Long-Term Educator Professional Development in Online Instruction and Assessment during Pandemic Teaching

Figures & data

Table 1. Alignment of COLA course objectives to technology integration frameworks.

Course-Level Learning Objective	ISTE Standard	SAMR	TPACK	Quality Matters K-12 Standards
Describe the various learning models (in-person, blended, and virtual).	2.5.c	S, A	TK, PK	2.4
Design instructional lessons with various learning models.	2.5a, 2.5c, 2.5c	S, A	PK	5.1
Synthesize personal and student goals for virtual assessments.	1.1a, 2.5 b		TK, PK	3.3
Determine viable assessment methods.	2.1		PK	3.4
Explain assessment results.	2.7b		CK, PK	3.1
Articulate philosophy of technology integration.	2.1a	A	TPK	1.2
Analyze strengths/ weakness of district LMS integration.	2.1		TK	4.1
Identify purposes of online collaboration.	2.1, 2.4	A, M	PK	5.2, 5.3
Identify ways to differentiate.	2.5	A, M	CK, PK	5.1
Create a teaching philosophy for virtual instruction.	2.2, 2.5	A, M	TPK	1.2
Utilize the elements of design and instruction to create an effective virtual learning environment for students.	2.5	A, M	TPK	4.1, 5.1
Balance synchronous and asynchronous instruction to maximize student outcomes.	2.5, 2.6	A, M	TCK, TPK	5.1, 6.2
Develop a collaborative, interactive learning experience for virtual learners.	2.4, 2.5	M, R	TPK	5.1, 6.2
Articulate the benefits of social emotional learning.	2.2		PK	5.2, 5.3
Apply strategies/techniques of effective classroom management for face to face, virtual, and hybrid environments.	2.4, 2.5, 2.6	M, R	TPK	5.1, 5.5, 6.2
Identify/analyze research-based resources for use in creating professional development in virtual learning.	2.1, 2.2	A, M	CK, TPK	4.2, 6.1
Develop professional development materials to meet district needs and learning objectives.	2.1, 2.2, 2.4a	A. M	CK, TPK	4.2, 6.1, 6.4

Table 2. Characteristics of COLA program participants.

Characteristic	Percentage of Participants
Grade Level Taught
Elementary	26%
Middle	23%
Secondary	33%
Mode of Instruction
Face-to-Face	88%
Hybrid	5%
Virtual Only	7%
Years of Teaching Experience
1-5 Years	33%
6-10 Years	26%
11-20 Years	16%
21-30 Years	9%
Subject Taught
Elementary Generalist	19%
Special Education/Special Services	12%
ELA	11%
Science	16%
Math	5%
Social Studies	7%
Fine Arts/Elective	9%
Technology Coach or Administrator	12%
ELL/Migrant	4%

Table 3. Mean scores from Likert-type items on a scale of 1 (strongly disagree) to 4 (strongly agree).

Survey Item	Course 1 N = 31	Course 2 N = 25	Course 3 N = 23	Course 4 N = 20
1. The activities for this course helped expand my knowledge of the topics being studied.	3.19	3.43	3.42	3.65
2. The readings/media provided were appropriate for the course.	3.10	3.43	3.46	3.70
3. My cohort coach facilitated a positive environment for online learning.	3.87	3.87	3.81	3.95
4. My cohort coach provided adequate support to my cohort group.	3.77	3.87	3.81	3.95
5. The assignments I submitted were graded fairly.	3.84	3.91	3.73	3.90
6. I have formed relationships with peers that can lead to us collaborating in the future.	2.81	3.04	3.08	3.25
7. This course utilized an appropriate balance of synchronous and asynchronous experiences.	3.35	3.39	3.50	3.80
8. I feel prepared to share what I have learned with colleagues in my school/district.	3.52	3.65	3.50	3.70

Table 4. Topics addressed in end-of-course questionnaires and prominent themes from participants’ responses.

Topic	Emerging Themes	Post-Course Survey
Motivation to participate	Free; desire to pursue graduate degree; seeking increased proficiency with technology integration; directly asked by peer or supervisor	1
Progress with technology integration	Room to improve; seeking specific apps; balancing technology with human connection; application to practice; tailoring to students; aligning with content area; eager to try new things	1, 2, 3
Growth as leader in technology integration	Gaining confidence; viewed as leader by peers and students; sharing resources with peers; seeking further technology resources; view of education is expanded	2, 4
Needs for professional development	Need direct experience; seeking collaboration or exchange; value expert input or guidance; webinars; LMS tutorials; need time to implement and develop	3, 4
Confidence in creating or implementing professional development	Prepared; some had experience already; concerns about compatibility with LMS; felt COLA gave ample practice; eager to share with peers	4
Context of education	Blended learning likely to continue; expecting more hybrid approaches; concerned about reception by peers; focused on student engagement; pondering details of organization and instructional design	3, 4