PROFESSIONAL DEVELOPMENT (discussing)
We have established that professional development is an integral component to successful technology integration in schools. As noted, there are two main areas to target; namely teacher education programs and ongoing professional development. This section will take a brief look at both of these areas as pertaining to teaching in BC.
Teacher Education Programs
The Teacher Education Program at the University of British Columbia offers a myriad of program options for pre-service teachers to choose from. Certainly a range of options is good but a closer look shows that they have a separate cohort for personalized learning and technology (available only to those in elementary programs). This cohort is described as follows: "Teacher candidates in the PL-Tech cohort are interested in elements of 21st century learning such as a continuum approach to curriculum implementation and student progress, flexible learning structures, and the use of technological tools in facilitating teaching, learning, assessment and communication. There is a focus on learning about and incorporating these innovative elements into teacher candidates’ practice as learners as well as developing teachers."
This ought to be the vision and aim for the the entire education program and not simply just for one cohort. As the literature review indicated, technology needs to be an integral, embedded component of teacher education programs in order to foster future (lasting) changes within the education system at large. Thus, there is still some work to do in terms of re-imagining teacher education programs.
This ought to be the vision and aim for the the entire education program and not simply just for one cohort. As the literature review indicated, technology needs to be an integral, embedded component of teacher education programs in order to foster future (lasting) changes within the education system at large. Thus, there is still some work to do in terms of re-imagining teacher education programs.
Ongoing Professional Development
The BC Teachers' Federation (BCTF) outlines it's mission for teachers' professional development in this excerpt from their website:
One of the primary goals of the BCTF is to promote the continuous career long, professional growth of our members. Professional development (PD) is considered to be a process of personal growth through programs, services and activities designed to enable members, individually or collectively, to enhance professional practice.
Professional development at the local level is governed by the collective agreement and local union policies. Throughout the province, there is a variety of methods by which local members are served. Central to all local union provisions is the recognition of professional autonomy of members to plan and pursue their professional growth.
Research has shown that teaching quality is the strongest school-related factor that can improve student learning and achievement. In order to cultivate high-quality teaching, support for ongoing professional learning in schools is essential (Vega, 2013). Moreover, when teachers receive well-designed professional development (an average of 49 hours spread out over 6-12 months), they can increase student achievement. In contrast, when teachers attend short workshops, there is no signficant positive impact on student learning (2013).
Current issues within BC include the fact that calendar changes have resulted in the inability of teachers to experience job-embedded, on-going, sustained, and supported Pro-D experiences (BCTF Professional Development). The BCTF desires to maximize Pro-D in order to target 21st century teaching and learning including technology integration.
Another factor to consider is the issues of professional autonomy. As professionals, educators have the right to choose their own direction for development as they see fit for their students. At times this can run contrary to school-wide goals of technology integration.
Thus, there needs to be some way of re-imagining what professional development looks like from both management and teachers in which integral 21st century skills are embedded in classrooms.
What should professional development look like going forward? Click here.
One of the primary goals of the BCTF is to promote the continuous career long, professional growth of our members. Professional development (PD) is considered to be a process of personal growth through programs, services and activities designed to enable members, individually or collectively, to enhance professional practice.
Professional development at the local level is governed by the collective agreement and local union policies. Throughout the province, there is a variety of methods by which local members are served. Central to all local union provisions is the recognition of professional autonomy of members to plan and pursue their professional growth.
Research has shown that teaching quality is the strongest school-related factor that can improve student learning and achievement. In order to cultivate high-quality teaching, support for ongoing professional learning in schools is essential (Vega, 2013). Moreover, when teachers receive well-designed professional development (an average of 49 hours spread out over 6-12 months), they can increase student achievement. In contrast, when teachers attend short workshops, there is no signficant positive impact on student learning (2013).
Current issues within BC include the fact that calendar changes have resulted in the inability of teachers to experience job-embedded, on-going, sustained, and supported Pro-D experiences (BCTF Professional Development). The BCTF desires to maximize Pro-D in order to target 21st century teaching and learning including technology integration.
Another factor to consider is the issues of professional autonomy. As professionals, educators have the right to choose their own direction for development as they see fit for their students. At times this can run contrary to school-wide goals of technology integration.
Thus, there needs to be some way of re-imagining what professional development looks like from both management and teachers in which integral 21st century skills are embedded in classrooms.
What should professional development look like going forward? Click here.