6+DRAFT+Research+Plan

Research Plan

Research Plan

Teaching Teachers: Best Practices for Professional Development

Kimberly A. Sharp

University of West Georgia Teaching Teachers: Best Practices for Professional Development

**Topic Description **

**Introduction ** What makes a professional development experience a good one? I believe that the answer to this question is a critical consideration for anyone who is expected to teach a teacher. As with most busy professionals, teachers are focused on many different things within a work day. They are consumed with teaching, lesson planning, administrative duties, meetings, student achievement, standardized test scores, student discipline and interactions with students and parents. In the midst of this, they are asked to attend training sessions that are often boring, not applicable to their teaching or overwhelming. Research has revealed that in order for professional development to be effective, teachers need time to apply what they learn in a relevant setting (Bennison & Goos, 2010). It is no wonder that many teachers have negative feelings about professional learning. My goal is to identify the elements of professional learning that teachers find meaningful. Hutchins, Arbaugh, Abell, Marra, & Lee (2008)  identify that the quality of professional development is influenced by several factors: context, content, delivery format, instructional strategies, and the experiences of the participants. I want to enhance the atmosphere of trust in my relationships with teachers by taking these factors into account as I design staff development programs for teachers. As I implement eight individual staff development sessions during this school year, I want them to recognize that I will always offer them something relevant to their teaching. I will not waste their time, but instead plan to teach them something that they can integrate into their classrooms quickly and easily. (So far so good -- got me interested in what you have to say.)

