Title II funding has resulted in the allocation of more than three billion dollars to professional development (Darling-Hammond et al, 2009). More than 40 states have adopted standards calling for effective professional development. Yet, as a nation, we have failed to leverage these examples to ensure that every educator and every student benefits from highly effective professional learning.
Blank & Alas (2009) reported that standards-based educational improvement requires teachers to have deep knowledge of their subject and the pedagogy that is most effective for teaching the subject. School districts spend the equivalent of $200/pupil on professional development (Killeen, Monk, & Plecki, 2002). Unfortunately, teachers often view professional development as ineffectual or a waste of their time. Many programs offer “fragmented, intellectually superficial” seminars (Borko, 2004, p 3). Worse, these PDs do not provide ongoing support for implementing new strategies or tools (Barnett, 2002). This makes it difficult for teachers to implement new practices in environments resistant to change.
Dede et al (2005) reviewed 400 articles about online, face-to-face, and hybrid teacher PD programs and found 40 that represented high-quality empirical research. They developed five areas for examining best practices (a) Design, (b) Effectiveness, (c) Technology, (d) Communication, and (e) Methods. These focus areas may provide a framework for evaluating MOOCs as Blended/Online Teacher Professional Development assets.
If you are in Las Vegas, Nevada, please join me at the 2015 SITE Conference at the Rio Hotel. I will be discussing the benefits of leveraging and scaling MOOCs as teacher professional development assets at a research panel on Professional Development and Teacher Preparation for K-12 Online and Blended Settings on Thursday, March 5th, from 4:15-5:15 pm, in room #11.