Literature_Review

     Professional Learning at Your Fingertips: The Impact of Technology on Teachers' Professional Growth Elizabeth Kennedy University of West Georgia 

 Professional Learning at Your Fingertips: The Impact of Technology on Teachers' Professional Growth If you were to walk into any elementary, middle, or high school in Georgia, you would come across teachers managing the learning and behavior of dozens of students, maintaining records of academic progress and academic challenges, and planning for future lessons that would not only engage students in their education but also meet their individual needs. Though this list of tasks may seem overwhelming, it only begins to scratch the surface of what administrators expect of their teachers and what teachers expect of themselves. In today's schools, teachers are expected to meet high demands in terms of instruction, management, planning, and preparation which leaves them with little time to focus on their own professional learning. As a result, many teachers participate in nothing more than the trainings and workshops required by their school systems and use very little of the information to improve or enhance their classroom instruction (Gusky, 2002). Thus, professional learning has very little impact on student achievement (Yoon, Duncan, Lee, Scarloss, & Shapley, 2007). A great deal of research into effective professional development has been done, but time constraints remain a constant hindrance to teachers seeking to improve their teaching skills. In order to remedy this problem, teachers need access to professional learning opportunities that meet their specific needs and allow for flexibility with time and place (Duncan-Howell, 2010). Providing technology-based professional development can help to meet both of those criteria. In this study, teachers will listen to weekly podcasts and/or view vodcasts focused on an area of professional learning that has gained a significant amount of attention in recent years--providing effective feedback to students about the quality of their work and areas for future improvement. Podcasts are audio broadcasts that are syndicated through feeds via the Internet and played back on mobile devices while vodcasts also integrate still images or video (Ally, 2009). After listening to or viewing the podcasts or vodcasts, participants will then interact about their learning in an online community. Discussion forums in Moodle will be used for this element of the study. Within these discussion forums, participants will discuss the content of the week's podcast along with its impact on their instruction. A similar course that will meet in weekly face-to-face meetings will be used as the control group in this study. At several points during the study, teachers will be asked to put their new learning into practice within their own classrooms and share the results with other participants in the online classroom or in their face-to-face meetings. The professional learning course will last for six weeks for both groups. Throughout this time, teachers will participate in online surveys to track their professional growth and document their responses to the technology-based professional learning model or the face-to-face meetings. The goal of the study will be to determine the effect of technology-based professional learning on teachers' attitudes toward professional learning and its impact on classroom instruction in comparison to more traditional face-to-face professional learning experiences.  In a meta-analysis of educational research, Robert Marzano (2001) identified teacher quality as the primary factor influencing student performance. With this in mind, the importance of professional learning for teachers is obvious. The National Staff Development Council (2009), recently renamed Learning Forward, defines professional development as “a comprehensive, sustained, and intensive approach to improving teachers’ and principals’ effectiveness in raising student achievement” (para. 2). Unfortunately with increased demands on teachers’ time, it has become difficult for teachers to find time to enhance their professional performance through professional learning opportunities. Stephanie Hirsch (2009) explains that “too few teachers experience the quality of professional development and teamwork that would enable them to be more effective educators each day” (p.10). This is particularly true for teachers in the state of Georgia. In the 2010 NSDC/SCOPE study which analyzed the availability and quality of professional development based on eleven factors, Georgia earned only one point of the possible eleven for access to content-focused professional development (Wei, Darling-Hammond, & Adamson, 2010). The lack of opportunities for teachers’ professional growth has led many researchers to explore alternative methods to help teachers receive the professional development they need. In many cases, researchers turned to technology-based solutions to accomplish this goal. Technology-based learning is often referred to as distance learning. Hossain (2010) defines distance learning as “a system of learning which delivers education to students using different means of communication like radio, television, Internet, satellite, etc. and learners can enroll … without being physically present on campus” (p. 124). Though many other terms can be used to describe technology-based learning (e-learning, Internet learning, distributed learning, networked learning, tele-learning, virtual learning, computer-assisted learning, web-based learning, and distance learning), the term “distance learning” will be used throughout this paper. Distance learning has been shown to be just as effective as face-to-face learning but far more efficient and far less expensive. Online courses can be taught in one-half to two-thirds the time of courses taught in person (Barker & Brooks, 2005). Additionally, distance learning eliminates many of the time constraints associated with scheduled class meetings. This allows learners to organize their learning schedules based on other demands on their time. For teachers who juggle work and personal commitments, this is an important benefit of distance learning (Duncan-Howell, 2010). Another benefit of distance learning is the speed at which it can be updated to meet learners needs (Ally, 2008). Trexler (2009) explains this by saying that “learning that used to be delivered ‘just-in-case,’ can now be delivered ‘just-in-time, just enough, and just-for-me’” (p. 14). This ability to meet the needs of individuals in a timely manner supports two of the fundamental premises of adult learning theory: adults expect immediate utility and a focus on issues that concern them (Fogarty & Pete, 2004). Though distance learning clearly meets the needs of teachers in many ways, trainers must take care in designing distance learning environments to incorporate what is known about effective professional development practices. Research has shown that there are five critical qualities of professional development: it must be sustained, job-embedded, interactive, collegial, and integrate a variety of learning methods (Fogarty & Pete, 2004). Building a collegial community of learners is sometimes difficult to accomplish in a distance learning environment. For example, in a study of member participation in The Education Network of Ontario, Riverin and Stacey (2008) found that the community that had initially developed dissolved over time. Parr and Ward (2006) were unable to form an online community in their study of FarNet, an online learning community designed to link schools in isolated regions of New Zealand. The researchers attributed the failure of FarNet to teachers’ feelings of protectiveness and ownership of resources they created as well as teachers’ fear that the work they contributed might not be seen as “good enough” by other teachers. Interestingly however, FarNet was found to be an effective means of professional exchange in pre-existing