July 2008 — Professional Development
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An Inside Job
One educator's efforts to introduce her colleagues to online professional development demonstrates how a school's most effective technology leaders are often homegrown.
IN THE SMALL TOWN OF
Chester, NH, one K-8 school is a model
of teacher participation in online professional
development. Over the past
two years, the 700-student Chester
Academy has financed the online
course enrollment of 10 of its 50 fulltime
teachers-- at least one at every
grade level-- aided by a staff member
who has taken on the role of technology
leader, working with the school's teachers
to develop technology-enriched experiences
for their students.
Susan Kessler is the technology integration specialist at Chester, also serving on the board of the New Hampshire affiliate of the International Society for Technology in Education. As one who saw online education as the next horizon in the professional exploration of resources, Kessler understood that she needed to take a course herself before she could provide capable support to her peers. "I realized I could not feel like an effective technology leader if I didn't have firsthand experience with online learning," she says. "I wanted to be a better resource for my colleagues."
So Kessler enrolled in Supporting Literacy Development in Upper Elementary Classrooms, a course offered through the Online Professional Education Network (OPEN) NH, which is part of the federally funded e-Learning for Educators initiative. Since taking that first OPEN NH course, Kessler has participated in six more.
"The quality of the course materials, the structured online environment, and the incredible learning and networking with other professionals were what sold me," she says. Afterward, Kessler also completed both the instructor and developer online training courses. "It was the natural next step for me. Taking the developer training course will allow me to create courses that meet the needs of my colleagues. I have always found it rewarding to facilitate professional development workshops where teachers gain new ways to integrate technology into their existing curriculum. I look forward to meeting with teachers and administrators to discuss possible ideas for courses and to put those ideas into action. By becoming an OPEN NH facilitator, I am able to help my colleagues at Chester Academy as well as teachers across New Hampshire. The bonus was that I learned along with them."
