The first article in our series on blended professional development (PD) provided an overview, drawing on the exciting resources and information available at PowerUp What Works(opens in a new window). Taking the next step, here you will learn about ways to access the needs of your intended audience for blended PD which might include general and special education teachers, school administrators, specialists, and other staff.
A well-designed needs assessment will allow you to identify more specific objectives aligned to the short- and long- term goals of your district or school. What is the source of those goals? Are they aligned with the Common Core Standards, College and Career Readiness Standards, those of your state or local school district?
Clarity about overarching goals helps set the context for determining specific PD objectives in English Language Arts (reading, writing, listening, and speaking), mathematics, science, social studies, history, technology, and/or vocational skills.
Center for Implementing Technology in Education (CITEd)
Bobbi Barrows began as an AmeriCorps volunteer. Americorps volunteers work to help teach children to read, build houses, and respond to natural disasters. Bobbie was one of only ten national winners from across America to receive the All AmeriCorps Award at a national ceremony from President Clinton on January 15, 2001.
National Center for Technology Innovation, Center for Implementing Technology in Education (CITEd)
IDEA 2004 mandates that supplemental services and assistive technology (AT) be provided when necessary to students who receive special education services. This article provides suggestions for how supplemental services can contribute beyond the realm of academics by helping to make activities outside the regular school day more inclusive for students with special needs.
Carol-Ann Kinane graduated from Marist College in Poughkeepsie, NY in 1989 with a Bachelors Degree in Psychology and Education. She became dual certified through a Marist/Vassar College program for elementary and special education.
Though children with dyslexia experience difficulties in processing the written language, they are often bright, creative, and talented individuals. Strengths may include mechanical aptitude, artistic ability, musical gifts, and athletic prowess. The dyslexic student may also evidence advanced social skills as well as talents in computer/technology, science, and math.
For children at risk for reading failure, teachers can facilitate the exploration of emergent literacy elements, including phonological awareness, print awareness, narrative development, and early writing skills. This article provides specific activities and instructional techniques to help children develop emergent literacy elements.
