Beruflich Dokumente
Kultur Dokumente
eduviews | 2008
Teaching in the
21st Century
Executive Summary
Teachers are rapidly leaving the profession both before and at retirement age.
Canuel stated that the district used the four priorities noted above as the conceptual foundation for launching
new technology-based educational tools and resources for teachers. In addition, the districts leadership
noted that teachers, young and veteran alike, were struggling with 21st century digital skills. As the district
built its strategic plans, leadership challenged itself to think more comprehensively about how to step into
a digital learning environment.
From there, momentum began to build. Canuel notes that quite naturally, teachers are simultaneous members
of multiple communitieswithin their own buildings, by grade level, by subject matter and more. Using
a platform that integrates online course and content delivery and community, the district supports these
multiple professional learning communities with a growing collection of custom resources and tools. Weve
used technology-based tools to create a portal/professional learning community system, so teachers now
receive customized delivery of information, around our four key priorities.
As an example, first grade teachers receive specific first grade information supporting curriculum,
instructional practice, and other relevant communication. Canuel reports that this new system empowers
first grade teachers to interact and share with one another, supporting informal professional development
among colleagues. The districts first grade teachers are sharing strategies and resources more fluidly and
across building boundaries. The new technology infrastructure supports teachers with a constant community
presence, in which content, curriculum and professional practice are integrated and immediately accessible.
Unexpected Benefits
Jefferson Countys Canuel noted that like districts
everywhere, teacher workload was a difficult issue.
Students now see their teachers
When the new community portal/professional learning
modeling effective, productive use of
community system was introduced, the district
technology and students perceive that
expected some resistance from faculty based on the
teachers are engaging in their world.
need for training and the time required to learn the
new system. In both formal and informal surveys, the
district has experienced unprecedented acceptance.
According to Canuel, teachers are enthusiastic about the new tools, resources, and growing community.
He stated, Our teachers are more effective than they were, they are much more skilled, they have better
knowledge, and we are starting to see that our teachers are more engaged. He also noted that students
now see their teachers modeling effective, productive use of technology and students perceive that teachers
are engaging in their world. Canuel also reported anecdotally that the new system is supporting teacher
recruiting more effectively. He cites examples in which prospective recruits notice that the district is using
the same kind of tools Im used to using in college. Its tangible evidence that the district supports its
teachers with quality resources and tools when new teachers come on board. In fact, all first and second year
teachers in Jefferson County have their own community within the system and new teachers can see that
they will have a digital support network when they begin their careers.
Teacher-to-Teacher Collaboration
Technology-based collaboration and collaborative tools are also part of the emerging vision. Collaborative
practice gives teachers the ability to learn from one another, benefit from self- and peer-assessment, and
to plan and build instructional strategies together. Young teachers often report that they are isolated in
their first-year teaching, working in a sink or swim environment. Learning, including learning to teach, is a
social, collaborative process and according to NCTAFs Thomas Carroll, its logical then to tap the power of
technology to support teacher-to-teacher collaboration across a building, a district or a wider network of
peers. That scaffolds teacher retention and accelerates new teachers toward proficiency and effectiveness.
References
Dwyer, Carol A. (2007), Americas Challenge: Effective Teachers for At-Risk Schools and Students,
National Comprehensive Center for Teacher Quality
Kleiman, Glenn M. (2005) (Education Development Center, Inc.), Meeting the Need for High Quality
Teachers: e-Learning Solutions, U.S. Department of Education Secretarys No Child Left Behind Leadership
Summit; Increasing Options Through e-Learning
Koch, Melissa and Fusco, Judith (2007), Designing for Growth: Enabling Communities of Practice to
Develop and Extend their Work Online
National Summary: 2007 State Teacher Policy Yearbook: Progress on Teacher Quality, National Council
on Teacher Quality
Policy Brief: The High Cost of Teacher Turnover (2007), National Commission on Teaching and Americas
Future. Retrieved from www.nctaf.org.
Teacher Quality: Understanding the Effects of Teacher Attributes (2003), U.S. Department of Education
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