Note: All due dates reflect North American eastern time (ET).
identifies readings that are available on E-Reserves through the Library Resources link.
Unit 1: Identifying the Characteristics of High Quality Professional Learning (Lesson 1–3)
Lesson 1: Introduction and Professional Learning Experiences
| Readings:
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- Syllabus
- Lesson 1 Commentary
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| Activities:
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- Complete Academic Integrity
- Setup Personal Blog
- Complete Professional Development Timeline Blog Post by Friday at 11:59 p.m.
- Response to peers Professional Development Timeline by Sunday at 11:59 p.m.
- Zoom Room Synchronous Session
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Lesson 2: Characteristics and Goals of High Quality Professional Learning
| Readings:
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- Lesson 2 Commentary
- From the list of readings below, everyone should read the Jensen et al report. Individually, select two of the three reports or articles (Calvert, Bill & Melinda Gates or Gabriel et al).
- Jensen, B., Sonnemann, J., Roberts-Hull, K & Hunte, A. (2016). Beyond PD: Teacher Professional Learning in High-Performing Systems. Washington, DC: National Center on Education and the Economy. (read the executive summary, skim rest of document)
- Calvert, L. (2016). Moving from compliance to agency: What teachers need to make professional learning work. Oxford, OH: Learning Forward and NCTAF.
- Bill & Melinda Gates Foundation (2014). Teachers know best: Teachers’ views on professional development. Available at http://k12education.gatesfoundation.org/wp-content/uploads/2015/04/Gates-PDMarketResearch-Dec5.pdf
- Gabriel, R. Peiria Day, J., & Allington, R. (2011) Exemplary teachers: The voices on their own development. Phi Delta Kappan 92(8), 36–39.
- “Inservicing the Teachers” (optional reading)
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| Activities:
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- Weekly Reflections Blog Post due by Sunday at 11:59 p.m.
- Read and respond to peers Blog post by Tuesday at 11:59 p.m.
- Lesson Discussion Post and Respond to Peers by Tuesday at 11:59 p.m.
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Lesson 3: Frameworks for Understanding Teacher Knowledge
| Readings:
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- Lesson 3 Commentary
- Cochran-Smith, M. & Lytle, P. (1999) Relationships of knowledge and practice: Teacher learning communities. Review of Educational Research 24 249–305.
- Starnes, B. (2001). Thoughts on teaching: My mother’s gravy. Phi Delta Kappan, 83 (2), 110–111.
- Nolan, J. (2007) A Tale of two Teachers. Developed for the Pennsylvania Association for Supervision and Curriculum Development.
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| Activities:
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- Weekly Reflections Blog Post due by Sunday at 11:59 p.m.
- Read and respond to peers Blog post by Tuesday at 11:59 p.m.
- Lesson Discussion Post and Respond to Peers by Tuesday at 11:59 p.m.
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Unit 2: Contextual Considerations in Planning and Evaluating High Quality Professional Learning (Lessons 4–7)
Lesson 4: Adult Learner: Understanding Individual and Group Learning
| Readings:
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- Lesson 4 Commentary
- Drago-Severson, E. (2007). Helping teachers learn: Principals as professional development leaders. Teachers College Record 109 (1), 70–125.
- Gallucci, C. (2007). Using sociocultural theory to link individual and organizational learning processes: The case of Highline School District’s instructional improvement effort. Center for the Teaching Policy. University of Washington.
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| Activities:
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- Weekly Reflections Blog Post due by Sunday at 11:59 p.m.
- Read and respond to peers Blog post by Tuesday at 11:59 p.m.
- Lesson Discussion Post and Respond to Peers by Tuesday at 11:59 p.m.
- Approval of Individualized Learning Assignment-Choice
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Lesson 5: Teacher Career Development
| Readings:
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- Lesson 5 Commentary
- Fessler, R. (1995) Dynamics of teacher career stages. In Guskey, T., & Huberman, M. Professional development in education: New paradigms and practices. New York: Teachers College Press. Pages 171–192.
- Meister, D. & Ahrens, P. (2011) Resisting plateauing: Four veteran teacher stories. Teaching and Teacher Education 27 (94), 770–778.
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| Activities:
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- Weekly Reflections Blog Post due by Sunday at 11:59 p.m.
- Read and respond to peers Blog post by Tuesday at 11:59 p.m.
- Lesson Discussion Post and Respond to Peers by Tuesday at 11:59 p.m.
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Lesson 6: School Culture and Teacher Work Life
| Readings:
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- Lesson 6 Commentary
- Hargreaves, A. (1994) Changing teachers, changing times: Teachers' work and culture in the postmodern age. New York: Teachers College Press. [Available in the Readings not on Course Reserves Module]
- Chapter 5: Time as a Dimension of Teacher Work Life
- Chapter 7: Guilt as a Feature of Teacher Work Life
- Chapter 8: Individualism and Individuality in School Cultures
- Chapter 9: Collegiality and Collaboration in School Cultures
- Chapter 10: Balkanization in School Cultures
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| Activities:
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- Weekly Reflections Blog Post 1 due by Sunday at 11:59 p.m.
- Read one summary of each of the other Hargreaves' chapters
- Weekly Reflections Blog Post 2 due by Tuesday at 11:59 p.m.
- Class Participation Self-Evaluation due by Sunday at 11:59 p.m.
