Aggregation and accountability in an online teacher professional development system

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Yuen, T., Steele, H. & Cano, A. (2006). Aggregation and accountability in an online teacher professional development system. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 225-228). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/22036.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2006
Orlando, Florida, USA
March 19, 2006
ISBN 1-880094-58-4
  Caroline M. Crawford, Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Timothy Yuen, Haley Steele, Arnold Cano, The Vaughn Gross Center for Reading and Language Arts, USA

Abstract

Due to the emphasis on accountability in today's education system, teachers are faced with the task of achieving and maintaining their NCLB-mandated High Quality Teacher status through continuing education; as a result, administrators at the campus, district, and state level have the daunting task of gathering teacher professional development data. The progress monitoring system of the 4th Grade Online Teacher Reading Academy (4OTRA) provides detailed tracking of individual teacher progress through the academy materials; more significantly, it aggregates teacher progress data at the campus, district, and regional levels to better serve the needs of administrators. This poster demonstration presents the evolution of the OTRA progress monitoring system, including the rationale behind major structural changes and design trade-offs.

Keywords

• Administrators
• Teachers
• Professional Development

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