Chapter 9: Using Just-in-Time PD to Technologically Prepare High School STEM Teachers

Using a technological, pedagogical, and content knowledge (TPCK) professional development (PD) model has shown promise in narrowing the achievement gaps between majority and minority student groups, including students labeled economically disadvantaged.

The model incorporates a number of individual best practices found in the PD research literature as well as promising practices from practitioners, including

The model focuses on the introduction, integration, and implementation of learning technologies in the classroom. The advantage of utilizing technology as the focus of the training is that it allows for meaningful discussions of content and pedagogy in a nonthreatening manner.

Professional development occurs throughout the year and during the school day. To increase teacher buy-in, the PD focus is the upcoming curriculum to be taught during the next few weeks. Teachers work in teams to learn the technology and practice of teaching each other using the technology. This allows teachers to experience how students may have difficulties. Teachers discuss content and their practice. Instructional coaches are available to assist teachers with implementation both during the PD as well as in the classroom afterwards. School administrators also participate in the PD so they know what to look for during walk-through observations and so they can reinforce approximate success by the teacher. Implementation of the model has led to significant improvements in the achievement of all student groups. Of particular emphasis is the closing of the gaps between minority and low-socioeconomic student groups as compared to traditionally higher achieving students.