communities. This result is reflected in other online community studies in which a community of teachers had developed in a face-to-face context first and was then transferred into an online realm (Duncan-Howell, 2010; Fry, 2006; Mardis & Hoffman, 2007). Thus, professional development trainers must work hard to establish a sense of community amongst participants or take advantage of existing social and professional communities in order to fully develop the collegiality that has been shown to be so important in professional development. In a review of over 1,300 studies into the effect of professional development on student achievement, Yoon, et al. (2007) found that professional development that made use of outside experts had a greater effect on student learning than site-based trainings offered by in-house staff members. Unfortunately, such a finding can have costly implications for schools that must pay the fees associated with bringing in an outside expert. Distance learning can resolve this issue because experts can meet virtually with large groups of teachers to share their knowledge without having to travel. The use of experts in online professional development was acknowledged by participants to be one of the greatest factors influencing their learning in a study of NASA Explorer Schools (Marrero, Woodruff, Schuster, & Riccio, 2010). Presentations to teachers around the country by scientific researchers from NASA, the National Oceanographic and Atmospheric Administration, and other respected science institutions would have been financially unfeasible in a face-to-face format. The research review conducted by Yoon et al. (2007) also revealed the importance of time in professional development. Teachers who spent an average of 49 hours on professional development focused on one topic boosted their students’ achievement up to 21 percentile points. While large amounts of research have been done on distance learning for teachers using computers and online communities, there is far less research into professional development that makes use of mobile devices such as iPodsTM, a fundamental element of this study. Morris and Easterday (2008) explain that “with the iPodTM, teachers can personalize their interactions with professional development resources in ways that would have been cumbersome at best using older technologies” (p. 50). In their study of the use of video iPodsTM to support the learning of mathematics teachers, Morris and Easterday found that teachers came better prepared for face-to-face professional development sessions when the book and article readings were provided in an audio format that could be downloaded. Additionally, viewing videos of classroom teachers in action was a useful learning experience because the video iPodTM allowed teachers to watch and rewatch lessons and focus on parts deemed to be of greater importance. The current study will delve deeper into the use of mobile technology with a focus on how the convenience of such devices encourages greater levels of professional development and the impact that this type of professional learning has on teachers’ classroom practices. ** Problem Statement ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> Teachers face incredible demands on their time which leaves very little time for professional growth and learning. In order to get everything done, teachers have to multi-task whenever possible. The methods of delivering professional learning must be adjusted in order to accommodate busy teachers' schedules. To accomplish this goal, this study will examine the effectiveness of technology-based professional development methods. This will come in two forms that will complement one another: information will be delivered through podcasts or vodcasts and teachers will then discuss the information and share their own experiences in an online class forum. The hypothesis of this study is that this format will help teachers who are juggling numerous tasks to find time for professional development that will help them to develop skills that they can use to improve their classroom instruction. ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">Methodology ** ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">Context  ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> This study will be conducted at Big Shanty Intermediate School. This school houses third, fourth, and fifth grade classes and is located in Kennesaw, Georgia, a suburb of Atlanta. The professional development focus for this school year has been on improving the verbal and written feedback that teachers give to students to support their learning. The methods used in this study will be an extension of this professional learning focus. The podcasts, vodcasts, and online classroom will replace the weekly face-to-face professional learning provided to the staff; thus, this will not be an additional burden to already busy teachers. Only one half of the staff will participate in the technology-based professional development. The remaining teachers will continue to participate in the traditional, weekly, face-to-face professional learning meetings. ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">Participants ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> This study will include a total of 50 certified teachers from Big Shanty Intermediate School. Within this group, there are representatives of three grade levels, special education teachers, and specialists. 25 of the teachers will be assigned to participate in weekly face-to-face professional development sessions similar to what they have experienced in the past. The other 25 teachers will be assigned to learn the same information using technology tools including podcasts, vodcasts, and a Moodle online classroom. The researcher will strategically assign individual teachers to each group in order to balance the makeup of each group as much as possible. Factors including years of experience, level of technology understanding, and teaching assignment will be considered in assigning teachers to each group. This information will be provided by participants upon receipt of their consent forms to participate in this study. ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">Approach ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> For this study of the impact that vodcasts and podcasts have on professional learning, a quasi-experimental research design will be used. This decision was influenced by the review of professional learning research written by Thomas Guskey (2009). Guskey reports on the failures of research in the field of professional learning. One of the most significant failures comes from an emphasis on single group pretest/posttest designs that fail to control for confounding variables. For this study, two groups of teachers will be used, one that learns about giving effective feedback via face-to-face workshops and the other that learns about the same topic by listening to podcasts or viewing vodcasts and then discussing the topic via an online Moodle classroom. Though this may sound like a full experimental design, it will not be possible to control which teachers will participate in the technology-based group and which will participate in the face-to-face group. This coincides with Johnson and Christensen's (2008) point that "in most instances, the primary reason why full control is not achieved is because participants cannot be randomly assigned to groups" (p. 328). One of the variables that cannot be controlled in assigning groups is teachers’ access to needed technology (i.e. iPodsTM or other portable video devices). For this study, teachers must provide their own mobile device. Outside of this variable however, teachers will be assigned to the control group or the experimental group in a manner that will ensure the most valid comparison possible given the context of the study. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> To conduct this study, a mixed methods approach that will offer quantitative and qualitative data will be used. Participants will complete a survey on their perceptions of professional learning prior to the start of the study, following each session of professional learning, and at the end of the study. The survey will include items that teachers evaluate on a Likert scale and a few open-ended questions that will enable participants to mention other important points that may not fit the Likert scale model. The Likert scale portion will provide the quantitative data and the open-ended questions will provide the qualitative data. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> As mentioned earlier, both quantitative and qualitative data will come from participants responses to surveys conducted prior to, during, and after the series of professional learning sessions. These surveys will be conducted using a Google Docs survey. This will enable teachers to complete the survey anonymously, thus offering more reliable data. The survey that teachers will complete prior to the start of the study will focus on participants’ opinions of professional learning overall and specifically the formats of professional learning that they have found preferable in the past. This survey can be seen in its entirety in Appendix A.  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">Following each professional learning session, participants will complete a brief survey that evaluates their level of interest in the topic before and after the session, the expected impact of the learning on their classroom instruction, and their opinion of the format of the session. Beginning with the second session, the survey will also include a reflective question asking participants how the previous week’s topic has impacted their practices. These surveys can be found in Appendix B and Appendix C. The final survey which will be completed after all professional development sessions are finished will provide a review of the effectiveness of the learning experiences. Participants will evaluate the format of the professional development and describe the impact it had on their students and themselves. Additionally, teachers will select the best formats for professional development which was also assessed in the pre-study survey. This will allow for an analysis of any changes in the opinions of the participants in regard to professional development formats. The final survey can be found in Appendix D.  ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">Alignment of Data to the Research Question  ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> The research question for this study asks how mobile devices encourage greater levels of professional development and what the impact of this type of professional development is on teachers’ classroom practices. The data collected from the surveys offers information regarding teachers’ opinions of the format of the professional learning. A comparison of the control and experimental groups’ responses to this question on each survey should yield data that reflect any differences in teachers’ interest in the professional development. The other free response questions will offer further evidence of teachers’ level of commitment to professional development. Additionally, teachers are asked to discuss the ways in which they used the learning from the previous week in their classrooms. This information will show any differences between the two groups in terms of the impact the professional development had on their teaching practices. ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">Data Analysis ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> The analysis of the data collected in this study will be set up using a grounded theory approach (Johnson & Christensen, 2008). This inductive approach will be used to assess the data and look for emerging themes. The constant comparative method will be used to analyze the data with sensitivity to the criteria established by the grounded theory approach: fit, understanding, generality, and control. The three stages of data analysis in the grounded theory approach are open coding, axial coding, and selective coding. Open coding will help to identify key ideas presented in participants open responses. During axial coding, conceptual categories will be set up and organized based on the data gathered. Selective coding will require the development of the grounded theory based on the data collected. The quantitative data will be evaluated using simple averaging to determine the average response among participants. Quantitative data plays a very small role in this study. One of the primary limitations of this study will come from the inability to randomly assign participants to groups. Since participants in the technology-based group will be required to own or have access to a video iPodTM, it stands to reason that the members of this group may start out with a higher level of technology interest than the participants in the face-to-face group. This initial interest in technology may influence the participants’ evaluations of the format of the professional development. Future studies could eliminate this problem by providing video iPodsTM to participants rather than requiring them to already own one. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> Another limitation relates to the issue of developing an online learning community. As mentioned earlier, community building has proven to be one of the greatest challenges in distance learning. However, that variable has been removed in this study because all participants have worked together for a minimum of two years; thus, a collegial learning community has already been established. The results may be somewhat different if groups of participants had no prior connections to one another. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> A final limitation of this study is that the participants in this group were assigned to participate in professional development sessions about giving feedback to students rather than selecting a topic of professional interest. This professional development topic was selected by the school’s administrators without regard to teachers’ opinions. Research into adult learning theory states that adults want control over what they learn and that choice is critically important (Fogarty & Pete, 2004). Future studies would benefit from offering different selections in professional development topics to participants. ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">Timeline **<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> This study will be conducted in conjunction with the school’s existing professional development plan; therefore, the first step will involve a discussion of the research plan with the school’s professional learning committee. Once the committee is fully aware of the plan, the researcher will submit the appropriate paperwork to the county’s IRB team. Assuming the study receives the approval in a timely manner, the participants will take the initial survey approximately one month later. Following this pre-study survey, the technology-based professional development group will meet to get an overview of the Moodle class website and how to access the podcasts and vodcasts. Two weeks later, the first face-to-face professional development meeting will convene after school and members of the technology-based group will gain access to the first podcast and the first online discussion forum. This will be repeated each week for the next six weeks. At the midpoint of the study, teachers will complete another survey updating their feelings about the professional development and its impact on their classroom instruction. A final survey will conclude the study following the sixth session.
 * Literature Review **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">Data Collection Methods **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">Limitations **<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">