All of my staff development sessions will include a technology component. We are technology-rich with equipment and software. However, teachers have not been adequately trained on how to effectively use these materials that are available to them. Bennison & Goos (2010) determined that teachers who participate in professional development show greater confidence with technology and more positive beliefs about technology use being beneficial for student learning. Having access to technology is not enough. Teachers need to learn how to use what they have and how technology can enhance their teaching practice. By reviewing available research, I believe that I can enhance my knowledge and skills in the area of quality professional development. I also expect to find information about issues that negatively impact teachers’ perceptions about using technology. If I am able to recognize objections up front, I can anticipate questions and solutions before they arise. By applying all of this research as I prepare to teach professional development, I am confident that I will have a positive impact on the teachers I teach. (Your voice is quite passionate in this introduction.) **Problem Statement ** What type of professional learning experiences do teachers find meaningful? To ensure that teachers receive quality training that they will implement in their classroom practice, it is important to evaluate the aspects of professional learning that teachers find meaningful. Today’s society is filled with technology. In this technology-rich environment, information-on-demand is a prevalent force. (Citation? There isn't one - it is my personal opinion  .) Children growing up in this era learn much differently than their teachers and parents did. Unfortunately, adults often gravitate toward teaching the way they were taught as children. This can no longer be the case. The use of technology is a critical component in education today. (Because?) However, teachers have not been adequately trained on how to effectively use the wealth of technology that is available to them. Having access to technology is not enough. Teachers need to learn how to use what they have and to learn how technology can enhance their teaching practice. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Literature Review ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.25in;">Studies have shown that effective professional development builds teacher confidence with regards to the use of technology. Bennison & Goos (2010) discovered that participation in professional learning is related to greater confidence with technology and more positive beliefs about the use of technology as beneficial to student learning. Karagiorgi & Charalambous (2006) found that training practices have a significant impact on teacher attitudes as they overcome their fears with regard to the use of technology and McCarney (2004) noted that a teacher who has worthwhile exposure to technology for direct teaching purposes is likely to gain confidence using technology. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.25in;">While studies have acknowledged that the development of appropriate technology skills is vital for educators, they also recognize that many teachers find the idea of utilizing instructional technology daunting (Phelps & Graham, 2008). Research indicates that this effect could be minimized if training is focused on solving practical problems encountered on the job (Zhang, 2010). Teachers should be provided with quality professional development opportunities that are relevant to their teaching (Keller, Bonk & Hew, 2005). Current research reveals significant trends for effective professional learning. These patterns can be useful to professional developers as they create courses for educators. The following suggestions should be considered when creating professional learning opportunities for teachers : //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Professional Development must be based on the content of the curriculum. //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Teachers need opportunities to relate professional learning to the context of the curriculum they are teaching. The National Partnership for Excellence and Accountability in Teaching (1998) determined that professional development is more effective when it is school-based and embedded in teachers’ everyday work. By embedding technology skills in a pedagogic context, teachers are able to apply the skills they learn into their classroom lessons (McCarney, 2004). //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Professional Development should allow teachers time to collaborate, interact and share ideas with one another. //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Improving teacher quality and student performance is likely to occur when teachers are “provided with opportunities for professional development that have a strong focus on content, active participatory learning with their peers, and a supportive context at the district and schools in which they work” (Armour-Thomas, 2008, p. 11). Teaching and learning is a s <span style="color: #231f20; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">ocial process. By allowing teachers to interact with one another, they help each other to learn while simultaneously learning from their students (Keller, Bonk, & Hew, 2005). In a study conducted by Sugar & Wilson (year?), more than 90% of the teachers surveyed indicated a preference for active hands-on learning and a collaborative approach to professional learning. They concluded that teachers should have ample opportunities to talk, discuss and collaborate with each other and their instructors (2005, p. 96). (Only include page numbers if it is a direct quote) //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Teachers should be involved in the planning process and some should be considered as instructors. //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Lee (2005) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;"> r ecommends that <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">teachers should be encouraged to participate in the planning of professional learning while Klein & Riordan (2009) acknowledge that a benefit to this is that it will reveal more about the kinds of on-going support teachers will need resulting in a “richer and more consistent implementation” of professional learning (Klein & Riordan, 2009, p. 78). (Only include page numbers if it is a direct quote) There is a distinct advantage to putting teachers i <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">n charge of their own learning (Keller, Bonk & Hew, 2005) and teachers have consistently given positive feedback on professional learning sessions when their colleagues served as the instructors (Hickey & Harris, 2005). <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">This positive experience contributes to an excellent climate for learning and creates motivation for achievement while providing the means for effective professional learning. //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Teachers need time to implement what they have learned while receiving on-going support. //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> Bennison & Goos (2010) revealed that a lack of time is one of the greatest obstacles teachers face when implementing what they learn during professional development. They found that teachers need time to explore what they learn and to <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> develop teaching strategies related to the technology featured during professional learning. Schools should also provide teachers with follow-up to professional development and ample opportunities for practice in the classroom (Lee, 2005). Sugar & Wilson (2005) reported that 95% of their <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">survey respondents viewed ongoing support as a beneficial or very beneficial approach. //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Teachers should be allowed to choose professional learning sessions that meet their instructional needs. //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> Educators have a wide variety of prior knowledge and experience with technology. This background must be acknowledged when creating meaningful professional learning for teachers. It is imperative that professional learning offer opportunities for teachers to connect what they learn with the work they do in the classroom (Klein & Riordan, 2009). Tearle (2003) recommends giving teachers a choice about the type of professional development they attend. Lee (year) agrees and reports that professional learning is most effective <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">in improving teachers’ learning if the learning is based on what participants need and what they already know (Lee, 2005, p. 46). (Only include page numbers if it is a direct quote) When Keller, Bonk & Hew (date) allowed teachers to <span style="color: #231f20; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">select the specific areas of technology they most wanted to learn about in their professional learning program, they discovered that they effectively helped teachers develop technology skills that were relevant to their work (p. 333). (Only include page numbers if it is a direct quote) Overbaugh and Lu (year) recommended that by allowing t <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">eachers to choose the courses they would like to attend, they are more likely to put their new knowledge and skills to use in their classrooms. (2009, p. 54). (Only include page numbers if it is a direct quote) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.25in;">All of the articles reviewed for this research plan show a general concern for how to create effective professional development initiatives that will assist teachers with both their teaching practice and with increasing student achievement. Prior research has been directed at analyzing teachers’ involvement with professional development and determining the impact of the experience. Often variables such as teacher attitude, time and resources were mentioned as factors that affected the results. Overall, researchers seem to be looking for better ways to offer more support to teachers. