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Existing Professional Development Model
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New Distance Learning Professional Development Model
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Face -to-face
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Distance learning delivered
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Inservice day (2-4 per year): 8-24 per year
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Weekly 1-1/2-2 hours per week: 64 hours per year
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Travel to inservice site
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Delivered to teacher's classroom/site
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In-service instructor has a limited ability to develop as a role model for
the teacher
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Role model provided to teacher by distance learning instructor
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Large inservice group
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One-to-one
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Short demonstration
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Full step-by-step and frequent demonstration
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Limited examples
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Variety of examples
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Very limited hands-on
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Twice weekly hands-on
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Support: Limited access to follow-up with inservice provider
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Support: Direct and frequent access to distance learning instructor via
television, telephone, fax, computer
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Limited opportunity to process information and apply it
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Provides opportunity to process information and apply it
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Limited application of new information
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Immediate application of new information
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Students are seldom included in in-service
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Provides opportunities for teachers to see students being successful; allows
attitude and behavior changes related to instruction and expectations of
their students.
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Print materials limited to handouts
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Full print materials which provide theory, information, methods, and
implementation for student programs
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Instructional materials are not provided
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All instructional materials are provided
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Use text as the primary instructional tool
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Used the text only as a resource
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General instructions
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Content specific instructions
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No opportunity to review
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Tape review
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Costs: non-teaching days or substitute
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Costs: nothing additional Two for one - students and teachers
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Instruction only for the teacher
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Simultaneous teacher training and student instruction:
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Results: Limited
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Results: Significant change
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Little change in teaching methods
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Significant change in teaching methods
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Limited increase in content teaching time
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Increase in content teaching time
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Limited gain in non-specialty content area
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Significant gain in non-specialty content area knowledge and comfort level
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Limited gain in confidence to teach in non-specialty areas
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Significant gain in confidence to teach in non-specialty areas
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Limited increase in use of instructional methods across the curriculum
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Uses new instructional methods across the curriculum
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Limited increase in mentoring
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Become mentors to new instructors
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Limited movement to higher levels of use
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Moves teachers to higher levels of use
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