 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Fall, 2010 || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Discuss research plan with school's professional learning committee  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Early 2011 || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Submit IRB paperwork  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Upon approval from IRB committee || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Distribute consent forms to staff  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">One week later || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Consent forms due back, participant groups randomly assigned  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Week 1 of study || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Participants take initial survey  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Week 1 of study || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">First meeting of technology-based group to learn how to download podcasts/vodcasts and participate in Moodle community  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Week 2 of study || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">First face-to-face professional learning meeting/ First podcast and discussion forum open (Topic: Types of feedback and their purposes)  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Week 3 of study || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Second face-to-face professional learning meeting/ Second podcast and discussion forum open (Topic: How to give effective written feedback)  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Week 4 of study || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Third face-to-face professional learning meeting/ Third podcast and discussion forum open (Topic: How to give effective oral feedback)  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">End of Week 4 || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Mid-study survey  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Week 5 of study || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Fourth face-to-face professional learning meeting/ Fourth podcast and discussion forum open (Topic: How to help students use feedback)  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Week 6 of study || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Fifth face-to-face professional learning meeting/ Fifth podcast and discussion forum open (Topic: Content-specific suggestions for feedback)  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Week 7 of study || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Sixth face-to-face professional learning meeting/ Sixth podcast and discussion forum open (Topic: Adjusting feedback for different types of learners)  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">End of Week 7 || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Participants complete final survey  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Throughout || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Look for emerging themes from open-ended survey responses  ||

