4-+Discussion+Forum


 * Welcome to the discussion forum!**

**Directions:**
After exploring the Individually Guided Development wiki, please respond to **ONE** of the following questions below (150-200 word maximum) by Wednesday,October 13th at 9 PM. To do so, type your name in bold with the date and time of your post, leaving the font color black. All new original posts should be placed above previous posts, so that the most current post is at the top of the page. (Don't use the Discussion tab. Just scroll down to the "Discussion begins here:")

Also, respond to a another colleague's original response by Friday, October 15th at 9 PM. In responding to a colleague, please change your font color; post your name, date, and time in bold; and then include your response, below the original post. Also, please avoid using the color red, as the facilitators will respond using that color.

**Discussion Questions:**
1) In thinking about the PD piece you will be delivering during this class, what elements of the individually guided model could you incorporate into your presentation, and why would you want to do that?

2) Describe any previous experience that you have had with professional development and identify the model you used? What benefits or challenges do you see being associated with Individually Guided Development?

3) Is there any grade level (K-12) that this type of PD may not be the best for the student and/or for the teacher to use? Explain.

4) When designing your own Individually Guided Development plan, what area would you find most important to address in order to reach your goals? Why? Some areas to consider are discipline-specific development, teaching and learning, career or personal development, and technology in the classroom.

5) Should a needs analysis be completed for Individually Guided Development? Why or why not?

Name, Date, Time, Question #
 * Discussions begin here:**

I am writing this again because for some reason the post that I saved on Wednesday is not here =( So, I am kicking myself for not writing it on Word first. Anyway, I responded to question 2 like many of my Fullerton School District colleagues. I like the individually guided model because it provides us with choice and therefore we see the PD as meaningful to our current situations. I added that I thought it would be beneficial to have a "culminating project" as suggested on the chart you provided on page 2. I feel that our staff could benefit so much if we all delivered a mini presentation on how we have grown over the course of the year. Especially, since as we have learned, teachers enjoy learning from other teachers. 10/15/10 (Kaitlynn) Sorry about that Andrea! I agree this type of PD could be very beneficial and meaningful. Thanks for reposting and sorry about that!  No problem Kaitlynn....I am not sure what happened but it was probably my fault =) Andrea That has happened to me too Andrea. I found that you can find your posting in the page, "Recent Changes." It doesn't copy and paste easily, but at least you are able to recover your work instead of typing it all over again, which I have done in the past too. - Valerie
 * Andrea Flournoy 10/15/10 6:25pm Question 2**

I agree with Valerie in that a needs assessment should be completed for Individually Guided Professional Development, as you would with any meaningful professional development model. Let's make the analogy between teachers and our own students: regardless of the subject, topic, grade level, and observed achievement level of a student, formal assessment data is needed as a diagnostic tool to determine what students know, what they don't know, and what they are able/unable to do. The same applies for educators. We may think we know ourselves and our abilities as teachers, but until we formally assess our practices, do we really? Completing a needs analysis for our own evaluation and informational purposes forces a deeper level of inspection and detailed picture of who we truly are as teachers.
 * Christina Corradino 10/14/10 10:31a.m. Question 5**

Christina, I'd say that you hit the nail right on the head with your analogy of teacher as student. It's so interesting how easy it is for me to compartmentalize my profession and my professional development. Can the two exist in the same space at the same time? The answer is a resounding YES! It seems like the teacher as student theme is imbedded in each group presentation. But why does this very basic principle constantly catch me off guard. I'm realizing that my teaching identity is constantly evolving thanks to this program.

Dionne

10/14/10 5:40 A.M. (Connie) Hi Valerie , Reading your responses (and many others'), it seems everyone is in agreement that a needs analysis is beneficial, but I was a little confused with your comment, Valerie, that you felt an individual needs analysis might not clearly meet the needs of the students, and that the teacher might "be easy to get distracted or stray from the original objective". Are you saying that you think the teacher should do an individual analysis and also a staff analysis to help determine students' needs? While I don't think that would be a bad thing, it does pull away from the idea of Individual Guided Development. Let's say that a teacher does her/his own needs assessment and feels that classroom management is an area that needs improvement. A staff survey may not list that as a school's (as a whole) need or as a student need, but if the teacher follows his/her own needs assessment and focuses on classroom management, he/she would be fulfilling a need that would (hopefully) eventually lead to better student achievement regardless of what the staff's needs are.

Sandy Bordy, 10/14, 2:25 PM Hi Connie (and Valerie), after reading Valerie's post and your response, I am wondering if what Valerie was trying to say is that Individual Guided Development doesn't hold teachers as accountable. It's up to the teacher to conduct and adhere to the needs analysis. Without using a needs analysis, teachers might be participating in professional development that just sounds fun or interesting, but has no relation to the specific needs of the students. I don't see anything wrong with attending professional development for the sole purpose of learning more about something. However, teachers should be trying to seek out trainings, PD, readings, etc that will help them become better teachers and increase student learning. I agree that it is the ultimate goal of course (Kaitlynn). Thanks, Sandy, for clarifying. That makes more sense. It's true sometimes teachers want to go to a PD that interests them, but it may not fit the needs of their current students. (Like me - I'm working with struggling students this year, but I like to attend PD on high achieving students too). Connie 10/14/10 4:45 P.M.

