Rebecca Ganger - TIE Portfolio

Books used during degree: (unable to obtain complete listing of textbooks used due to inability to access old courses)

Fullen, M. (2001). Leading in a Culture of Change.

  • Fullen writes about how individuals in any group, organization, or workplace can lead those around them to change using five key competencies.  Fullen gives clear examples to help leaders transfer the concepts over into their field.  

Heath, C. and Heath, D. (2010). Switch. How to change things when change is hard. Broadway Books. 

  • In Switch, the authors discuss how individuals can bring about change quickly and easily.  It discusses the two different ways people handle situations they experience in live, emotionally and rationally.  If individuals recognize both of the factors, they will be able to adapt to new situations and concepts much easier than if they only handle them with one aspect of their mind.  

Websites used during degree:

Articles Cited during program:

Chien, H., Kao, C., Yeh, I., & Lin, K. (2012). Examining the Relationship between Teachers' Attitudes and Motivation toward Web-Based Professional Development: A Structural Equation Modeling Approach. Turkish Online Journal Of Educational Technology - TOJET, 11(2), 120-127.

In this article Chien, Kao, and Lin looked at teachers attitudes and motivation towards web-based professional development activities.  They noticed there was little study into teachers attitude toward web-based learning, even though several studies have talked about web-learning as a whole.  They took two different five point scaling surveys to find out the opinions of over 300 elementary teachers. 

What they found was that the more motivated the teachers were to participate in the web-based PD activity the more positive their feelings were about the experience.  One key aspect of this study was looking not only at teacher's feelings toward web-based learning but also the psychological aspects associated with it, namely what is their level of motivation.

Gaytan, J. A., & McEwen, B. C. (2010). Instructional Technology Professional Development Evaluation: Developing a High Quality Model. Delta Pi Epsilon Journal, 52(2), 77-94.

In this study Gaytan and McEwen evaluated several different research studies conducted over a ten year period of time to determine whether or not the trends in delivering professional development activities have any impact on student learning.  They looked not only at the characteristics of each PD activity but also how the success of the PD was evaluated.  The second component they looked into was the integration of technology into learning as a result of PD received.

They noticed there was a lack of study on if PD activities really impacted student achievement and learning.  They propose a five step process for planning and evaluating PD.  The program utilizes rubrics for teachers to use to make sure each component of every stage is met.  They also noticed that typically PD evaluation is only looking at teacher's feelings on the content delivered and what they feel they were able to get out of the activity.

Guskey, T. R. (2009). Closing the Knowledge Gap on Effective Professional Development. Educational Horizons, 87(4), 224-233.

Guskey's article focused how within education there have been numerous studies on student achievement gap however there has been little if any research on the feelings of educators in regards to professional development and what makes it effective.  Guskey came up with five different criteria related to PD to ensure the activities being delivered to staff are the most effective and useful.

It was found that a variety of criteria should be considered to make sure the PD is of the highest quality and will meet the needs of staff.  It was also stated how schools need to understand what is found to work in one location may or may not work in another and that there needs to be more research into the effectiveness of PD on student learning.

Hunzicker, J. (2010). Characteristics of Effective Professional Development: A Checklist. Online Submission.

This article offers schools a list to use when planning professional development for their staff.  There were five criteria schools should consider to promote teacher engagement with the learning opportunity.

Successful professional development should allow teachers the opportunity to interact with others to talk about concerns and ideas.  It should give them plenty of time to integrate their ideas into their curriculum.  PD should not just focus on how to teach but also cover content area as well.  Therefore, it also must be relevant to their position.  If teachers find the activity meaningful they will be more motivated and invested in it.

Lutrick, E., & Szabo, S. (2012). Instructional Leaders' Beliefs about Effective Professional Development. Delta Kappa Gamma Bulletin, 78(3), 6-12.

Lutrick and Szabo looked at the key components necessary for effective staff development.  They interviewed administrators and compared their beliefs to that of the National Staff Development Council's (NSDC) guidelines.  They cited the seven key factors the NSCD says are instrumental items to consider when planning PD.

They found most administrators are truly planning PD that correlates to the NSCD's guidelines.  Five recurring themes emerged from their interviews with administrators.  One downfall of the study was the limited number of participants and the fact the data was collected from only one district.

Pianta, R. C., & Center for American, P. (2011). Teaching Children Well: New Evidence-Based Approaches to Teacher Professional Development and Training. Center For American Progress,

This article focuses on how effective professional development can close not only the student achievement gap but also the evidence gap.  It looks at an online approach for delivering PD called My Teaching Partner   (MTP).  MTP delivers information and videos that show how a teacher can become highly effective in their classroom.

It was found that two components must be achieved to ensure effective PD.  PD must be shown to be effective in increasing student achievement and learning and it must be reproducible by others.  Also, Pianta says that states should be more demanding of how schools are spending their PD funding to ensure they are using PD that is evidence based.

Reese, S. (2010). Bringing Effective Professional Development to Educators. Techniques: Connecting Education And Careers, 85(6), 38-43

In this article Reese focuses on professional development for career and technical educators however it serves well for guidance for any educator.  It focuses on how web-based PD opportunities allow educators increased access to seminars they normally might not be able to attend due to distance.  It also says how it can lead teachers to increased certifications and credentials.

Several factors were addressed when considering the use of online PD sessions.  A few things that can cause problems for educators when participating in online PD activities were brought up.  Educators may feel isolated from others leading to an uneasiness moving forward.  They also may not have the technological skills necessary to get the most from the activity.  However with the downfalls, there are also benefits.  Those participating not only get to learn from the teacher but also from their fellow classmates.  The lack of travel expenses and the elimination of time constraints are significant benefits as well.

Thompson, M., Goe, L., & Educational Testing, S. (2009). Models for Effective and Scalable Teacher Professional Development. Research Report. ETS RR-09-07. Educational Testing Service,

This article suggests how current professional development needs to focus on effectiveness and scalability.  The focus is on a delivery method involving teacher communities in a program called Keeping Learning on Track.  Differing delivery methods were used within three different schools.  This allowed for comparing and contrasting how the PD impacted educator's teaching process.

Key components were that teachers need follow-up support to the seminars they attend.  This can occur through the interactions and supports of their school communities.  Time is also an integral part of success.  Educators must be given the time to test what they have learned, reflect on it either by themselves or within their communities, and alter if necessary. 

Vasumathi, T. T. (2010). A Design for Professional Development of Teachers--Need for New Policy Framework. Online Submission,

Vasumathi looks at existing professional development practices and teacher's views which may affect its' success.  The need for teachers to be able to transfer their new knowledge and see through a student's eyes how it will work in their classroom is of utmost importance.  Administration needs to take into consideration the needs and feelings of their staff when planning.

Vasumathi points out a factor that is paramount to the success of any professional development activity; it must work within the teacher's classroom.  If a teacher does not have the resources necessary they will not be able to transfer their newly attained ideas and knowledge over into their classroom. 

Other Programs used during program:

  • CMap
  • HyperStudio 5.0
  • Microsoft PowerPoint
  • Microsoft Word
  • Microsoft Excel
  • Google Drive (spreadsheets, documents, and presentations)
  • DreamWeaver

NOTE:  

All citations for work created in artifacts will be found within the artifact itself.