SDCO Spring Newsletter No. 3, April, 2005K

SDCO Opportunities for You and Your Staff… Patty Canupp, SDCO President
A recent survey on working conditions in schools, conducted in North and South Carolina, by the Southeast Center for Teaching Quality found staff development to be the greatest predictor of school improvement. Schools with effective staff development programs were as much as 44% more likely to be rated good or excellent. The Staff Development Council of Ohio provides a number of opportunities for you to become involved in quality learning experiences to support the professional development programs in your district or school. SDCO provides strong professional conferences that are planned to provide educators with the leadership skills needed in Ohio schools.

To Patty's complete article

Professional Development at Miami Valley… Rhonda Phillips
Rhonda Phillips, SDCO's Program Team Representative for 2004/05 is also the Professional Development Coordinator at the Miami Valley Career Technology Center in Clayton, OH. MVCTC's staff development committee meets four times each year with representation from ALL departments including maintenance and secretarial. There are 16 members on the committee that each serve a three-year term. Read on for a review of their 2004/05 professional development programming (Teacher Tips, Resource Guide, and Book Club).

 

To the complete text of Rhonda's report


What does it look like to you?
Take a look at the image posted here. Feel free to turn it upside down or try to look at it from a different angle. What do you see? What do you think it is? Look at all the little dots. What about all those different shades and shapes? So what's the point? What does this have to do with professional development? Read on to find an interesting tactic for making a point on "making changes" in your classroom or in your building or in your district or in your…well you get what I mean.

Don't forget, we invite you to submit your own professional development training ideas. If yours is selected for publication, we will send you a digital desk/travel alarm clock compliments of Ashland University. Send your ideas to our Newsletter Editor Larry Pfrogner (lpfrog@ashland.edu).

To your professional development tip

Animals in Translation… a book review
Unlike other well-known writers in the field of animal behavior, Temple Grandin is an animal scientist who has devoted the last 30 years of her life to the study of animals. Animals in Translation is the culmination of that life's work, a book whose sweep is huge, including just about anything that gallops, trots, slithers, walks, or flies.
Temple Grandin is like no other author on the subject of animals because of her training and because of her autism; understanding animals is in her blood and her bones. If your work includes the realm of special education, especially working with autistic children, Temple Grandin's perspectives and insights on how SHE sees the world will intrigue you. Although the book is primarily about animal behavior, it is the author's commentary on her own personal autism that could make you a more understanding teacher.

To more about Animals in Translation


NSDC Would Like to Know what you Think?... Teresa Dempsey
How are the NCLB's professional development provisions impacting the learning experiences of local educators? The National Staff Development Council (NSDC) is currently conducting a new national online survey to determine how teachers and administrators are experiencing the effects of professional development provisions of the No Child Left Behind Act. Any Teacher or administrator at the school or district level can access and complete the survey by going to:

http://tinyurl.com/3o3do

Respondents can complete the survey anonymously. The survey with 20 multiple choice and two open response answers will remain online until at least May 1, 2005. NSDC will report on the survey results later this year.


PBS Teacher Line ... Improving Teacher Quality and Increasing Student Achievement
"We were struggling to meet our professional development needs. We just didn't have the capacity to train our teachers at the level we wanted to. Now we have PBS TeacherLine and are providing our teachers with quality professional development that is making an impact in our classrooms.

Gladys Whitehead…K-12 Supervisor of Mathematics…Prince George's County, Maryland

If the first two sentences sound like you at your last admin meeting…then PBS TeacherLine courses should help and they're available now.

PBS TeacherLine provides high-quality, research-based professional development for K-12 teachers through more than 75 online, facilitated courses in reading, mathematics, science, curriculum and instruction, and technology integration. Participating teachers engage in rigorous six-week courses that include high-quality video, leading articles, interactive lessons, and facilitated discussions with peers that help to translate learning into practice. PBS TeacherLine courses reflect research-based principles and can be customized to meet state standards, professional development goals and re-certification needs.

To more on PBS Teacher Line opportunities in Ohio
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SDCO Showcase Article


Effective School Leadership -- Adopting a Systemic Approach

Our Fall and Winter newsletters included Chapters I and II of the Cleveland Initiative For Education's publication, "Effective School Leadership - Adopting a Systemic Approach." Once again, our thanks and appreciation is extended to the Executive and Associate Directors, Dr. Rosemary Herpel and Dr. Helen Williams, of the Cleveland Initiative for Education for their approval to share of this report with you.