A needs analysis does need to be completed for all types of professional development. The needs analysis is the first step of the process. It helps guide the teacher to find what changes need to be made in his or her teaching methods or classroom. There is always room for growth and improvement in teaching, however, the needs analysis identifies what is the greatest need. The professional development should be developed according to the data from the needs analysis. When a teacher is using Individual Guided Development, it may be easy to get distracted or stray from the original objective. The needs analysis gives the development more of a focus to better respond to the needs of the students.
 * Valerie 10/13 10:00 Question 5**

Hi Valerie, I agree that an original document with clearly stated needs is super important for any kind of individually guided development. If I am involved in some kind of PD that involves more than myself, I am brought back to the basics, to the heart of what the PD is for by others, usually trainers, principals or other teachers. But when the PD is individually guided, it is a little easier to get lost or stray, as you say, from the original goals. I imagine very organized and informed people would constantly refer back to what the original goals were, but this is something one has to intentionally do. This made me question how often I hold true to what I started out with. Thanks for the insight!

Dana 10/15 5:00 p.m.

Hi Dana,

Thanks for your response. I am definitely not an organized person, so that is why I would need a clearly set and focused goal to be my guide. Sometimes, when we do stray, we may discover an additional area we would like to explore. I think that individually guided PD is somewhat like a scientific experiment. If too many variables are changed, we cannot really determine the effective cause to the desired effect.

Valerie

In response to question five regarding the needs analysis, I feel that a needs analysis should be done //regardless// of the type of professional development. A needs analysis should always be the first step, as it allows a developer to recognize the most important areas in need of improvement, and which areas are working well. This assures that time is being spent in the right areas. It also allows other staff members, especially if a survey is distributed, to give their input on the matter. This allows the developer to see things from a different perspective and gives others a sense of partnership in the matter..
 * Tracee 10/13 9:00 Question 5**

Hi Tracee 10/14/10 (Kaitlynn) I agree with you. A needs analysis is crucial for any PD in order to see what staff members are interested in and any prior knowledge. Also, I think that this initiative will also get staff members interested and engaged in the topics because they feel as if their opinions were included in the decision making process.

Hi Tracee 10/13 10:06 p.m. (Devi) I agree with you that the needs analysis is crucial in guided development. For example, on your note about partnership on the matter, I have to share with you how this component has helped me throughout the years. My colleague teaches the GATE cluster and I have the IEP cluster this year. When we collaborate on how we are going to plan out interventions, much of the conversation leans towards my students. However, we share in brainstorming ideas on how best to fit the needs of below basic or far below basic students regardless of whose class they belong to.

I think that an informal needs analysis should be completed for //Individually Guided Development// because it will help individuals narrow and know what areas are more of an interest or need. Once an area of interest or need is identified the individual can seek and choose professional development trainings through their district or on their own that will help them strengthen or support the delivery of a lesson in a classroom or understanding of a specific topic. Overall, I agree with what your presentation states that Individually Guided Development is one of the five most common models and is one that I particularly like to participate in. This is because most of the people who attend Individually Guided Development trainings are more likely to be engaged and willing to participate.
 * Eva 10/13 8:45p.m. Question 5**

Hi Lupe, 10/13 @ 8:30pm (Heather)

That is so great that you were able to attend Professional Development to focus on the grade you were teaching at the time. It is always great to better your knowledge on specific topics as well as the grade you are currently teaching. It is also nice to hear that you want to learn more about writing all because of the professional development, because it will encourage more learning from both the students as well as the teachers.


 * Lupe Escoba**r, 10/13/10, 8:30 PM, Question 2

One of the best professional development experiences I’ve had was during my second year of teaching. It was individually guided. After completing my first year of teaching I realized that I lacked the skills to teach writing to my Fourth grade students, but I really wanted to learn. I signed up for a professional development that focused on teaching fourth grade students how to respond to literature for the state writing test. It was offered through the Ventura County Reading Association. I signed up to attend on my own time and paid for it myself. I learned many things that I still implement to date. It made me want to learn more about how to teach writing. I think that individually guided professional development is great, because it addresses the teachers’ interests and needs. Since teachers are interested in the topic they will “buy in” and will be more willing to implement the new strategies learned. Hi Lupe, I think that is great that you have experienced some type of individually guided personal development. It sounds like you recognized a need you had, and made the necessary moves to improve your skills as a teacher. I agree that since this type of professional development is initiated by the teacher they are more willing to implement the new strategies they will learn.
 * Tracy Algorri, 10/15/10**

**Sonya Lee, 10/13/10, 10:58 PM**

Hi Lupe,

It sounds like your experience with self-guided professional development was successful. I know that without guidance or much knowledge in self-guided professional development, it is difficult to keep yourself on track and find resources. That's great that you were able to narrow down your focus and keep your eyes on the objective. How did you narrow down your need to teaching writing? Did you conduct a needs analysis? Also, what other methods/outlets did you use to improve yourself in this area?

