Vol. 1 Number 2, Professional Development via Distance Education, Spring 1996

Faced with the challenge to increase professional development with limited fiscal resources, many schools and districts are employing innovative means. One such innovation is professional development via distance education. Many schools, districts and teachers are using video tapes, satellite broadcasts and online forums that offer assistance, provide graduate or professional credit, or create support communities for educators and student teachers.

In the K-12 arena, the federally funded Star Schools distance learning projects provide a variety of effective professional development programs for teachers and administrators using satellite and telecommunications delivery. Many of these programs offer simultaneous student instruction and teacher training, using Star Schools studio teachers who model effective pedagogy, such as hands-on learning. Such teacher training has improved pedagogy, leading to the use of new and more effective instructional methods across the curriculum. Additionally, Star Schools teacher training programs have helped teachers learn and develop new uses of technology to support and enhance student learning. For more information on, among other things, specific Star Schools professional development programs consult "Star Schools Projects Distance Learning Model Practices" (Lane & Cassidy 1996).

In higher education, the Internet is increasingly used to deliver graduate level or continuing education courses that satisfy teacher professional development requirements. Schools or districts may develop a formal professional development program with colleges and universities, or individuals may take courses on their own.

Distance education technology offers a continuum of professional development opportunities ranging from very formal to informal. This issue of DLRN-J briefly profiles the professional development methods of two Star Schools projects and several Internet-based professional development programs. It also outlines some important characteristics for a distance education program in general.

Very Formal Professional Development Opportunities

The Star Schools-funded STEP/Star Network delivers teacher in-service programs as well as elementary, middle and high school courses in foreign languages, science and work readiness. Schools receive the programs over satellite downlinks or local cable systems supplemented by the Network's Internet and data transmission capabilities. For example, the Network has added an electronic bulletin board system to facilitate live interactive email chats. These chats increase discussion both among teachers and with the Network instructor, boosting in-service effectiveness.

The Network broadcasts teacher in-service programs throughout the year, broadcasting 10-25 individual programs in a typical month. Some programs may be as short as one or two hours, while others may be 8-12 hours in length. Longer programs are typically divided into two-hour segments scheduled over the course of a month.

The in-service programming has several goals: some programs are designed to expand the educators' academic knowledge or awareness; some provide content specific training and some focus on teaching strategies. The common thread is that all programs are designed to give participants new knowledge or skills that will ultimately translate into increased student performance. Programs in the current semester have included, for example, substance abuse prevention training and gender equity training.

The Network collaborates with many universities to provide interesting presenters, and also to provide college credit for the in-service offerings. College credit is offered for nearly half the courses, depending on the number of program hours.

As a STEP/Star Network member, districts may purchase a package entitling them to all in-service and adult education programs produced by the Network. The membership rate for a district is $2,950 per year. In-service rates are based on the number of certificated staff in the district. Rates range from $750 per year for districts with 1-10 certificated staff to $5,750 for districts with more than 251 certificated staff. For districts that do not purchase the full year package, individual in-service programs may be purchased for $350, with a limit of two programs per year.

For more information on the STEP/Star Network contact Brian Talbott, 1025 West Indiana Avenue, Spokane, WA 99205-4400, 509/456-6320, btalbott@esd101.wednet.edu.

The Star Schools-funded project known as 'HealthLinks' uses several technologies to provide health, literacy, and work readiness information and resources to at-risk adolescents and young adults. Under the leadership of the Massachusetts Corporation for Educational Telecommunications (MCET), the project directly serves 34 demonstration sites in the five urban communities of Springfield and Boston, MA; Hartford, CT; New York, NY; and Washington, DC. But, the HealthLinks broadcasts attract a wide range of participants, beyond the project demonstration sites.

HealthLinks and its partners also provide extensive in-service and pre-service training and site support to assist teachers in developing plans for using its programs, products and technologies, and for creating interdisciplinary support communities. Topics include technology training, administrators' forums, and curriculum integration instruction. In-service occurs through regional staff development workshops, satellite teleconferences, videoconferences, summer institutes, electronic mail, telephone support, site meetings and on-site support.

HealthLinks uses a "train the trainer" model, i.e. a mentoring arrangement whereby "experienced" sites assist "new" sites in integrating an array of project technologies into the curriculum. The project technologies include: satellite broadcasts, computer-based curricula and networks, interactive laserdiscs, CD-ROM, videoconferencing, camcorders/video and fax.