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.25in;">The research methods presented in these articles were quite similar. In fact, most of the articles used some type of survey to gather information from participants who were involved in K-12 schools. These surveys used Likert-type scales in an effort to quantify some of the qualitative results. The data analysis used both mean and median scores, chi-squares and regression analysis to determine how demographic and experience factors impacted the results. Several of these articles also used an interview format, in which the data was transcribed and coded based on emerging themes. As a result, I chose to use a similar research methodology for data collection and data analysis. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Research Methods Design ** **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Participants ** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">All staff members who participate in professional development will be asked to participate in this study. This group of 75 staff members will include classroom teachers in Grades K-5, instructional coaches, paraprofessionals, special area teachers and special education teachers. (How about demographic characteristics on gender, ethnicities, age ranges, length of work experience, etc. Relevant demographic data will be available based on input from the surveys. This data is not readily available otherwise <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">.) **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Design and Procedures ** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">A qualitative research approach will be used in that data will be gathered from teacher surveys and interviews. (Why? What is the rationale?) Survey questions have been designed to evaluate teachers’ perceptions of their previous professional learning experiences (both positive and negative) as well as their <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> current preferences and needs. Questions also cover logistical issues such as the length of professional learning sessions, location, delivery methods and instructors in addition to topics covered. Participants will have the option to volunteer to participate in a follow-up interview. Q ualitative data will be gathered from open-ended and closed-ended questions in both surveys and in-person interviews. (How about consent?   Teachers will complete surveys and interviews voluntarily therefore their consent is implied by their participation. All data will also remain anonymous. Formal consent is not necessary <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">.) **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Data Instruments ** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">A comprehensive survey (Appendix A) has been developed by this researcher and a select group of three teachers will be asked to review the survey for clarity. All staff members who participate in professional development will <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">be asked to complete the survey. Questions will be both open and closed-ended. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">Once the surveys are complete, in-person interviews will be conducted with teachers who are willing to participate. (How many and how will you select those that will be interviewed?) Ideally, at least one member from each grade level will be interviewed using the interview guide approach (Appendix B). This qualitative data collection method will allow for topics and issues to be specified in advance while allowing for variance in the sequence and wording of the questions as the interview progresses. This method will keep the interview conversational which perhaps will elicit more meaningful data (Johnson & Christensen, 2007.) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">These two methods of data collection are being combined for the purpose of complementarity. (Not clear -- define more) The interviews will serve to clarify the results of the quantitative survey (Is it?) (Johnson & Christensen, 2007, p.451). (Only include page numbers if it is a direct quote) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">These interviews will also provide data in the form of generalizations and common themes that will help identify staff perceptions about the characteristics of quality staff development. (Are you sure about this?) **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Data Collection ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">The survey was (tense?) created using GoogleDocs and (the URL) will be sent via e-mail to all participating staff members. Staff members will be notified that the survey is optional, but will be instrumental in developing future professional learning sessions. (Be consistent with your terms -- teachers <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">, staff, participants?) Participants will have a period of two weeks to respond to the survey. (Why two weeks? Why not one week only? Teachers are busy. It shows that I am respectful of their time.) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">The researcher will monitor the progress of the responses and determine an appropriate number of reminders to send to the participants. It is anticipated that one reminder will be sent approximately one week after the initial survey is sent and another the day before the survey closes. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Interviews ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">Once the surveys are complete, in-person interviews will be conducted with teachers who are willing to participate (What do you mean?) using the interview guide approach. (Is this available in the Appendix?) Interviews should last between fifteen and thirty minutes. These interviews will be arranged at a time that is mutually convenient for the participants and the researcher. The interviews will be recorded for later transcription and analysis. (What about consent? Again, they are volunteering and the data will be shared anonymously. It doesn't seem like formal consent is required <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">.) <span style="display: block; line-height: 200%; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"> **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Data Analysis ** **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Surveys ** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Each question on the survey will be carefully analyzed to determine patterns of response by the participants. Those questions that are answered using a Likert scale will be averaged to determine a mean score for the respondents. (How will this provide answer to the research question?) These responses will be analyzed further based on age, teaching experience, educational degree, and current grade level to determine if those factors are relevant. (Unclear -- are you planning to apply statistics?) Open-ended responses will be grouped based on similarities. (What do you mean -- elaborate?) Checklist responses will be tallied to determine the overall preferences of teachers at Ivy Creek. (How will this help answer the research question?) **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Interviews ** <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Ideally, at least five teachers from various grade levels will volunteer to participate in the interview process. The interviews will be recorded and analyzed to determine patterns of response by the participants. The emerging themes will be coded and anecdotal commentary will be considered when developing professional learning sessions. (How will you analyze the patterns and themes? What theoretical framework are you using to do this?) **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Timeline **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;"> (Don't think you have enough time unless you have mutliple transcribers ﻿ ) ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">October 1-15, 2010 || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Develop Survey and Interview Questions ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">October 15-22, 2010 || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Submit surveys and interview questions to three colleagues for review and revision. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">October 25, 2010 || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Administer GoogleDocs survey via e-mail. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">November 1, 2010 || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Remind participants of the due date for responding to the survey. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">November 5, 2010 || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Send additional reminder if necessary. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">November 8, 2010 || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Survey closes. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">November 8-12, 2010 || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Analyze data. Contact teachers to schedule interviews. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">November 15-19, 2010 || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Conduct interviews with teachers. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">November 29-December 3, 2010 || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Transcribe interviews and determine emerging patterns of response. Complete coding.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">December 6-17, 2010 || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Review all data and develop a professional learning plan. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">January 3, 2011 || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Share findings with the staff during staff meeting. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">January 2011 || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Being implementing professional learning plan. (Where and when did you plan? Is this going to be a top down decision-making or a grassroot one? There will be elements of both. Every Tuesday is "professional learning day," so there is ample time to include both the ideas of administrators and those determined by the teachers themselves <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;"> . ﻿ )  ||