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Lesson 7: Planning and Evaluating Professional Learning
| Readings:
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- Lesson 7 commentary
- Easton text, Chapter 3: “Assessment as Professional Learning”
- Guskey, T.R. (2000) Practical guidelines for evaluating professional development in Evaluating Professional development. Thousand Oaks, CA: Corwin Press, Ch. 3, 67–93.
- Loucks-Horsley, S., N., Stiles, K., Mundry, S., Love, N., & Hewson, P. (2010) A framework for designing professional development. In Designing professional development for teachers of science and mathematics (3rd ed.). Thousand Oaks, CA: Corwin Press, pp. 17–50.
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| Activities:
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- Weekly Reflections Blog Post due by Sunday at 11:59 p.m.
- Read and respond to peers Blog post by Tuesday at 11:59 p.m.
- Lesson Discussion Post by Saturday at 11:59 p.m.
- Read and respond to peers Lesson Discussion post by Monday at 11:59 p.m.
- Post the draft of your Professional Development Plan by Tuesday at 11:59 p.m.
- Zoom Room Synchronous Session
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Unit 3: Models of High Quality Professional Development (Lesson 8–13)
Lesson 8: Professional Learning Communities
| Readings:
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- Lesson 8 Commentary
- Sparks, D. & Loucks-Horsley, S. (1989). Five models of staff development. Journal of Staff Development, 10(4).
- Nolan, J. and Hoover, L. (2010) Collegial Development Groups in Teacher supervision and evaluation: Theory into practice (3rd Ed.) New York: Wiley & Sons.
- Easton text, Chapter 18: Professional Learning Communities
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| Activities:
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- Weekly Reflections Blog Post due by Sunday at 11:59 p.m. of the first week
- Response to peers Blog post by Tuesday at 11:59 p.m. of the first week
- Initial post to the Lesson Discussion with PDDG by Monday at 11:59 p.m. of the second week
- Read and respond to Peers in PDDG by Tuesday at 11:59 p.m. of the second week
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Lesson 9: Peer Coaching – Peer, Principal, Instructional and Online
| Readings:
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| Activities:
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- Participate in a discussion with members of your expert group that analyzes the essential components of the [peer, principal, instructional, or online] coaching professional learning design as well as its effect on teachers as individuals and school context.
- Create an expert group summary of this discussion (i.e. powerpoint, Prezi, video recording).
- Present the expert group summary to your jigsaw group.
- Complete Individualized Learning Assignment by Tuesday at 11:59 p.m.
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Lesson 10: Critical Friends Groups (CFGs)
| Readings:
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- Lesson 10 Commentary
- Easton text, Chapter 7: Critical Friends Groups
- Easton text, Chapter 17: Online Protocols
- Three or Four Protocols from the extensive list at: http://www.nsrfharmony.org/free-resources/protocols/a-z
- Optional: Transcript of the virtual protocol that looks at student work
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| Activities:
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- Weekly Reflections Blog Post due by Sunday at 11:59 p.m.
- Response to peers Blog post by Tuesday at 11:59 p.m.
- Initial post to the Lesson Discussion with PDDG by Sunday at 11:59 p.m.
- Read and respond to Peers in PDDG by Tuesday at 11:59 p.m.
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Lesson 11: Lesson Study
| Readings:
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- Lesson 11 Commentary
- Easton text, Chapter 14: Lesson Study
- Lewis, C., Perry, R., Friedkin, S., Fisher, L., Disston, J. & Foster, D. (2012). Learning to use student thinking: Development and spread of “re-engagement” strategies through lesson study. In J. M. Bay-Williams and W. R. Speer (Eds.), Professional collaborations in mathematics teaching and learning: Seeking success for all (pp. 245–257). Reston, VA: NCTM.
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| Viewings:
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- The Lesson Study Process, Center for the Collaborative Classroom
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| Activities:
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- Weekly Reflections Blog Post due by Sunday at 11:59 p.m.
- Response to peers Blog post by Tuesday at 11:59 p.m.
- Initial post to the Lesson Discussion with PDDG by Sunday at 11:59 p.m.
- Read and respond to Peers in PDDG by Tuesday at 11:59 p.m.
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Lesson 12: Self-Directed Learning
| Readings:
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- Lesson 12 Commentary
- Nolan, J & Hoover, l. (2010) Self-directed teacher growth in Teacher supervision and evaluation: Theory into practice (3rd Ed.) New York; Wiley and Sons.
- One of the following chapters from the Easton text based on your PDDG:
- Chapter 9: Data Analysis
- Chapter 20: Social Media
- Chapter 21: Teacher-Led Conferences
- Chapter 22: Videos
- Chapter 23: Visual Dialogue
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| Activities:
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- Weekly Reflections Blog Post due by Sunday at 11:59 p.m.
- Response to peers Blog post by Tuesday at 11:59 p.m.
- Initial post to the Lesson Discussion with PDDG by Sunday at 11:59 p.m.
- Read and respond to Peers in PDDG by Tuesday at 11:59 p.m.
- Zoom Room Synchronous Session
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Lesson 13: Creating Your Own Professional Development Plan
| Readings:
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- Lesson 13 Commentary
- Only what you deem important
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| Activities:
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- Final PD Plan Draft Due by first Friday at 11:59 p.m.
- Final PD Plan Feedback by Sunday at 11:59 p.m.
- Final PD Plan due by Tuesday at 11:59 p.m.
- Complete Course and Instructor Evaluations
- Zoom Room Synchronous Session
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