The HealthLinks project uses videoconferencing technology to meet (in the virtual sense) with the demonstration sites in each city. The meetings, which are held monthly, focus on a variety of staff development topics and give the project participants an opportunity to share ideas and resources.

 Massachusetts educators are eligible to receive Professional Development Points (PDPs) through MCET for a number of its satellite programs. For out-of-state members, MCET issues certificates to confirm participation in PDP-designated programs.

For more information on MCET and the HealthLinks Project, write to: Bram de Veer, HealthLinks Project Coordinator email: bram@mcet.edu, or call 800/556-4376 x765.

Again, these are just two examples of Star Schools professional development programs. For more information on all Star Schools programs go dlrn.org.

Formal Professional Development Opportunities

While Star School programs such as these require a commitment from a school or district, teachers need not wait, but may proceed on their own. Now there are many formal courses teachers can easily pursue on their own as some teacher education institutions are partnering with Internet Service Providers and cable companies. For instance, the University of California, Berkeley Extension has partnered with America Online to deliver two dozen UC Extension courses via AOL. Such partnerships are not limited to online providers, but also include satellite and cable providers. TI-IN, the delivery provider for the United Star Distance Learning Consortium, is exploring partnerships with universities to provide graduate courses for teachers.

We recognize that there are many distance delivery methods, but in the interest of time and space, the following section focuses on several institutions providing professional development primarily via the Internet. DLRN-J welcomes any articles on other programs, and suggestions for expansion of this topic.

One innovative professional development opportunity is the Mathematics Learning Forums hosted by The Center for Children and Technology at Bank Street College. The Forums are designed to help teachers adopt new teaching practices in accordance with current nationwide mathematics reform efforts. The eight week forums offer professional development opportunities via email.

Each forum, facilitated by a Bank Street College faculty member, focuses on a particular area of instruction: mathematics content, student learning, teaching strategies or assessment techniques. Participants examine their own and other classrooms by viewing videotapes, conducting activities with their students, and communicating with eachother and the faculty member through an electronic mailing list.

Forum participants must have email access and should expect to spend a minimum of three hours per week contributing to and shaping online conversation.

For more information, contact the Math Learning Forums, EDC-CCT, 96 Morton St 7th Floor, New York, NY 10014, 212/807-4221, or email nross@confer.edc.org.

PBS MATHLINE also offers math-centered professional development through the Middle School Math Projects, a year-long professional development project for teachers of grades 5-8. Participating teachers receive video lessons, access to an online learning community of 20 to 30 teacher-participants, and the opportunity to participate in two national interactive videoconferences. For more information, call PBS MATHLINE at 703/739-5071, or email mathline@pbs.org.

Indiana University's School of Education is offering a Teacher-Researcher Graduate Language Arts Certificate via the Internet to elementary and secondary teachers worldwide who complete 12 credit hours of Distance Education coursework. The program, for both beginning and experienced educators, can be completed at home or in the classroom at a pace that suits participant schedules. Topics range widely across both the elementary and secondary Reading and Language Arts curricula. Course projects include school-based activities and research.

Teachers receive graduate-level credit that meets certification and re-certification requirements in school districts across the country and around the world. The program currently offers both three-credit-hour graduate level courses and mini-courses for one-hour graduate credit. For more information, call 800/759-4723, or email disted@indiana.edu.

The University of New England MSEd program offers a 33-credit masters degree for educators in New York State and New England. They have developed the program with the assistance of Canter Educational Productions, Inc. Participants must be certified teachers (minimum 2 years experience) who have access to a classroom. Each works with a study partner or study team in his or her home location and completes assignments by viewing videos, texts and print materials. The program can be completed in five or six semesters, and matriculants may begin their studies October 1st, February 1st, or June 1st. While this program is not conducted online, both participants and the instructors may rely heavily upon online communications. For more information call 800/604-6088.

The National Teachers Enhancement Network offers online graduate credit science and mathematics courses to teachers nationally. For more information, call Montana State University Extended Studies at 406/994-6550.

The California State University Dominguez Hills Humanities External Degree Program offers fully accredited, completely external Master of Arts in Humanities degrees online. For more information, contact California State University Dominguez Hills Humanities External Degree Program, 1000 E. Victoria SAC2-2126, Carson, CA 90747, 310/516-3743, fax 310/516-4399.

