Delivery Model Project Follow Up
W
e have reviewed the results of the discussion sessions and translated the reports of each group into a series of statements. Redundancies within topics have been deleted but there is still some repetition across topics. As you review the summaries, we believe that you will concur that ideas shared will be very useful in the development of plans for delivering online staff development. The intent is to develop a pool of statements related to each topic (topics may eventually be consolidated and some may be added) that can be used by LEAs or SEAs in constructing their own plans for the implementation of online staff development. Obviously, much of what is being proposed generalizes to staff development generally.
The discussion in D.C. was the first step in the process. The intent was to generate ideas. That was successful and we want to continue that process while also refining the output from the discussions. We would appreciate your input as we refine the descriptive statements that were generated on each topic thus far. Please take a few minutes to review this process.
Directions:
1
.
Rate each item in the six topical categories by assigning a value of 1 to 5. Rate each item relative to its importance in developing a plan for implementing an online staff development program.
Rating of
1
means that it is
not important
and does not warrant being considered.
Rating of
2
means that it is
not very important
.
Rating of
3
means that it is
neutral
in importance.
Rating of
4
means that it is
important
and probably should be considered.
Rating of
5
means
very high importance
and must be considered.
2
.
Add any additional statements that warrant being considered but that are not covered in the list within the topical category. Even if it is included in another category and you believe that it should be added to this category, please add.
3
.
You should have already received a unique user code for beta-testing online staff development modules. Enter this code in the 'Required User Code' input box below before attempting to submit this follow up survey. If you have not received your user code, please contact Cheryl Harrod at charrod@ku.edu or (785)864-0760.
Thank you for your continued assistance.
Required User Code
:
1.1
Conditions that influence how online staff development might be delivered
1.1.1
Need access to connectivity.
1
2
3
4
5
1.1.2
Incentives appropriate to the demands on teachers should be available.
1
2
3
4
5
1.1.3
Administrative support essential.
1
2
3
4
5
1.1.4
Commitment from the staff development leadership.
1
2
3
4
5
1.1.5
Teachers should be given option in selecting the programs they complete.
1
2
3
4
5
1.1.6
CEUs and college credit important.
1
2
3
4
5
1.1.7
Easy access to technical assistance.
1
2
3
4
5
1.1.8
Clear communication on the instruction to be offered and expected outcomes.
1
2
3
4
5
1.1.9
System for reporting and managing records of participating teachers.
1
2
3
4
5
1.1.10
Effective program of marketing the staff development to teachers.
1
2
3
4
5
1.1.11
Established system of cohorts or study groups to support teacher participation.
1
2
3
4
5
1.1.12
Minimize the technical skills required to participate in the online staff development.
1
2
3
4
5
1.1.13
Reinforcement for an online culture of staff development.
1
2
3
4
5
1.1.14
Alternative modes e.g., online and CD formats.
1
2
3
4
5
1.1.15
If fees are passed on to teachers they need to be very affordable.
1
2
3
4
5
1.1.16
If a licensing fee is employed it needs to take into consideration the current decline in fiscal support for education.
1
2
3
4
5
1.1.17
System in place to provide immediate feed back to teachers.
1
2
3
4
5
1.1.18
Feed back on assessment should be immediate and instructional.
1
2
3
4
5
1.1.19
Give high visibility to the program in an attempt to establish acceptance of the approach.
1
2
3
4
5
1.1.20
Appropriate support at the local, regional, and state levels.
1
2
3
4
5
1.1.21
Established relationships with institutions of higher education to facilitate the integration of staff development with institutional offerings.
1
2
3
4
5
1.1.22
Resources related to the staff development topics should be accessible.
1
2
3
4
5
1.1.23
Licensing requirements should be comprehensive and clearly stated.
1
2
3
4
5
1.1.24
Staff development on how to participate in online staff development should be available.
1
2
3
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5
1.1.25
Staff development should be tied to application and ongoing systems of support e.g., peer coaching, mentoring etc.
