Online Professional Development 2009

By Killion, Joellen; Williams, Cheryl | Multimedia & Internet@Schools, July-August 2009 | Go to article overview

Online Professional Development 2009


Killion, Joellen, Williams, Cheryl, Multimedia & Internet@Schools


[ILLUSTRATION OMITTED]

A new era in federal leadership is bringing increased attention to attracting and retaining talented classroom teachers. And for the first time in history, national leaders are providing resources to support and develop "human capital" in America's classrooms, with an emphasis on assigning the country's best teachers to our most vulnerable students who are currently attending failing schools.

The emphasis in professional development focuses on building teacher capacity to effectively instruct diverse students, especially those students with special needs, those who are English language learners, and those at the early-childhood level. Furthermore, a critical shortage of teachers who can teach math and science at all levels exists. To address these needs, effective professional development is needed to deepen teacher content knowledge and to strengthen instructional practice so that teachers can effectively reach all students and close the achievement gap that exists between high-poverty students and their more affluent counterparts.

In order to reflect the current research, to change teaching practice, and to increase student achievement, professional development must be ongoing, job-embedded, relevant to the teacher's instructional needs, and collaborative in nature. The advent of quality online professional learning combined with in-person, peer-based professional learning communities has enabled this approach to professional development to have the greatest success for increasing teaching quality and student learning.

Online professional development achieves the following goals:

Bringing education research to classroom practice. For too long, the knowledge gained from education research conducted at U.S. colleges, universities, or other organizations has lagged in its transfer to practice in the K-12 system. Online professional development creators who partner with university researchers to feature their findings in an accessible online environment increase knowledge and practice transfer and make it more relevant for teachers. The inclusion of short videos featuring teachers demonstrating instructional strategies and the application of content knowledge brings research to life and makes learning concrete.

Building a common framework for teacher practice and achievement goals. When instructional leaders and classroom practitioners use common reference materials, schools and districts can build a common framework in which visions and goals are clarified and strategies for school or district improvement become more universal. While every teacher has a unique instructional style, the research underpinnings of successful teaching require common concepts and terminology that are universally understood and relevant to teacher practice. Online, research-based professional learning resources help support school-based coaches and professional learning communities, building the capacity for schools and districts to manage their own professional development and to focus their efforts on the specific needs of individuals, grade-level teams, and/or school priorities.

Scaling professional learning beyond a single school to an entire district or state. Large districts have always faced the challenge of scaling any districtwide program or initiative in a way that maintains the integrity of the initiative. With online, research-based professional development, materials are available districtwide (or statewide), and online support is available for anyone who requires it. Online professional learning requires computer access for all teachers. But once teachers have access and become comfortable using online resources to support their collaborative and personal professional learning needs, they also gain comfort with incorporating technology-supported strategies in their classrooms.

Online professional development requires a school or a district to be intentional about its student achievement goals and the professional learning priorities that align with those goals. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Online Professional Development 2009
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.