Professional Learning Programs Implementation Plan Template

Part 1: Evaluation of Professional Learning Programs

Directions: Based on your “Field Experience A: Learning Needs Assessment Survey” complete each section below.

Academic Technology-Based Learning Programs and Adult Learning Theories Digital Age Best Practices
Calendar Technology-Driven Professional Development
Months
August  Title: Getting to Know your SmartBoard Principles Addressed Teaching: Workshop
 Description: The basics of operating your Smart (Ozuah, 2005, p. 86): Meet in a classroom with a Smart Board and
They want or need all of the inventory required. Have teachers
Board; connecting it to your computer,
something bring their laptops, so that they can create the
troubleshooting common problems, and creating
 Teachers have notebook activity. No assigned seating or
activities to support your classroom’s needs groups
expressed that they
 ISTE-T Alignment: 1a, 1b, 4a, 5a, 5b o Give the teachers a handout to explain
want to use their
 Targeted Faculty and Rationale: Faculty who what they need, for both operating
SmartBoards, but
have Smart Boards in their classrooms (Every responded in the systems, ahead of time
teacher); This the second great task preventing survey that knowledge o Give the teachers a handout which
teachers from using their Smart Boards more of operating the explains basic troubleshooting
frequently technology was strategies, step-by-step
preventing them from o Have a Presentation that explains the
using it more parts of the Smart Board which control
the interactive capability, creating
interactive notebook files, which

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 In a non-threatening includes images with proper usage
environment rights
 Many of them know o Direct Instruction for learning to
me well and are operate the Smart Board
comfortable talking to o Inquiry-Based for familiarizing
me and asking me themselves with Smart Notebook and
questions, some of creating an activity to support the
them have specifically current or an upcoming theme
asked me to do this
training Learning: By the end of the PD:
o Teachers will be able to connect their
When their individual Smart Board;
learning style needs are  Teachers will have pictures in
met presentation and cords will be shown
 Visual and auditory
 Demonstration will be done
learners are addressed
o Make sure the interactive connection
with the presentation,
works;
kinesthetic learners are
 Teachers will have pictures in
addressed with
presentation and cords will be shown
individual practice
 Demonstration will be done
When there are o Determine the correct screen settings to
opportunities for them to use;
have control over the  Teachers will have pictures in
learning process presentation
 Teachers are allowed  Demonstration will be done
to create anything with o Make sure that Notebook is installed
their Smart Notebook properly,
activity  Teachers will have pictures in
presentation and cords will be shown

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 When there is active  Demonstration will be done
cognitive and  Teachers will practice with their
psychomotor laptops
participation in the
o Create a Smart Notebook activity by
process
locating resources with the appropriate
 During demonstration,
usage rights
moving to see the parts
 Teachers will be shown the basic
of the Smart Board
information about the program
 Going to their
 Shown how to make shapes
classroom and
 Locate and import pictures with
connecting their Smart
proper usage rights
Board (at end)
 Teachers will have time to explore
 Creating Smart
the program and create their own
Notebook Activity
activity (challenge themselves by
When there is an using a component they have not used
opportunity to practice before)
and apply what they
have learned Assessment:
 Teaches will creating a  Plug in and connect their laptop to the
Notebook activity Smart Board.
 Teachers will be o I will go to each classroom to
connecting their Smart check
Board  Connect interactive capability
 Create at least 1 Smart Notebook
When there is focus on Activity
relevant problems and
 Identify how to locate images with the
practical applications of
concepts appropriate usage rights
 Teachers are creating
Complete evaluation and sign-up for
an activity to support a additional coaching

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 lesson in the current or
an upcoming unit

When there is feedback

to assess progress
towards their goals
 I will monitoring
teachers while they
create their Notebook
activity, during the
session
 I will come to each
teacher’s classroom to
make sure that they are
able to connect their
Smart Board properly

