Tec-595 Professional Learning Programs Implementation Plan Template

Professional Learning Plan and Revise and Evaluate Reflection
Jessica Gomez
GCU:595
6-6-18
© 2017. Grand Canyon University. All Rights Reserved.

Evaluate and Revise
My current reassessment of my needs assessment survey had encompassed more teachers who took the survey and so more
information was gathered. Due to this the needs of my staff changed and with it so must my professional development plan. “As a
person matures his/her time perspective changes from one of postponed application of knowledge to immediacy of application”
(Pappas, 2013).My original plan had focused on Google Classroom and an over arching Google Suite training. My new plan still
covers those needs because it was still something that came out of a needs assessment, but now a new element is being addressed that
incorporates those other trainings within the new need that will be addressed.
In the current survey a need for training in the flipped classroom was prevalent. With the increasing level of technology being
introduced into our day to day teaching practice more teachers are interested in learning ways to move away from traditional methods
of teaching into a digital learning environment.
This professional learning plan is broken up into several sessions on ways to implantation the flipped classroom with an
integration of the Google Suite because the previous needs assessment showed that teachers on campus would prefer shorter sessions
over time. The shorter sessions provide the opportunity to reflect on what was taught and gives a chance for teachers trying to put it
into practice before attending the next training.
With that in mind several assessments were also added into the new professional learning plan to monitor teachers as they
implement trainings as well as provide feedback on how well my training impacted them. These assessments allow me to change

anything within my presentations for me to be able to address further needs that may arise from teacher input. “The ultimate goal of
professional development (PD) is the effective implementation of skills and strategies that enhance knowledge and transfer of
learning” (RMC, n.d.). To do that assessment need to be completed, reflected on, and revised if needed to provide the best training for
teachers so they can in turn transfer it into successful student learning, which is why this professional learning plan has been revised.

Professional Learning Programs Implementation Plan Template
Directions: Based on your “Field Experience A: Learning Needs Assessment Survey,” complete each section below.
Academic Technology-Based Learning Programs Adult Learning Theories Digital Age Best Practices
Calendar and Technology-Driven Professional
Months Development
August  Title: Introducing the Flipped Classroom One of the 4 principals of Adult Learning  Teaching: Basic computer skills and
 Description: Teachers will be introduced Theory based on Knowles states “Adults trouble shooting are needed in a flipped
to what a flip classroom is, the benefits of are most interested in learning subjects classroom and are skills that teachers
a flipped classroom, and addressing that have immediate relevance and impact need. Along with these skills
common pitfall and concerns when to their job or personal life” (Pappas, understanding copyrights and intellectual
implementing the new learning theory 2013). The needs assessment that was property are needed because of the
into practice. recently given shows that teachers are resources that are needed to run a flipped
interested in what a flipped classroom is classroom.

ISTE-T Alignment: and want to apply it to their professional  Learning: Teachers will learn about the
1a- Set professional learning goals to explore practice, which aligns to this principal. digital aspects of what a flipped classroom
and apply pedagogical approaches made entails because they will be immersed in it
possible by technology and reflect on their due to the flipped pd.
effectiveness.  Assessment:
1b- Pursue professional interests by creating

1st assessment after training is a Google
and actively participating in local and global
survey as a reflection on how well the training
learning networks.
went and what if anything needs to be
1c- Stay current with research that supports
expounded on.
improved student learning outcomes,
https://goo.gl/forms/z84XxiDQURMAQ3xG2
including findings from the learning sciences.
2nd assessment is a quick check on the
3b- Establish a learning culture that
implementation within the classroom. This is
promotes curiosity and critical examination
also done through a Google Form that is sent
of online resources and fosters digital
through the email.
literacy and media fluency.
https://goo.gl/forms/v7bm1wKOVIRMnSeW2

4a- Dedicate planning time to collaborate 3rd assessment is for teachers to produce
with colleagues to create authentic learning evidence on how they are using it in the
experiences that leverage technology. classroom. It can be lesson plans scanned in
5a-Use technology to create, adapt email or sent through Google Docs, video, or
and personalize learning experiences that other student evidence.
foster independent learning and
accommodate learner differences and needs.
5b- Design authentic learning activities that
align with content area standards and use
digital tools and resources to
maximize active, deep learning.
5c- Explore and apply instructional design
principles to create innovative digital
learning environments that engage and
support learning.

