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Teacher Readiness

This presentation is about PD for teachers.

Kate Keller

on 3 May 2015

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Transcript of Teacher Readiness

Teacher Readiness
How will my proposed program assess teacher readiness?
The Dray article talked
about revising the way we
access readiness for the DE environment and making sure that we dig deeper with regard to what we measure; that goes beyond basic technology skills and equipment ownership inquiry. I would construct a survey that
incorporated the following questions:
Ways I can develop readiness, if low readiness is revealed by the assessment.
Factors to consider to increase participant success potential in a distance learning environment.
How will my proposed DE program attempt to maximize PD participant success potential?
Another important feature is access to the instructor. There needs to be established
points whereby contact can be directed to the instructor, not to mention the practice of
obtaining course resources. Having set online
"Office Hours" for course participants, so they know they can reach you, and establishing open lines of communication amongst peers can
assist in the easing of anxieties about
learning tools, assignments, or the
direction that a student is taking
in their learning.
One online tool that can
be utilized with my program to address participant success factors.


Hope you enjoyed my presentation of professional development and teacher readiness.
In Professional Development DE
Teacher Readiness for Online Professional Development
Have you ever participated in an online professional development opportunity?
Do you have access to the Internet and production tools such as a Google Drive or Microsoft Office?
Is the equipment you use to access the Internet have satisfactory speed to use all of the above tools?
How often do you use the above tools? Daily, weekly, or randomly?
How best do you learn online? Do you like to have step by step written directions, video, or live communication to capture learning?
How often would you expect an open forum discussion opportunity? Weekly, at the beginning of a topic, or when requested?
Do you consider yourself strong at setting goals and scheduling your time?
Do you consider yourself a problem solver, creating alternative methods to solving issues?
There are several ways
to help teachers prepare for the online professional development experience.
As with any learning the participants need to be made aware of the formats for accessing and submitting information.
There needs to be tutorials designed for teachers so learning various technological tools can be
acquired and communications tools used during
the course, including open forum options.
An agenda or syllabus will be prepared so
that expectations for the course are
clearly defined and the time table
for work due is set before
Success directly relates to the
feedback from the course instructor
and peers within the course. Whether it is
the feedback from submitted assignments or
use of communications between members of the
participants they need to understand the guidelines
as to their responsibilities for their own learning.
It is essential that feedback be
done in a timely manner - no more
than a 48 hour turnaround on assignments or assessments
and no more than 24 hours on
questions/contact from
The framework for the course needs to include an orientation and training in tools for successful
completion before directed learning happens.
Ongoing evaluation of the effectiveness of the instruction relates to not only the testing of participant learning, but to the program outcomes themselves.
Participants must feel comfortable with the format of the course to "attend" and participate with ease.
Participants will be provided with a course orientation plus any additional training for successful navigation and understanding
of course outcomes.
Assessments are an essential part of
the learning process. Included will be a
variety of assessment options to gauge learning. These evaluation tools for understanding are only part of this
process. There will also be periodic
assessment of the course itself
through surveys and informal
participant response.
created by
Purdue University
This message tool was created based on research
done at Purdue whose findings were that shorter messages are more effective in garnering student response. By establishing this tool as a form of communication and sharing of resources, along with the research related to "how" the messages
are constructed, it will improve feedback .
Their research also brought to light that
using a first person plural helped
students feel that the instructor
cares about their learning.
Music by: Claude Debusey
Maiden with Flaxen Hair
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