During the 2nd Professional Development Summit in Education, which was held on March 25-26 in St-Hyacinthe, I attended some very interesting presentations. I share with you here some notes on the presentation focused on the accompanying models.
This theme proposed at the Professional Development Summit in Education (#SommetDP) focused on existing models or to put in place in communities to promote the updating of skills by teachers.
The Cnipe support model
The first intervention on the theme of support was a presentation by Liliane Arsenault, educational advisor at the Knipe.
She began by presenting the results of a research highlighting the concerns of teachers at the beginning of their profession.
Different support systems
She then explained the different levels of measures that can be put in place to promote the success of professional integration, drawing a parallel with the approach of response to intervention (RAI). These levels are used in particular by the Cnipe team
Level 1: support systems in the establishment
Level 2: inter-establishment support systems
Interestingly, the evaluation and use of social networks are among the topics that come up most often in the training needs present.
Level 3: personalized support systems
Benefits perceived by teachers who received support
Factors facilitating support
Support factors facilitating digital support
The 2nd intervention of the Support component: Stephanie Lemieux, educational advisor in Fierbourg (CS des Premieres-Seigneuries)
She insists on the importance of making teachers understand that they must learn to become comfortable in taking risks with digital technology and not to hesitate to ask students for help. This is what she calls shared risk-taking. Indeed, students are sometimes experts in technology, while the teacher is always in pedagogy. “Without this disposition of the teacher, if he has a bad experience with the technology, he will not be inclined to try again,” she explains.
The support methods of the TacTIC team
Professional co-development process
What catches the eye: the co-co-co model: co-planning, co-teaching, co-objectification