Hi Sandy, 10/13 @ 8:50pm (Heather) I have to say I strongly agree with you that individually guided professional development can help students and/or teachers at all grade levels. You can usually benefit from professional development and either change/modify little things to fit into your grade level. There are times, however, where it can be very focused on one particular grade or one particular topic that is only necessary in a certain grade level. Overall, you are correct in saying that teachers can obtain beneficial information that they can bring back to any classroom. Great job, Sandy!

**Sandy Bordy, 10/13, 9:20 PM**, Hi Heather, You are right, sometimes they do focus on a specific grade/grade level. However, they usually provide that information in advance so teachers can choose PD that will be relevant. That is what is so great about IGD, you get to choose what you participate in.

I feel strongly that individually guided professional development can benefit teachers/students at all grade levels (K-12). Because you are selecting professional development based on individual needs or interests, it is more likely to be beneficial. There are usually a wide variety of professional development opportunities that are designed for all of the different grade levels. Most will inform the attendee of the grade level best suited for the training. Some information can also be modified to your specific grade level. Teachers need to take the time to seek out these opportunities. I have been to several trainings on my own time based on my own needs and interests (Discovery Education, Words to Life, etc). There were teachers from a variety of grade levels present that I'm sure came away with some valuable information to bring back to their classrooms. Great job on your wiki!
 * Sandy Bordy**, 10/13/10 8:05 PM Question 3

Hi Sandy, 10/13/2010, 8:40 P.M., (Lupe) I agree with the point that you made when you say that individually guided professional development is “more likely” to be beneficial. I think that when people are motivated to learn about a particular topic the learning will most likely take place. I find that to be true about the self selected individual professional developments that I have attended in the past. For the most part, I usually always find them to be positive experiences. I have especially enjoyed attending conferences that offer many workshops that allow me to select the ones I attend.

I also agree that this kind of professional development is beneficial to all teachers of all grade levels. Since teachers are selecting topics that address their grade level standards they are more likely to take what they learn and implement in their classrooms. In addition, there are many professional development sessions that address areas of needs for multiple levels. They are beneficial to all of us, teachers, since we are lifelong learners. As become more experienced, we learn and change our teaching styles to address our students’ needs, which are not always the same.

Before one designs their own individually guided development plan, I think he/she should research if there are workshops or seminars to attend. Sometimes people set goals for themselves that are hard to reach because there are not enough resources. Having a goal is crucial, but having a plan of execution is even more important. Knowing the steps to take to reach one's goal will give a person a vision and a plan. Researching where and who to go to to grow professionally are important so that one doesn't set him/herself up for failure. Without enough resources one may get discouraged and restless. I think collaboration and discussion with other people with similar needs is important. Having an expert guide and instruct you are great opportunities to help oneself reach his/her goals
 * Sonya Lee, 10/13/10 9:00 AM, Question 4**

Sonya, I agree that you need to be realistic about your IGPD plan. If you set a goal and there are no resources available, or they are unreasonably priced, inconveniently located, or not able to be attended in a reasonable amount of time, you're less likely to follow through on that plan. That being said, it isn't unreasonable to assume that there are online resources available that can effectively substitute a face-to-face workshop or seminar for educator-learners who are comfortable and well-served by such. **(Christina Corradino 10/14/10, 10:42a.m.)**

The Individually Guided PD model is something I will definitely use during my PD presentation. Since a few teachers have identified a need for their students to become more technologically literate and to get their students approaching Internet assignments with more organization and motivation, I can treat their needs as the first phase of the IGPD model. I think I might even structure my approach to PD using this model. I could have teachers look at current data on Blackboard about students' usage. Then I can show them some resources that support the use of BB, including research findings. I will have teachers watch me teach lessons using BB and get their feedback about how they could use it in their class, or I will walk them through the creation of a BB site for their own classroom in our computer lab. I will give them some questions to help them analyze student achievement and help them look for signs of student achievement and motivation on BB. For example, teachers will look at student responses to discussions or assign quizzes with online assignments. I think that when you give PD the IG treatment, you approach much in the same way we do our lessons these days--needs, data, research/plan, implementation, assess, analyze/reflect.
 * Dana Encheff,** 10/13/10 7 A.M., Question 1

Hi Dana, (From Rafael) Are we allowed to use this model for our PD assignment? I was not aware of that. This model is really great, especially in the current atmosphere. Our district is offering a very limited amount of PD. By learning this model we can do as much as we deem appropriate.

