Professional Documents
Culture Documents
Pia L. Bowes
7/4/18
FIELD EXPERIENCE C: PLAN AND DELIVER A TECHNOLOGY PD 2
After completing a needs assessment, the next step to supporting teachers in their
professional development (PD) sessions (Williamson, 2015). The following paper contains the
professional development lesson plan that was used to deliver the professional development
Part I
This is the professional development lesson plan to support the session given. It should
be noted that this was plan was modified to fit within summer school duty hours and
presentation because of the time constraint and its effect on the staff members’ primary need of
understanding the parts of the Smart Board and its basic uses. Though staff members responded
that they needed more resources for both the Smart Board and the iPad, the decision was made to
only focus Smart Board because the summer school session staff duty hours and requirements
are drastically different from the school year hours and requirements.
Materials/Technology Needed:
Fully Charged Laptop
ISTE-T: 1a: Set professional learning goals to explore and apply pedagogical approaches made possible
by technology and reflect on their effectiveness.
ISTE-T: 4a: Dedicate planning time to collaborate with colleagues to create authentic learning
experiences that leverage technology.
ISTE-T: 5a: Use technology to create, adapt and personalize learning experiences that foster
independent learning and accommodate learner differences and needs.
ISTE-T: 5b: Design authentic learning activities that align with content area standards and use digital
tools and resources to maximize active, deep learning.
There is no specific content area standard. The information given is about academic activities in general.
Learning Outcomes
What will teachers know and be able to do as a result of this lesson?
Process/Activities
How will this lesson be facilitated with teachers?
This will be facilitated in a synchronous PD. Teachers will be given a presentation by asking questions.
The presentation will guide teachers through steps of identifying the parts of the SMARTBoard, how to
connect their SMARTBoard, and finding digital resources to creating lessons using digital tools.
Differentiation Activities/Methods
How will the workshop be adapted for different skill levels?
Information was given both types of Smartboards, so teachers knew information, no matter what
classroom in which they worked. Information for Macs, Dells, and Desktops were given, so
paraprofessionals could have access to the SmartBoard when their teacher was absent.
Activities to support students of different abilities was given, to support teachers of all students.
Assessment of Learning
How will the participants demonstrate mastery of the learning outcomes?
Indicate one thing learned from the presentation (on the survey)
Resources
Provide at least three online resources for participants to review content and/or extend the learning.
International Society for Technology in Education. (2018). Standards for Educators. Retrieved
http://www.iste.org/standards/for-educators
Part II
This professional development session was delivered with time constraints because of
summer school duty hours and an unplanned staff meeting being called. The author suspects that
the staff meeting also affected the number of attendees, as only five attended the PD session.
The professional development session was a presentation to show the teachers the basic
knowledge about using the Smart Boards in each classroom. It also included websites that
teachers could use to support lessons and give guided or independent practice for targeted skills.
The session ended up being 20 minutes because of a last minute staff meeting being called, so
there was not much time to do more than give information and answer questions. Luckily, it was
done in a classroom with students who had previously used some of the websites, so one of the
attendees stayed to see how the students interacted with the programs.
The presentation overall, seemed well received by the staff members who attended. The
author believe the presentation was well organized and contained the information that they
requested, pertaining to operating the Smart Board from the survey. It also included resources for
the Smart Board, when was indicated on the survey. The presenter was also able to answer
questions that the staff members asked and give a response to the major problem that
paraprofessionals had, which was accessing the Smart Board while teachers were out. When
discussing the session with the three-year old team Lead Teacher, she mentioned that it was
FIELD EXPERIENCE C: PLAN AND DELIVER A TECHNOLOGY PD 6
“delivered in layman’s terms, showed the technical sides, and made it specific to early childhood
The improvements were concerning the preparations and the pacing for the presentation.
Had the staff members received the presentation ahead of time, they may have been able to
explore some of the resources and had less questions. That would have allowed me to spend
more time showing the staff members how to determine appropriate resources, as opposed to just
telling them about the resources and how to use them. The length of the presentation affected
how much was able to be completed, during the session, but it could not have been helped as the
summer school schedule is much shorter than the regular school year. In addition to a longer
session, the mentor commented that the staff could have been “provided with a handout, so they
could have taken notes while [the author] was presenting” (Gemma Manuel, personal
In light of the shortened time and the staff duties, the author chose a paper survey for the
staff members. They were given this to complete before they left the classroom, making it easier
to collect and not requiring any additional duty time conflicts. The survey contained rating scales
and written response questions to evaluate the presenter’s abilities and the presentation’s content.
Conclusion
Overall, the professional development session went well. The staff had a positive
response to the information given and seemed engaged in what was being discussed. In the
future, brief sessions should focus on delving deeper into one topic or two to three sites. To the
author, trying to cover the presentation’s information, in the allotted time, made the presentation
feel rushed. Also, staff members would benefit from a handout, for note taking.
FIELD EXPERIENCE C: PLAN AND DELIVER A TECHNOLOGY PD 7
References
Williamson, J. (2015). Effective digital learning environments: Your guide to the ISTE standards