Group items tagged

Blog post on flipping PD into a process starting with coaching to help the educator/learner plan and document goals. by Kristin Daniels in EdSurge, April 18, 2014. subtitle is How to use 'Flipped PD' to build personal learning plans STEPS: "Planning and Documentation "--learner and coach talk about learning goals and create a learning plan Personalized digital content--coach provides just-in-time resources to motivate, inform, engage learner Regularly scheduled PD--ongoing embedded PD Personalization through coaching Communities of learning Could this be adapted as a learning concierge pathway service?

interesting blog post, lots of food for thought about PD for compliance reasons and how to support growth long-term, Peter DeWitt, August 18, 2015

CIO.com has resources for getting ahead in a networked world, including PD, resume.

Check out this site for PD and other things

Essay written by Heather Kenyon for the Tampa Bay Times, 2.13.13, on the shortage of people with the desired IT skills. Found this via the Encore LinkedIn group. What I find particularly interesting is the employers' desire for critical thinking, communication skills, and "professional curiosity" mentioned below. Nowhere here does it mention the middle aged or older worker; I guess they might have the critical thinking, communication, and curiosity, but not be able to master the IT skills through PD and DIY learning? Excerpt "Topping IT employers' wish lists were candidates who have at least 3-5 years of relevant work experience, bachelor's degrees and capabilities that go beyond the latest technical competencies to show an aptitude for continuous learning and multiple skill acquisition. These include critical thinking and communication skills as well as professional curiosity, which employers seem to find in short supply in the available talent pool. "

Blog by Penny Scott at Info Career Trends website, 5/4/2009 See excerpt on five year goals and being proactive in PD and career development. When I began my current position at the University of San Francisco in 2003, I knew that five years down the road I would need to apply for a promotion. This involved showing my professional development and service by creating a promotion binder that traced my career development - and seemed a daunting task to my new librarian's eyes, because I was worried that I wouldn't be able to find enough professional opportunities with which to fill my binder. I've found, though, that the promotion process is a model for the art of being proactive about career development, both in thought and in deed. Being proactive requires an active, open, seeking attitude, as well as reliable, high-quality action. This combination is very powerful, and can help you get beyond the constraints of time, funding, geography, or your current job description - giving you a career path of which to be proud."

very nice list of areas and steps to stay aware of in administering/leading a school to help students and teachers the best they can do, John Wink, principal, May 29, 2015 on his blog. Lists "leveraging collaboration" and scaffolding teachers' PD several times as steps that must be taken.

PD impact assessment, ASCD, March 2002

PD evaluation for teachers developed by M. Bruce Haslam, Policy Study Associates, Washington, DC, for the National Staff Development Council, January 2010

Matrix for evaluating PD from ND Title 1 Program Improvement Workshop at NCREL's annual meeting in 2007. Thomas R. Guskey's handout inspired matrix

Next to last page has good graphic of pd model they are using.

I am collecting models of professional development processes as research for our about us process re-design

This excerpt from an interview with Sheryl Nussbaum-Beach, PLP founder, captures critical points for PD online. "Will and I agreed that we would only work with teams of school-based educators because the research made it clear that it was collaborative teams within in a school, working together, that really brought about sustainable improvement. That would give us what we needed to anchor the virtual experience in a local context. We also wanted participants to experience a global community of practice-to be able to have conversations with people very different than themselves, with fresh perspectives. Our thinking was that if we put teams of educators who had different ideologies, different geography, different purposes and challenges, all together in the same space, then they could each bring what they did well to the table and people could learn from that. Ultimately that would mean public, private, Catholic, and other kinds of schools; educators teaching well-to-do, middle-class, and poor kids; educators in different states and nations, at different grade levels, and in different content areas and roles. What ultimately grew out of our brainstorming was a three-pronged model of professional development that emphasizes (1) local learning communities at the school/district level; (2) an online community of practice that's both global and deep; and (3) a third prong that is more personal-the idea of a personal learning network that each educator develops as a mega-resource for ideas and information about their particular interests and areas of practice. (These three prongs are described in depth in a new book, The Connected Educator, where PLP community leader Lani Ritter Hall and I tell the story of the evolution of our model and the very solid research base behind it.)

from the World Education newsletter. Andy Nash describes the Technology Integration Project (TIP), a six-month PD initiative designed to prepare adult educators to understand, choose, and effectively incorporate technology into instruction. Based on the online World Ed course, Integrating Technology into the Adult Education Classroom, with additional support from a coach and an online learning community.

Stephanie Hirsh of Learning Forward describes how teams and districts may transform their professional learning, June 25, 2015.

great testimony by John Spencer, a former middle school teacher, who burned out on the constant group approach to teaching and PD, offers really good ideas for helping introverts make their unique contributions in ways that respect their learning styles

great blog post by Maryellen Weimer on why teachers need to think about learning, their own PD to start!

Link from Beth Kanter's blog to infographic about the modern learner and how overwhelmed they are. From Bersin/Deloitte site. Says that only 1% of a typical workweek is all that employees have to focus on PD, and 80% of them are developing and accessing personal and professional networks to obtain info about their jobs.

Newsletter by Ann Mehl, a life coach, 1.26.13. Justifies Studio's raison d'etre. Excerpts: "The workplace has changed enormously in recent years. Gone are the days when some benevolent company would direct and manage your career for you, while you dozed off at the wheel. Now more than ever, it is incumbent upon every employee to proactively manage his own career. We have become in essence, a nation of free agents. A company of one. And all successful "companies" must identify and set their priorities in such a way that our goals can be achieved. In the humdrum of work, it's often easy to find yourself adrift, floating aimlessly downstream without clear intent or destination. The days blur into each other, until you have no idea where you are going, or what it was you hoped to achieve. But ask yourself this question: if you're not steering the ship, then who is?" ..."Are there any personal development classes that would make certain parts of my job easier? Should I be speaking with other industry peers in my field so that I remain current? Is there anybody I can identify who might be willing to mentor me while I navigate this tricky next phase of my career?"

a learning place for wannabe online learning designers. Like the beginner, practitioner, expert, and advocate starting points for people to join at their current level of expertise and begin to develop more.

Article by Pamela Mitchell for the New York Times Opinion Pages, 2.10.13 on creating employment and career growth opportunities for young and older workers. Excerpt below speaks to what older workers need to do to be more greatly valued. I do not think most middle to late career workers can afford to let go of the golden handcuffs (HI coverage) to take side trips into entrepreneurial ventures though. Nevertheless, the argument supports the need for WLStudio assisted learning online by women. Excerpt: "Conversely, older workers often need to develop the enhanced technology and communications skills necessary in today's marketplace. But the most important skill an older worker can learn from someone younger is that of continuous, conscious reinvention. Rather than fruitlessly searching for a "safe" job in a "safe" industry (neither of which exist), older workers must embrace the younger generation's flexible perspective. This means structuring their remaining working years as a latticework of skill-development opportunities with multiple employers, along with occasional side trips into entrepreneurship. "

by Next Avenue on where grown-ups keep growing