Hi Rachel and Devi, 10/13/10 6 A.M. (Connie) Whether you do a survey or reflect on how things are going, they both help teachers assess their needs and how to better meet those needs (students' needs, teacher's needs, staff needs). That's great that your survey from your staff matched up with your project, Rachel.That will definitely help with teacher buy-in to your PD sessions. I agree with you, Devi, that "personal development often stems from honest conversations". In the past when PLC's at my school had the opportunity to share best practices with each other, I saw improvement in my students' scores and writing, and felt I had grown professionally as a teacher.

As for incorporating elements of the individually guided model, I think that has been done by conducting the survey before planning the professional development. Of course, I think it depends on how the survey is conducted, because if it was open-ended, you could have many varying answers on what the teachers/staff think is most important for professional development. I know in my survey, I made it multiple choice, but left one answer open for other so that suggestions could be left on the blank line if chosen. According to the survey, there is one issue that was seen as most pressing in our school and one that needed to be addressed, so that is the focus of the PD. By addressing the area of greatest concern, teachers are more likely to respond better, be motivated, and apply what was addressed in the PD.
 * Rachel, 10/12/10, 11:50pm**, Question 1

** Hi Rachel, 10/13 9:31 p.m. (Eva)** I completely agree with what you mention in your posting that when teachers attend PD that addresses an area of concern or interest teachers are more likely to participate, be motivated, and most likely to go back to their classrooms and apply what he or she has learned from the training. However, I know that there are times when one attends PD that are of interest but unfortunately the information presented by the presenter is not interesting or motivating. I’m sure we have all or will at some point experience a PD that might not meet our expectations.

Hi Eva, 10/13 10:43pm (Rachel) You have a good point. Some presenters just do not deliver. I suppose the key is to watch your audience, take notes, and reflect on the experience for "next time."

**Devi Lam** 10/12/10 11:05 pm Question 4 In my opinion, personal development is most important in improving my goals as a young teacher. The process of reflecting on scores, pinpointing problems, and finding trends of difficulty for students can be time consuming, but worth its weight in gold. This kind of reflection allows me to go back and think about how I can add a new layer of depth and meaning in a lesson. Also, having an open discussion with someone in the grade level allows me to reflect on my own teaching. I feel that personal development often stems from honest conversations that one shares within a PLC. Also, communication with colleagues, coaches, and teachers on special assignment allows for alternate perspectives on the situation at hand. Collectively, others can help suggest possible resources that can be of great use in refining our craft, as teachers.

Hi Devi, 10/14 10:08pm (Eva) You bring up a good point that PD provides young teachers like us the opportunity to learn, improve, and apply current strategies to help meet the needs of our students. In addition, reflecting what one does after every lesson is so important :). However, I think many times we forget and tend to formally go through the reflection process (writing down notes) when we are observed by our principal because a post conference is scheduled to happen.

Melissa, 10/12/10, 6:44pm Question #5 A needs analysis should be completed for Individually Guided Development because you need a starting point. In fact a teacher may do a informal needs analysis without the thought of it being the beginning of a personal PD. This is how a teacher may begin thinking they need to figure out a new way to teach their students. Then, followed by determining objectives, activities, and assessment. Completing a Individual Guided Development will give those teachers who feel they do not have the support in their school to aide themselves in subject matter they want their students to improve in.

Hi Melissa, 10/13/10 Most of us do the needs analysis informally. But depending on who is asking you to complete this form of P, it might be required. As I did research for this presentation I found forms that districts use for this model. Some did require the needs analysis. But I think you are very right about how we do them informally. We know our students and our teaching approach, so we do not need to complete that step.

Stephanie, 10/12/10, 11:25am Question # 2 (or may touch on a couple of question topics) I know that as we discuss PD, especially Individually Guided Development, we take for granted that people are motivated to develop themselves - hey, that's why we're here! But I couldn't help but think that a downfall of IGD is the fact that it mostly involves just one individual. What if that person finds themselves losing interest in what they've begun to study? Then they are faced with dumping everything they've done up to that point, or pushing through the development without the strong feeling of motivation anymore. I think that when developing a IGD plan, individuals need to carefully evaluate the needs of themselves, their students, and have a strong grasp on what their goal(s) are for the near future. What is that individual's original motivation for taking on the PD? Is it still the same after a few days/weeks into the developement? These details seem like they can get overwhelming. Perhaps using colleagues/Principal as sounding boards could help an individual stay on track? I guess I am onboard with a number of my classmates here when I say that I believe needs analysis is extremely important!

Sonya Lee, 10/13/10, 11:10 PM Hi Stephanie, You are absolutely right, and that's what I discussed in my original post. Teachers need to develop a plan and objective that will be a challenge yet attainable. Administrators and some colleagues should be onboard to help each other be on track. Perhaps researching some resources and/or workshops one could attend prior to committing to a goal will be helpful. Or, talking about one's goal with the principal might be crucial to get expert advice and revisiting the goals periodically will be helpful to see if one is on track.