**<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">References ** (Looks good) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Armour-Thomas, E. (2008). In search of evidence for the effectiveness of professional development: An exploratory study. //Journal of Urban Learning, Teaching, and Research//, //4//, 1-12. Retrieved from ERIC database. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Battey, D., & Franke, M. (2008). Transforming identities: Understanding teachers across professional development and classroom practice. //Teacher Education Quarterly//, //35//(3), 127-149. Retrieved from ERIC database. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Bennison, A., & Goos, M. (2010). Learning to teach mathematics with technology: A survey of professional development needs, experiences and impacts. //Mathematics Education Research Journal//, //22//(1), 31-56. Retrieved from ERIC database. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Garet, M.S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K.S. (2001) What makes professional development effective? Results from a national sample of teachers. //American Educational Research Journal//, //38//, 915-945. Retrieved from ERIC database. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Hickey, W., & Harris, S. (2005). Improved professional development through teacher leadership. //Rural Educator//, //26//(2), 12-16. Retrieved from ERIC database. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Johnson, B., & Christensen, L. (2007). //Educational research: Quantitative, qualitative, and mixed approaches// (3rd ed.). Boston: Allyn and Bacon. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Karagiorgi, Y., & Charalambous, K. (2006). ICT in-service training and school practices: In search for the impact. //Journal of Education for Teaching: International Research and Pedagogy//, //32//(4), 395-411. Retrieved from ERIC database. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Keller, J., Bonk, C., & Hew, K. (2005). The TICKIT to teacher learning: Designing professional development according to situative principles. //Journal of Educational Computing Research//, //32//(4), 329-340. Retrieved from ERIC database. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Klein, E., & Riordan, M. (2009). Putting professional development into practice: A framework for how teachers in expeditionary learning schools implement professional development. //Teacher Education Quarterly//, //36//(4), 61-80. Retrieved from ERIC database. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Lee, H. (2005). Developing a professional development program model based on teachers' needs. //Professional Educator//, //27//(1-2), 39-49. Retrieved from ERIC database. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Lim, Cher Ping (2007). Building teachers’ capacity for using technologies in schools: A case study of in-service professional development in Barbados. //Educational Media International 44(2)//, 113-128. Retrieved from ERIC database. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">McCarney, J. (2004). Effective models of staff development in ICT. //European Journal of Teacher Education//, //27//(1), 61-72. Retrieved from ERIC database. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Overbaugh, R., & Lu, R. (2009). The impact of a federally funded grant on a professional development program: Teachers' stages of concern toward technology integration. //Journal of Computing in Teacher Education//, //25//(2), 45-55. Retrieved from ERIC database. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Phelps, R., & Graham, A. (2008). Developing “Technology Together,” together: A whole-school metacognitive approach to ICT teacher professional development. //Journal of Computing in Teacher Education//, 24(4), 125-133. Retrieved from ERIC database. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Sugar, W., & Wilson, K. (2005). Seeking alternatives to inservice technology workshops from teachers' perspectives. //Journal of Computing in Teacher Education//, //21//(4), 91-98. Retrieved from ERIC database. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Tearle, P. (2003). Enabling teachers to use information and communications technology for teaching and learning through professional development: Influential factors. //Teacher Development, 7(3),// 457–472. Retrieved from ERIC database. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Torff, B., & Sessions, D. (2008). Factors associated with teachers' attitudes about professional development. //Teacher Education Quarterly//, //35//(2), 123-133. Retrieved from ERIC database. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Zhang, D. (2010). Effectiveness of professional development policies based on teachers' subjective evaluation. //Frontiers of Education in China//, //5//(2), 270-289. Retrieved from ERIC database.