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> Professional development remains as important today as it ever has been, but teachers are finding it more and more difficult to make time for this form of learning because of other responsibilities and commitments. School systems must search for new ways to bring high quality professional learning to teachers in a way that matches teachers’ busy schedules. The use of mobile devices such as iPodsTM and distance learning technologies may help to accomplish this goal. Studies like this may help to move professional development into the twenty-first century at last. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> As the developer of this study, I have discovered the importance of professional development design and the value that technology can add to a professional learning community. I now have a much broader and in-depth knowledge of the characteristics of adult learning theory and the elements of effective professional development. I feel that this information will be very useful to me in the future as I work with my school’s professional development team and conduct professional development sessions for my colleagues.
 * Concluding Summary **

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(2010). //Why professional development matters//. Oxford, OH: Learning Forward. Morris, K., & Easterday, J. (2008). Amplifying autonomy and collective conversation: Using video iPods[TM] to support mathematics teacher learning. //Issues in Teacher Education, 17//(2), 47-62. Retrieved from <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> National Staff Development Council (2010). //Professional development in the United States: Trends and challenges//. Retrieved from <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> National Staff Development Council. (2009). //Definition of professional Development//. Retrieved from <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> Marrero, M., Woodruff, K., Schuster, G., & Riccio, J. (2010). Live, online short-courses: A case study of innovative teacher professional development. //International Review of Research in Open and Distance Learning, 11//(1), 81-95. Retrieved from <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> Parr, J. & Ward, L. (2006). Building on foundations: Creating an online community. //Journal of Technology and Teacher Education, 14//(4), 775-793. Retrieved from ProQuest Education Journals. (Document ID: 1118693231). Riverin, S., & Stacey, E. (2008). Sustaining an online community of practice: A case study. //Journal of Distance Education, 22//(2), 43-58. Retrieved on from <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> Traxler, J. (2009). Current state of mobile learning. In M. Ally (Ed.), //Mobile learning: Transforming the delivery of education and training// (pp. 9-24). Retrieved from <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">Wei, R., Darling-Hammond, L., Adamson, F. (2010). // Professional learning in the United States: Trends and challenges. // Retrieved from Learning Forward website: <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). //Reviewing the evidence on how teacher professional development affects student achievement// (Issues & Answers Report, REL 2007–No. 033). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Retrieved from <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;"> ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">Appendix A ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">Professional Learning (Pre-Survey) <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">How effective (on average) do you feel professional learning sessions are? *


 * || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">1   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">2   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">3   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">4   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">5   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Very ineffective  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">  ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Every Effective   ||

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">How often do you choose the content of your professional learning experiences? *


 * || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">1   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">2   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">3   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">4   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">5   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Very rarely  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">  ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Very often   ||

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Which format of professional learning do you feel is most effective for you? *   <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt; mso-list: l10 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

School-Based Sessions <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt; mso-list: l10 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

County-Level Workshops <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt; mso-list: l10 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

State or National Level Conferences <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt; mso-list: l10 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

Book Studies <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt; mso-list: l10 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

Video Analysis <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt; mso-list: l10 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

Graduate School Studies <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt; mso-list: l10 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

Other <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt; mso-list: l10 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

I do not feel that professional learning is effective. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">How often do you use technology to help you prepare lessons or accomplish other school-related tasks? *


 * || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">1   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">2   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">3   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">4   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">5   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Almost Never  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">  ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Very Often   ||

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">What do you like about professional learning sessions? *

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">What problems need to be resolved to make professional learning more effective? *   <span style="display: none; font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;"> ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">Appendix B ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">Professional Learning (In Progress Survey: Given after Session 1) <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Did you participate in the face-to-face professional learning meeting or the technology-based professional learning session? *  <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt 10.2pt; mso-list: l8 level1 lfo2; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

face-to-face <span style="background: white; line-height: 15.6pt; margin: 0in 0in 10pt 10.2pt; mso-list: l8 level1 lfo2; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

technology-based (podcast and online discussion) <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">To what degree do you feel that you benefited from this professional learning session? *


 * || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">1   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">2   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">3   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">4   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">5   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Not at all  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">  ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Significantly   ||

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Was the topic of this session of interest to you previously? *  <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt 10.2pt; mso-list: l0 level1 lfo3; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

Yes <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt 10.2pt; mso-list: l0 level1 lfo3; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

No <span style="background: white; line-height: 15.6pt; margin: 0in 0in 10pt 10.2pt; mso-list: l0 level1 lfo3; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

Somewhat <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">In what way did your interest in this topic change as a result of this professional learning session? *  <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt 10.2pt; mso-list: l1 level1 lfo4; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

I am more interested in the topic now. <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt 10.2pt; mso-list: l1 level1 lfo4; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

I am less interested in the topic now. <span style="background: white; line-height: 15.6pt; margin: 0in 0in 10pt 10.2pt; mso-list: l1 level1 lfo4; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

My interest in this topic did not change as a result of this session. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Do you feel that the information you gained during this session will change your professional practice in any way? *  <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt 10.2pt; mso-list: l6 level1 lfo5; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

Yes, I will now implement one or more of the strategies in my classroom for the first time. <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt 10.2pt; mso-list: l6 level1 lfo5; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

Yes, I will change current elements of my practice. <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt 10.2pt; mso-list: l6 level1 lfo5; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

No, I will not implement these strategies into my classroom. <span style="background: white; line-height: 15.6pt; margin: 0in 0in 10pt 10.2pt; mso-list: l6 level1 lfo5; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

I am not sure at this time. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">In what ways will this professional learning session impact you as a teacher? *

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">How do you feel about the format of this professional learning session? *