As we reflect upon the state of public education in our nation, we often feel assaulted by criticism from many groups who keep repeating that public schools, especially in large urban districts, fail to successfully educate our students. However, research suggests that many school districts across the country are developing and implementing successful instructional approaches to improve our schools and increase student achievement. Nowhere is this more evident than the efforts to develop effective school leaders who hone their skills and increase their expertise to positively impact student learning.

The report, Effective School Leadership - Adopting a Systemic Approach, highlights several of these districts and their cutting edge practices. The report is not all-inclusive, for there are many school systems and programs that reflect high quality leadership development efforts, which are not referenced. However, we believe that those districts and programs selected offer a snapshot of what school systems and their collaborative partners accomplish to develop leaders that drive the educational process in their schools.

Our first two installments linked research to best practices and discussed building the strategic foundation. Now in Chapter 3 we move to staff roles in application. Read on for "Principal Leadership: Implementing a Comprehensive Program."

Chapters 1 and 2 are still available at the SDCO website (www.sdcohio.org/newsletters.htm) and the concluding chapters will appear in the early summer 2004/05 SDCO newsletters.

For more information or for copies of the full publication, please contact Dr. Helen Williams at 216.377.4140, hwwilliams@aol.com , or mail requests to: CIE, Terminal Tower, Suite 511, 50 Public Square, Cleveland, Ohio 44113."

To PDF File of Chapter 3


Need More Information on the Staff Development Council of Ohio?

  • Who are the board members?
  • How can I get a membership brochure?
  • What professional development opportunities are available?

For these and more, visit our website at www.sdcohio.org



SDCO Opportunities for You and Your Staff… Patty Canupp, SDCO President
A recent survey on working conditions in schools, conducted in North and South Carolina, by the Southeast Center for Teaching Quality found staff development to be the greatest predictor of school improvement. Schools with effective staff development programs were as much as 44% more likely to be rated good or excellent. The Staff Development Council of Ohio provides a number of opportunities for you to become involved in quality learning experiences to support the professional development programs in your district or school. SDCO provides strong professional conferences that are planned to provide educators with the leadership skills needed in Ohio schools.

The SDCO Spring Conference (May 4 & 5) will focus on exploring strategies in developing strong evaluation processes around NSDC standards-based professional development practices. Joellen Killion, NSDC Director of Special Projects, will be in Ohio to guide us through her nationally acclaimed two-day workshop. The workshop will help district teams develop a working knowledge of the steps to create and evaluate an effective high quality staff development program. Using her book, Assessing Impact: Evaluating Staff Development, Joellen will assist participants in identifying the challenges associated with evaluating their staff development programs. For more information on this conference and to register, please go to the SDCO website at: www.sdcohio.org Click on Programs and Services, then on Spring 2005 Conference.

The National Staff Development Council's Summer Conference for School-Based Staff Developers and the principals and district administrators who work with them will be held July 16-19 in Chicago. Ohio is well represented with presenters from three school districts showcasing their programs for developing school leadership. Congratulations to South Western City Schools, Toledo Public Schools and West Carrolton Local Schools for being selected to present. More information is available at: www.nsdc.org

The SDCO Fall Conference will be on September 21 & 22, with Tom Guskey returning to discuss Assessment and Grading in a Standards-Based Environment on September 21, followed by a day on Assessing Staff Development on September 22. Registration for this conference can be for both days or you may choose to attend either of the two days. Local Professional Development Committees are encouraged to attend as well as curriculum and staff development leaders.

These are exciting times for our schools as we all work together to make Ohio's schools better places to teach and learn. The Ohio Department of Education is in the process of developing new Standards for Professional Development which should be rolled out sometime this summer. These Standards will be guiding all our work in professional development in the near future. These exciting times do provide many opportunities for all of
us to improve the work we do.

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Professional Development at Miami Valley… Rhonda Phillips

Below are a few staff development ideas that we have started implementing.

Background:
Miami Valley Career Technology Center (MVCTC) is a career technical school that serves approximately 2000 juniors and seniors from 27 school districts located in five counties, which covers over 4,000 square miles. The students choose to attend one of the 50 career offerings. All academic classes are offered at CTC along with the 50 career offerings. The school has three buildings and is the largest single site career technical school in Ohio.

