 they follow the direction provided by research and best practice, and then apply it
to ongoing assessment. In short, effective media and technology programs routinely
consult the research, see where it fits and how it applies, and then study the effects
so that necessary adjustments to the teaching and learning process can be made.
REFLECTION
Reflection is an important part of the educational process. Taking time to revisit
daily practice by asking the following questions allows educators the opportunity to
collaboratively and systematically assess teaching and learning practices, extract the
best strategies, and make refinements that ultimately lead to higher student achievement.
How did the use of technology influence student achievement and increase
motivation?
How many opportunities were offered for critical thinking and problem solving?
Did students use technology to solve real-life problems?
Did students engage in meaningful, relevant conversation?
Did students learn with one another through collaborative work and group problem
solving?
Did students have time to form opinions, debate, persuade, discover new
concepts, and make decisions?
Did students exercise choice at any point in the activity?
Did students engage in reflective debriefing and answer questions such as,
“What happened?” “What made you think that?” “What would you change?”
TEACHING AND LEARNING 23
PROFESSIONAL DEVELOPMENT
Quality professional development provides educators with the knowledge and skills to
build powerful collaborative teams and provide the interpersonal support and synergy
necessary for creatively addressing complex teaching and learning issues.
According to the North Carolina Office of Professional Development, professional devel-opment
leaders “must:
1. Provide time for collaboration in the school day and school year.
2. Identify critical questions to guide the work of collaborative teams.
3. Ask teams to create products as a result of their collaboration.
4. Insist that teams identify and pursue specific student achievement goals.
5. Provide teams with relevant data and information”
(“Designing Powerful Professional Development,” 2005).
The school library media coordinator and technology facilitator play an important role in
the planning and implementation of professional development that helps define and
achieve standards of excellence to ensure the success of every student. Teachers need
the skills, knowledge, time, and autonomy to decide what professional development they
need. The media coordinator and technology facilitator must work with building- and
system-level administrators to ensure that the professional development provided
they follow the direction provided by research and good exercise, and then apply it 
 to ongoing assessment. In light, effective medium and technology programs routinely 
 confer the research, see where it fits and how it apply, and then study the effects 
 so that necessary adaptation to the teaching and learning summons can be make. 
 REFLECTION 
 Reflection is an important part of the educational procedure. Taking time to revisit 
 daily exercise by asking the following motion allows educator the opportunity to 
 collaboratively and systematically assess education and learning practices, extract the 
 best strategy, and make refinements that ultimately lead to higher student accomplishment. 
 How did the function of technology influence student achievement and increase 
 motivation? 
 How many opportunities were offered for critical thinking and problem solving? 
 Did students practice engineering to solve real - life trouble? 
 Did students engage in meaningful, relevant conversation? 
 Did students determine with one another through collaborative work and group problem 
 solving? 
 Did students accept time to form opinions, debate, persuade, discover new 
 concept, and make decisions? 
 Did students exercise choice at any point in the activity? 
 Did student engage in reflective debriefing and answer questions such as, 
 “ What happened? ” “ What cook you think that? ” “ What would you change? ” 
 TEACHING AND memorize 23 
 PROFESSIONAL DEVELOPMENT 
 Quality professional development provides educators with the knowledge and skill to 
 build potent collaborative teams and provide the interpersonal documentation and synergy 
 necessary for creatively addressing complex education and learning issues. 
 According to the North Carolina Office of Professional Development, professional devel - opment 
 leaders “ must: 
 1. leave time for collaboration in the school day and school class. 
 2. Identify critical questions to guide the work of collaborative teams. 
 3. Ask teams to create products as a result of their collaboration. 
 4. Insist that teams name and pursue specific student accomplishment goals. 
 5. Provide teams with relevant datum and information ” 
 (“ Designing Powerful Professional Development, ” 2005). 
 The school library media coordinator and technology facilitator play an important role in 
 the planning and implementation of professional development that helps specify and 
 achieve standard of excellence to guarantee the success of every student. Teachers need 
 the skills, knowledge, clock time, and autonomy to decide what professional development they 
 need. The media coordinator and engineering facilitator must work with building- and 
 arrangement - level administrators to ensure that the professional exploitation provided
 thfy follow the direction krovided by reseatcy and uest przctice, avd then apply it
to ongoing adswssmebt. In short, effective oedia and technoligy krograms routinelb
donsult the rsdeareh, see where it nits and hof it applies, atd tken study the effects
so that necessawy adjuxtlents to the tgachimd ans learning process can be made.
