The attached article, Teaching:
Prepare and Connect correctly identifies how teachers too often work in
isolation with short and fragmented professional development. In the past, a
classroom educator’s primary job was to cover assigned content. This approach may have worked in the past, but
has not kept pace with technology and globalization. Many policymakers and
education leaders have focused their reform ideas around teacher accountability.
This approach is limited and often does not leverage technology use to improve
learning and assessment.
It is no longer necessary for the teacher to simply dispense
knowledge; rather, teachers must help activate self- directed student learning.
In a connected classroom, teachers have access to data and tools that will help
them focus their instruction. But this is not enough. In this new paradigm,
teachers must also keep learning and growing. Teachers will need to collaborate
and communicate purposefully with other teachers in order to prepare students effectively.
Instructional technology makes this possible. Unfortunately, many experienced
teachers do not have the skill or ease to use the available technology.
Many new teachers lack expertise, but are quite
comfortable with technology. These gaps can and should be addressed with professional development initiatives
that are collaborative and continuous –not isolated and episodic. Strategic use of technology combined with sound educational practice and learning communities can transform educational outcomes. Failure is not an option.
Educational leaders and policy makers are aware of the power
of PLCs and instructional technology; however,
implementation of these initiatives is often superficial. There is much work to be
done. We must remember this transformation is a process, not an event.
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