Professional+Development+&+Support

Staff Development The goals of staff development in the Upper Dublin School District focus on specific technology related competencies and an overall digital culture change to address the needs of the 21st century learner. First and foremost, we hope to invoke a positive attitude towards the infusion of technology in the learning process. We hope to instill the idea that technology can be used as a tool to support the current curriculum and enhance the learning experience. We encourage experimentation and risk-taking in terms of innovative and progressive uses of technology in the classroom. In order to inspire confidence, we will provide teachers with the tools and knowledge in which to teach the 21st century student. Our underlying belief is that the utilization of technology tools creates a more engaging environment to inspire student learning. The integration of technology into the classroom setting will improve student performance, have a positive effect on student achievement, and prepare students with the skills they will need to compete in the global marketplace.

The Technology Planning committee will collect data via electronic survey to assess student, staff and community needs regarding technology and its use. The survey will focus on what skills teachers, students, and community members already have and areas of need. Once data is analyzed, the planning committee will delineate specific objectives for technology trainings and workshops.

We will offer face-to-face trainings during the summer, inservice days, and before or after school. Staff development that occurs on district in-service days will address the needs of a K-12 audience. Staff development offered at the district level will allow for choice in what workshops to attend whereas building-based staff development will be targeted to the specific needs of the staff. The district will also offer online training in the form of software tutorials that staff may access at their own convenience. Completion of tutorials will result in the acquisition of staff development hours.

Workshops will be facilitated by professionals in the field, educational technology coaches, technology representatives, the Director of Technology, and staff members who possess expertise and facility with using specific technology, software, programs, and instructional techniques. In addition to workshops, small group and individual planning and training sessions focused on the planning and teaching of technology infused lessons will be offered before, during, or after school. Staff are also encouraged to attend local conferences and seminars that concentrate on using technology to enhance learning. Building technology representatives will share “tech bytes” at monthly faculty meetings to expose staff to tech resources that are easily integrated into the instructional repertoire.

Three educational technology coaches will be hired to support staff development at the elementary, middle, and high school levels. The main goal of these persons is to provide technology integration support at a building level. These professionals will be expected to keep up-to-date on emergent technologies and will be able to model best practices for the integration and implementation of a variety of tools and resources. Educational Technology Coaches will work with teachers and administrators to help them learn how to infuse technology into day to day instruction so that it becomes a natural component of planning and teaching. They will also run face-to-face workshops and inservice activities that focus on 21st century learning and technology integration.

To provide the opportunity for autonomy in terms of one’s own professional development, the Director of Technology will create a virtual discussion board where teachers across the district can meet, share, and reflect on topics of interest. Message boards can be organized by topic, grade level, or curricular area. This virtual environment will have the capacity to house lessons developed in-house that exemplify new uses of technology to support teaching and learning.

Teachers that possess a minimum of fives years employment in the district and professional certification will have the option to create a technology goal in place of a formal observation by a district administrator. These teachers will have to identify a technology goal, document the implementation of its use, and analyze and reflect on it’s impact on the learning experience. The teacher will be held accountable to their building principal for communication regarding this endeavor.

Professional Development Data: The professional development data that was used to inform the need for professional development activities were: (1) responses to surveys in which the Kindergarten through grade 12 teachers were participants (2) parent survey (3) student surveys (4) student testing results (5) evaluations of professional education activities conducted by the district (district-wide and school based) (6) individual teacher goal setting process

Priorities in the Area of Professional Development: (1) development of strategies for differentiation of instruction (2) providing of workshops to familiarize teachers with all aspects of PSSA (3) workshops in the area of instructional strategies that enhance students' performance (4) establishment of a diversity committee (5) under the auspices of a staff member all high school students will be required to participate in one extra curricular opportunity (6) continued staff development in the area of technology (7) data workshops conducted in house by the Director of Curriculum and Assessment to include PVAAS training.