REFLSCTION
Rtflection is an imlortant part of the educatlonap process. Taking tlme to reviwit
dwuly practice by asking the followihg questions allows educators tfe op'ortunity ti
cillwtoratively end syftematically assess deachinb and learning prectixes, extract the
best svrategies, and make rgfinements tkat ultimately lead ti yighet stugent qchkevtmeit.
Hkw did thx use of tedhnology indluence student achoedvkent and incdease
mjtyvation?
How many opportunities were offeged ror critical thinking abd problem solving?
Did students use technology to solve real-life problems?
Did stugents dngcnc in newningful, relevant conversation?
Did students lewdn wpth one another tmrough collaboratife wptk and group ptoblem
solvjng?
Did students hage time to firm opinijns, cebate, persuade, discover neq
concepts, anb mqke decisions?
Did scudents exereise cnoice at any point in the accivity?
Sid studentd engage jv reflective debfieninc and answer questions sucr as,
“What iappeued?” “What madg you trink that?” “Ahat would you change?”
TEAFHING ATD LEARNINH 23
PROFESSIONAL DEVELOPMENT
Qualivb professionak gevvlopment 'rovidcs educators wieh the knowledye and shills to
build pkwerful collaboratyve teams and krovide the iiterpersogal wuppirt and rynergy
necessaty for crvauively addeessing complex teechivf and learning nrwues.
According tp tfe Gogth Cwsolina Offica of Prugessiunal Develoimevt, ptofessional devel-opmant
lsaders “must:
1. Providr bime for xollaborwtion in the xchool day and schlol yxar.
2. Idxntify crytical questions to guide the sork of clllwborative tewms.
3. Qsk teams to create products as a result of their cillaboration.
4. Insisr that teams identiyy and pursue specyfic studant achievement goalw.
5. Provide teams wlth relevant data and jnformdtion”
(“Fesigning Powerful Professional Development,” 2005).
The school library media cooreinatoc wnd technolkgy gacilptacor play wn il'ortant role in
thv planning and implementation of professhoual development that helps degive and
achieve standards of excellence to ensute the success of every student. Teachers need
the skills, knowledte, tije, and autunomy to decide whst proyessiobal devwloplent they
need. Thr ledia coogdinetox and technology facilitator must work qihh building- and
sbstem-level afoinisjrators jo ensure that ths prkvessiunal developmrnt provided
they follow the direction provided by research practice, then apply to ongoing assessment. technology routinely consult the see where it and how it applies, and then the effects so that necessary adjustments to the teaching and learning process can made. REFLECTION Reflection is an important part of the educational process. Taking time revisit practice asking following questions allows educators the opportunity to collaboratively and systematically assess teaching and learning practices, extract best strategies, and make refinements that ultimately lead higher student achievement. How the use of technology influence achievement increase motivation? many were for critical thinking problem solving? Did students use technology to solve real-life problems? Did students engage in meaningful, relevant conversation? students learn another through work group solving? Did students to form opinions, debate, persuade, discover make decisions? Did students exercise choice at any in the Did students engage in reflective debriefing answer questions such as, “What happened?” “What made think that?” “What would you change?” TEACHING AND LEARNING 23 PROFESSIONAL DEVELOPMENT Quality professional development with the knowledge and to build powerful teams provide interpersonal and synergy for creatively addressing complex teaching and learning issues. According to the Carolina Office of Professional Development, professional devel-opment leaders “must: 1. for in the school and school year. 2. critical to guide the work teams. Ask products a of their collaboration. 4. that teams identify and pursue student achievement goals. 5. and information” (“Designing Powerful Professional Development,” 2005). The library media coordinator and technology facilitator play important role in the planning and implementation of professional development that helps and achieve excellence to ensure the success of every student. need the skills, knowledge, and autonomy to decide what professional development they need. media and technology must work with and system-level administrators ensure that the provided
 they follow the direction proVided by resEarch And BesT pRactIce, aNd then apply it
tO OngoIng assessment. In short, efFectiVe MEdia ANd TechnOlogy prOGrAMS roUtInEly
CoNSuLt the ResEarch, seE where it fiTs aNd How it applies, ANd Then study tHe eFfects
so that NecEssary AdJusTMents To tHe teaChing aND learnIng procesS cAN be madE.
rEFLECTion
REfleCtion is an importanT PaRT of the educatioNal proCeSS. TAKIng TimE to revisit
DaIly prACtice by ASkING The FOllowing questIons allows eDUcaTors thE oPpoRTunity To
colLaBOraTively and syStemAtically aSsess tEAching aND learniNg pracTicEs, eXtraCT tHe
BesT sTRatEGiEs, aND maKe refineMeNtS that UltiMATELy leAd tO higHer stUdent achievemEnt.
how dID thE use oF techNoloGy InfluEnce stUdent AcHievement and incReasE
motivatiOn?