==== **Sandy Bordy, 10/13/10, 8:45 PM** Hi Stephanie, you bring up a great point about the IGD being individual, which might be a potential downfall. One way this can possibly be avoided is to share your plan with your grade level or other colleagues. Many times they will have the same interests and be willing to participate in the PD. I have done this a number of times. It's usually more fun to participate with someone anyway. I have sometimes been disappointed or lost interest in the topic because the presentation wasn't done well, more so than just losing interest in the actual topic. ====

Hi Stephanie 10/12/10 3:25 PM (Kaitlynn) Hi Stephanie, I completely agree with you that since this does involve one individual, there is always the risk that one may loose interest in the topic. Why not change topics if this becomes a problem? I completely agree that it is very important to be invested in the topic as it may be a lengthy process; however, the purpose of this PD is to give us choices so that we can learn about what we are truly interested in. I would much rather complete an inservice on something that I am interested in rather than wasting hours listening to information that I already know.

Hi Kaitlynn 10/13/10 11:20am (Stephanie) And I completely agree with you, Kaitlynn! Which is why needs analysis is so important. I am all for IGD - it definitely does make more sense than sitting through a training/meeting where you are not learning anything new or helpful.

Discussion Hi Terese, 10/11/10 10:28 P.M. Question #4 I am also very focused on technology. I agree that problem solving is an area that is important and it is actually what I will be doing my professional development training for my staff on. Personally I opt for training on the Promethian/Bright Link boards because I am new to this technology and hate to waste the resources I have available to me. I went to some trainings over the summer, but as stressed in our readings, you need lots of follow-up opportunities and support to actually implement what you have learned in the classroom. (Marcie)

Marcie Gabriel 10/11/10 @ 10:26 P.M. Question #2 Like Theresa B., I like the individualized professional development because that is something Fullerton School District offers their teachers. We are given a plethora of options for professional development and can pretty much pick and choose areas of interest (or need) for growth. For example, some teachers in the district received Bright Link and Promethian boards this school year so they offer staff development on these every session. If P.E. is an area you would like to develop in then those are options as well. Technology, Reading Comprehension, Math, Cooperative learning, differentiated instruction – you name it. You choose session to take you in the direction you have determined you need to go.

Melissa, 10/12/10, 7pm Response to Marcie Marcie, Fullerton District sounds like a fantastic district to grow in PD. It is a wonderful example of how they can encourage all teachers to take advantage of the resources available to them. I like how the district has let the teacher take control of their own learning. :) There's almost no excuse to say "I didn't know how to" or "I wasn't taught how to work..."

Hi Coreen and Dionne, 10/11/10 10:15 P.M. (Connie) I'm of the opinion that a needs analysis is a best practice strategy too. Occasionally, you might have an inservice that fits your needs by luck, but that's usually not the case. If I don't feel that something is really a need that I have, I have very little buy-in. (I don't intentionally go to an inservice with a negative attitude, but as I listen, I'm always wondering, "How does this apply to me?" and if it doesn't, then I find myself asking, "Why am I here?"  Hi Connie,  I think when we are required to attend certain trainings or in-services, there are many teachers that feel the same way. I usually can find some connection to at least on of my students because of their diverse needs. If not, I try to think of a past student or how it can relate to future students. However, I do agree that it is hard to buy-in, implement or even remember the details of the PD if it is not applicable.- Valerie

I didn't know much about Individually Guided Development before reading the information your group presented. Thank you for a thoughtful and well-organized presentation; I feel that I now have a better grasp of what it entails. In answer to Question #5, I definitely feel that a needs analysis should be conducted before undertaking any kind of professional development, even Individually Guided Development. Many educators may not chose to focus on an area of development simply because they do not understand that it is a need for them. They may also lack an awareness of the different possibilities that are out there for them regarding professional development. A needs analysis can narrow their focus and enable teachers to self-select professional development that is individually suited to their needs.
 * Coreen Cardenas 10/11/10 @ 9:23 PM Question #5**

Tracy Sanborn 10/14/10 5:15pm Response to Coreen Hi Coreen, I agree that a needs analysis would be beneficial for a teacher before starting an individually guided development PD. No matter what model of PD is used, a teacher should know what needs to be improved in the classroom/instruction and what they should focus on for their PD. The needs analysis will help the teacher to have a more effective PD experience .

Yes! A needs analysis should be completed for Individually Guided Development (IGD). One underlying assumption of this model is that individuals can best judge their own learning needs. I believe that an initial evaluation is always a best-practice when used in the context of learning. Also, if a training is going to be useful, it should fit the individual needs of the teacher. So teachers should be allowed to reflect on things like professional skills, learning styles, and personal talents before engaging in IGD. On this issue, you cite Lawrence (1974) who reported that the first phase of IGD involves teacher consideration of needs and/or interests (what they need to learn). This principal is not unlike the KWL charts many of us employ before starting a new unit of study in the classroom. In my own personal experience, any type of training I signed-up for that didn't engage me in accessing prior knowledge and/or identifying outcomes prior to the training were less influential in informing my teaching practices.
 * Dionne Sincire 10/11/10 @ 8:22pm Question #5**

Stephanie C., 10/12/10 @10:40am Reponse to Dionne Dionne, I really appreciate what you wrote above! Paralleling Lawrence's (1974) comments with KWL charts is such a simple and perfect way to describe the point! If we don't know what our needs are, how are we doing to know what the most benefitial direction is to take?