6a- Foster a culture where students take
ownership of their learning goals and
outcomes in both independent and group
settings.
6b- Manage the use of technology and
student learning strategies in digital
platforms, virtual environments, hands-on
makerspaces or in the field.
7a- Provide alternative ways for students to
demonstrate competency and reflect on their
learning using technology.
 Targeted Faculty and Rationale: This
training is for teachers 3-5th . The flipped
classroom relies on computer skills that

may be a little advanced for K-2nd . Since
this is an introduction no previous skills
or knowledge is required. It is for
teachers because it is for those that
interact in a classroom daily.
September  Title: Setting up the flipped classroom “It should be a goal of education to give  Teaching: The digital best practices used
 Description: The concepts covered are each individual those skills necessary for in this training are focused on
addressing the difference on traditional him to make full use of his capacities” collaboration when using technology and
versus digital student learning model. (Smith,2002). This is based on Knowles digital citizenship used when collaborating
Setting up centered learning (what types adult learning theory. This training is such as privacy issues.
of groups do teachers want to do, how to providing teachers skills needed to make  Learning: Here teachers will learn about
teach multiple learning groups) full use of the flipped classroom learning how to covert the traditional learning
incorporating digital programs and environment. environment into a digital student centered
software. one.

 ISTE-T Alignment:  Assessment:
1a- Set professional learning goals to explore 1st assessment after training is a Google
and apply pedagogical approaches made survey as a reflection on how well the training
possible by technology and reflect on their went and what if anything needs to be
effectiveness. expounded on.
1b- Pursue professional interests by creating https://goo.gl/forms/z84XxiDQURMAQ3xG2
and actively participating in local and global 2nd assessment is a quick check on the
learning networks. implementation within the classroom. This is
1c- Stay current with research that supports also done through a Google Form that is sent
improved student learning outcomes, through the email.
including findings from the learning sciences. https://goo.gl/forms/v7bm1wKOVIRMnSeW2
2b- Advocate for equitable 3rd assessment is for teachers to produce
access to educational technology, digital evidence on how they are using it in the
content and learning opportunities to meet classroom. It can be lesson plans scanned in
the diverse needs of all students.

3a- Create experiences for learners to make email or sent through Google Docs, video, or
positive, socially responsible other student evidence.
contributions and exhibit empathetic
behavior online that build relationships and
community.
3c- Mentor students
in safe, legal and ethical practices with digital
tools and the protection of intellectual rights
and property.

3d- Model and promote management
of personal data and digital
identity and protect student data privacy.
4c- Use collaborative tools to expand
students' authentic, real-world learning
experiences by engaging virtually with
experts, teams and students, locally and
globally.
5a- Use technology to create, adapt
and personalize learning experiences that

support learning.
settings.

6c- Create learning opportunities that
challenge students to use a design
process and computational thinking to
innovate and solve problems.
6d- Model and nurture creativity and creative
expression to communicate ideas, knowledge
or connections.
Targeted Faculty and Rationale: Teachers
need to have either taken the introduction
course or have a basic concept knowledge of
what a flipped classroom is.

October  Title: Introducing Google Classroom One of Knowles theory is what motivates Teaching: Teachers need to introduce
 Description: To flip the classroom adults to learn. “As a person matures the keyboarding skills to students for students to
teachers need to be able to use an LMS motivation to learn is internal” (Smith, work in Google Classroom efficiently.
platform. This training will focus on 2002). Learning to change practice of a Trouble shooting skills are also important to
Google Classroom and how it can be traditional classroom into a digital one have for when tech problems happen.
used to post assignment and resources to requires an internal motivation to see it Showing the student how to navigate these
enhance student learning. through because it is so different from problems and how-to preserver are an
 ISTE-T Alignment: what has been previously known. This important problem-solving skill set that both
internal motivation is what sets adults and teachers and students need in the digital age
2c- Model for colleagues
children apart. not just in navigating the Google Classroom.
the identification, exploration, evaluation, cur
ation and adoption of new digital resources