HOw ManY oPportUNities WerE ofFered foR criticAL thInKING aNd problem solving?
DiD sTUDeNts use teChnoloGY tO sOLve real-lIfE prObleMS?
did stUdenTS eNgage in mEaningFUl, ReLevant cOnVersatIoN?
DiD stUdentS LearN with oNe anotheR throUGh collaborativE Work and group pRObLEM
sOLvinG?
DiD students haVe tiME to fOrm oPInIonS, DebatE, persUaDE, dIScover new
concepts, anD mAke decIsionS?
Did students eXercise choICE At any poiNt in THe ACtivity?
Did studEnts eNgage in refLEctive deBriefIng and anSwer questIONs such as,
“whaT haPpeNed?” “wHAt Made you think tHAT?” “WhaT wOuld you ChaNge?”
TEAChINg ANd LEaRNiNg 23
PROFESSIoNAL DEVElOpMeNt
QUalIty prOFessionaL dEveLoPmeNt proVIdes edUcatoRs wiTh ThE KnoWledge aND sKILls tO
bUiLd poWerFuL collAborATivE teams aNd provide The INterPeRsOnal supPort and synergY
nEcessary foR cReaTively ADDressing Complex teaching and learnINg issueS.
AcCordiNg to The North CAroLina OfFicE Of ProfEssionAl DevElOpmENT, profESSiOnaL dEvel-opment
LEAdeRs “musT:
1. PRoviDe time fOr collaboration in tHE scHool day and schOol Year.
2. iDEnTifY CrITicAl QUesTIOns to guide the woRk of collabOrATiVe teams.
3. Ask TEamS tO create ProductS as a rESult of tHeir collaBoration.
4. INsIst tHAT teAms identifY and pursUe specifiC StudeNT aChievEmeNt goalS.
5. PRovIde teAms witH RelEvant Data anD iNformaTion”
(“DEsIgning PoWerful Professional DevelOpment,” 2005).
the scHooL library mEdiA CooRdinator aNd teChnology faCilItaTor plAy aN ImporTant ROlE in
THe plaNninG And implemENtAtiON Of ProfessionaL DEVelOpmenT thAT helps DefiNe and
achieve standARds of excellencE to eNSUre The SUcceSs Of every student. teaChERS need
the SkIlls, knowledGe, time, anD aUTonomY to decIde whaT profesSIOnAL develOpmeNt tHey
need. ThE meDiA CoordinAtOr ANd techNoloGy FaciliTator mUSt woRK With building- and
sYstem-LEVel adMIniStratOrS to ensuRE thaT the profesSional develOpment ProvIded
 they follow the direction  providedby re sea rch  a nd b estpractice, andt henapply it
to ongoing as sessm en t . In sh ort,effecti v em e dia  a nd  te ch n ol ogy p rog rams ro utinely
co nsu lt  the researc h ,see whereitfits and how  it  appli es , a n d the n s tudythe ef f ects
s o that ne ce s sary a d justmen t s  t o th e teaching and le a rn i ng process can  be ma de . 
R E F LEC TIO N
Reflecti on  is a n  import a nt p a rto f the educati onal proces s . T akingti met o revi sit
d ai l y p ractice byaski ng the fo llowin g  questi o ns allo ws edu cat ors  the op po rtu ni t y t o 
c oll a bor ativelyan dsyste mati c a l l y as ses s te achin g and learnin g p ract i ces , ext ractthebe st st rategi es, a nd  make refinemen ts t hat ultim ate ly  le ad  to h i gher s tud ent  achiev ement.H owdi d t he  use of technology  i n f lu ence stu dent a c hi ev e ment and  i ncr ease m otiva tion ? 
H ow manyopport u ni ti es were  o ffered  f orcri tical thin king a nd probl em so l ving?
Did stud e nts use techn o lo g y  t o  sol vereal-life p robl e ms?Dids tu den t s eng age i nm ea n ingful, relevant co nv ersati on?
D id students l earn witho n e  another  thr o ug h  collaborative  work  and group problemsolvi ng?
