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Gray, R.

Reflection
Socrative Technology Workshop
Coaching Journal
5.2 Professional Learning
Candidates develop and implement technology-based professional learning that aligns to state
and national professional learning standards, integrates technology to support face-to-face
and online components, models principles of adult learning, and promotes best practices in
teaching, learning, and assessment.
The Socrative Technology Workshop created in my ITEC 7460 Professional Learning &
Technology Innovation course and the Depth of Knowledge Presentation I created as a data
team facilitator, demonstrates my ability to implement technology-based professional learning
that aligns with state and national professional learning standards. The Socrative Technology
Workshop is an artifact in which I assisted my colleagues in measuring student learning by
modeling the effective use of Socrative. The Depth of Knowledge Presentation was created to
assist my colleagues in engaging their students as they design instruction that increases academic
achievement and foster critical thinking skills
The Socrative Technology Workshop and the Depth of Knowledge Presentation both
demonstrate my ability to develop and implement technology-based professional learning that
aligns to state and national professional learning standards, integrates technology to support faceto-face and online components, models principles of adult learning, and promotes best practices
in teaching, learning, and assessments. These artifacts were developed and implemented using
the Standards for Professional Learning as a foundation. These standards assisted me in creating
a professional learning experience that supported my colleagues in successfully implementing
effective teaching practices that improved student results (Learning Forward, 2015). Using these
foundations, I created multimedia presentations that supported face-to-face and online learning.

Gray, R.
Reflection
Socrative Technology Workshop
Coaching Journal
For the Socrative Technology Workshop, I created a Weebly page to assist my colleagues
in implementing Socrative. Using a lesson plan, I was able to facilitate the effective use of
diagnostic, formative, and summative assessments to collect data. This data was used to help
teachers identify levels of understanding, address student needs, and differentiate learning. The
Depth of Knowledge Presentation was created to assist teachers in creating more cognitively
engaging and challenging tasks. This presentation allowed me to promote best practices in
teaching, learning, and assessments by assisting teachers in analyzing and categorizing learning
tasks into four categories. During this workshop, I encouraged teachers to foster critical thinking
skills in their students by setting daily teaching goals that move students from Level 1 to Level 4.
Conducting this workshop has allowed me to promote strategies that assisted adult
learners in improving instruction and administering assessments. As a result of these artifacts, I
have learned that professional learning must be aligned to the Standards of Professional Learning
in order to be effective. When they are aligned with the standards, teachers are more likely to
embrace and implement strategies that improve student achievement (Learning Forward, 2015).
If I could change one thing about this artifact, I would clearly communicate the expectations for
long-term implementation. According to Knight (2007), strategies that are learned during
professional learning should be expected to be long-term and should clearly communicate
expectations for continued implementation.
These artifacts will impact faculty development because the strategies taught in these
professional developments create engaging and challenging tasks that allow students to foster
critical thinking skills and allow teachers to collect data. To assess the impact these artifacts

Gray, R.
Reflection
Socrative Technology Workshop
Coaching Journal
have on student learning, teachers can use data from assessments, student self-reflections, and
exit tickets. To assess the impact these artifacts have on professional learning, Technology
Coaches can use observation and teacher feedback collected from pre and post surveys.

Gray, R.
Reflection
Socrative Technology Workshop
Coaching Journal
References
Knight, J. (2007). Instructional coaching: A partnership approach to improving
instruction. Corwin Press: Thousand Oaks
Learning Forward. (2015). Standards for professional learning. Retrieved March 21, 2016, from
http://learningforward.org/standards#.VvB-hUY1zYg