Consulting

AdLit@EdTech: Supporting Adolescent Literacy Development through Educational Technology

Institute for Educational Science proposal:  Teacher Quality-Reading and Writing, Goal 2

The purpose of the AdLit@EdTech professional development model is to provide intensive, comprehensive training and support for middle and high school teachers through a hybrid approach that integrates virtual and face-to-face coaching, and enables them to foster literacy learning across content areas through instruction that promotes higher levels of learning in their adolescent students. The hybrid professional development immerses teachers in learning experiences that they in turn will implement with their students.  These include application of literacy and technology skills and strategies to help students to master core subjects of English/language arts, mathematics, science and social studies, use of Web 2.0 tools to deepen and extend learning, participation in teacher and student learning communities, and ongoing evidence gathering and reflection on practice. By working with combined groups of 8th and 9th grade content area teachers, this model creates a vertical link for teacher practice and student learning at a transition point where evidence suggests students are at greatest risk for failure. The professional development is the application of literacy and technology skills and strategies to help students to master core subjects of English/language arts, mathematics, science and social studies.

Developing Algebraic Thinkers for Tomorrow

Institute for Educational Sciences proposal: Teacher Quality-Mathematics and Science, Goal 2

The purpose of the Algebraic Thinking professional development model is to provide intensive, comprehensive training and support for 4-8 grade teachers through a hybrid approach that integrates virtual and face-to-face coaching, and enables them to foster algebraic reasoning through instruction that promotes higher levels of learning in their students. The hybrid professional development immerses teachers in learning experiences that they in turn will implement with their students. Critical components of a professional learning model that addresses this teacher development need include the following: curriculum alignment with the National Council of Teachers of Mathematics (2006) Curriculum Focal Points as the basis of training; formal training; informal, job-embedded training; instructional coaching; creation of a professional learning community focused on the Japanese practice of lesson study; and application of Web 2.0 tools in the classroom to support development of students’ algebraic thinking (Zhang 2009).  This model is supported by both face-to-face and virtual interactions via Web 2.0 technologies to increase frequency of contact and cost-effectiveness (NSDC 2001).

elearning Summer Boot Camp 2009 at Wichita State University

Presented by the Media Resources Center (MRC) and the Center for Teaching and Research Excellence (CTRE)

The Summer Boot Camp  provided a foundation for faculty to include the necessary tools and understanding to plan and develop an online course. In this professional development, we focused on designing an effective online course, including strategies to organize a course along with methods for communication expectations to students.  We also discussed methods for asynchronous and synchronous communications online to help faculty make sure they are interacting with students effectively and efficiently.

Professional Association of Georgia Educators Teacher Academy

The Teacher Academy is a two-year professional development program for novice teachers. My work focused on technology integration with the elementary, middle and high school teachers across the state of Georgia.