Introduction
Image: "Organization of Continuing Education Activities" http://www.michigan.gov/documents/mde/Education_Related_Professional_Learning_604294_7.PDF
In 2013, the Michigan Legislature passed updated teacher certification renewal requirements. These new updates in the Michigan Teacher Certification Code and Revised School Code brought forth a potential good change to classroom teachers, but a detrimental impact to intermediate school districts (ISDs). The requirements changed several renewal requirements for teacher certification, including a previous requirement of 180 SCECHs (State continuing education clock hours) to a new 150 hours of DPPD (district-provided professional development) requirement. Currently, teachers can use the 150 hours they receive in-district every five years (30 hours a year) to renew their certification. This has brought a significant decrease to county teacher participation in professional development at the ISD.
With this change in professional development requirements in the state of Michigan, ISD teacher coaches have struggled to build relationships with teachers and buildings due to the lack of teacher participation at ISD-level trainings. Because of this, there are less teacher to reach out due to lack of participation at the ISD for professional development. Teacher coaches need contacts within the district to provide support to districts, teachers, and ultimately, increase student achievement.
As a teacher technology coach at Monroe County Intermediate School District, we've seen a steep decline in program participation at the ISD level. With new technology standards in the state of Michigan (MITECS) and a 1:1 device initiative in seven of our nine public school districts, it's imperative we provide support to our teachers as they move through these new and time-consuming district initiatives. As ISD teacher coaches struggle to build participation in programs, professional development, and county-wide initiatives, questions begin to arise:
Because of this shift in professional development, it's imperative to analyze different professional development models. This action research project will focus on teachers who participate in a job-embedded professional development model in their own school, hosted by the ISD teacher technology coaches. The focus will be analyzing whether participation in this job-embedded professional development model increases participation and relationship building for ISD teacher technology coaches. Regardless of the outcome, Monroe County ISD will have a better understanding of the needs of teachers, administrators and districts in their local county, and how to provide (or not provide) professional development to teachers. It will also allow us to gain insight on whether job-embedded professional development promotes positive teacher perceptions of Monroe County ISD. As this is a process evaluation, we will be looking at the information provided to improve future activities at the ISD. We hope this will allow us to track our teacher professional development implementation in Monroe County in regard to potential barriers/facilitators to implementation of sound professional development.
With this change in professional development requirements in the state of Michigan, ISD teacher coaches have struggled to build relationships with teachers and buildings due to the lack of teacher participation at ISD-level trainings. Because of this, there are less teacher to reach out due to lack of participation at the ISD for professional development. Teacher coaches need contacts within the district to provide support to districts, teachers, and ultimately, increase student achievement.
As a teacher technology coach at Monroe County Intermediate School District, we've seen a steep decline in program participation at the ISD level. With new technology standards in the state of Michigan (MITECS) and a 1:1 device initiative in seven of our nine public school districts, it's imperative we provide support to our teachers as they move through these new and time-consuming district initiatives. As ISD teacher coaches struggle to build participation in programs, professional development, and county-wide initiatives, questions begin to arise:
- What can ISDs do to increase participation in professional development and to help ISD coaches build relationships with teachers and administration in local districts?
- To what extent does a job-embedded professional development program provided by the ISD impact the participating district’s participation in technology professional development given at the ISD?
- In what ways does a job-embedded professional development program provided by the ISD impact a district’s technology implementation?
- In what ways does a job-embedded professional development program provided by the ISD impact teacher perceptions of the ISD?
Because of this shift in professional development, it's imperative to analyze different professional development models. This action research project will focus on teachers who participate in a job-embedded professional development model in their own school, hosted by the ISD teacher technology coaches. The focus will be analyzing whether participation in this job-embedded professional development model increases participation and relationship building for ISD teacher technology coaches. Regardless of the outcome, Monroe County ISD will have a better understanding of the needs of teachers, administrators and districts in their local county, and how to provide (or not provide) professional development to teachers. It will also allow us to gain insight on whether job-embedded professional development promotes positive teacher perceptions of Monroe County ISD. As this is a process evaluation, we will be looking at the information provided to improve future activities at the ISD. We hope this will allow us to track our teacher professional development implementation in Monroe County in regard to potential barriers/facilitators to implementation of sound professional development.
