Renee
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The document describes an action research project to extend engagement for teachers participating in the annual Sustainable Forestry Teachers' Academy (SFTA) in North Carolina. Based on surveys of SFTA participants and other environmental education programs, the researcher found that teachers prefer intensive, ongoing professional development connected to practice, including opportunities to network and share lessons. To address this, the researcher plans to implement an SFTA listserv, Edmodo online community, ambassador program, and reunion weekend to maintain engagement after the academy.
Renee
- 1. Extending the Engagement An action research project centered on the North Carolina Sustainable Forestry Teachers Academy Renee Strnad Durham, NC ETL Cohort 16
- 2. Background Environmental Educator for Extension Forestry at NC State University State Coordinator for Project Learning Tree Work with 4-H natural resource programs Other duties as determined Outreach Website and social media
- 3. Background
- 4. Sustainable Forestry Teachers Academy (SFTA) Sponsored by: NC Forestry Association NC SFI SIC NCSU CNR
- 7. Action Research Question How can I create a meaningful continued engagement experience for teachers from across North Carolina attending our annual Sustainable Forestry Teachers Academy?
- 8. What is good PD? Four key principles for designing PD: Professional development should be intensive, ongoing, and connected to practice; Professional development should focus on student learning and address the teaching of specific curriculum content; Professional development should align with school improvement priorities and goals; Professional development should build strong working relationships among teachers Darling-Hammond et al (2009)
- 9. Cycle One What types of activities would SFTA teachers participate in to extended engagement? Survey of summer 2014 SFTA participants 56 total Four questions embedded within our standard post-academy evaluation Archival data
- 10. Cycle One Likert scale (0-3) Additional programming Opportunities to share success and struggles Single day workshop Webinars Website and/or Blog Curriculum writing workshop Forestry PLC Guest speakers
- 11. Cycle One Online tools Other ways to help incorporate forestry education Fees
- 12. Cycle One - Data Single day workshop Website and/or Blog Guest speakers Additional programming Opportunities to share success and struggles Forestry PLC Webinars Curriculum writing workshop
- 13. Cycle One - Data Facebook, Google+, and digital newsletter were the top online communication tools Some interest in videos, ideas covered in online tools, information provided in another academy Most teachers (38/56) would not pay over $25 for a one-day post-academy workshop
- 14. Cycle Two What were other similar programs doing to extend the engagement of their participants? Survey program providers across the United States Begin exploring how other programs are configured as part of work with PLT
- 16. Cycle Two - Data All but one program is residential Ranging from 3 6+ overnights 20 to 30 participants for half of programs 8 offer some form of college credit A minimum of one hour of lesson planning and/or classroom implementation is included in all but one program
- 17. Cycle Two - Data Online tools Facebook Used by 1/3 of program providers pre-program Over half for post-program Google+ Not used (ranked second for NC teachers) Email/list-serves Most often used
- 18. Cycle Two - Data Post-Program Contact Individual contact for assistance Options to submit curriculum/lesson plans, Provide additional stipend/college credit Shared? Six programs provide opportunities for past participants to serve as program assistants/facilitators
- 19. Cycle Three Focus Group 10 teachers, previously attended SFTA Within 2 hours, stipend paid How does the SFTA provide good PD? What can be improved? Piedmont Academy
- 20. Cycle Three What are key aspects of PD? Thinking back to key aspects of PD: What pieces of the SFTA fit your model? What could be added/done to SFTA to address the missing pieces/parts What forestry and natural resource topics or activities should be included in a Piedmont Academy to deepen and round out your knowledge?
