WHAT'S NEW - JULY 2003

TEACHERS AS LIFELONG LEARNERS

Welcome to the website for the Council on Alberta Teaching Standards (COATS). This area of the website changes monthly. The theme for this month will be of interest to teachers, administrators, and parents who are exploring the topic of teachers as lifelong learners within the context of teachers' professional development. The selection below identifies several weblinks related to the topic. We hope that you find this website to be a valuable resource. For quick reference bookmark http://www.teachingquality.ab.ca today!

WEBSITES RELATED TO TEACHERS AS LIFELONG LEARNERS

Energizing Teacher Education and Professional Development with Problem-Based Learning. 2001.
Edited by Levin, B. B.
Copyright © 2001 by the Association for Curriculum Supervision and Development (ASCD)
http://www.ascd.org/readingroom/books/levin01book.html

This book review outlines the characteristics and benefits of one method of professional development for teachers, namely, problem-based learning (PBL). PBL is an approach, consistent with constructivist principles that is applicable to a variety of settings. This approach encourages active learning, critical thinking, and the application of content. Fundamentally, teachers are directed and supported to search, analyze and think for themselves. The method also emphasizes that as adult learners, teachers can learn from one another. One outcome of problem-based learning is that teachers acquire skills that make them models of lifelong learners for students. C. Dean and B. B. Levin's book will be of interest to those who view teachers as adult learners.

Enriching the Professional Development of Mathematics Teachers. 2001.
Lee, H.-J.
http://www.ericfacility.net/databases/ERIC_Digests/ed465495.html

The document begins with an overview of the criteria that distinguish successful professional development. The author proceeds to identify the challenges faced by mathematics teachers as they go about acquiring strategies to help students learn in new ways. If the design of teachers' professional development is to be successful, due attention must be given to a multiplicity of contextual factors. Lee concludes by offering suggestions for enriching the professional development of mathematics teachers. References for further study are included. This ERIC Digest (ED465495) will be of particular interest to mathematics teachers.

In-Service Teachers Professional Development Models in the Use of Information and Communication Technologies. 1999.
TeleLearning Inc.
Laferrière, T., Laval University
Breuleux, A. & Baker, P, McGill University
Fitzsimons, R., TeachNet Consulting Services
http://www.tact.fse.ulaval.ca/ang/html/pdmodels.html

This report, prepared for the SchoolNet National Advisory Board, serves as an example of an assessment of teachers' professional development needs. Originating at Laval University, the report addresses the needs for professional development and technical support that arise in connection with initiatives in Information and Communication Technologies (ICTs). The assumptions regarding professional development in this approach attribute success not to technology alone but to coupling technology to a specific school or school district's educational vision. Active involvement of teaching professionals is essential. The report will be of interest to a wide spectrum of teachers as schools and classrooms grow increasingly networked.

Let's Focus on What Makes Us Better Teachers. 2002.
Capstick, L. M.
Toronto, ON
http://www.oct.ca/english/ps/september_2001/chair.asp

Continuing professional development for teachers entails a strong element of commitment and dedication. Educators are committed as professionals to the philosophy of lifelong learning. In actual practice, teachers engage in many formal and informal learning activities to enhance their professional expertise. This website, posted by the Ontario College of Teachers, expresses the importance of teachers determining their own goals for professional development amid the context of recent efforts in Ontario to legislate mandatory professional development for teachers.

Minister's Forum on Learning: What We Heard. 2000.
Edmonton, AB
http://www.advancededucation.gov.ab.ca/ministersforum/

Albertans have a stake in lifelong learning. This provincial web page sketches the horizons and contours of lifelong learning for all Albertans. The remarks here were generated within the setting of a Minister's Forum, part of a public consultation, and gathered just before 2000. The comments reflect the hopes and aspirations of the forum participants. Their vision of lifelong learning is explored through a series of questions that begin with a consideration of the personal meaning of lifelong learning, the future shape of lifelong learning in the province, and the values and principles that are to be associated with lifelong learning. Some emphasis is given to a variety of changes that might be required in the current approach to lifelong learning.

New Perspectives on Professional Development. 2002.
Coltrinari, H.
TVOntario
http://www.caslt.org/research/prolessons.htm

This website highlights aspects of the experiences of Ontario teachers as lifelong learners. In the 21st century, not only students but teachers too are challenged to become conversant with the new electronic media. This website outlines the innovative opportunities for teacher professional development associated with the new learning technologies designed and delivered under the umbrella of TVOntario, which lays claim to being a leader in this field in North America. The website notes the evolution that has occurred over the years in the models of delivery for professional development. TVOntario claims to view technology not as end in itself but as a means of effectively meeting professionals' learning needs.