MVCTC has a staff development committee that meets four times per year. The committee has representation from all departments including maintenance and secretarial. There are 16 members on the committee that serve a three year term.

Staff Development Ideas:
Teacher Tips…Due to the size of MVCTC many teachers are not able to collaborate. This year we have started a section in the Messenger (staff newsletter) titled "Teacher Tips." The staff development committee representatives from each department collect teacher techniques and strategies and submit them to appear in the "Teacher Tips" column. This has been a great way to share teachers' successful techniques.

Resource Guide…Again, because of the size of staff it is difficult for everyone to know everyone's specialty areas. Each representative from the staff development committee is collecting information regarding training teachers have attended, committees they are serving on and other items. These will be compiled and shared among staff so that when someone has a question or problem they can contact that resource person.

Book Club… This professional development opportunity is actually Instructional Improvement/Research; however, a catchy name such as the Book Club helps with enrollment. Teachers get together and choose a book to study. Each book must meet the school goal of reading and writing across curriculum. The first book that the group read was Reading Don't Fix No Chevys written by Michael Smith and Jeffrey Wilhelm. The group met four times for a total of 7 hours throughout a 10 - 12 week period. They were also required to partner with another person for an additional 6 hours of collaboration. The method used for discussion was "Final Word," (Explanation Below) a strategy learned from the SDCO Fall Conference on The Adaptive School with Sue Pressler.

The first Book Club was so successful that the original members were instrumental in starting a second book. This time the number of participants tripled. The new book chosen is, I Read It, But I Don't Get It by Cris Tovani.
The most powerful part of the Book Club is the excitement you see in the participating teachers. They are talking, sharing, and interacting. For example, in the last meeting two teachers were conversing about a technique they are going to try and the one teacher mentioned that she had never met the teacher she was working with. Both of them had been with MVCTC for many years but had never had the opportunity to work together.

The excitement keeps growing and the original Book Club members serve as leaders for the new group. The excitement is tremendous.

FINAL WORD:
Directions -


1. Each person marks several statements while reading the assigned chapters.
2. Designate a person to start.
3. That person reads the statement marked in the book without discussing his/her own thoughts.
4. After the statement is read, the other people in the group share their thoughts about the statement.
5. When everyone has shared his/her own thoughts about the statement, the person who started gives his/her own thoughts.
6. Repeat above steps when you rotate to next reader.
* NO passing or cross talking

Benefits -

  • Keeps group focused
  • Slows things down
  • Forces people to listen

Here's how to contact Rhonda or to access further information about the Miami Valley Career Technology Center.

rphillips@mvctc.k12.oh.us
http://www.mvctc.com/mvctc/index.htm

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What does it look like to you?
Best way to use this "training tool" is to create enough 3.5" x 4" copies of the image for everyone in the group. Then, as your final "Leave 'em with something to think about" point, hand out individual copies to everyone with the following directions:

"I'm going to give you a picture of something. I will place it on your desk, upside down. DON'T turn it over until I tell you to."

Distribute the images.

"Now before I tell you to turn it over, here are your instructions."

"Once you turn the image over take a good look at it. Feel free to rotate it in any direction. DON'T look at your neighbor's. What is it? When you think you know, call me over and whisper the answer to me. OK, Turn it over."

Give them a half-minute or so to study the image. Dramatically chastise them for peeking at their neighbor's image (i.e. cheating). Then, after a short while, let them look at the images with two or three of their partners.

When the time is right, and if no one's gotten it, hold up one of the images in front of the entire group. You can expect gasps and smiles from your audience because, when viewed from a distance, it is clear that this is an image of a lady.

Send them out the door with these closing points:

1. You may be too close to your work to see "issues" clearly.
2. Sometimes it takes a more distant perspective to see a potential answer or a more definitive possibility (i.e. Don't you know a better way to handle your neighbor's kids or to run this school building?).
3. Little details cloud up the big picture…but without those little details; there wouldn't be a big picture. (i.e. The details are a natural component of any issue. You can't get rid of them and you can't find solutions for all that they represent. You often have to get over the details if you truly hope to get to the big picture.).
4. Teams produce new perspectives (i.e. Two heads can be better than one…when you're looking for possibilities…not necessarily when you must make a final decision.).