Teachers need to understand and implement
and tools for learning.
basic Digital Citizenship such as not sharing
private information and how to have
netiquette when corresponding online.

of online resources and fosters digital Students will be interacting with not only the
literacy and media fluency. teacher and each other through Google
3c- Mentor students Classroom.
in safe, legal and ethical practices with digital Learning: Teachers will learn how to create a
tools and the protection of intellectual rights demo classroom and get students to get in,
and property. how to create, schedule, assign, and grade
3d- Model and promote management assignments. They will also learn how to
of personal data and digital provide constructive timely feedback to
identity and protect student data privacy. students about their assignments. Feedback
4a- Dedicate planning time to collaborate makes the students aware of what they are
with colleagues to create authentic learning producing and therefore lends itself to
experiences that leverage technology. individualized learning goals and
4c- Use collaborative tools to expand increasement of meeting grade level
students' authentic, real-world learning standards.
experiences by engaging virtually with Assessment:

experts, teams and students, locally and 1st assessment after training is a Google
globally. survey as a reflection on how well the training
5a- Use technology to create, adapt went and what if anything needs to be
and personalize learning experiences that expounded on.
foster independent learning and https://goo.gl/forms/z84XxiDQURMAQ3xG2
accommodate learner differences and needs. 2nd assessment is a quick check on the
5b- Design authentic learning activities that implementation within the classroom. This is
align with content area standards and use also done through a Google Form that is sent
digital tools and resources to through the email.
maximize active, deep learning. https://goo.gl/forms/v7bm1wKOVIRMnSeW2
5c- Explore and apply instructional design 3rd assessment is for teachers to produce
principles to create innovative digital evidence on how they are using it in the
learning environments that engage and classroom. It can be lesson plans scanned in
support learning. email or sent through Google Docs, video, or
other student evidence.

6a- Foster a culture where students take o As part of this assessment a way to
ownership of their learning goals and know that the training was successful
outcomes in both independent and group 85% of the teachers taught must create
settings. their digital classroom.
or connections.

7b- Use technology to design and implement
a variety of formative and summative
assessments that accommodate learner
needs, provide timely feedback to students
and inform instruction.
 Targeted Faculty and Rationale:
Teachers in 3rd- 5th are encouraged to take
this class as a prerequisite to the
Advanced Google Classroom course
offered in the November training. Basic
training is essential to understand the next

course as it will be a little more fast
paced when the flipped classroom model
will be incorporated in it. This training is
open to others that may only learn about
how to use Google Classroom in their
traditional classroom as well.
November  Title: Advanced Google Classroom to Andragogy- Knowles Assumptions of Teaching: Teachers still need the
use in the flip Adult Learners. fundamental digital learning as in the previous
 Description: This training covers the Adult Learner Experience training (keyboarding skills, troubleshooting
incorporation of the flipped classroom “As a person matures he/she accumulates software, digital citizenship), for it to
learning model into the Google a growing reservoir of experience that disseminate down to their students. With the
Classroom. Topics covered are using the becomes an increasing resource for new topics added to this training, teachers
calendar to keep students organized, learning.” (Pappas, 2013) need to also incorporate more in-depth look at
uploading YouTube or other content online resource and how to legally use them
Because this is the second part of Google
videos into the classroom to enhance Classroom training teachers will take

student learning, creating topics to their experience from the last training and  Learning: Teachers will learn how to
organize the classroom further. merge that knowledge with the new. incorporate YouTube and other
 ISTE-T Alignment: multimedia into Google Classroom to
delivery subject content to students

digitally as opposed to the traditional front
of class method.
and tools for learning. Assessment:
3b- Establish a learning culture that 1st assessment after training is a Google
promotes curiosity and critical examination survey as a reflection on how well the training
of online resources and fosters digital went and what if anything needs to be
literacy and media fluency. expounded on.
3c- Mentor students https://goo.gl/forms/z84XxiDQURMAQ3xG2
in safe, legal and ethical practices with digital 2nd assessment is a quick check on the
tools and the protection of intellectual rights implementation within the classroom. This is
and property. also done through a Google Form that is sent

