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An Agile K-12 Approach: Teacher PD for New Learning Ecosystems

An Agile K-12 Approach: Teacher PD for New Learning Ecosystems

Jacqueline M. Mumford, Laci Fiala, Marietta Daulton
Copyright: © 2017 |Pages: 18
ISBN13: 9781522510673|ISBN10: 1522510672|EISBN13: 9781522510680
DOI: 10.4018/978-1-5225-1067-3.ch020
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MLA

Mumford, Jacqueline M., et al. "An Agile K-12 Approach: Teacher PD for New Learning Ecosystems." Handbook of Research on Teacher Education and Professional Development, edited by Christie Martin and Drew Polly, IGI Global, 2017, pp. 367-384. https://doi.org/10.4018/978-1-5225-1067-3.ch020

APA

Mumford, J. M., Fiala, L., & Daulton, M. (2017). An Agile K-12 Approach: Teacher PD for New Learning Ecosystems. In C. Martin & D. Polly (Eds.), Handbook of Research on Teacher Education and Professional Development (pp. 367-384). IGI Global. https://doi.org/10.4018/978-1-5225-1067-3.ch020

Chicago

Mumford, Jacqueline M., Laci Fiala, and Marietta Daulton. "An Agile K-12 Approach: Teacher PD for New Learning Ecosystems." In Handbook of Research on Teacher Education and Professional Development, edited by Christie Martin and Drew Polly, 367-384. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1067-3.ch020

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Abstract

Several schools in the United States are adapting to incorporate 21st century skills, active learning pedagogical approaches, and new technological innovation to advance student learning. Creating physical and virtual spaces and support for creativity, collaboration, critical thinking, and innovation is vital. Yet, designing and offering meaningful professional development to teachers in these new learning ecosystems is a challenge. This chapter explores the application of Agile methodologies to professional development planning, design, and facilitation in a school district that implemented a new learning ecosystem. The Agile approach resulted in customized professional development opportunities that were rigorous, relevant, iterative, and flexible enough to meet district needs. Data were collected on teacher technology efficacy, and initial results indicated success. This has generated an agenda for further research.

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