 

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Animals in Translation… a book review
How is Animals in Translation different from every other animal book ever published? Animals in Translation is like no other animal book because of Temple Grandin. As an animal scientist and a person with autism, her professional training and personal history have created a perspective like no other thinker in the field, and this is her exciting, groundbreaking view of the intersection of autism and animal.

Animals in Translation...

  • redefines consciousness and argues that language is not a requirement for consciousness;
  • categorizes autism as a way station on the road from animals to humans;
  • explores the "Interpreter" in the normal human brain that filters out detail, creating an unintentional blindness that animals and autistics do not suffer from;
  • applies the autism theory of "hyper-specificity" to animals, meaning that there is no forest, only trees, trees, and more trees;
  • argues that the single worst thing you can do to an animal is make it feel afraid;
  • examines how humans and animals use their emotions, including to predict the future;
  • compares animals to autistic savants, in fact declaring that animals may be autistic savants, with special forms of genius that normal people cannot see;
  • explains that most animals have "super-human" skills; animals have animal genius;
  • reveals the abilities handicapped people, and animals, have that normal people don't.

What the Critics Say
"Philosophers and scientists have long wondered what goes on in the minds of animals, and this fascinating study gives a wealth of illuminating insights into that mystery....A lively and absorbing look at the world from animals' point of view." (Publishers Weekly)

"This fascinating book will teach readers to see as animals see, to be a little more visual and a little less verbal, and, as a unique analysis of animal behavior, it belongs in all libraries." (Booklist)

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PBS Teacher Line ... Improving Teacher Quality and Increasing Student Achievement

PBS TeacherLine, funded by a grant from the U.S. Department of Education is committed to helping PreK-12 teachers acquire the skills they need to prepare students for a successful future. TeacherLine provides online professional development through facilitated and standards-based courses, supportive and collaborative learning communities, and exemplary Internet-based resources.

TeacherLine offers more than 90 courses in mathematics, reading, instructional technology, instructional strategies, science, and curriculum mapping. Courses are facilitated by specially trained educators, combining the best of face-to-face professional development with the best of online instructional design.

PBS TeacherLine is made available to educators across the country through partnerships with member stations and local education agencies.

For a presentation about PBS TeacherLine courses in your school or to learn more about the PBS TeacherLine program, contact Nick Carpas at 330.414.1567 or ncarpas@neo.rr.com

Producers
TeacherLine courses are developed by the following leading education producers:

TeacherLine Collaborations
Content is developed in collaboration with the following organizations:

Are all courses online?
Yes. Although the course catalog is sorted by state, there is no physical classroom for you to travel to. Courses are conducted online, so you “attend” classes via your computer—either from your home, your classroom, or your district computer lab. Courses usually run on a six-week schedule, and while there are no specific 'classroom hours,' you will work according to a loose schedule that is set by your facilitator.

Who teaches the courses?
A facilitator is an educator who guides participants through a PBS TeacherLine course. Since our courses are designed to be community-based learning experiences, the course facilitator is there to assist you, encourage enlightening dialogue between you and your peers, and evaluate your work in order to provide valuable feedback. PBS TeacherLine national course facilitators have a Master’s Degree in Education or a related field of study, as well as subject matter certification and expertise.

 

Benefits of PBS TeacherLine Online Courses

For Teachers…

 

Offer Teachers Flexibility

  • Online courses let you complete the weekly assignments at a time and place of your choosing.
  • Course discussions are asynchronous, so you won’t need to log on at specific times for course participation.
  • Six-week courses fit into your busy schedule while allowing enough time to explore concepts in depth.

Improve student outcomes

  • Course content focuses on implementation of concepts in the classroom and has a demonstrated positive impact on student achievement.
  • Courses have been independently reviewed and have demonstrated their effectiveness in improving students' outcomes.

Support collaborative learning

  • Online moderated discussions allow teachers to share content, ideas, and instructional strategies. You can reflect on your own beliefs and exchange solutions to problems in text, graphic, and interactive forms.
  • Experienced facilitators with content knowledge guide the discussions and encourage full, thoughtful involvement of all participants. Professional facilitation assures mastery of the material while supporting the development of a learning community among participants.

Provide rich course content

  • Course content is research-based and aligned to national subject matter standards, working closely with such organizations as NCTM, IRA, NCTE, and ISTE.
  • Rich use of technologies such as video, audio, and interactives, makes content engaging and provides multiple learning modalities.
  • Courses features specific tools for integrating technology to teach covered topics in the classroom, as well as tools to support delivery of instruction to diverse learners.