3d- Model and promote management through the email.
of personal data and digital https://goo.gl/forms/v7bm1wKOVIRMnSeW2
identity and protect student data privacy. 3rd assessment is for teachers to produce
4a- Dedicate planning time to collaborate evidence on how they are using it in the
with colleagues to create authentic learning classroom. It can be lesson plans scanned in
experiences that leverage technology. email or sent through Google Docs, video, or
4c- Use collaborative tools to expand other student evidence.
students' authentic, real-world learning o Along with this assessment teachers
experiences by engaging virtually with will demonstrate knowledge of how to
experts, teams and students, locally and upload a video for either an
globally. enhancement of an assignment or for
5a- Use technology to create, adapt an announcement once with students
and personalize learning experiences that able to access the video 100% of the
foster independent learning and time. This is important for access to

5b- Design authentic learning activities that video content is key for a flipped
align with content area standards and use classroom.
support learning.
settings.

or connections.

Targeted Faculty and Rationale: Teachers
will be using Goggle Classroom because the
school district uses Chromebooks and
Google suite. Teachers need to have a basic
concept of Google Classroom or have taken
the previous course offered in October due to
the pacing of the class.
December  Title: Google Drive, and Doc training “As a person matures his readiness to  Teaching: Digital Citizenship is an
 Description: Understanding how Google learn becomes oriented increasingly to important digital practice. Privacy
Drive works to collect work and store it is the developmental tasks of his social information can be leaked out when using
essential when using Google Suite which roles” (Smith, 2002). This assumption personal Google Drive because it stores all
is what the school district uses. Showing shows how adults learn and it relates to work do on Google. It is important to

students how to access their account and this training because the training is based understand how to take precaution with
work is important when implementing a on needs that are important for information and how to teach it to our
flipped classroom. Everyone in the professional development in both students.
district uses Google Docs and, in this education and other job fields.  Learning: Teachers will learn how
training, it quickly goes through an Google Drive collects work and stores it
overview of basic features and then into and how to access it. Some of the work
what is important for students to know. that is stored is from using Google Docs
 ISTE-T Alignment: and teacher will learn how to use the
program, so they can model it for their

students to increase student learning.
ation and adoption of new digital resources Assessment:
and tools for learning. 1st assessment after training is a Google
3d- Model and promote management survey as a reflection on how well the training
of personal data and digital went and what if anything needs to be

expounded on.
Targeted Faculty and Rationale: This class https://goo.gl/forms/z84XxiDQURMAQ3xG2
is opened to anyone K-5th and staff that 2nd assessment is a quick check on the
wants to learn more about how to use their implementation within the classroom. This is
Google Drive and how to create docs. It is a also done through a Google Form that is sent
prerequisite for the next training offered in through the email.
January for creating digital binders. https://goo.gl/forms/v7bm1wKOVIRMnSeW2
3rd assessment is for teachers to produce
evidence on how they are using it in the
classroom. It can be lesson plans scanned in
email or sent through Google Docs, video, or
other student evidence.
January  Title: Creating Digital Binders “An essential aspect of maturing is  Teaching: As in the previous training
developing the ability to take increasing digital Citizenship is an important digital
responsibility for our own lives – to practice when creating digital binders.