Very Informative Presentation! When designing my own Individually Guided Development, I would most like to focus on the technology area at this time, because we have the resources and equipment available for us to use.There is so little time during the school day to spend exploring Internet resources and designing additional instructional lessons using technology (i.e. for the Promethean Board). I think it would an excellent way to further my own knowledge of our technology capabilities and have time to reflect on my own instructional practices. My goals for the technology area would include lesson planning, creative use of multimedia and problem-solving strategies for students with disabilities.
 * Terese 10/11/10 7:10pm Question #4**

10/11/10 8:40 pm (Heather) Terese, I think focusing on technology is a great idea. If you have the abilities and resources it is a great way to design Individually Guided Development. As far as your goals in the technology area, what specifically would you use to successfully implement a lesson for students with disabilities? I think you have great ideas to start for Individually Guided Development. Hi Heather 10/15/10 7:00 (Terese)  I would like to focus on assistive technology (AT) devices such as Speech Generating Devices (SGDs) for encouraging and developing my student's communication skills and utilizing adaptations such as "Intellikeys" and "Touch Window" to help my young students with basic computer skills. In my opinion, the individually-guided model for staff development can be useful at all grade levels. (K-12) The individually-guided model is a process in which teachers design their own learning. We often speak about formal, structured models of staff development, but that does not have to be the only means of learning for teachers. Teachers can promote their own learning by determining goals and designing activities that will help those goals be successfully achieved. Any teacher at any grade level should be striving to achieve their goals, big or small. All teachers should intrinsically motivate themselves to continue their learning process. Just like the You Tube video stated, you would not want a doctor or a dentist who is not current so why would you want a teacher who has stopped learning? Whether it be reading publications, collaborating with colleagues, or self-reflecting on new techniques and strategies, there are always ways to continue your learning and improve your teaching practices at any grade level. Continuing to learn new things and adapt to meet the needs of the current community can have positive outcomes on both teachers and students. Hello Megan 10/11/10 11:30pm (Walter) You are correct that teacher have the ability to promote their own learning that will potentially benefit both teacher and student. Also, while said ability to promote learning should be intrinsic, it can be hard with all that a teacher has to do within a single day. The question then become, "What format should this self-promotion take to maintain a high level of learning?"
 * Megan Pinkus 10/11/10, 6:31 pm Question #3**

In the Fullerton School District, both this year and last, we have been using the individual guided model of PD. At the beginning of the year we sign up for 5 (required in our contract) staff development days. There is and was a huge list of PD to choose from including GATE certification (from our District), ELD, a mass of technology selections, and a mass of integrating the arts selection. I love it. For the first time, I find true meaning in my staff days. In the past it would be ELD on this date and the entire district did it. Guess what? At Maple we rock on ELD, I don't need it. But this year and last I had my first GATE cluster. I find it meaningful and motivating to go to PD I chose based on my current situation. Yay Fullerton!
 * Theresa Benveniste 10/11/10 4:54 pm Question # 2**

Hi Theresa, 10/13/10 9:45 p.m. (Tracee) I don't know why I have never heard of this option for PD, but I LOVE it. Having the choices to take the PD that can be applied the most to each individual makes the experience that much more meaningful. And even more than that, I bet you don't dread the experience like you did before when you knew it was going to be something of no value to you!

Hi Theresa, 10/11/10 10:20 P.M.(Connie) That's great that FSD gives options for elementary staff development days. I wish they did that for junior high schools too!

In response to Theresa from Coreen Cardenas 10/11/10 9:38 PM I love that Fullerton is allowing teachers to chose their PD! Fullerton is my old school district, and we didn't have anything like that when I was there. No more sitting through irrelevant seminars or wasting time on subjects you already know. How wonderful that teachers are being treated like professionals and are encouraged to select their own learning goals. I would bet that teacher motivation to implement what is learned through PD is way up in Fullerton.

To Theresa from Megan Pinkus 10/11/10 6:35 pm I've never heard of a school district doing that. That's really cool! I like that you have to go to so many a year but you get to choose which one's will make the most of your time. That is helpful so that you do not get the same staff development year after year. You can tailor the development to meet your specific needs, which is what individually-guided development is really all about. You can look at your needs and goals and see which development meeting will help you meet those goals.

