Potential Professional Development Models:
The Edcamp Model
Edcamp is an exciting PD experience designed by teachers, for teachers. FRC tried this model out in our Dec 2013 PD, with huge success. Teachers loved the automony and the time to collaborate on topics they felt strongly about.
A little background: Edcamps began in Philidelphia in May 2010. The model became so successful that the original organizers created a nonprofit organization, The Edcamp Foundation to support groups in organizing and in some cases funding Edcamp "unconferences".
Unlike traditional conferences which have schedules set months in advance by the people running the conference, Edcamp has an agenda that’s created by the participants themselves. "Built on principles of connected and participatory learning, Edcamp strives to bring teachers together to talk about the things thamatter most to them: their interests, passions, and questions. Teachers who attend Edcamp can choose to lead sessions on those things that matter, with an expectation that the people in the room will work together to build understanding by sharing their own knowledge and questions." (Edcamp.org)
How is an Edcamp organized?
Sessions are organized based on participants’ willingness to share an aspect of their practice they feel others would like to know about. Unlike formally prearranged sessions, there is no need to plan a structured presentation. Edcamp sessions are about sharing and facilitaing a conversation. You just need to bring your experience and whatever materials you feel others might like to see. Access to computers allows you to find and share resources easily.
Typically, sessions are organized through a system of participants writing on different coloured cards indicating they would like to share or learn about a topic. Then organizers group like-minded people together, combining some topics or splitting them into subgroups as necessary.
Once sessions start, participants may come and go as they find the best ways to use their time, dropping in on more than one conversation if need be.
Typically, the discussions are shared using technology such as google docs so teachers can have access to information shared
at sessions they did not attend.
A little background: Edcamps began in Philidelphia in May 2010. The model became so successful that the original organizers created a nonprofit organization, The Edcamp Foundation to support groups in organizing and in some cases funding Edcamp "unconferences".
Unlike traditional conferences which have schedules set months in advance by the people running the conference, Edcamp has an agenda that’s created by the participants themselves. "Built on principles of connected and participatory learning, Edcamp strives to bring teachers together to talk about the things thamatter most to them: their interests, passions, and questions. Teachers who attend Edcamp can choose to lead sessions on those things that matter, with an expectation that the people in the room will work together to build understanding by sharing their own knowledge and questions." (Edcamp.org)
How is an Edcamp organized?
Sessions are organized based on participants’ willingness to share an aspect of their practice they feel others would like to know about. Unlike formally prearranged sessions, there is no need to plan a structured presentation. Edcamp sessions are about sharing and facilitaing a conversation. You just need to bring your experience and whatever materials you feel others might like to see. Access to computers allows you to find and share resources easily.
Typically, sessions are organized through a system of participants writing on different coloured cards indicating they would like to share or learn about a topic. Then organizers group like-minded people together, combining some topics or splitting them into subgroups as necessary.
Once sessions start, participants may come and go as they find the best ways to use their time, dropping in on more than one conversation if need be.
Typically, the discussions are shared using technology such as google docs so teachers can have access to information shared
at sessions they did not attend.
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One Facilitator, Whole Staff:
"These sessions with the entire faculty are designed to introduce the big ideas, motivate staff, and provide an overview of priorities for the year." (Brozo & Fisher, 2010) FOCUS: Student Engagement PLAN: November 14th, 2011 - Retain Karen Hume to facilitate a professional development day for all teaching staff on engaging "millenial students" based on her recent work, Tuned Out, and introducing the cross-curricular "Survival Guides" instructional strategy. |
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One Facilitator, Department Teams
"In these smaller sessions, conducted monthly during teachers' prep periods, and facilitated by members of the PD Committee, teachers practice and apply what they learn." (Brozo & Fisher, 2010) FOCUS: Developing Literacy Strategies that Engage Students Training Teachers to Become Peer Coaches PLAN: Wednesday morning team-planning meetings (8:25 - 9:25 AM) - Literacy Coach works with subject-area teams (established PLC's) to practice and apply instructional strategies (such as "Survival Guides"), discuss implementation challenges, and ask questions. (Brozo & Fisher, 2010) Literacy Coach trains teachers in peer-coaching techniques. |
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One Facilitator, Lab Groupings (Peer Coaching)
"In these meetings, which we call coaching clinics, a teacher agrees to present his or her implementation of a specific strategy for a small group." (Brozo & Fisher, 2010) FOCUS: Demonstrating Literacy Strategies that Engage Students PLAN: Individual teachers volunteer to model literacy strategies in their classrooms for a small group of colleagues. Lab group meets to discuss, reflect and offer "FeedForward" suggestions. (Thorn, McLeod & Goldsmith, 2007) Click here to see what our lab groups have been working on: /uploads/7/8/9/3/7893595/literacy_lab_summary_sem_1_2011.pdf |
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One-on-one Coaching
"Every eight weeks, 30 pairs of teachers are selected for collegial coaching on the basis of proposals they have submitted to the leadership team." (Brozo & Fisher, 2010) FOCUS: Practicing "FeedForward" Peer-Coaching Techniques by Demonstrating Literacy Strategies PLAN: Teachers work in pairs to identify a literacy strategy, model a lesson using the strategy, and debrief following the demonstrations using "FeedForward" peer-coaching techniques. Professional Development model adapted from Literacy starts with teachers (Brozo & Fisher, 2010). |
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