September  Title: Making the Most of Your Smart Board Principles Addressed
 Description: Digital Tools and Resources that can (Ozuah, 2005, p. 86):
They want or need
support classroom instruction for your Smart Board
something
 ISTE-T Alignment: 1a, 1b, 2c, 4a, 5a, 5b, 7a, 7b  The greatest need
indicated on the
Targeted Faculty and Rationale: The teachers who
survey was digital
consistently use their Smart Boards, but only to project
images or videos and for a few websites or activities. tools and resources
This was the greatest need identified in the survey, also
the teacher that I observed had this need. In a non-threatening
environment
 This is an optional
training that people
Teaching: Workshop
Tell teachers would need laptops and to log
on to a previously created google doc.
Teachers will sit in assigned groups based on
their room number to build immediate area
support system.
 Give the teachers links websites with
resources for data collection and
assessments in an email ahead of time
 A Powerpoint to explain PIC-RAT, how
to determine appropriate websites for
assessments and digital tools
 Direct instruction to demonstrate how to
use various websites; explain various

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 have specifically asked
for from me
When their individual
 Inquiry based instruction to determine
learning style needs are
met
 Visual, auditory, and
kinesthetic learners are
supported through the
Learning: By the End of the PD:
presentation and the  Teachers will be able to locate
inquiry-based
components of the PD
When their previous
experience is valued or
utilized
 Teachers are in groups
where they can work
together
 Teachers can find only
two each or try to get
the most
 The resources will be
added to the google
doc for everyone to
use
When there are
opportunities for them to
have control over the
learning process
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types of assessments, explaining a
flipped classroom; explain technology
integration plan from district (PIC-RAT)
the best assessment for their own class,
for literacy, math, science, social studies
or social emotional skills
appropriate resources to support
assessment
o Teachers will open the email and find
the link for The Ultimate List - 65
Digital Tools and Apps to Support
Formative Assessment Practices (Dyer,
2018)
o Explain Mindmeister.com and have
teachers create a mind map for the
current or a future unit
o Teachers will be given time to explore
the page and find at least 2 that they
can immediately use or modify to use
with their current students
 They will add at least one link to the
google doc
 Group who finds the most wins a
prize
  Inquiry-based Locate digital tools that they can use for
component to session data collection
allows for teachers to o Teachers will explore 10 Data Tracking
learn more about the Apps You Can Use In Your Class
sites and tools that Tomorrow (Lane, 2016)
interest them  Identify websites for supplemental
support of instruction
When there is active
o Give examples (PBSkids, TurtleDiary,
cognitive and
psychomotor ABCmouse.com, ABCya.com,
participation in the Starfall.com)
process o Have teachers try to find at least 1
 Teachers will locate activity from 2 different sites, to
activities on two support the current or an upcoming unit
different sites, they  Support Colleague Professional Growth
must check the o Add add at least one link from a game
activities to make sure or activity to the google doc
that they are ready to o Each group will pick 3 games to share
use with the other groups
 Define a Flipped Classroom
When sufficient time is
provided for assimilation o Describe Flipped as opposed to a
of new information traditional classroom
 Teachers will be able o Give Teachers Steps and benefits of
to move at their own flipping a classroom
pace to find resources,
so may find more, Assessment:
 Find one assessment that they can use
others may find less
with their class,
 Teachers have the
 Find one tool to use for data collection
opportunity to sign-up
for additional support,

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 if they did not have  Find one tool that students can navigate
enough time or want to independently (which supports
learn more instruction)
 Explain 1 step in flipping a classroom
When there is an  Create a mind map with at least 2 words
opportunity to practice
words and one picture
and apply what they
have learned Complete evaluation and sign-up sessions
 Teachers will be
related to specific sites, flipping a classroom,
creating a mind map or individual needs
and finding sites to
support their
instruction

When there is focus on

relevant problems and
practical applications of
concepts
 Teachers need
activities that students
can complete
independently
 An initiative in the
district is be to use
more technology with
a higher level of
cognitive engagement

