TEACHER PROFESSIONAL DEVELOPMENT PROJECT

The ALTP is driving a statewide study called the Teacher Professional Development Project (TPDP). The goal is to provide continuous professional development to all K-12 teachers and staff. The current focus is effective integration of information technology into classroom curriculum and teaching practices, and their student’s learning practices. This continuous development program is expected to serve 50,000 teachers, librarians, other student contact people and technology specialists, staff and administrators. They would be brought to full proficiency in four years.

TPDP expects the distribution of development will be 20% in the training area, 65% in the educational and practice area and 10% in leadership professional development for school administration, technology directors, mentor teachers, instructional designers and curriculum developers. Ongoing annual investment is expected to be in the $1000 per individual range.

Three separate TPDP teams have September 30th:deadlines to create:

A curriculum framework for teacher professional development based on multiple studies done by ISTE, Milken Foundation, CEO forum, Apple Corp., universities, leading districts and other states;

A “demand” study based in the needs 50,000 teachers based on the Milken-Arizona Department of Education survey this spring of 95% of Arizona k-12 districts;

A “supply” study based on the capability of the universe of providers (over 100 identified) that is available over the next four years to deliver this professional development.

Their results will be integrated into a gap analysis and a cost analysis with the study completion date targeted for November 30, 1999. The results will be used for statewide advocacy and to design legislation for the 2000 legislature. It will also support design of a statewide system that will provide the high level, continuous professional development required to transform Arizona’s classrooms for the age of information.

There are five types of professional development that are addressed in the curriculum framework. These types are addressed separately in both the demand and supply surveys and studies.

Types of Professional Development Technology Activities Defined

Basic Technical Support: Individual provides basic support of technology used within a school. After training this individual is capable of completing basic hardware and software installations as well as some support and troubleshooting. This individual will gain a basic, comprehensive understanding of technology and its operation. This individual is ready to advance his/her skills through industry recognized certification programs.

Advanced Technical Support: Individual masters advanced areas of technology through industry recognized certification programs, associate or bachelor level degree programs or additional vendor specific workshops or training. After training this individual is capable of completing basic technical support tasks as well as support of advanced technologies such as LANs, WANs, Internet, networks operating systems, server installation, etc..

Fundamentals: Individual the skills required to use common software applications such as word processing, spreadsheets, simple graphics, email, web browsers, etc. This individual is capable of using most productivity software with little or no assistance.

Integration: Student contact individual has the skills necessary for effectively and efficiently participating in developing curriculum, instructional activities, assessments and evaluations of technology in the learning and teaching process within the scope of that individual’s teaching environment. This individual uses effectively uses curriculum specific software, and multi-source and multi-media information resources while transforming teaching practice to improve student performance. This individual transforms teaching practice to take advantage of learning technology.

Leadership: Individual can manage the integration of technology within a school system. This individual is capable of providing leadership and/or staff support in the areas technology integration, professional development, mentoring, curriculum/instructional development, technology planning, support, staff development, assessment and/or evaluation.

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