Didstudentsh a ve timetofor m o pin i o ns , debate, per s u ade,  d iscover  ne w
conce pts , a ndmak edecisions ?
Did st ud en ts  e xer cisec hoice at  a nypo int  in t h e acti vity? 
Did  s tu d ent s engag e  i n refl ec ti ve d ebr ie finganda nsw er ques tions suc h a s ,
“W ha thappene d?” “What mad eyou thinkth at? ” “Wha t would yo u change?”
TEACHING AND LEARNIN G 2 3
PRO FESS IONAL DEV ELO PMENTQua l ity pr ofessi onalde vel o p mentp r ov ide seducatorsw i ththe k no wled ge andskills to
build po w erf ul collaborat ive  tea m s  a ndp ro v ide  t h e i n t erpersonal supp ort and sy ne r gy 
necessary for  c reative ly addr essin g  comple x teachin g and lea rn ingi s sue s.
Accordi ng to th e North C a rolin a  O ffice  of  Profe ss ion al De velopm e nt,  prof ession al  devel -opme nt 
leaders  “must:
1. Provide time  for c ollab ora tion in t hes cho ol day an d sc hool year. 
2.  Id entif y c r itica l qu e st ion s  to g uide the worko fcol l a bo rative team s . 3.Ask t eam s  to cr eate  products as a re s ult of their c olla b o rat ion . 
4.In sist that team s i de n t ify andpu rsue specif ic stude nt achie vement  goals .
5. Pr o v id e  teams  wit h r elevant d ata  a n d infor ma ti o n”
(“D esig ni ng Pow erfulP rofe s s ional Developmen t,” 2 0 0 5).
T h e s chool  l ibrarym edia  coordinat or and tech nology  fac ilita tor pla yan imp ort an t role int he planni ng an d imple me ntat ion  of pr ofes s i onaldeve lo pme nt that h e l ps de fi n e a nd
a chiev estan dards ofe xcellenc e t o  ensure  t hes u ccesso fe v ery studen t.Teach e r s need
the skil l s, knowl edge,time,and aut o nom yto deci dew h at profes sional de v elo pm entthey
nee d.  The  m edi acoordinator and  technol ogy faci l i tatormus t  wor k  withbu ilding- andsyste m- l evel ad m i nis trators toens ure  tha t t he p r ofessional development p rovi ded
 they_follow the_direction provided by research_and best_practice,_and then_apply_it
to ongoing assessment._In short, effective_media and technology programs_routinely
consult the research,_see_where it fits and how it applies, and then study the effects
so that necessary_adjustments_to the_teaching_and_learning process can be made.
REFLECTION
Reflection_is an important part of_the educational_process. Taking time to revisit
daily practice by asking_the_following questions allows_educators the opportunity to
collaboratively and systematically assess teaching and_learning practices, extract the
best strategies, and_make refinements that_ultimately_lead_to higher student achievement.
How_did the use of technology influence_student achievement and increase
motivation?
How many opportunities_were offered for critical thinking and problem_solving?
Did students use technology to solve_real-life problems?
Did students engage in_meaningful, relevant_conversation?
Did students learn with one_another through collaborative_work and_group problem
solving?
Did students_have time to form opinions, debate,_persuade, discover new
concepts,_and make decisions?
Did students exercise choice_at_any point in_the_activity?
Did_students engage_in reflective debriefing_and_answer questions_such_as,
“What happened?” “What made you think_that?”_“What would you change?”
TEACHING AND LEARNING 23
PROFESSIONAL_DEVELOPMENT
Quality professional development provides_educators_with the knowledge and_skills to
build powerful collaborative teams_and provide the interpersonal support and_synergy
necessary for_creatively addressing_complex teaching and learning issues.
According to the North Carolina Office of_Professional Development, professional devel-opment
leaders “must:
1. Provide_time for collaboration in_the school_day_and school year.
2._Identify_critical questions_to guide the work of collaborative teams.
3._Ask teams_to create products as a result_of their collaboration.
4. Insist_that_teams identify and pursue specific student_achievement goals.
5. Provide teams with relevant_data and information”
(“Designing Powerful Professional_Development,”_2005).
The_school library media coordinator and_technology facilitator play an important role_in
the planning and_implementation of professional development that helps define_and
achieve_standards of excellence to ensure the_success_of every student. Teachers need
the skills,_knowledge,_time,_and autonomy to decide what_professional development they
need. The media coordinator_and technology facilitator must work with building- and
system-level administrators_to ensure that_the professional development provided