- 21. What is good PD? Four key principles for designing PD: Professional development should be intensive, ongoing, and connected to practice; Professional development should focus on student learning and address the teaching of specific curriculum content; Professional development should align with school improvement priorities and goals; Professional development should build strong working relationships among teachers Darling-Hammond et al (2009)
- 22. Standard 1: PD should be intensive, ongoing, and connected to practice Standard3:: PD should align with school improvement priorities and goals Standard 2: PD should address student learning & address the teaching of specific curriculum content Standard 4: PD should build strong working relationships among teachers Content is enriching Engaging Content, movement, dynamic Long enough to analyze content, short enough to keep attention CEUs Relevance to your grade/subject area Sharing/Discussion Time Interdisciplinary Location Reference point/contacts List of presenters Tangibles Neatly packaged Resources should be tangible, items to take back Field tip list relevant to topics Standard course of study Content in alignment with curriculum Correlation to standards Applications for 21st Century Follow-up Contact list, wiki, or message board Wiki, Edmodo Group, blogs for participants to share ideas Open communication after the academies Q1: Key Aspects of PD Not relevant to key principles of PD: *Feed us awesome food *Presenters that value teachers *Paid substitutes
- 23. Standard 1: PD should be intensive, ongoing, and connected to practice Standard3:: PD should align with school improvement priorities and goals Standard 2: PD should address student learning & address the teaching of specific curriculum content Standard 4: PD should build strong working relationships among teachers Pace Content Appropriate time and engagement CEU credit, Literacy focus PLT curriculum Correlations to standards, break- out groups Location Lessons Field Trips Variety of activities with tangible items for classroom Usable information Academy notebook/CD, manual with CD of lesson plans Alignment with curriculum Bus/Door prizes Real work (world) connections Libations and networking hour Q2a: What pieces of SFTA fit the key aspects of PD from Q1 Not relevant to key principles of PD: *Presenters that value teachers *Good food, food in general *Well organized *Stipend (for the focus group) *Requiring deposit
- 24. Standard 1: PD should be intensive, ongoing, and connected to practice Standard3:: PD should align with school improvement priorities and goals Standard 2: PD should address student learning & address the teaching of specific curriculum content Standard 4: PD should build strong working relationships among teachers PLT for upper grade levels Google Docs Piedmont Academy Field trip/speaker by geographical area Forestry trunks with pre- paid shipment Shopping list or box for one new lesson Access to readymade activities/kits SFTA Ambassadors Q2b: What could be added to SFTA to address missing pieces Alumni WeekendContact/Message Board Group email, list- serve Edmodo Site Advertisement, ambassadors
- 25. What I Learned Teachers are interested in forestry education programs (51/56 very interested) Facebook and email list-serves are top communication routes with teachers (before and after the program) Few state programs have a component/system to consistently follow- up with participants to extend engagement
- 26. What I Learned Teachers believe that we lead a program with strong professional development pieces Specific to NC curriculum content Intensive professional development (PD) Teachers like face-to-face opportunities, but funding is a limiting factor Knowledge of technology tools varies
- 27. Implementation SFTA list-serve creation Edmodo Site SFTA Ambassador Program SFTA Reunion Weekend
- 28. Thank You! Critical Colleagues Lisa Canale and Ashley Outlaw Co-researchers Dr. Susan Moore and Jennifer Grantham Dr. Lily Fessenden and Coleen OConnell Dr. Robert Bardon Pat Maloney and Mike de Lasaux Addie Thornton and Dr. Kathryn Stevenson
- 30. References Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX. National Staff Development Council.
- 32. Standard 1: PD should be intensive, ongoing, and connected to practice (orange) Time for serious, cumulative study of a given subject, trying out ideas in the classroom, reflecting on results. Include applications of knowledge to teachers planning and instruction Standard 2: PD should focus on student learning and address the teaching of specific curriculum content (red) Modeling, hand-on work to build knowledge of academic content Analyze & discuss student performance data Local context (resources, curriculum guidelines, accountability) Standard 3: PD should align with school improvement priorities and goals (green) Part of school reform effort Connection between PD and requirements of curriculum guidelines, texts, assessment practices Ease of implementing new practices Standard 4: PD should build strong working relationships among teachers (blue) Creating time, space, and relationships within department of grades levels (or across them) Observe teaching, sharing
Editor's Notes
- #7: At the end of each academy, we send the teachers off in hopes that they will use the information we provides them during the week. We had no planned follow-up with teachers or ways to ensure they were successful using the information in their classrooms.
- #9: In the 2009 report Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad, (Darling-Hammond et al., pp. 9-11).
- #10: (56 total) A mixed-method approach builds on the strength of each form of data, and can deepen the understanding of the story the data is telling (Mills, 2011, p.4). In looking to answer my research question, I was seeking numerical evidence as well as narratives to help lead me to future actions for the program. 0-3 likert scale (3 = extremely interested)
- #11: (56 total) A mixed-method approach builds on the strength of each form of data, and can deepen the understanding of the story the data is telling (Mills, 2011, p.4). In looking to answer my research question, I was seeking numerical evidence as well as narratives to help lead me to future actions for the program. 0-3 likert scale (very interested, somewhat interested, uninterested not sure)
- #12: FB, Edmodo, Twitter, Google+, WikiSpace, blog, LinkedIn, Digital Newsletter, Online Conferencing/Webinar, Other
- #15: 17 programs including North Carolina
- #16: Dovetail partners fosters sustainability and responsible behaviors by collaborating to develop unique concepts, systems, models and programs
- #22: Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX. National Staff Development Council.
- #28: Focus on continuious/ongoing engagement and building relationships with teachers that have attended the SFTA