The Heritage Online Program, provided through a partnership of The Heritage Institute and Antioch University, is offering 15 spring courses in such areas as art, foreign language, math, science, social studies, writing and technology. All courses are available for credit. The courses start at any time and are self-paced, with listserv discussions with other educators. These courses generally focus on integrating technology into specific curricular areas. Tuition is $80 per credit for upper division and $90 per credit for graduate level classes. Students have one year to complete a course. For more information, call 800/445-1305, or email mail@hol.edu.

Informal Professional Development Opportunities

Thus far DLRN-J has focused on formal professional development programs. But, some of our most effective information gathering and sharing occurs informally through personal interest groups. In this telecommunications age, such circles meet online.

Increasingly, professional development occurs through profession-specific listservs, online conferences, and newsgroups. In these settings, individuals share and learn about specific topics of interest, make new contacts and develop a sense of community. Moreover, experts in professional development note, networks can play a positive role in supporting training and other aspects of professional development. Telecommunications can help teachers learn by facilitating the sharing of experience and lessons learned. Such networking has the most potential to promote and support changes in perspective and teaching approach.

One interesting use of online discussion groups, is a phenomenon of conference presenters asking attendees to continue discussions after the conference via listserv. Here at DLRN, our project director annually attends several conferences around the country, meeting many interesting people with very interesting ideas. To accommodate the continuing discussion and information exchange prompted by her conference presentations, we have set up a listserv. Now, after each presentation, attendees may subscribe to this listserv and not only continue to exchange with our project director but also meet others who are interested in this topic.

Another relatively new trend are conferences conducted entirely online. Recently, some of us here at DLRN participated in a wonderful online conference, the Teaching in a Community College Electronic Conference (TCCEC). The TCCEC utilized the WWW, listservs and MOO. "Presentations" were papers placed on the WWW; two listservs allowed for general discussion and administrative tasks; and each presenter hosted a MOO session for specific topic discussion. Seven hundred people from different countries and time zones participated. Yet, minus some small technical glitches, the conference proceeded smoothly and was very productive. An added benefit of this online endeavor is that the presentations are still available and participants and presenters continue to exchange ideas on a conference listserv.

Important Program Characteristics

Professional development research (Joyce & Showers, 1988) shows that programs that provide theory, demonstration, practice, feedback and coaching provide the greatest outcomes in knowledge, skills and transfer of training. Other studies (Cassidy and Taira 1988, 1989, Honey 1993) consistently find that teachers report the most crucial factors for their success were: a sound theoretical basis; experience and practice with the particular curriculum and instruction being adopted/adapted; a support system designed specifically to their needs; convenience, with training taking place during the school day and at their own site when possible.

Some important characteristics for a distance education program in general are that the program:

• heed the participants' needs, accommodating their schedules and available equipment,
• provide ample opportunity for discussion and interaction,
• provide opportunity to process information, adapt for specific needs and apply it,
• recognize contributions, and
• provide frequent sessions, such as weekly 1 1/2 - 2 hour sessions with direct and frequent access to the instructor

Conclusion

Clearly, using distance education technology for professional development can be beneficial to all, offering a variety of options ranging from the very formal to informal. There are options that fit almost every need. But remember, the most complete and effective professional development program includes a strategic mix of professional development delivery methods, combining local, hands-on workshops and conferences with distance education. For more DLRN information, please visit dlrn.org.

Resources

Lane, Carla. (1995)"TEAMS Distance Learning Professional Development Model" San Francisco: Far West Laboratory http://www.wested.org/edtech/teams.html

The Department of Education has recently added the policy brief, "Helping Teachers Teach Well: Transforming Professional Development," to their Online Library. Written by Thomas B. Corcoran & issued by the Consortium for Policy Research in Education (a research center supported by the U.S. Department of Education), the 11-page brief is available at: http://www.ed.gov/pubs/CPRE/

Ann H. Taylor, Instructional Designer at Penn State University gathered the following list with assistance from fellow DEOS subscribers.

Garrison, D.R. (1989). Understanding distance education: A framework for the future. London: Routledge.

Teleclass Teaching: A Resource Guide, by Cyrs and Smith, Center for Educational Development, College of Human & Community Resources, New Mexico State University, Las Cruces, NM 88003.

