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"n order to provide enough time for teachers to work together effectively, such models frequently require schools to overhaul their schedules or arrange for a delayed-start time (Sawchuk, Nov. 10, 2010b; Sawchuk, March 3, 2010). Such practices can be paired with other opportunities for deepening practice, including observing fellow teachers and working one-on-one with classroom-based "coaches," or content experts (Keller, 2007). Other variations of site-based professional development include the Japanese practice of lesson study, in which a teacher creates and teaches a model lesson. The lesson is observed and sometimes videotaped so that colleagues can analyze the lesson's strengths and weaknesses and determine how to strengthen the lesson (Viadero, 2004). Hard data on which professional-development models lead to better teaching are difficult to come by. In essence, professional development relies on a two-part transfer of knowledge: It must inculcate in teachers new knowledge and skills such that they change their behavior, and those changes must subsequently result in improved student mastery of subject matter. Unsurprisingly, the complex nature of those transactions renders the field of professional development a challenging one to study. Much of the research conducted on professional development continues to be descriptive rather than quantitative (Sawchuk, Nov. 10, 2010c). "

"Knowledge knows no boundaries We're a global online learning community where educators collaborate, share resources and showcase accomplishments. Project Share is a collection of Web 2.0 tools and applications that provides high quality professional development in an interactive and engaging learning environment. Project Share leverages existing and new professional development resources for K-12 teachers across the state and builds professional learning communities where educators can collaborate and participate in online learning opportunities. The mission of Project Share is to provide an interactive and engaging learning environment that offers opportunities for: Communicating and disseminating information from state, region, and district levels. Creating or joining common interest networks to increase teacher-to-teacher collaboration, conversations with experts, and communication with students in a secure online environment. Accessing state-adopted and approved materials, including electronic textbooks and other materials developed through TEA partnerships. Accessing educational resources through McDonald Observatory StarDate, PBS Digital Learning Library, Texas PBS, and many others. Accessing Texas Education on iTunes U to explore the history and cultures of Texas, view educational tutorials, and download resources for personalized learning. Collaborating on the development, dissemination, and evaluation of online professional development sessions and courses. Highlighting individual accomplishments through the development of ePortfolios. Developing and sharing ideas and resources."

Research Questions 1. What are educators' perceptions and reported behaviors associated with participation in informal, online professional development networks? 1.a. What motivates educators to participate in informal professional development networks? 1.b. What types of informal professional development networks do educators report they use to connect with other educators to enhance their practice? 1.c. What specific informal professional development networks do educators report they find most useful in order to improve their practice? 2. Do educators' perceptions and reported behaviors associated with informal professional development networks differ based on current assignment, years in education, or age? "

"How Teachers Are Learning: Professional Development Remix Jun 1 · FREE A detailed guidebook to help administrators find tools that fit the needs of their teachers and their professional development strategy. This report contains: Product Reports. We have included analyses on 28 of the latest tools in personalized professional development for administrators to sort, mark up, and compare side-by-side. Our "PD Learning Cycle" Framework. We share our methodology for comparing how products can fit together to complement one another. Comparative data. We provide data that allow administrators to compare purpose of each tool, the amount of time teachers must spend on each tool and which tools give them credit for their work. Powerful insights. We share emerging insights on the products currently available. We also identify the emerging sets of valuable products and features, as well as tips for successfully implementation

"Guidelines for Professional Development of Online Teachers Based on the SREB Standards for Quality Online Teaching Providing quality professional development for online teachers is extremely important to ensure ongoing quality teaching and learning - just as it is for teachers in traditional classrooms. The professional development of online teachers should be well-planned and organized to meet the specific academic and instructional needs of online teachers."

"While my experiences with online professional development came out of a need to reach several teachers while working within a limited time frame, the additional benefits and improved learning that happened because of it were a pleasant surprise. It is important to note that if done correctly, creating a PLC is not about simply moving traditional professional development to an online format. A true PLC is a community of learners, all contributing and collaborating toward a common goal. When you create and nurture this culture of sharing, you benefit from the collective intelligence of the group. It also gives a voice to every staff member. By creating learner-centered PD, the learning is more meaningful and mirrors the type of learning you hope to see in the classroom. Additionally, by creating an ongoing community of learning, staff developers and principals are able to provide more effective support just when the teachers need it. An online presence allows a teacher to feel supported at all times and not just during the hour a professional developer is sitting with them in a meeting."