Lead to professional recognition

  • Courses help teachers obtain college credit, professional development points (PDPs) and continuing education units (CEUs).
  • Certificates and facilitator feedback provide documentation needed by districts to validate credit.

For Districts…

PBS TeacherLine courses may be customized to meet the needs of your school or district. Work with a regional PBS TeacherLine partner station or affiliate to set up local courses. To offer courses:

1.        Browse the Course Catalog to decide which courses you might like to offer.

  1. Call 216.398.2800 or kernohan@centurytel.net   (Mark Kernohan) to schedule courses through your local PBS TeacherLine provider.

Ensures quality with research-based content
TeacherLine’s research-based course content is developed in collaboration with major professional organizations and leading experts in instructional strategies and content such as NCTM, IRA, NCTE, and ISTE.

Meets NCLB requirements

  • Promoting initiatives that provide school teachers, principals and administrators with the capacity to integrate technology effectively into curricula and instruction that are aligned with the challenging state academic content and student academic achievement standards, through such means as high-quality professional development programs. (Title II, Part D).
  • Enhancing the ongoing professional development of teachers, principals and administrators by providing constant access to training and updates about research in teaching and learning through electronic means. (Title II, Part D).
  • Providing professional development that is "high quality," sustained, intensive and classroom-focused in order to have a positive and lasting impact on classroom instruction and the teacher’s performance in the classroom. (Title IX, Part A).
  • Developing activities that produce a demonstrable and measurable effect on student academic achievement.  

Offers districts flexibility

  • Courses can provide a "complete" sequence of study covering core math, reading, and technology integration, or can directly address specific requirements.
  • Courses can be organized according to a district’s content and timing requirements.
  • Teachers can work any time and anywhere they have web access.
  • Courses are typically six weeks long, fitting into teachers' challenging schedules while delivery results.

Offers districts savings

  • Allows small or dispersed teacher populations to be reached cost-effectively.
  • Allows new professional development initiatives to scale up rapidly at a lower cost than more face-to-face (F2F) programs. Districts aren’t required to invest in additional training facilities or substitute teachers.

Saves districts time

  • More than 90 courses cover core concepts in mathematics, reading, instructional technologies, curriculum mapping, instructional strategies, and science so there's no need to shop around.
  • Licensing options provide a fast start to an online professional development program.  

Ensures mastery of material

  • Courses are led by trained facilitators with content expertise as well as online certification.
  • Facilitators are trained to guide constructivist use of discussions, and to support development of a professional community of practice.
  • Facilitators provide feedback and assessment against clearly stated objectives to maximize teacher learning and subsequent impact in the classroom.

Helps teachers make measurable changes in classroom practice and student achievement

  • Most courses help teachers specifically address how to use technology to implement concepts in the classroom, and provide guidance in modifying the instructional approach to meet the needs of diverse learners.
  • Rich use of technology within the course (video, interactives, etc.) improves learning and introduces teachers to how technology can be used in instruction.
  • Courses have been independently reviewed and have demonstrated their effectiveness in improving student outcomes.

Helps educators meet their professional development goals
Can lead to professional development points (PDPs), continuing education units (CEUs) and college credits.

Aligns to local standards
Open design allows courses to be specifically aligned to state or local standards

 

"I believe the exchange between teachers and administrators is a great untapped resource. PBS TeacherLine is a great medium for this type of collaboration to take place."

Wayne Rodolfich
Principal
Gautier High School
District Administrator of the Year, 2004

"PBS TeacherLine courses give me the collaborative support and intellectual motivation to continue to refine and improve my delivery of the curricular standards."

Jeannie Dyke
Reading Specialist
SY Jackson Elementary School

"It is not enough to be an active member of a school team; all of our children deserve the benefit of ideas from colleagues throughout the state and nation."

Dr. Gaylynn Parker
Information Systems Department
Pascagoula School District

"I strongly recommend [PBS TeacherLine courses] to all educators...these are wonderful to take for recertification or graduate credit."

Jeannie Dyke
Reading Specialist
SY Jackson Elementary School

"PBS TeacherLine is a well-designed program that makes math fun and interesting. It creates an ideal setting for teachers to do more in-depth mathematics studies in a relaxing atmosphere."

Dr. Hui Fang Huang Su
Professor of Mathematics Education
Nova Southeastern University

 

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