1
2
3
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5
1.1.26
An evaluation system to evaluate the program needs to be in place.
1
2
3
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5
1.1.27
Teachers need to participate in the selection of online staff development offerings.
1
2
3
4
5
1.1.28
There should be a relationship to certification.
1
2
3
4
5
1.1.29
Relate to salary increments.
1
2
3
4
5
1.1.30
Engagement of staff development leadership locally.
1
2
3
4
5
1.1.31
There should be a capacity in place to maintain currency of offerings and to expand offerings.
1
2
3
4
5
1.1.32
The infrastructure should not only be stable but should be perceived as a permanent arrangement.
1
2
3
4
5
Add any additional descriptive statements that you believe should be included in this category.
1.2
Requirements online delivery models should meet
1.2.1
A system of quality control needs to be in place to ensure all programs are of high quality.
1
2
3
4
5
1.2.2
There needs to be a strong accountability system to monitor all aspects of the program and to convey the value placed on participation.
1
2
3
4
5
1.2.3
When feasible instructors should participate in the online staff development.
1
2
3
4
5
1.2.4
The technical infrastructure should be stable resulting in a minimum of special requirements for participation.
1
2
3
4
5
1.2.5
The online staff development program should be compatible with available resources for chats, threaded discussions, FAQs, forums etc.
1
2
3
4
5
1.2.6
The fiscal commitment should be in place prior to implementation to minimize having to curtail offerings once operational.
1
2
3
4
5
1.2.7
There should be a vision as to how the program may evolve in the future.
1
2
3
4
5
1.2.8
Policies governing the roles of teachers need to take into consideration the flexibility online staff development offers teachers e.g., if they complete online staff development they should be excused from the scheduled staff development assignments.
1
2
3
4
5
1.2.9
A plan should be in places as to how offerings will be expanded.
1
2
3
4
5
1.2.10
Establish a practice of ensuring that all offerings are research based and/or derived from validated practices.
1
2
3
4
5
1.2.11
The offerings should be available 2/7/365.
1
2
3
4
5
1.2.12
When appropriate content should apply to all teachers.
1
2
3
4
5
Add any additional descriptive statements that you believe should be included in this category.
1.3
Models for engaging teachers
1.3.1
Tie offerings to national standards such as the CEC standards.
1
2
3
4
5
1.3.2
Broaden focus to attract the interest of teachers in general education.
1
2
3
4
5
1.3.3
Offer in-depth offerings not just introductory topics.
1
2
3
4
5
1.3.4
Create a career ladder that allows a teacher to gain recognition for completing offerings that enhance their expertise e.g., a certificate might be awarded for completing a series of offerings on a topic that includes advanced knowledge.
1
2
3
4
5
1.3.5
Employment of cohort or study groups as a way of building community around topics of mutual interests.
1
2
3
4
5
1.3.6
Create a mechanism that facilitates teachers in deciding which offering or part of an offering will add to their knowledge and skill base.
1
2
3
4
5
1.3.7
Involvement of principal in a leadership role that clearly conveys value placed on participation.
1
2
3
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5
1.3.8
Obtain endorsement of professional associations for the online offerings and where appropriate relate the topics to the agenda of the association.
1
2
3
4
5
1.3.9
Provide resources that enhance their applying what they learn.
1
2
3
4
5
1.3.10
Relate incentives to successful completion of online offerings.
1
2
3
4
5
1.3.11
Create opportunities for teachers to contribute to the development of online staff development offerings.
1
2
3
4
5
1.3.12
Establish a portfolio system that allows teachers to manage a dossier of what they have learned via the online staff development offerings.
1
2
3
4
5
1.3.13
Established relationships with IHEs that result in consideration of credit for the work done by teachers.
1
2
3
4
5
1.3.14
Coordinate offerings where appropriate with National Board Certification.
1
2
3
4
5
1.3.15
Build a comprehensive set of offerings to maximize the probabilities of all teachers being able to match offerings with personal needs.