"oday's education system includes ingrained practices, including policy and decades-old methods, that prevent schools from moving to competency-based models. Solutions to this problem include: Creating and making available educational resources on competency-based learning. These resources might be best practices, rubrics or tools, or research. Convening a coalition of League of Innovative Schools districts that are working to build successful competency-based models. Creating a technical solution for flexible tracking of competencies and credits. Problem No. 2: Leadership doesn't always support second-order change, and those in potential leadership roles, such as teachers and librarians, aren't always empowered to help effect change. Solutions to this problem include: Promoting League of Innovative Schools efforts to enable second-order change leadership Creating a framework, to be used in professional development, that would target and explain second-order change leadership discussions Schedule panel discussions about second-order change leadership Problem No. 3: Communities and cultures are resistant to change, including technology-based change Solutions to this problem include: Identifying new and engaging ways to share cutting-edge and tech-savvy best practices with school and district stakeholders and community members Involve business leaders in technology-rich schools and create school-business partnerships Look to influential organizations to spearhead national ed-tech awareness campaigns Problem No. 4: Education budgets aren't always flexible enough to support the cost, sustainability, or scalability of innovations Solutions to this problem include: Build relationships with local businesses and career academies, and create incentives for companies to hire students, in order to create a revenue stream for schools Look to competitive pricing and creative solutions Leaders must not be afraid t

Teaching Channel is a video showcase-on the Internet and TV-of inspiring and effective teaching practices in America's schools. We have a rapidly growing community of registered members who trade ideas and share inspiration from each other. With the help of the Tch community, our mission is to revolutionize how teachers learn, connect, and inspire each other to improve the outcomes for all K-12 students across America. In order to accomplish this mission, we have three simple goals, all of them reliant on input from teachers: * Build professional learning resources that teachers want * Deepen and improve opportunities for teacher learning * Elevate and celebrate teachers in our society Share This Video Our videos are produced by a unique team of professionals-a collaborative effort between video production experts, education advisors, and the classroom teachers themselves. We should point out that Teaching Channel does not determine or influence the content taught in our videos. Our video library offers educators a wide range of subjects for grades K-12. The videos also include information on alignment with Common Core State Standards and ancillary material for teachers to use in their own classrooms. Teaching Channel Presents, a weekly one-hour program featuring Tch videos, airs on PBS stations in nearly 75 million homes across the United States. A non-profit organization, Teaching Channel launched publicly in June 2011."

"Designing for Deeper Learning: How to Develop Performance Tasks for the Common Core Instructors: Raymond L. Pecheone, Professor of Practice at the Graduate School of Education at Stanford University and Executive Director of the Stanford Center for Assessment, Learning and Equity (SCALE) Daisy Martin, Director of History/Social Studies Performance Assessment at SCALE Ruth Chung Wei, Director of Assessment Research and Development at SCALE You can take this course for free! Starting September 08, 2014 "

So where I thought I would start is taking each one of the elements shared in the "8 Things", and try to share an idea that focuses on one of the elements specifically, but obviously, each idea can have multiple elements. Here is each element with the corresponding letters to identify them in each activity. Voice (V), Choice (C) , Connected Learning (CL), Problem-Finders/Solvers (PFS), Reflection (R) , Self-Assessment (SA), Critical Thinking (CT), Opportunities for Innovation (INNO) Below is each element, with the rationale on why it is important, and then one or two ideas, that could be large or small, and not necessarily delivered on a typical professional development day

MOOCS - past, present and future offerings

"Founded in 1968, The Education Cooperative (TEC) is a Massachusetts Educational Collaborative established under the authority of Massachusetts G.L. c.40, §4E. As a 501 (c) (3) organization, TEC strives to provide innovative educational programs and services which complement and strengthen the school programs of our member districts and expand opportunities for their students, educators and communities in the most cost effective manner."

Barbara Means' book. Viraj and I will likely read it.

Well, check out the co-author on the second piece, our very own Liz Glowa! Liz, apart from your piece, of course, any other documents here important for us to read?

Actually, I wrote the paper and Susan wrote the Introduction . I bookmarked the research data base and will bookmard a SREB pub that I think is important for PD.

Shared by Britt Neuhaus. Links to full report on blended learning and the role humans play in it.

Continuous Improvement of the QM Rubric and Review Processes: Scholarship of Integration and Application

Shared by Liz. Liz, are there particular pages, content, or design elements that we can take from them/this?