Defining and Designing Responsive Online Professional Development (ROPD): A Framework to Support Curriculum Implementation

Jeremy Riel, Kimberly A. Lawless, Scott W. Brown

Source Title: Handbook of Research on Instructional Systems and Educational Technology

ISBN13: 9781522523994|ISBN10: 1522523995|EISBN13: 9781522524007

DOI: 10.4018/978-1-5225-2399-4.ch010

MLA

Riel, Jeremy, et al. "Defining and Designing Responsive Online Professional Development (ROPD): A Framework to Support Curriculum Implementation." Handbook of Research on Instructional Systems and Educational Technology, edited by Terry Kidd and Lonnie R. Morris, Jr., IGI Global, 2017, pp. 1-12. https://doi.org/10.4018/978-1-5225-2399-4.ch010

APA

Riel, J., Lawless, K. A., & Brown, S. W. (2017). Defining and Designing Responsive Online Professional Development (ROPD): A Framework to Support Curriculum Implementation. In T. Kidd & L. Morris, Jr. (Eds.), Handbook of Research on Instructional Systems and Educational Technology (pp. 1-12). IGI Global. https://doi.org/10.4018/978-1-5225-2399-4.ch010

Chicago

Riel, Jeremy, Kimberly A. Lawless, and Scott W. Brown. "Defining and Designing Responsive Online Professional Development (ROPD): A Framework to Support Curriculum Implementation." In Handbook of Research on Instructional Systems and Educational Technology, edited by Terry Kidd and Lonnie R. Morris, Jr., 1-12. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-2399-4.ch010

Export Reference

Favorite

View Full Text HTML

View Full Text PDF

Abstract

Teacher professional development programs typically do not meet teachers' ongoing, long-term needs that arise. In this chapter, the authors forward a systematic framework called responsive online professional development (ROPD) that can be used by instructional designers to provide continuous, online PD for teachers in the service of curriculum implementation fidelity. The systematic process afforded by the ROPD framework promotes teachers' reflection on their individual classroom practice as they implement new curricula or standards and provides support to teachers as they are implementing new curricula, standards, and pedagogies. Design elements of the proposed ROPD framework are discussed by the authors, and an illustrative example of the implementation and observed outcomes of a previously enacted ROPD Program (GE2PD) are discussed. When compared to conventional PD programs, professional growth from ROPD is emphasized during the implementation process through a systematic approach that intentionally connect teachers with the instructional designers of a curriculum.