Research-Based Professional Development
The Center has identified an emerging model for professional development, incorporating the most recent research regarding how teachers and students learn effectively. This approach is based on design-based research findings from over a decade of work with teachers and leaders across PK-12 traditional and online/blended schools in the greater New York metro area and beyond, including international teachers from Bulgaria, Ghana, China, and Palestine. Primary elements of the model include both interactive, hands-on workshops and structured classroom-based work.
The Center offers schools and districts situated professional development customized to meet the needs of participants, schools, and their districts. Our workshops reflect the needs expressed by school administrators and practitioners in preliminary meetings, and take account of the available technology resources. The structured classroom-based work can include individual or collaborative planning sessions, modeled instruction, or co-teaching.
The Center for Technology and School Change is currently working in partnership with a national consortium of private schools to support the pressing needs of administrators and teachers in adopting and facilitating online and blended learning programs. Professional development focuses on issues such as:
- student readiness for online learning;
- academic support for students;
- the role of building teachers/administrators in online learning;
- formative assessment in online environments; and
- strategic planning for online and blended programs.