Rethinking Professional Learning Summit – Ohio, May 11, 2017

It has become abundantly clear that the one-size-fits-all, one-stop, traditional professional development model is no longer an option for providing educators with long lasting transformative learning opportunities.  Research has shown that for high-quality and transferable professional learning to exist, teacher professional development opportunities must empower teachers in taking ownership of their own learning. After all, the new educator learning how to effectively manage his or her classroom is facing significantly different challenges than the educator who has been teaching for 10 years or more. Or, a teacher who is ready to take on the challenges of integrating more instructional technology strategies into his or her classroom will have professional learning needs different from the first year teacher who may need to focus on differentiation. In both cases, we have to ask the question ‘why should these two teachers receive the same professional development?”

We believe that these very different educators, with their unique set of strengths and challenges, need very different resources and support systems to take their practice to the next level. That is, they need a more personalized approach for professional development to achieve their individual professional learning goals. By reinforcing the belief that every educator’s growth is not only important to each individual and at the same time that their growth is a critical component for creating a richer and healthier school, you signal to them that they are not working in isolation. You, in fact, position yourself as their learning partner.

Often administrators are unsure about online professional development and its ability to meet the diverse needs of their staff. Further, they wonder how online professional development can be effectively monitored, and whether the lessons will really resonate and impact teacher practice. Research, however, has shown us that online professional development is, in fact, an effective method for personalizing professional development, and if purposefully designed, can have an impact on changing teachers’ practice.

Here at Teach n’ Kids Learn (TKL), we have utilized current research specifically on teacher professional development in our learning designs, and as a result, we are changing the way educators learn and grow. We offer a growing comprehensive online library of professional development courses and instructional coaching methods which designed to support teachers and schools in personalizing learning paths for their teachers by giving them the power to take their learning into their own hands. Teachers will be able to take charge of their learning by setting goals, selecting their own professional development courses, and receive instructional guidance from their coach. Since all services are provided online teachers will have the ability schedule learning on their own time, and participate and share ideas with their colleagues in the established online professional learning community. By leveraging this online professional learning opportunity you will essentially be placing teachers in the driver’s seat.

One of the identified challenges of online learning has been the technology used to deliver the courses. At TKL, our learning platform has been proven to be easy-to-use and can be accessed through any and all internet devices. Our Pathwright learning platform enables schools and districts to effectively create blended professional learning communities and allows instructional coaches to monitor teacher progress and provide timely instructional guidance using our reflective coaching methodology.

Ashland University and Teach n’ Kids Learn (TKL) have scheduled an educational leadership summit to discuss how we can effectively meet the needs of educators leveraging an online learning environment. In this summit, we will discuss issues such as:

• Aligning professional development to identified school and/or district initiatives;
• Making connections to individual teacher’s instructional needs based on readiness and interest;
• Provide connections with teacher’s Individualized Professional Development Plan (IPDP);
• Establishing an ongoing professional learning community; and
• Providing high-quality instructional resources which are scalable.

WHEN: May 11, 2017

TIME: 9:00 AM – 3:30 PM

WHO SHOULD ATTEND: District Instructional Leaders, School Principals, Instructional Coaches, Teacher Leaders, PD Coordinators, and Curriculum Leaders

WHAT: 1 Day Professional Day Summit

WHERE: R. G. Drage CTC 2800 Richville Drive SE, Massillon, OH 44646

COST: $50.00 which includes the following:

• 1 four month pass with full access to online course of your choice (valued at $195.00)
• Breakfast and Lunch
• (Optional – up to 3 Graduate Credits from Ashland University at a cost of $405.00

INTERNET DEVICE: Please bring your own internet based device (Laptop, iPad, Chromebook, etc. Free WiFi will be available.

TICKET PURCHASE: https://www.teachnkidslearn.com/course/ohio-rethinking-learning-summit/

REGISTRATION LIMIT: 25 Participants

REGISTRATION DEADLINE: 05/06/2017

QUESTIONS AND INFORMATION: Contact Jodi Slonaker at [email protected]