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  PLC is the effective mode of PD. We chose Professional Learning Communities as being the most effective mode because it allows teachers the autonomy to be independent, innovative thinkers while at the same time provides opportunities to collaborate with colleagues working together toward a shared purpose.* Teacher quality is improved through on-going teacher professional development.* All Educational Stakeholders will be involved (i.e. Teachers, Administators, Para-Professionals, Aids, Support Personnel, Instructional Leaders and Curriculum Coaches).

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  PLC is the effective mode of PD. We chose Professional Learning Communities as being the most effective mode because it allows teachers the autonomy to be independent, innovative thinkers while at the same time provides opportunities to collaborate with colleagues working together toward a shared purpose.* Teacher quality is improved through on-going teacher professional development.* All Educational Stakeholders will be involved (i.e. Teachers, Administators, Para-Professionals, Aids, Support Personnel, Instructional Leaders and Curriculum Coaches).

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Adrianne Eldridge and Rosa Terrell"TEAMWORK MAKES THE DREAM WORK!"

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Our team decided to use a combination of (4) Just In Time Video Libraries and (2) Coaching/ Mentoring/ Teacher-Leaders.  We feel that (4- Just In Time Video Libraries) is an effective and efficient way to get the information to everyone.  This way we can ensure that everyone receives the same message.  This can be shown in a faculty meeting.  Teachers would be able to replay this as a resource as many times as needed at their convenience.  As a follow-up there could be training with key people at each school that would serve as the “Go To” people.  This is where (2-Coaching/ Mentoring/ Teacher-Leaders) comes in.  The “Go To” may be the current Technology Coordinator or a teacher leader for each grade level.

At the District Level, the Technology and Curriculum Departments would be responsible for disseminating the information to the schools.  At the School level, the Teacher Leaders would be responsible for support and additional training if needed.

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Our team discussed the Just in time videos. We thought that they would be very helpful to novice teachers as well as those who change departments within the same districts.

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Although the PLC is ideal, we focused on the components of three models we believe would be most teacher centered.  Those modesl are Coaching/Mentoring/Teacher-Leaders, Courses and "Just in Time" video libraries.   The personnel that would be involved in development and implementarion of this PD would include Upper Level Administration at the Central level, School Administrators (Principal and Assistant Principals), as well as  the school leadership teams.  The components to be implemented at the individual school site would vary dependent upon the needs identified (i.e. some schools have staff that are more technology oriented than others).

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Our team discussed utilizing both Courses and Just in time videos. Both options allow for face to face training along with providing videos and online information via websites or links that are available and accessible at any time for all school staff.

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We discussed and decided that the two professional development models are:
*Coaching/Mentoring/
Teacher-Leaders
*"Just In Time" Video Libraries

The Coaching, Mentoring, Teacher-Leader model gives the school staff an opportunity to benefit from expert knowledge and presentation while allowing them to ask questions.  With this model, participants receive detail information of ow to manipulate the program.  Teachers can also benefit from the school-based teacher-leaders, sharing and modeling (with the use of technology and other resources)
while providomg personal and job-embedded experiences.

The "Just In Time" video libraries will offer an opportunity for the staff to revisit information 24/7 (anytime) to get a complete visual of the information while preparing for classroom implementation.

Administrators, technology personnel in the local building, lead teachers such as team leaders or department heads would be very benefical to the PD team.  The central office staff (program specialists) can also play an important role, offering assistance with collaborative strategies and efforts among the content areas - A Multidisciplinary Approach!!

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Patricia Cox, Dawn Johnson and Nelva Walker

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Patricia Cox, Dawn Johnson and Nelva Walker

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Our team agrees that the "Courses" delivery would be the best for offering professional development within the Special Education Department since we're not in each of our schools daily.  It would be difficult to mentor or coach since it requires extensive time and support for the teacher.  We do believe the PLC model would be an excellent component to use because SPED teachers work well within the PLC model and they often collaborate  with other SPED teachers especially the teachers who work within a self-contained class.  Teachers could oarticipate in face to face courses after school at designated times. Developing online couses would allow the teachers to access the professional development when they have time outside the educational setting. Online courses should reinforce what is taught during the face to face meetings.

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LaQuita Rudolph
PLC are effective because of the face-to-face collaboration and the  online ability.   The school leadership team (including the principal) will be responsible for creating this PD model.

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Effective Professional Development- Drs. Steward and Reynolds

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Effective Professional Development- Drs. Steward and Reynolds

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Our school would benefit from the combination of Job Embedded (Face-to-Face) PD and the Coaching Mentoring Cycle. Both of these models would be effective because the job embedded PD allows teachers to recieve PD during the regular workday. The Coaching Mentoring Cycle is imperative in assisting teachers in transfering the knowledge learned into their classroom instructional practices.
The personnel that would be involved in creating this PD model for the school that moves teachers
along the SMAR continuum would be the IB Coordinator, Reading/ Instructional Coach, the most effective IB classroom teacher, the administrator/ aspiring administrator who has recieved the SMAR training.

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Because the vast majority of

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The components that we selected for our setting were #3 - Courses and # 1- Professional Learning Communities. These would be effective because the courses will allow teachers to feel like part of the decision making process and will remove the pressure of using SAMR as an evaluative tool.  The PLC would serve to support the learning that takes place in the course. Participants in PLUACLD 379 would be invited to assist with structuring the PD model. At the school level, the main participants would be the principal and teachers.  Some type of incentive such as reserved time or paid substitutes would give teachers the freedom to reflect upon how the learning can be applied, how it progresses, and how it can be enriched/improved in real time applications.

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* PLC is the effective mode of PD. We chose Professional Learning Communities as being the most effective mode because it allows teachers the autonomy to be independent, innovative thinkers while at the same time provides opportunities to collaborate with colleagues working together toward a shared purpose.
* Teacher quality is improved through on-going teacher professional development.
* All Educational Stakeholders will be involved (i.e. Teachers, Administators, Para-Professionals, Aids, Support Personnel, Instructional Leaders and Curriculum Coaches).