TQ#8

TQ#8 (the TQ number aligns to the class number): Teachers are the core of a formal educational process, and technology use depends almost completely on the classroom teacher. Staff development (professional development or continuing education) is necessary for teachers to understand the potential educational value of technology. It is also necessary to show teacher how to use the technology. This is not an easy process for many reasons. In 3-to-5 paragraphs, discuss the main obstacles to effective development and the best ways to plan for a successful staff development program aimed at helping teachers teach and helping children learn (sorry about the long sentence). Include two or three informal references from your readings. This should be a personal reflection rather than trying to figure out the "right answers."

Each year, as summer ends and just before the new school year begins, I have the privilege of offering professional development sessions to teachers. I handle different sessions depending on the group of teachers. For teachers new to the district, or new to teaching, I handle the technology basics during induction. We touch on items such as logging into the different systems, how to request technical help, how to schedule additional staff development, and other basic items to help them get off to a good start. For returning teachers, I handle more advanced topics such as using our LMS, getting the most out of Outlook, and using the electronic gradebook.

Each group has their own problems so to speak. The first group is usually so overwhelmed, they barely hear anything I have to say. We have a couple hours to go over many different systems and there is little time to venture off the set path. There are a few problems here that could be fixed. First, we shouldn't go over everything in one session. These new folks are dealing with so much information, there is no time for anything to stick. Second, the trainings need to be more hands on. For most, they can listen but they can't do it until they have done it.

The second group is more of a challenge. They have been around and know the systems I'm talking about. They aren't overwhelmed at all. For this group, it is hard to keep them focused. Each person has there own questions so you get interrupted often. Some spend more time talking to their neighbor and others may feel they know the program better than the trainer. Some of these problems can be fixed. First, multiple sessions should be scheduled depending on user level. Second, fewer teachers should be in the room (standard is 30). Gearing the instruction to what they really need to know is also key. Many times I've seen trainers go over items that are great and highlight the product but are often never used day to day.

In our district, there are other issues because some trainings are scheduled by Curriculum and other by Technology. These two departments don't always see things from the other side. Having the internal departments working together is also a major part of successful development. It doesn't take much to make sessions work. Be focused, grab the teachers attention, show them things they need, and don't venture too far off topic. Sounds easy doesn't it?