**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Appendix A ** <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: center;">Survey – //Professional Learning at Ivy Creek// <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">The following survey is designed to help us determine how to best meet your needs during our professional learning sessions. It should take approximately 5-10 minutes to complete. Your answers will provide valuable information in determining the types of professional learning we offer in the future. No names will be used at any time when reporting data for this evaluation, so please answer honestly!

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">1. How old are you?

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> 20-29 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> 30-39 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> 40-49 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> 50-59 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> 60+

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">2. How long have you been teaching?

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> 0-5 years <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> 6-10 years <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> 11-15 years <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> 16-20 years <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> 21 or more years

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">3. What degree level do you currently hold?

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> Bachelors <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> Masters <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> Specialist <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> Doctorate <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> Other:

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">4. What grade level do you currently teach?

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> K <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> 1 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> 2 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> 3 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> 4 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> 5 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> Other:

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">5. Are you certified or classified personnel?

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> Certified <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> Classified <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> Other:

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">6. When would you prefer to attend professional learning sessions? Check all that apply.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Before School <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] During Collaborative Planning <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] During 1/2 Day Planning <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] During Specials <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] After School <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] During Workdays <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] During the Summer <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] On my own time

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">7. Who would you like to have teach professional learning sessions? Check all that apply.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Coaches <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Tech Team <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Grade Level Colleague <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Someone from another school <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Someone from the county office <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Another expert in the field <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Other:

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">8. What types of professional learning would you like to attend? Check all that apply.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Equipment <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Software <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Websites <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Mimio <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Document Cameras <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Organization <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Locating Materials to help me teach <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Other:

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">9. How would you like to have professional development delivered to you? Check all that apply.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Large Group (i.e. Staff Meeting) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Small Group (i.e. Grade Level) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] One on One <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Via Computer <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Via Television or Video <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Other:

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">10. How long should a professional development session last?

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> Less than 30 minutes <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> 31 minutes to 1 hour <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> 1-2 hours <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> 2-4 hours <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> 4-8 hours <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> As long as it takes <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> As short as possible <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;"> Other:

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">11. Where should professional development sessions be conducted? Check all that apply.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Media Center <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Computer Lab <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Cafeteria <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Professional Learning Room <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] My Classroom <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] County Office <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Other:

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">12. What topics would you like to see taught during professional learning sessions? Check all that apply.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Document Cameras <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Mimio Boards <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] MovieMaker <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] PhotoStory <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Website Design <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Copyright Rules <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Database Resources <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] United Streaming <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Social Bookmarking (delicious) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Lexiles <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Locating Materials <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Lotus Notes Features <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Creating Book Lists <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] BrainPop <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt;">[ ] Other:

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">13. Think about your past professional learning experiences. What positive characteristics do they have in common? In other words, what would you like for us to incorporate into our sessions?

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">14. Think about your past professional learning experiences. What negative characteristics do they have in common? In other words, what would you like for us to eliminate from our sessions?

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">15. Thank you for taking time to complete this survey! If you would be willing to participate in a short interview session to further share your opinions about Professional Development, please type your name in the box below. Again, all identifying characteristics of individual responses will remain confidential.

<span style="display: block; line-height: 200%; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"> **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Appendix B ** <span style="display: block; line-height: 200%; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: center;">Interview Guide – //Professional Learning at Ivy Creek// · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Tell me about your previous experiences with professional learning at any time during your teaching career (good or bad). · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">What elements did you find most effective? What made you enjoy some professional learning sessions more than others? · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">What elements did you find least effective? What made you dislike some professional learning sessions? · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Do you apply the things you learn during professional learning? How? Why or Why not? · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Are there any topics you would like to see covered in future professional learning sessions? · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">If you could change anything about the way that professional learning is currently offered, what would it be? · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Is there anything else you’d like to share?