When there is feedback

to assess progress
towards their goals

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  I will monitor their
progress during each
of the activities in the
session
October  Title: More Than Just Apps: Using your iPad for Principles Addressed
Data Collection and Instructional activities (Ozuah, 2005, p. 86):
 Description: Digital Tools and Resources that can They want or need
something
support using your iPad for instructional support
 Teachers indicated in
 ISTE-T Alignment: 1a, 1b, 2c, 4a, 5a, 5b, 5c the survey that they
needed digital tools
Targeted Faculty and Rationale: All teachers have
iPads, so those teachers that want to do more than just and resources
have one child use an app
In a non-threatening
environment
 Attendance is optional
 Teachers have asked
for this training
When their individual
learning style needs are
met Learning: The teachers will be able to:
 Visual, auditory, and  Find 1 educational app that can be
kinesthetic learners are
supported through the
presentation, inquiry-
based component, and
scavenger hunt
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Teaching: Workshop Teachers would need
their charged iPads and laptops. Teachers
must log onto google doc. Teachers will sit
in assigned groups based on the number they
chose when they came in the door.
 Show teachers how to analyze apps
before downloading
 Presentation about ways to collect data
using iPad and digital tools
 Direct Instruction for ways to organize
data and presentation, explain everything
app to support Smart Notbeook,
analyzing apps before downloading
 Inquiry-based for locating apps and using
iPad for data collection
immediately used with their class
o Have teachers locate and search the app
store for apps including the words
preschool or toddler and a chosen
subject or skill tables will be given
subjects and teachers can pick skill
within subject
 When their previous o Teachers should check out suggestions
experience is valued or to make searching easier
utilized o Teachers will share what they have
 Teachers will be found, also must explain cost, student
working in groups skills needed, any drawbacks or
where more limitations for use
experienced teachers
 Locate websites that have app support
can help less
o Go to laptop and search educational
experienced
websites for mobile support, then
 Teachers will add apps download app
and websites to the
 Support Colleague Professional Growth
google doc
o Add name and developer of app onto
When there are google doc
opportunities for them to o Add websites with mobile support to
have control over the google doc
learning process  Collect data during center time
 Inquiry-based o Have teachers collect data –scavenger
component allows hunt with a list of clothing colors, on
teachers to explore the back of the number they picked was
apps that interest them a color. They must take a picture of
 They are able to create every person in the room wearing that
the Explain Everything color, person must be identifiable in
slide however they picture.
want o The first person gets a prize.
o Simulates trying to collect data in
When there is active
cognitive and classroom, trying to get data from every
psychomotor child
participation in the  Create Explain Everything activity based
process on previously created Smart Notebook

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  Completing the o Open Notebook file from laptop to
scavenger hunt make easier
o Explore components of Explain
When sufficient time is Everything to complete
provided for assimilation
of new information Assessment:
 Inquiry-based  Create an Explain Everything activity to
component allows support a Notebook Activity (at least one
teachers to work at complete page)
their own pace  Locate ate least 1 app to support
 Teachers have the classroom instruction (ready for use
opportunity to sign-up when you leave)
for additional support  Take at least 2 different People’s pictures
from scavenger hunt
When there is an
opportunity to practice
and apply what they
have learned
 During the scavenger
hunt
 Locating an app that
they can immediately
use
 Creating an Explain
Everything slide to
support a Notebook
activity that they have
created

When there is focus on

relevant problems and

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 practical applications of
concepts
 Teachers can use the
iPad to collect data
 Teachers need
activities to support
their lessons
 There is a technology
integration initiative
from the district

When there is feedback

to assess progress
towards their goals
 I will monitor teachers
during session
 Teachers can meet
with me later to have
additional support

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Part 2: Reflection

There is much room for improvement in the technology use, by teachers, within my building. Based on the professional

development needs assessment survey, teachers in my building needed digital tools and resources, for the technology they have been

given, and they also needed to know how to operate their SmartBoards. So, I decided to have my beginning of the year professional

development focus on operating a SmartBoard and creating a smart notebook activity. Smart notebook activities can support any

lesson, depending on how you create them, so if a teacher creates a notebook to support the first unit, teachers will be able to begin the

year with using technology and hopefully integrating technology will seem less daunting. Also using an activity at the beginning of

the year, may encourage teachers to include this in their classroom routine, so students will become accustomed to completing

activities on the SmartBoard.