 Description: To organize student become increasingly self-  Learning: Teachers will learn how to
learning and set up portfolios student directed”(Smith, 2002). This self- create digital binders within Google Drive,
created digital binders are used. directedness is essential to adult learning how to upload assignments from the
 ISTE-T Alignment: and it is reflected through out this binder into Google Classroom, and how to
professional learning plan. organize planners and agendas for both

personal and school use.
ation and adoption of new digital resources Assessment:
and tools for learning. 1st assessment after training is a Google
3a- Create experiences for learners to make survey as a reflection on how well the training
positive, socially responsible went and what if anything needs to be
contributions and exhibit empathetic expounded on.
behavior online that build relationships and https://goo.gl/forms/z84XxiDQURMAQ3xG2
community. 2nd assessment is a quick check on the
3b- Establish a learning culture that implementation within the classroom. This is
promotes curiosity and critical examination also done through a Google Form that is sent

of online resources and fosters digital through the email.
literacy and media fluency. https://goo.gl/forms/v7bm1wKOVIRMnSeW2
3c- Mentor students 3rd assessment is for teachers to produce
in safe, legal and ethical practices with digital evidence on how they are using it in the
tools and the protection of intellectual rights classroom. It can be lesson plans scanned in
and property. email or sent through Google Docs, video, or
3d- Model and promote management other student evidence.
globally.

support learning.

settings.
or connections.
Targeted Faculty and Rationale: 3rd- 5th
grade teachers are encouraged to come to this

training. Previous Google training is needed
to keep pace with the class. It is open to those
who want to learn about how digital binders
work in organizing students and the
differences and benefits as opposed to a
traditional binder.
February  Title: Creating Videos- Power Point Applying Knowles principals “Instruction  Teaching: Digital literacy,
 Description: Videos are essential to the should be task-oriented instead of troubleshooting multiple media programs,
flipped classroom model. Without videos promoting memorization -- learning and digital citizenship that covers
instruction would still be done in front of activities should be in the context of copyright issues and privacy are digital
the classroom and potentially still be common tasks to be performed by the best practices needed.
teacher centered. With creation of videos others” (Pappas, 2013). This training is  Learning: Teachers will learn about
done with platforms such as Power Point hands on and applicable to the tasks Power Point and how it can be used to
teachers can now teach from a far leaving needed to digitalize the classroom. create videos to convey content to students
time for student run learning and digitally not just slide presentation.

activities in school. It is a key aspect in Assessment:
flipped learning. 1st assessment after training is a Google
 ISTE-T Alignment: survey as a reflection on how well the training

1a- Set professional learning goals to explore
expounded on.
and apply pedagogical approaches made
possible by technology and reflect on their
effectiveness.
2b- Advocate for equitable
access to educational techn ology, digital
through the email.
content and learning opportunities to meet
the diverse needs of all students.
classroom. It can be lesson plans scanned in

3b- Establish a learning culture that email or sent through Google Docs, video, or
promotes curiosity and critical examination other student evidence.
4a- Dedicate planning time to collaborate
with colleagues to create authentic learning
experiences that leverage technology.

support learning.
settings.
or connections.

7c- Use assessment data to guide progress
and communicate with students, parents and
education stakeholders to build student self-
direction.
Targeted Faculty and Rationale: This
training is open to everyone K-5th and staff
who wish to learn how to create videos to
enhance student learning. It is especially
directed to those who are trying to flip the
classroom as posting videos are essential to
the functionality of creating the digital
learning environment.
March  Title: Another way to create videos- An assumption by Knowles when  Teaching: Digital literacy,
Screencastify discussing the adult learning theory is troubleshooting multiple media programs,

 Description: Using an alternative method adult learner experience whereby “As a and digital citizenship that covers
of creating videos for student learning. person matures he/she accumulates a copyright issues and privacy are again
 ISTE-T Alignment: growing reservoir of experience that digital best practices are needed.
becomes an increasing resource for  Learning: Teachers will learn about the
learning” (Pappas, 2013). Since there has Screencastify platform to create videos to
previously been a training on video convey content to students digitally.
casting teachers will be using their
effectiveness. Assessment:
experience and transferring it to
2b- Advocate for equitable 1st assessment after training is a Google
assimilate their knowledge into a new
access to educational technology, digital survey as a reflection on how well the training
format.
content and learning opportunities to meet went and what if anything needs to be
the diverse needs of all students. expounded on.
2c- Model for colleagues https://goo.gl/forms/z84XxiDQURMAQ3xG2
the identification, exploration, evaluation, cur 2nd assessment is a quick check on the
ation and adoption of new digital resources implementation within the classroom. This is
and tools for learning. also done through a Google Form that is sent