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;"> ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">Appendix C ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">Professional Learning (In Progress Survey: Given after Sessions 2 through 6) <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Did you participate in the face-to-face professional learning meeting or the technology-based professional learning session? *  <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt 10.2pt; mso-list: l4 level1 lfo6; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

face-to-face <span style="background: white; line-height: 15.6pt; margin: 0in 0in 10pt 10.2pt; mso-list: l4 level1 lfo6; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

technology-based (podcast and online discussion) <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">To what degree do you feel that you benefited from this professional learning session? *


 * || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">1   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">2   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">3   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">4   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">5   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Not at all  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">  ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Significantly   ||

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Was the topic of this session of interest to you previously? *  <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt 10.2pt; mso-list: l5 level1 lfo7; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

Yes <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt 10.2pt; mso-list: l5 level1 lfo7; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

No <span style="background: white; line-height: 15.6pt; margin: 0in 0in 10pt 10.2pt; mso-list: l5 level1 lfo7; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

Somewhat <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">In what way did your interest in this topic change as a result of this professional learning session? *  <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt 10.2pt; mso-list: l2 level1 lfo8; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

I am more interested in the topic now. <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt 10.2pt; mso-list: l2 level1 lfo8; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

I am less interested in the topic now. <span style="background: white; line-height: 15.6pt; margin: 0in 0in 10pt 10.2pt; mso-list: l2 level1 lfo8; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

My interest in this topic did not change as a result of this session. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Do you feel that the information you gained during this session will change your professional practice in any way? * Choose all answers that apply <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt 10.2pt; mso-list: l7 level1 lfo9; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

Yes, I will now implement one or more of the strategies in my classroom for the first time. <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt 10.2pt; mso-list: l7 level1 lfo9; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

Yes, I will change current elements of my practice. <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt 10.2pt; mso-list: l7 level1 lfo9; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

No, I will not implement these strategies into my classroom. <span style="background: white; line-height: 15.6pt; margin: 0in 0in 10pt 10.2pt; mso-list: l7 level1 lfo9; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

I am not sure at this time. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">In what ways will this professional learning session impact you as a teacher? *

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">What have you done in your classroom this week as a result of last week's professional learning session? *

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">How do you feel about the format of this professional learning session? *  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;"> ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">Appendix D ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">Professional Learning (Post-Survey) <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Did you participate in the face-to-face professional learning meetings or the technology-based professional learning sessions? *  <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt; mso-list: l9 level1 lfo10; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

Face-to-face meetings <span style="background: white; line-height: 15.6pt; margin: 0in 0in 10pt; mso-list: l9 level1 lfo10; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

Technology-based sessions (podcasts and online discussions) <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">To what degree do you feel that you benefited from these professional learning sessions? *


 * || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">1   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">2   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">3   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">4   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">5   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Not at all  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">  ||  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Significantly   ||

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">How have these professional learning sessions benefited you as a teacher? *

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">How have these professional learning sessions benefited your students? *

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">What is your opinion of the professional learning format you have experienced as you studied giving feedback to students? * (Format of professional learning refers to face-to-face meetings or technology-based learning with podcasts and online discussion boards.) <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Based on your experiences in our study of giving feedback to students, what recommendations would you make for future professional development? * (Feel free to give any suggestions. These may include suggestions relating to topic, format, etc.) <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Select what you consider to be the three best forms of professional development. *  <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt; mso-list: l3 level1 lfo11; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

School-based sessions <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt; mso-list: l3 level1 lfo11; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

County-level workshops <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt; mso-list: l3 level1 lfo11; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

State or National Conferences <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt; mso-list: l3 level1 lfo11; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

Book Studies <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt; mso-list: l3 level1 lfo11; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

Video Analysis <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt; mso-list: l3 level1 lfo11; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

Graduate School Studies <span style="background: white; line-height: 15.6pt; margin: 0in 0in 0pt; mso-list: l3 level1 lfo11; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

I do not feel that professional learning is effective in any format. <span style="background: white; line-height: 15.6pt; margin: 0in 0in 10pt; mso-list: l3 level1 lfo11; tab-stops: list .5in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

Other: <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">