I believe that a needs analysis should be used for Individually Guided Development. As we saw when we used a Needs Analysis earlier in the semester, it really helps to narrow down what areas we need to focus on and helps us streamline our planning of PD. I did a more detailed needs analysis with the teachers at my school before planning my PD sessions. Let me tell you what, it helped a lot! Brenda 10/10/10 7:01pm Q #1 I'm so glad that your group included #1 as one of our questions to respond to. I too like the form of Individually Guided Development and because of this is how I landed myself the PD piece I will be doing. I am long term subbing in 7th grade at a school local to my home (also my son's school) and am the only 7th/8th grade teacher to have a SmartBoard. Works out that I am also the only one that knows how to use one, but the other teachers are interested in learning how to use SmartBoards in their classroom to better their delivery of content. Just last week one of the 8th grade teachers found out that she is going to get a board SOON. Anyway, each of the teachers approached me about learning how to use the board (hence it turning in to my PD assignment), and I gladly agreed. I would incorporate much of the PD as being more training with the other teacher/participants being the ones at the board after a brief introduction to the basic tools. In completing the needs analysis at my school I also found out that there are other teachers at the school with SmartBoards that do not know how to use them (they are using them as glorified whiteboards). I think that by completing the needs analysis I in essence had the teachers complete their own personal analysis. :) Tricky me! Theresa B's response to Brenda 10/11/10 5:01 PM As I am the lucky partner in your trickiness, YAY for us. I have a Promethean Board in my classroom and find it an amazing teaching tool to motivate and engage my students. It is wonderful for scaffolding, having the kids share the pen and teach each other. I think what is so exciting to me is that we love this tool and got to choose our content for our PD. I find PD more fulfilling by facilitators who believe 100% in what they are doing. I can't wait to share the love with the teachers who are just now getting their first boards. Being teachers ourselves, Brenda and I can also guide them away from pitfalls and share personal testimonials. Brenda of course is hugely creative and because the teachers who have the boards and requested them are participating in their own individual guided model of PD.   To Brenda on 10/11/10 2:35pm (Heather) Oh B, you're so tricky! I love that you did that. I did the same thing, and was so proud that the teachers were able to really look at their needs, and see what they not only wanted to learn, but NEEDED to learn! Hi Brenda 10/10/10 8:00 P.M. (Connie) Doing a PD on SmartBoards works out great for you (for your project) and great for the teachers at your school. I am always very grateful when other teachers give PD on topics that are really relevant to us. Did any other topics pop up as you did the needs analysis?
 * Heather 10/11/10 2:30pm Question # 5**

Hi Brenda 10/10/10 8:24 PM (Kaitlynn) What a perfect situation to be in! I hope that your PD session goes well. Best of luck! To Brenda 10/13/10 12:00am (Rachel)  How fantastic that you have been approached to teach a skill like that! I'm sure it has become easy to develop just knowing that there is a need. In my case, I too was presented with such a plan, but unfortunately, I may need to tackle something else because the district is not giving us a timeline for delivery of the new technology. I'm wondering whether it will happen before the end of the year! I do wish you luck though and I know you'll be great! **Lisa** 10/10 12:30 p.m. Q #5 I truly like how individualized this form of PD is. The TAKS Training Module was particularly helpful. It helped me to better understand Individually Guided Staff Development and informed me that principles are there for support in this form of PD. Support from other staff members would be my main area of concern with Individually Guided Staff Development in regards to personal development. I think that it is sometimes easy to become blind to the changes we need to make as teachers when addressing our own problems; however, with support from other staff members (i.e. the principle), we might be more open to changing whether it be in regards to our instruction, etc. When developing my own Individually Guided Development plan, I do think that a needs analysis might help me to assess the area(s) of my teaching that I should work towards improving. I think that it would serve as an opportunity for personal reflection, yet I am not sure what questions I would ask myself. Perhaps the principle might help in this area of PD to help focus the questions and assess what changes need to be made. Great Presentation:)

**Amy Anderson's response to Lisa, 10/10/10, 9:25 PM** Hi Lisa - I think the Individually Guided model is especially effective because of its individualized form of development. I agree that sometimes we can get caught-up in addressing other problems that may arise with teaching, making it is easy to become blind to the changes that we as educators need to make ourselves. After viewing the presentation, I was encouraged to turn to other staff members or the principal for guidance and support in this intervention process. Like you, I think a needs analysis would be effective when using this type of professional development -- It can help you clearly identify the needs as well as help set objectives for you to strive for reaching. As for me, this presentation made me reflect on my strengths, weaknesses, and areas that are in need for improvement -- for myself as well as for my students. You are an amazing teacher already and by reflecting on how you can further improve your instruction, you will only be growing more as an educator. Your students are lucky to have you as their teacher! :) Rafael Ramos' response to Amy, 10/14/10,  Amy,   You make a great point about self-reflection. I also liked this model because it helps us reflect on our teaching practices. Self-reflection is key to teaching and this model really emphasizes that.

Hi Lisa 10/10/10 8:31 PM (Kaitlynn) I have to agree with you that sometimes we don't know the areas that we lack in which is why a needs analysis is so important. I believe that the Principal or even school district should help in assessing the areas of need as well.