Readings in Distance Education, No. 4: Video-based Telecommunications in Distance Education, edited by Moore and Koble, American Journal of Distance Education, Penn State University, 403 S. Allen St., Suite 206, University Park, PA 16801-5202, (voice) 814-863-3764, (fax) 814-865-5878.

IVN Faculty Guide and Technical Training Manual (IVN = Interactive Video Network) -- to be published by the University of Maryland University College, 1996.

Guide to Teleconferencing and Distance Learning, 2nd Edition by Patrick S. Portway and Carla Lane, Applied Business TeleCommunications, P.O. Box 5016, San Ramon, CA 94583, ISBN: 0-9643270-1-5.

Distance Education: Strategies and Tools, by Bruce Willis, editor, Educational Technology Publications, Englewood Cliffs, NJ 07632, ISBN: 0-87778-268-7.

Reaching Learners Through Telecommunications, B.S. Dunning, M.J. Van Kererix, and L.M. Zaborowski, Jossey-Bass, San Francisco, CA.

Announcements

New Publication

The Distance Learning Resource Network (DLRN) is pleased to offer a new publication, "Tales from the Electronic Frontier." "Tales" is produced by the WestEd Eisenhower Regional Consortium. It contains compelling stories about how teachers are using Internet-based telecommunications to make a difference in their classrooms and in their schools. "Tales" also includes technical information and will outline basic steps for getting on-line. For more information, call 800/662-4160.

Conferences

The Second Annual Professional Development Workshop, Distance Education And Technology: Future Visions, will be held May 6-8, 1996 at the Inn and Conference Center in College Park, Maryland.

Stimulating interactive sessions will allow participants to explore creative methods of implementing and improving distance education programs, experience new technologies, and discuss appropriate teaching/learning strategies. This workshop will offer insights into the best practices in distance education for faculty, administrators, trainers, program directors, and course producers and designers.

For a full brochure, including session descriptions and a registration form, visit http://www.umuc.edu/iuc or contact: International University Consortium University of Maryland University College University Blvd. at Adelphi Road College Park, MD 20742-1612 Tel: (301) 985-781 Fax: (301) 985-7845 email: tsmith@nova.umuc.edu.

Courses

Early Intervention, Spring and Summer, 1996.

Lesley College is offering 5-week distance learning modules for Early Intervention providers. The modules are based on the Early Intervention core competencies required by the Massachusetts Department of Public Health for certification of Early Intervention professionals.

Although the modules are based on the Massachusetts standards, enrollment is open to all Early Intervention providers. Adaptations to the modules can be made to meet individual needs and possibly to meet requirements in other states or countries.

The modules will be conducted primarily via E-Mail. They are designed to link theory and practical application. Through reading, discussion, on-site activities, and special projects participants will have an opportunity to acquire specific skills and demonstrate competence in one or more of the following areas addressed in the related module. Modules: Infant/Toddler and Family Development, Family Support, Screening and Evaluation of Infants and Toddlers, Intervention with Infants, Toddlers and Families, Interpersonal Skills: Interactions with Children, Families and Colleagues, Collaboration: Service Coordination, Policies, Procedures and Advocacy.

Each of the modules will be offered in the following time periods:

PERIOD I: April 22 - May 24, 1996.

Registration Deadline: April 8, 1996.

PERIOD II: May 28 - June 28, 1996.

Registration Deadline: May 13, 1996

PERIOD III: July 8 - August 9, 1996.

Registration Deadline: June 17,1996.

For further information about the E-Mail modules or other learning opportunities related to Early Intervention or Infant/Parenting Studies, contact Joanne Szamreta or Mary Mindess at LESLEY COLLEGE, Cambridge, MA. TEL: (617) 349-8224; Fax: (617) 349-8125; Email: szamreta@tiac.net or mmindess@tiac.net.

Several universities are now offering Professional Certification programs for trainers or educators wanting to explore about adult learning and distance technologies. The University of Wisconsin -Madison and the University of Victoria (Canada) offer no-residency Certificate programs open to United States learners. Texas A&M University's Center for Distance Learning Research offers a 2-week intensive training program at their campus. To keep abreast of professional training programs in Distance Learning & Technology, check with the University of Wisconsin Clearinghouse master page on the topic. http://www.uwex.edu/disted/certificates.html.

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