The second professional development builds upon the first. Teachers already know how to create notebook activities, but

websites and assessments can also be supported on the SmartBoard. This was the greatest area of need and multiple teachers have

individually asked me for assistance in this area. Giving teachers various websites and tools allows them to create new, individualized

learning experiences and assessments for their children. Teachers can create a slide for each child, or have students complete an

activity online and take a screenshot, for example. For more ambitious teachers, who have already integrated technology into their

daily use, I decided to introduce the flipped classroom. This way, they can still use the technology to support their lessons, they just

have more time to include higher-order thinking activities, instead of just passive activities.

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 The final professional development focuses on teachers using their iPads for more than just rewards and taking pictures. The

teachers also responded that they needed digital tools and resources for the iPad, on the survey. Using the iPad for instruction, makes

it much easier to individualize activities and record data, once it has been explained. This will assist teachers in more accurately

targeting student learning needs.

I chose to have school-wide professional development because all of the teachers can benefit from having this information, and

more people show up if it is held in our multipurpose room. As they are not required to attend the sessions, I expect that only the

teachers who are interested in participating will attend, which means there should be a relatively positive environment. Having a

workshop, where teachers can benefit from their colleagues experience, makes the sessions move more quickly and the teachers

remain more engaged. Also, giving the teachers free time to explore different sites and apps, allows them to remain cognitively

engaged and something that interests them, so they can leave with an overall positive feeling about the session. Giving teachers the

ability to sign-up for individual sessions or additional topics at the end of each professional development opportunity will help me to

remain aware of the staff’s changing needs.

I will evaluate the success of my professional learning program based on the increase in technology used and the movement

across the pic – rat matrix by my teachers and their students. I will also be able to tell by the types of questions and additional

assistance that they require because they are technology needs which hopefully change after my professional development sessions. If

I continue to get the same questions or teachers have the same issues, I will know that teachers did not benefit from the PD and I may

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need to provide another session or coaching for support. Also, the learning experiences that the teachers will create should support

higher order thinking skills and produce more independent learners. With easier ways to collect data and allow students to demonstrate

their knowledge, teachers will have a more precise knowledge about their students’ capabilities.

This affects my future professional practice because I plan on leading these professional development sessions next school

year. Hopefully, starting earlier in the year will allow more teachers to consistently integrate technology into their classrooms.

Conclusion

Helping the staff to integrate technology into their classrooms will not be easy, but additional stress of a technology

professional learning program will be worth it, in the end.

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 References

ABCya.com, L. L. C. (2018). Preschool games. Retrieved from http://www.abcya.com/preschool_games.htm

Age of Learning, Inc. (2018). Pre-K. Retrieved from https://www.abcmouse.com/pre-kindergarten

Dyer, K. (2018). The ultimate list – 65 digital tools and apps to support formative assessment practices. Retrieved from

https://www.nwea.org/blog/2018/the-ultimate-list-65-digital-tools-and-apps-to-support-formative-assessment-practices/

Explain Everything, Inc. (2018). Explain everything. Retrieved from https://explaineverything.com/

Lane, M. A. (2016). 10 data tracking apps you can use in your class tomorrow. Retrieved from http://www.gpb.org/blogs/education-

matters/2016/12/13/10-data-tracking-apps-you-can-use-your-class-tomorrow

International Society for Technology in Education. (2018). Standards for educators. Retrieved http://www.iste.org/standards/for-

educators

MeisterLabs. (2018). Mindmeister.com. Retrieved from https://www.mindmeister.com/

Ozuah, P. O. (2005). First, There Was Pedagogy And Then Came Andragogy. Einstein Journal Of Biology & Medicine, 21(2), 83-87.

Seasame Workshop. (2018). Sesame street games. Retrieved from http://pbskids.org/sesame/games/

SMART Technologies. (2018). Smart notebook. Retrieved from https://education.smarttech.com/en/products/notebook

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Starfall Education. (2018). Starfall.com. Retrieved from http://www.starfall.com/

© 2017. Grand Canyon University. All Rights Reserved.