Hi Lisa 10/10/10 (fun date)! 2:45 P.M. Connie I'm glad you found the TAKS Training Module helpful. When you're trying to decide what questions you might ask yourself for a needs assessment, you might think about what you feel your strengths and weaknesses are. Sometimes the school will set a schoolwide goal (like vocabulary building), and you may not be sure what options are out there. New teachers often feel that classroom management is an area that no college classes really prepared them for. (Even veteran teachers feel like there is always room for improvement in this area). Maybe there are certain learners that you are not sure you're being effective with (EL, RSP). The principal could certainly give you some suggestions, but you should have the final decision if you're sticking with the Individually Guided Staff Development idea.

Susan 10/10/10 3:00 I also like the Individually Guided Staff Development model. I like the flexibility it offers to address different learning styles. I also like the reflective aspect of this model. There is definitely something to be said for choice. This year in the Fullerton School District we have 5 mandated staff development sessions on our minimum day, Wednesdays. The district offered us a varied selection of topics, allowing us to choose which selections best suited our needs and interests. The fact that I was able to choose, makes me feel more excited about the upcoming sessions. I think change is much more likely to occur when there is choice involved.

Hi Susan, 10/14 10:19 pm (Eva) You are absolutely correct in when choices are given many more people are willing to participate and are open to learning. I know many colleagues have expressed and appreciated the change our district has taken in the mandated PD trainings one is to attend throughout the school year. I know this year there are many great PD sessions that sound interesting but I will not be able to attend them because I have chosen to do the GATE PD sessions and attend nine vs five :/. I know I have made the right choice :). Hi Susan 10/11/5:08 (Theresa B)  I agree wholeheartedly with what you said, I used to dread doing the 5 Wednesdays because I mostly didn't feel the need for what I was learning. It normally was something we had been doing at my site already. My favorite is the session like this that included technology and then we couldn't get online and had to just follow along. Boring!

Hi Susan,10/10/10 4:20 P.M.(Connie) That's great that FSD offers you choices with your staff development. (I wish FSD did that for the junior highs too, but no luck there). If we can't have complete freedom for our choices for PD, this is the next best thing. Would you like to share what kind of topics they are offering this year? I'm curious. HI Connie, (Susan)

There is a lot of variety in the topics offered. Included are quite a few technology offerings. I am going to attend the one on creating flipcharts to use with Brightlinks. Also, offered are sessions that deal with promoting creativity and incorporating drama, music, and dance into lessons. I am looking forward to those.

Hi Susan 10/10/10 8:30 (Kaitlynn) I completely agree with you that PD become so much more meaningful when you are able to choose. I find myself constantly doing research on so many different things that I come across in life just because I am curious and I believe that is when one truly learns.

Great presentation of information! I really like the Individually Guided Development model and think it is essential in order to further improve teaching practices, which will in turn enhance student learning. This school year I work in a Title 1 Reading Room, working with third-grade students who are struggling in reading and mathematics. Many of these students are far below grade level. This year, I have been reflecting on what I can do to further help these students learn, meet their needs, and comprehend difficult concepts when they just are not getting them. Therefore, I think a needs analysis is necessary when using the Individually Guided Development. As of now, I want to learn more effective ways to reach these students. By conducting a needs analysis, I can discover specific needs, select a learning objective, and develop a plan to meet those needs. My goal is to improve my instruction for these struggling students, which means making necessary changes by turning to research about best practices as well as collecting data. Your presentation encouraged me to discuss my concerns with the principal or third-grade teachers and pull together additional resources to help students flourish as well as myself grow as a professional educator. Thank you.
 * Amy Anderson, 10/10/10, 9:00 PM, Question #5**

Hi Amy, 10/11/10 10 P.M. (Connie) I'm glad you liked the presentation, and that it has encouraged you to talk to your principal about what you can do to help your struggling students. It's pretty cool when we get to take the initiative to change things for the better.

Tracy Sanborn 10/13/10 8:40pm Question #3 - I think the Individually Guided Development model of PD can benefit a teacher of any grade level. As teachers we should always be reflecting on and improving our instruction to best meet the needs of our students no matter what grade we teach. This type of PD gives a teacher the opportunity to focus on a specific need in their classroom. Through data collection, research, and reflection, a teacher can make improvements and provide an effective learning experience for their students.

Thanks for the informative presentation! In response to question #5, I think a needs analysis is always a great way to start any form of professional development. Many teachers may feel they need to improve in some areas of their practice, but may not be aware of a need in another area, so conducting a needs analysis may bring things to light that an educator was not aware of. A needs analysis makes the professional development more personal and focused on individual needs for each teacher, which is what will make the professional development successful. I thought the video was informative and liked the suggestion that professional development can begin in a large group, even a webinar, and move to a smaller group where teachers can discuss and reflect.
 * Tracy Algorri 10/14/10 Question #5**

Hey Tracy 10/15/10 (initially responded to on 10/14/10 redone due to tech problem _ Walter)  Thank you for your praise. Perhaps to help with question creation, you could have a group of teacher with the principal brainstorm a bank of questions. This way the individual teacher could create a needs analysis that fits them. Then, once done, the PD could be very much like "puzzle" coop learning; going from large group to small group and back and forth as needed. Your, or anyone's, thoughts?