Group items tagged

"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."

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."

"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

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

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

"Clarifying Ownership of Teacher-Created Digital Content Empowers Educators to Personalize Education, Address Individual Student Needs The webinar explored how states and districts can empower and encourage educators to create and share high-quality digital instructional materials to improve students' learning experiences. Presenters discussed the central legal issue of ownership of instructional materials and offered recommendations for effectively managing the increased use of digital content, including with respect to the advantages provided by open educational resources (OER). "

Review, shared with me by Liz.

"Access to learning repositories is helping educators locate more impactful content for students learning-repository-instructionThe emergence of open educational resources, coupled with students' desire for more personalized learning, has fueled a need for content repositories that enable teachers, students, and parents to locate effective learning resources and educational content quickly. Now, the state of Illinois is developing efforts to help teachers and students leverage tagged educational content to make learning more customized, and effective, for students. The Illinois Shared Learning Environment (ISLE) will help educators use data and other tools to connect students with the learning resources and instructional content best suited to their needs. State educators can use student data to locate tagged educational resources and learning materials that suit each student's needs, moving away from a "one size fits all" mindset."

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

"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

"April 29, 2014 Achieve Webinar: Integrating EQuIP Into Your State's Common Core State Standards Implementation Strategy Achieve hosted a webinar on integrating EQuIP into Common Core State Standards implementation plans. Alissa Peltzman, Vice President, State Policy and Implementation Support, Achieve and Sasheen Phillips, Achieve's new Director of EQuIP and OER, provided an overview of the available tools and resources developed through Achieve's EQuIP (Educators Evaluating the Quality of Instructional Products) initiative, designed to identify high-quality materials aligned to the CCSS. We then heard directly from leaders at the state and district level who have put the EQuIP resources into use to support their efforts to identify quality and aligned instructional materials to advance implementation of the CCSS, including Merri Ann Drake, Idaho Core Coach, Idaho State Department of Education; Elissa Farmer, Curriculum Specialist, Seattle Public Schools; Terri King-Hunt, Gifted Support Specialist, Atlanta Public Schools; Linda Schoenbrodt, Elementary Mathematics Program Specialist, Maryland Department of Education; and Amy Youngblood, Founder, Eduoptimus. Please see below for resources shared during the webinar. Integrating EQuIP Into Your State's CCSS Implementation Strategy (PowerPoint slide deck) Integrating EQuIP Into Your State's CCSS Implementation Strategy (audio recording)"

Intel Case Study with Ed Tech Leaders Online Barbara Treacy suggested I read this and consider sharing it with prospective DOE collaborators as an investment tool. More later.

"Therefore, state and district policymakers should establish clear policies. Policymakers have options when creating copyright rules, including: If the policy is designed to have the teacher be the author of the educational resources she creates, take the position that the teacher is the author under the teacher exception and enter into a written agreement with the teacher If a state or district takes this approach, the state or district could also require that the teacher grant it a license to use, and to authorize others to use, the materials. Alternatively, if a state or district takes the position that educator-created materials are works made for hire, it can grant licenses to educators in their own works so that they can use, share, redistribute, and refine educator-created materials. In other words, the employer retains the copyright but provides the creator of the content and others with a license so that reuse, revision, and redistribution rights are defined upfront. States and districts can choose to license other state- and district-owned content, where the state or district owns the copyright in that work (such as teacher training materials), as open educational resources (OERs). For more on the discussion on who owns teacher-created digital content, including licensing options under Creative Commons and 7 recommendations from SETDA on how states can introduce policies on copyright, read the full brief."

"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."

This is locked but I wanted to post it here for my use. See me if you want to access.

My login email is mweinraub@schools.nyc.gov. Will share password under separate cover.

Digital Collaboration - Use of ARIS Connect > A report on the use of ARIS Connect in NYCDOE

1 page overview of the project What are Open Educational Resources? Why are they important? How would a school use OER? What will the OER Project do? How do OER relate to Common Core?

Sharing this because it is OER and a nice one-pager that could be a model for a one-pager for the IPD services as part of a communication plan.