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NJPSA12
- 1. Fostering Collaboration, Communication, and Collegiality Through Innovative Professional Development Christine Miles Mike Ritzius
- 2. Professional development is like Join us in Todays Meet: http://todaysmeet.com/NJPSA12
- 3. a box of chocolates getting your teeth pulled whether you need it or not. Snuffleupagus. Important but nobody has really seen it. Water to a thirsty soul! like completing a 1000 piece puzzle. an interesting trailer for a movie which disappoints when you have to sit through the whole film. discovering what you need to be your best.
- 4. Too often
- 5. From the Research Professional development programs for teachers frequently: Are not learner centered. Are not knowledge centered. Are not assessment centered. Are not community centered. National Academies Press How People Learn (p.27) http://www.nap.edu/openbook.php?record_id=9853&page=27
- 8. This is what PD COULD look like
- 10. Organizing an Edcamp Day
- 14. Connecting In Open Spaces
- 15. Application
- 16. Traditional PD and PLCs Image by Antony Stanley http://www.fotopedia.com/items/flickr-2086608721
- 17. Edcamp and PLCs + =!!
- 18. Q&A
- 19. Thank You! Mike Ritzius Teacher:Camden County Technical School Edcamp Foundation: Co-founder and Board member NJEA: PD Consultant Website: http://Ritzi.us Twitter: @mritzius
Editor's Notes
- #3: [tweet] Presenting about edcamp. Please complete the following in at the link Professional Development is like http://todaysmeet.com/NJPSA12
- #6: Simply transmission of information Are not learner centered.油Rather than ask teachers where they need help, they are simply expected to attend prearranged workshops.Are not knowledge centered.油Teachers may simply be introduced to a new technique (like cooperative learning) without being given the opportunity to understand why, when, where, and how it might be valuable to them. Especially important is the need to integrate the structure of activities with the content of the curriculum that is taught.Are not assessment centered.油In order for teachers to change their practices, they need opportunities to try things out in their classrooms and then receive feedback. Most professional development opportunities do not provide such feedback. Moreover, they tend to focus on change in teaching practice as the goal, but they neglect to develop in teachers the capacity to judge successful transfer of the technique to the classroom or its effects on student achievement.Are not community centered.油Many professional development opportunities are conducted in isolation. Opportunities for continued contact and support as teachers incorporate new ideas into their teaching are limited, yet the rapid spread of Internet access provides a ready means of maintaining such contact if appropriately designed tools and services are available.
- #7: From presenter to audienceLittle back and forthTransmits explicit knowledge
- #8: Everyone contributesWe get to see where everyone is Feedback provided through interaction with the audienceSocially constructed learning provides opportunities to build tacit knowledge putting explicit knowledge into practice
- #9: [tweet] The #edcamp videohttp://youtu.be/j7kBnudi_8I [/tweet]
- #10: Virtuous circle
- #11: Our schools contain a wealth of experience.Rather than constantly bringing outsiders, why not tap into native resources?
- #12: Ground rules:Be interactiveContribute to conversationsThe rule of two feet
- #13: Explain the schedule board
- #17: Top down learning applied to bottom up communities
- #18: A Professional Learning Community is a collaboration of teachers, administrators, parents, and students who work together to seek out best practices, test them in the classroom, continuously improve processes, and focus on results. DuFour, 2002Edcamp is an application of the PLC model outside the school building.It is a great way to introduce PLCs and the ideal PD format to support already functioning PLCsTraditional PD moves from the primary means of learning to a supporting role. When PLC learning plateaus, traditional PD can help it grow again