3b- Establish a learning culture that through the email.
promotes curiosity and critical examination https://goo.gl/forms/v7bm1wKOVIRMnSeW2
of online resources and fosters digital 3rd assessment is for teachers to produce
literacy and media fluency. evidence on how they are using it in the
4a- Dedicate planning time to collaborate classroom. It can be lesson plans scanned in
with colleagues to create authentic learning email or sent through Google Docs, video, or
experiences that leverage technology. other student evidence.

support learning.
settings.
or connections.

direction.
training is open to everyone K-5th and staff
who wish to learn how to create videos to
enhance student learning. It is especially
directed to those who are trying to flip the
classroom as posting videos are essential to
the functionality of creating the digital
learning environment. For those teachers who
have gone to February’s training on Power

Point Videos this training expands to a
different platform.
April  Title: Student Created Digital Portfolios “They should understand their needs,  Teaching: Digital best practices include
 Description: To motivate students to motivations, interests, capacities, and multimedia literacy because of the creative
engage in successful learning digital goals. They should be able to look at freedom students can have with various
portfolios can be used. This training themselves objectively and maturely” resources when creating it. Problem
entails examining Google Sites, (Smith, 2002). This is part of Knowles solving, and troubleshooting is also a big
understanding what to put on the site to adult learning theory and it speaks to the part because both students and teachers
show appropriate content and learning, motivational part of using digital will need to use these skills as they move
how to model it for students, as well as portfolios as well as the reflective part of around their information and content they
how student created portfolios will aid in compiling information. This training are presenting in their digital portfolios to
assessment of student knowledge. encompasses andragogy because teachers convey coherent meaning. As always
 ISTE-T Alignment: will have a chance to create their own digital citizenship will be needed.
portfolio to model it for student use.  Learning: Using the newer version of
Google Sites teachers will learn how to

possible by technology and reflect on their create a website to compile work and
effectiveness. show mastery of a subject. This will then
2c- Model for colleagues be reflected in student work and sites.

Assessment:
3a- Create experiences for learners to make
positive, socially responsible
expounded on.
contributions and exhibit empathetic
behavior online that build relationships and
community.
through the email.

3c- Mentor students 3rd assessment is for teachers to produce
in safe, legal and ethical practices with digital evidence on how they are using it in the
tools and the protection of intellectual rights classroom. It can be lesson plans scanned in
and property. email or sent through Google Docs, video, or
3d- Model and promote management other student evidence.
4b- Collaborate and co-learn with students to
discover and use new digital resources and
diagnose and troubleshoot technology issues.

globally.
4d- Demonstrate cultural competency when
communicating with students, parents and
colleagues and interact with them as co-
collaborators in student learning.

support learning.
settings.

or connections.

direction.
training is open to all teachers and staff.
Digital portfolios are used in business as well
as in teaching and can be used as a resume,
so it can be the benefit to all. This training
will be focusing on the educational aspect
and how to model for students, but the digital
platform and the discussion on what to use to
show understanding can be applied to
everyone.
May  Title: Evaluating the Flip Knowles’ principals: “Adults need to be  Teaching: As teachers reflect on how they
 Description: The last in the year series of involved in the planning and evaluation have changed their traditional learning
the flipped classroom model and the tools of their instruction and Adult learning is environment into a digital one teachers

and resources needed to integrate it. This problem-centered rather than content- need to keep in mind digital best practices.
class will focus and compile a list of do’s oriented.” (Pappas, 2013) These include copyright issues especially
and don’ts based on actual teaching pertaining to added multimedia within the
practices. presentations embedded in Google
An overarching examination of whether Classroom, overall competencies of using
the learning model will be continued programs to enhance instruction
within their classrooms and what they see (troubleshooting, and evaluating), and
are the benefits will also be discussed. digital literacy practices. Teachers will
 ISTE-T Alignment: continue to model these practices for their
students.
 Learning: Teachers will reflect on their
own experiences with assimilating to the
flipped classroom. They will do this by
effectiveness.
completing a chart on Google Doc with
what went wrong, what could have been

1c- Stay current with research that supports done to fix it, and what were somethings
improved student learning outcomes, that went right.
including findings from the learning sciences.