1
2
3
4
5
1.3.16
Provide strategies for teachers to focus on specific instruction for remediation without having to complete an entire course.
1
2
3
4
5
1.3.17
Provide released time for teachers in groups to construct their own staff development program from the online resources made available.
1
2
3
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5
1.3.18
Teachers should have opportunities to influence the availability of topics.
1
2
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5
1.3.19
Principals should fulfill a leadership role in promoting online staff development and in ensuring the flexible features are exercised.
1
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5
1.3.20
Engage faculty from nearby IHEs in the staff development.
1
2
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5
1.3.21
Include pre and post test assessments.
1
2
3
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5
1.3.22
Maximize flexibility features.
1
2
3
4
5
1.3.23
Participation in the program should result in training roles for teachers.
1
2
3
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5
1.3.24
The role of the principal should be central to implementation and maintenance of the program.
1
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5
1.3.25
Offerings should relate top the priorities of the SIG.
1
2
3
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5
Add any additional descriptive statements that you believe should be included in this category.
1.4
Models for sustaining teacher involvement
1.4.1
Released timed for mentors.
1
2
3
4
5
1.4.2
Mechanisms for teacher to manage their progress.
1
2
3
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5
1.4.3
Incentives tied to completion.
1
2
3
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5
1.4.4
Professional culture that values online staff development.
1
2
3
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5
1.4.5
Public acknowledgement of continued professional development.
1
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3
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5
1.4.6
Opportunities to pursue "elective" opportunities.
1
2
3
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5
1.4.7
Recognition for becoming expert in a staff development topic.
1
2
3
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5
1.4.8
Indicators for relating professional growth to student outcomes.
1
2
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5
1.4.9
Opportunities to develop online staff development.
1
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5
1.4.10
Clear evidence that offerings will be expanded and system sustained.
1
2
3
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5
1.4.11
Application of successful staff development to degrees/certification/salary increments.
1
2
3
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5
1.4.12
Link to other sources of information important to teachers.
1
2
3
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5
1.4.13
Relate to school improvement plans.
1
2
3
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5
1.4.14
Participation of teachers in planning and refining the online staff development program.
1
2
3
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5
Add any additional descriptive statements that you believe should be included in this category.
1.5
Models for managing online staff development
1.5.1
Establish policies governing the management on online staff development to enhance continuity and to communicate value.
1
2
3
4
5
1.5.2
Engage broad participation in designing a management system that tracks the progress of all teachers.
1
2
3
4
5
1.5.3
Integrate the communication of teacher progress to appropriate administrators and policy makers into the management system.
1
2
3
4
5
1.5.4
Coordinate the features of the management system with others that may be available at the local, regional or state levels.
1
2
3
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5
1.5.5
Tie the management system to individualized portfolios or professional development plans that may be operational at the local or state levels.
1
2
3
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5
1.5.6
Centralize responsibility for the maintenance of the management system.
1
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5
1.5.7
Teachers should have access to the management system to monitor the accuracy of the system in recording their progress.
1
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5
1.5.8
The entry of data into the system should be user friendly and when possible automatic as a result of completing an offering.
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5
1.5.9
The management system should be in place as part of the infrastructure prior to implementation.
1
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5
1.5.10
The system should be affordable in terms of fiscal costs and labor requirements to ensure its sustainability.
1
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5
Add any additional descriptive statements that you believe should be included in this category.
1.6
Ideas for implementation of online staff development
1.6.1
Open participation to all teachers.
1
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5
1.6.2
Initiate a communications (public relations) process targeted attracting the interests of teachers.
1
2
3
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5
1.6.3
Phase in the offerings with topics that have the highest probability of being successful.
1
2
3
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5
1.6.4
Present the program as being of high priority to the district and the state.
1
2
3
4
5
1.6.5
Obtain endorsement and affiliation is desirable with related professional associations.
1
2
3
4
5
1.6.6
Do not start until infrastructure is in place.
1
2
3
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5
1.6.7
Establish communities of practice for those completing offerings.
1
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3
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5