocols for Critical Observation 

Pre-observation:

Sherina nd Hann, 2004; Northwest Regional Education Laboratory, 2005 

Observation:

Heibert and Stigler, 2000; Fernandez, Cannon, & Chokshi, 2003 

Post-observation:

Harrison, Lawson, & Wortley, 2005; Fernandez, Cannon, & Chokshi, 2003 

Observer Feedback:

Heibert and Stigler, 2000 

Next Steps:

University of Minnesota, 2006

Methodology

 Design  Setting  Participants  Materials  Procedure for Web Site Prototype Design

Project

Manual for Use  Introduction  Roles  Materials  Before Getting Started: Things to Know  Tips for Maximizing Professional Development  For Accomplices  For Leaders  How to Use the NTLB Web site  Protocols for Critical Observation  Appendixes

Project

Flow Chart: Initial Page

Project

Flow Chart: Terms-of-Use

Terms-of- Use

Text from terms of use….

Informed Consent Policy

Text from informed consent policy….

Thank you for visiting No Teacher Left Behind

A Professional Development Web Site You have not agreed to the terms-of-use or the informed consent policy. Therefore you are not authorized to use this site. If you were directed to this page in error, please attempt to log on again. If you are experiencing trouble logging on, please contact the Hosts at _____________.

Project

Flow Chart: Main Page HOME Terms of-Use Informed Consent User’s Manual Tutorials Forms Contact Hosts Search

No Teacher Left Behind A Professional Development Web Site

Welcome ______________________________________ Existing Work Groups

How do I use this site?

What do I need to get started?

See an example of a collaboration Create a workgroup

Log off / Log on

Project

Flow Chart: Work Group Page HOME Terms of-Use Informed Consent User’s Manual Tutorials Forms Purpose Tips Example Upload Create/Edit Post

No Teacher Left Behind

A Professional Development Web Site Workgroup __________________ Grade _________ Site _________

Goal Lesson Video Reflection 1 Peer Feedback Reflection 2 Next Steps

Contact Hosts Search Log off / Log on

    

Summary

Importance Benefits Discussion Next Steps Recommendations