The research behind creating high quality professional development

My research conducted through Hamline University used a qualitative approach.  The research method used to collect my data was conducting face-to-face, one-on-one unstructured/exploratory interviews with three people who facilitate professional development with primary teachers on technology integration.

The analyses of the conducted interviews support the idea that there are barriers to any type of change in life.  One point that was made clear to me is when we study schools and technology integration; first and foremost not all schools have equal access to technology. I went in with this idea that even if 100% of schools have access, it varies a lot about what that access means. However, within schools that have access and a wealth of digital resources, all three experts supported that there are two major barriers that are hindering teachers from integrating technology.  One is time and two are teachers’ learning styles and beliefs about how teaching and learning should be structured. Instead of continuously battling these hurdles, the focus of professional development needs to be on continuously supporting teachers to integrate technology.

From the literature and the three interviews, one major finding is that educators need to be exploring technology and teaching to match students’ needs as learners.  These experts recommend that professional development can help encourage teachers to integrate technology if it is differentiated by offering more than a one size fits all approach, showcasing possibilities for implementation and making sure the learner leaves with something tangible he/she can use right away.

Other major findings revealed by the analyses that while strong leadership or administration is important, having a strong support system of on going professional development is crucial.  Forcing teachers to use technology a certain way or be at a certain level in a short period of time is not effective.  These experts recommend that effective ways to motivate teachers to use digital tools is hook them in like teachers strive to grab kids’ attention and if the goal is for teachers to facilitate more than lecture, then our professional development can model this.

The following list highlights 23 characteristics of high quality professional development that were identified from my research. 

* To see this broken down into a PDF table click here.

*To get a sneak preview at the completed framework, click here.

1. PD will clearly identify the objectives and which technology standards it will meet.
2. PD will clearly state and demonstrate possible ways it will lead to increased student achievement.
3. PD will exceed participants’ expectation based on description of session title and style of session participants signed up for. 
4. PD will provide handouts and/or other resources.
5. PD will include work time and time to apply their learning.
6. PD will ensure that participants will walk away with a tangible product (framework, structure, or reproducible) that they can use right away. 
7. PD will shift away from focusing on instruction to focusing more on the learning that will take place as a result from this PD.
8. PD motivates participants by beginning with a “hook” that gets attention regarding this shift. Ideas include showing Did You Know? or Shift Happens?
9. PD includes showcasing examples that encourage real-life connections with students and/or were created by students. Ideas include showing podcasts, blog posts, videos created by students.
10. PD will include strong administrator or leadership support helping facilitate.
11. The leadership support encourages and provides time for learning to continue outside of this PD.
12. PD will respect participants’ ability with using technology by differentiating PD and not designing a one size fits all approach, rather offering various levels and meeting teachers where they are. 
13. The PD will introduce the ways in which technology can be integrated gradually in small steps and expand later through continuous support and training.
14. The same PD or previous beginner level PD will be continuously offered.
15. PD includes various types of grouping to expand learning: vertical K-12, targeted vertical (ex:K-2, 3-5…), across grade levels, specialists, district grade levels, expanded grouping with other, schools in other districts, global grouping with others around the world
16. PD will create small groups of teachers who can work and support each other.

17.  PD will help design a schedule for this group to continually meet, support each other and observe other classrooms using technology in various ways.

18.  PD will include contact information for follow-up help and opportunities for support ranging from whole group to one-on-one.

19. PD will encourage other forms of professional networking.
20. PD will include conversations about pedagogical beliefs explicit about teaching with technology.
21. PD will work with participants on exploring how to keep or change their beliefs.
22. PD will include extensive research on ways for teachers’ beliefs to change so they demonstrate 21^st century teaching styles.
23. Self-assessment tools such as a rubric will be provided to track participants change and growth related to technology integration.

*In any type of PD the facilitators will differentiate the way they work with learners. They will be approachable and offer support in a non-threatening way regardless of participants’ level of skill.