July 26, 2021
July 26, 2021
July 19, 2022
Pre-College Engineering Education
The impacts of COVID-19 have led to a rapid pivot in the delivery of professional development (PD) for new teachers to [PROGRAM]. [PROGRAM] previously provided a week-long, in-person, intensive PD in the summer for teachers but PD was shifted online to a mixture of synchronous and asynchronous sessions during the summer of 2020. The goal of this work in progress is to present how the [PROGRAM] team adapted teacher PD to establish community among our teachers and between teachers and staff, use this connection to enhance our responsiveness in PD, and deliver the engaging content of the [PROGRAM] curriculum. Teachers engaging remotely in [PROGRAM] activities have led to productive adaptations based on their challenges. The lessons learned reflecting back upon the PD will inform the design, delivery, and content of future [PROGRAM] teacher PDs. It is expected that future PD and professional learning offerings will continue to utilize flexible modalities and novel online tools, while also working to better align to PD standards.
Kouo, J., & Klein-Gardner, S. S., & Dalal, M., & Eagle, W. E. (2021, July), When a Pandemic Requires a Pivot in the Modality of Teacher Professional Development (Work in Progress) Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://126.96.36.199/38054
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