Professional Development. 2000.
University of Alberta
Faculty of Education
http://www.quasar.ualberta.ca/AISI/PD.htm

Professional development requires the support of many players on the educational stage. This web page pulls together a large quantity of links related to professional development that will be of interest to Alberta teachers and other stakeholders in education. The assortment of links reveals the support of numerous partners interested in teachers' professional development: the Alberta Teachers' Association, the Alberta Assessment Consortium, several Regional Consortia, and the Telus Learning Connection, for example. Specific attention is given to professional development opportunities that are available electronically on the WorldWideWeb. The page has been assembled under the sponsorship of the Alberta Initiative for School Improvement (AISI).

Teacher Preparation and Professional Development. 2000.
Parsad, B., Lewis, L. & Farris, E.
http://nces.ed.gov/pubs2002/quarterly/fall/q3-3.asp

This is a succinct report of a survey conducted in 1999-2000 under the auspices of the National Center for Educational Statistics (NCES). This web page presents some statistics that describe the involvement of teachers in professional development across the United States. The account reveals the perception among educational policy makers that ties exist between teacher preparation and professional development, on the one hand, and teacher quality or teacher effectiveness, on the other. Within that setting, the report underscores the importance of continued investment in professional development opportunities for teachers. The survey's findings also support the importance of teacher collaboration for the success of professional development.

Telus Learning Connection. 2003.

http://www.2learn.ca/mapset/TLCPD/alliance.html

The Telus Learning Connection demonstrates an appreciation that teachers are lifelong learners. At the same time, the shape of lifelong learning for teachers is being influenced by the availability of new learning technologies. This portal encourages the use of electronic means of professional development for teachers, particularly with a view to allowing teachers to become familiar and comfortable with Information and Communication Technologies (ICTs). A description of the professional development model in use, together with its content and processes, is available at http://www.2learn.ca/mapset/TLCPD/pdprogrammenu.html. The expectation is that teachers' enthusiasm for learning in the new media will be shared with students.

The Balancing Act of Adult Life. 2001.
Kerka, S.
http://www.ericfacility.net/ericdigests/ed459323.html

This ERIC Digest (ED459323) describes dynamics that are operative in the lives of today's professionals. Lifelong learning occurs today within a social setting that is busy, complex and demanding. Balancing the demands of family life, community and work can be stressful. Not only information but also transformation is required as individuals strive for integration and wholeness. Overall, the paper profiles the cognitive complexity of contemporary adult life and offers some suggestions for coping. References for further study are included.

The Sheltered Instruction Observation Protocol: A Tool for Teacher-Researcher Collaboration and Professional Development. 1999.
Short, D.J & Echevarria, J.
http://www.ericfacility.net/ericdigests/ed436981.html

This ERIC Digest (ED436981) focuses on a study of the Sheltered Instruction Observation Protocol (SIOP), a particular method of professional development. The protocol itself began as a classroom observation and rating tool used by researchers but it soon demonstrated its usefulness for promoting the development of teacher skills associated with lesson planning and reflection. Gradually, in the hands of both the researchers and collaborating teachers, the protocol emerged as a tool for promoting classroom improvement on a wider front. The feedback derived from using the protocol allowed teachers to monitor and improve their own instructional practices and encouraged collaboration among teachers. The document suggests how professional development might develop to include teacher research.

Transformative Learning and the Journey of Individuation. 2000.
Dirkx. J. M.
http://www.ericfacility.net/ericdigests/ed448305.html

This Eric Digest (ED448305) considers some aspects of lifelong learning from a transformative standpoint, relying in part on the works of R. D. Boyd. In contrast to learning understood predominantly as information and skill acquisition, learning can be understood in terms of its psychosocial, emotional and spiritual dimensions. Individuals can experience themselves as many selves and fragmented. They instinctively seek remedies. The ideas of psychologists such as Erikson and Jung inform the perspectives alluded to here. Writing, drawing, dialogue and dance are presented as examples of methods used to draw out new energies and to promote the drive for wholeness, that is, individuation. Special attention is accorded to the power of images and imagination, which add can new vigor to rationality.