Differentiated Professional Development

This book chapter reports an Enhancing Education Through Technology Competitive Grant (EETT-C) project that was designed to improve student achievement and to promote new media literacy. During 2005-2006, the project served 30 sixth to eighth grade mathematics teachers and approximately 3,250 students in Palm Springs Unified School District, a medium-sized, high-poverty school district in Southern California. The research-based program consisted of a student program and faculty development. Strategies used for the student program included data-based decision making, cues, timely feedback, visual and contextualized learning, synthesis of learning for deeper understanding, and parental involvement. Strategies used for the faculty development involved coaching and mentoring to develop teacher expertise, assessment of instructional activities related to student achievement, access to differentiated professional development opportunities, and access to high quality curricular resources. The authors hope that the chapter will inform educators of a better design for professional development and program evaluation.

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Designing District-Wide Technology-Rich Professional Development

Cases on Educational Technology Integration in Urban Schools ◽

10.4018/978-1-61350-492-5.ch033 ◽

2012 ◽

pp. 236-243

Author(s):

Drew Polly ◽

Clif Mims ◽

Brenda McCombs

Keyword(s):

Professional Development ◽

School District ◽

Educational Materials ◽

Teacher Capacity ◽

Internet Safety ◽

High School Grades ◽

Use Of Technology ◽

Technology Coordinator ◽

Differentiated Professional Development ◽

Teachers And Parents

This case will focus on the following situation: As the technology coordinator for a school district you receive a state grant to provide technology resources and professional development for every teacher in the intermediate (Grades 5-6), middle (Grades 7-8) and high school (Grades 9-12) classrooms in your district. Your superintendent and school board have asked you to: design differentiated professional development to meet all teachers’ needs; include some outside consultants but quickly build teacher capacity so future professional development can be facilitated by district employees; provide educational materials for teachers and parents about internet safety and legal issues; determine that the use of technology has positively impacted student learning outcomes. This case study describes the story of how one school district responded to this challenge.

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Designing District-Wide Technology-Rich Professional Development

Adult and Continuing Education ◽

10.4018/978-1-4666-5780-9.ch038 ◽

2014 ◽

pp. 689-694

Author(s):

Drew Polly ◽

Clif Mims ◽

Brenda McCombs

Keyword(s):

Professional Development ◽

School District ◽

Educational Materials ◽

Teacher Capacity ◽

Internet Safety ◽

High School Grades ◽

Use Of Technology ◽

Technology Coordinator ◽

Differentiated Professional Development ◽

Teachers And Parents

This case will focus on the following situation: As the technology coordinator for a school district you receive a state grant to provide technology resources and professional development for every teacher in the intermediate (Grades 5-6), middle (Grades 7-8) and high school (Grades 9-12) classrooms in your district. Your superintendent and school board have asked you to: (a) Design differentiated professional development to meet all teachers' needs; (b) Include some outside consultants but quickly build teacher capacity so future professional development can be facilitated by district employees; (c) Provide educational materials for teachers and parents about internet safety and legal issues; and (d) Determine that the use of technology has positively impacted student learning outcomes. This case study describes the story of how one school district responded to this challenge.

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Promoting Retention of Alternative Certified Teachers Through Professional Development

NASSP Bulletin ◽

10.1177/0192636520913624 ◽

2020 ◽

Vol 104 (1) ◽

pp. 34-54

Author(s):

Amanda L. Rose ◽

Jennifer A. Sughrue

Keyword(s):

Professional Development ◽

Student Achievement ◽

Teacher Retention ◽

Teacher Quality ◽

Classroom Teaching ◽

Classroom Performance ◽

Certified Teachers ◽

Differentiated Professional Development ◽

Potential Impact ◽

Certified Teacher

Due to the nature of alternative preparation paths to classroom teaching and the unique challenges these teachers face, alternative certified teacher quality and retention are questionable. The purpose of this study was to investigate school leaders’ knowledge of the challenges of these teachers, the support provided in light of that knowledge, and the potential impact of the support on teacher retention. Alternative certified teachers need increased, differentiated professional development opportunities that support classroom performance, resulting in retention and student achievement.

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