Assessment:
expounded on.
through the email.

5a- Use technology to create, adapt classroom. It can be lesson plans scanned in
and personalize learning experiences that email or sent through Google Docs, video, or
foster independent learning and other student evidence.
accommodate learner differences and needs. o Included in the 3rd assessment is any
5b- Design authentic learning activities that advice teachers who have completed
align with content area standards and use the series of training for future
digital tools and resources to teachers wanting to change their
maximize active, deep learning. digital learning environment into a
5c- Explore and apply instructional design student centered one.
support learning.

settings.
or connections.

direction.
Targeted Faculty and Rationale: This is for
3rd- 5th grade teachers who have completed
flipped classroom trainings and side
components throughout the year. The reason
for this is this training is to focus in on what
went wrong and right within classrooms and
to share out ideas and plans to facilitate
successful implementation.

Resources
ISTE. (2018). ISTE standards for educators. Retrieved from https://www.iste.org/standards/for-educators#
Pappas, C. (May 9, 2013). The adult learning theory - Andragogy - of Malcolm Knowles. eLearning. Retrieved from
https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles
RMC Health Professional Development Partnership. (N.D). Professional development practices. Retrieved from
https://www.cdc.gov/healthyschools/professional_development/documents/professional-development-practices-508.pdf
Smith, M. (2002). Malcolm Knowles, informal adult education self- direction and andragogy. Infed. Retrieved from
http://infed.org/mobi/malcolm-knowles-informal-adult-education-self-direction-and-andragogy/

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Professional Learning Plan and Revise and Evaluate Reflection

© 2017. Grand Canyon University. All Rights Reserved.

of teaching into a digital learning environment.

into practice before attending the next training.

© 2017. Grand Canyon University. All Rights Reserved.

© 2017. Grand Canyon University. All Rights Reserved.

interested in what a flipped classroom is classroom.

© 2017. Grand Canyon University. All Rights Reserved.

possible by technology and reflect on their due to the flipped pd.

1b- Pursue professional interests by creating

© 2017. Grand Canyon University. All Rights Reserved.

experiences that leverage technology. classroom. It can be lesson plans scanned in

and personalize learning experiences that other student evidence.

foster independent learning and

accommodate learner differences and needs.

5b- Design authentic learning activities that

align with content area standards and use

digital tools and resources to

maximize active, deep learning.

5c- Explore and apply instructional design

principles to create innovative digital

learning environments that engage and

© 2017. Grand Canyon University. All Rights Reserved.

ownership of their learning goals and

outcomes in both independent and group

6b- Manage the use of technology and

student learning strategies in digital

platforms, virtual environments, hands-on

makerspaces or in the field.

7a- Provide alternative ways for students to

demonstrate competency and reflect on their

learning using technology.

 Targeted Faculty and Rationale: This

training is for teachers 3-5th . The flipped

classroom relies on computer skills that

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this is an introduction no previous skills

or knowledge is required. It is for

teachers because it is for those that

interact in a classroom daily.

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effectiveness. expounded on.

1b- Pursue professional interests by creating https://goo.gl/forms/z84XxiDQURMAQ3xG2

learning networks. implementation within the classroom. This is

improved student learning outcomes, through the email.

including findings from the learning sciences. https://goo.gl/forms/v7bm1wKOVIRMnSeW2

2b- Advocate for equitable 3rd assessment is for teachers to produce

the diverse needs of all students.

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positive, socially responsible other student evidence.

contributions and exhibit empathetic

behavior online that build relationships and

3b- Establish a learning culture that

promotes curiosity and critical examination

of online resources and fosters digital

literacy and media fluency.

3c- Mentor students

in safe, legal and ethical practices with digital

tools and the protection of intellectual rights

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of personal data and digital

identity and protect student data privacy.

4c- Use collaborative tools to expand