Distance Education Professional Development Model Existing Professional Development Model New Distance Learning Professional Development Model Face -to-face Distance learning delivered Inservice day (2-4 per year): 8-24 per year Weekly 1-1/2-2 hours per week: 64 hours per year Travel to inservice site Delivered to teacher's classroom/site In-service instructor has a limited ability to develop as a role model for the teacher Role model provided to teacher by distance learning instructor Large inservice group One-to-one Short demonstration Full step-by-step and frequent demonstration Limited examples Variety of examples Very limited hands-on Twice weekly hands-on Support: Limited access to follow-up with inservice provider Support: Direct and frequent access to distance learning instructor via television, telephone, fax, computer Limited opportunity to process information and apply it Provides opportunity to process information and apply it Limited application of new information Immediate application of new information Students are seldom included in in-service Provides opportunities for teachers to see students being successful; allows attitude and behavior changes related to instruction and expectations of their students. Print materials limited to handouts Full print materials which provide theory, information, methods, and implementation for student programs Instructional materials are not provided All instructional materials are provided Use text as the primary instructional tool Used the text only as a resource General instructions Content specific instructions No opportunity to review Tape review Costs: non-teaching days or substitute Costs: nothing additional Two for one - students and teachers Instruction only for the teacher Simultaneous teacher training and student instruction Results: Limited Results: Significant change Little change in teaching methods Significant change in teaching methods Limited increase in content teaching time Increase in content teaching time Limited gain in non-specialty content area Significant gain in non-specialty content area knowledge and comfort level Limited gain in confidence to teach in non-specialty areas Significant gain in confidence to teach in non-specialty areas Limited increase in use of instructional methods across the curriculum Uses new instructional methods across the curriculum Limited increase in mentoring Become mentors to new instructors Limited movement to higher levels of use Moves teachers to higher levels of use from "The Distance Learning Technology Resource Guide," by Carla Lane