Professional Development Planning

J. Blankenship

Step Description
Assess Yourself and I would like to make the professional development sessions more of a hands-
the Audience on approach and limit the amount of material to be covered so that the
learning is done in chunks throughout the year. In my previous experiences
with professional development using technology, there was a lot of
information introduced into the session with no follow-up to support the
learners after the session concluded. It had been left up to individual teachers
to expand their learning and work in new activities/technologies into class
instruction. As seen in the year long plan, I have scheduled “refreshers’ where
teachers are able to ask about previous lessons, learn more about a previous
topic or problem solve an activity they are developing in the classroom. The
professional development sessions are more frequent to help with the amount
of content and to keep technology integration using the Google Suite in mind
throughout the school year.

A Technology Needs Assessment was taken by 5 of my colleagues. I based

my yearlong professional development plan based off the findings. To see the
summary of the findings, see Appendix A. During the school year, I would
have access to more colleagues and would get a larger sample of data. The
survey asked the teachers to rate them elves on where they were currently
with technology integration and also to rate themselves on their mastery of
certain digital tools. Google Suite seemed to be a common theme and one
that teachers were expressing a desire to increase their efficacy on using
Google Suite.

Technology Needs Assessment Survey

I have earned my Google Educator Level 1 certification and use Google Suite
regularly in the classroom, so I feel comfortable sharing my knowledge and
experience with others. Google classroom is a tool that I also want to share
with teachers to show them how to assign activities and organize student work
to make grading more efficient and less time consuming, so students get more
immediate feedback to help students become more active in their own
learning. There are a few topics such as Google Sites and Google Tour that I
am not as familiar with so as I am preparing to teach these subjects, I will
utilize them in my classroom setting to share my experiences with the
teachers in the sessions. I also think it will be good modeling to learn some of
the topics along side of the teachers and show how to find out needed
information and skills to complete the task.

NETS-ISTE Standards for Teachers

Facilitate and Inspire Student Learning and Creativity
Design and Develop Digital-Age Learning Experiences and Assessments
Model Digital-Age Work and Learning
Promote and Model Digital Citizenship and Responsibility
Engage in Professional Growth and Leadership
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J. Blankenship

AASL Standards for Teachers

• Inquire- Build new knowledge through inquiry and thinking critically.
• Curate- Collect, organize, and share resources.
• Include- Be inclusive and have respect for diversity in learning.
• Explore- Innovate through a growth mindset and reflection.
• Collaborate- Partner with others to broaden perspectives and achieve
common goals.
• Engage- Ethically use and create information.

Listed above are the standards from NETS and AASL for teachers and
learners. I chose to discuss the learner standards for the professional
development standards since teachers will be in that role throughout the plan.
The use of Google Suite gives teachers many different platforms to create
learning activities that address twenty-first-century skills for students.
Through the Docs, Slides, and Draw features, teachers can create
opportunities for student to demonstrate their mastery of a topic. Other
features like the Read & Write, Sites and forms can facilitate students creating
and collaborating by sharing work or creating something new using
technology. Sites can provide a platform in which students can communicate
with others and share their work digitally. Throughout the use of these
features of Google Suite, Teachers are utilizing activities that promote critical
and creative thinking, communication, collaboration and digital citizenship
for their students. Teachers are modeling “digital-age” work and learning
experiences for their students as a result of learning new skills using Google
Suites themselves.

Analyze the Learner The plan is to work with teachers who work with students from kindergarten
through fifth grade. The sessions for the lower grades will have the same
learning objectives, however, the activities will be simplified, and more
teacher directed versus the upper grades who will create more student driven
learning experiences. The Learning module will be shared on the district
Google Drive so teachers may review modules at any time during the year.

The results of the needs assessment are split on the best time of day for
professional learning experiences. The timing of the sessions will depend on
the different grade levels for small group trainings. Grade level chairs will
work closely with the ITS and session trainers to communicate specific team
needs for sessions and the timing of the sessions. A more comprehensive
needs assessment survey with a larger sample will also impact the content of
small group sessions based on the results.

“Appy Hours” will be conducted after school at the beginning of the school
year and throughout the year for refreshers and differentiated learning. The
attendees will determine the content and instruction level of the lesson based
on their current needs.
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J. Blankenship

Select Instructional At the conclusion of the professional development plan, Teachers will be able
Objectives to:
• Describe and demonstrate a basic knowledge of the G Suite features
of Google Docs, Draw, Forms, Slides, Sites and Classroom
• Add a roster and create a Google Classroom streaming environment
• Develop learning opportunities for creative thinking, digital age
activities, and collaboration through Google Docs and Read & Write
• Develop Google forms and Google Draw to create surveys and/or
assessments for the classroom
• Design and utilize a Google Site to create a platform students can use
to communicate on a broader platform and practice responsible use of
technology
• Create a digital virtual tour to complement learning standards and to
create a student-centered learning activity
• Utilize hyperdocs to differentiate learning for end of year review

Provide Incentives “Appy Hour” sessions will have “Appy-tizers” snacks and a beverage
available during the sessions. Chocolate will also be on hand. Attendance to
the different “Appy Hours” will be collected and those teacher’s names will
be entered into a drawing for gift cards, jeans passes, team popcorn party, and
other items. The drawing will be conducted at the regular staff meeting to
encourage others to come out for the optional “Appy Hour” sessions.

Small group instruction, a limited amount of material and time for hands-on
development of classroom resources will help to foster teacher efficacy for the
different technology topics. Each grade level will have a “21st Century”
committee member (previously selected teachers who are already integrating
technology in the classroom) who will also be available to help meet the day
to day technology questions and support. This will address the need for
“Someone to walk me through it” concern noted in the needs assessment.

Plan Materials and Teachers will be provided a copy of the “Read Me First” document through
Activities in Relation email and a posting on itslearning (LMS) Brandywine Staff Information pages
to Audience and in the professional development folder. (See Appendix 2)
Objectives
Each session will be created on a Google Slides file called a Learning Module
and share with all participants. The features of Google Suite are broken down
into different sessions to reduce the amount of material covered at one sitting.
The Google Slides Learning Module will have links to screencastify or You
Tube videos demonstrate basic access and tasks of the different Google Suite
features. There will also be links embedded into the slides of different You
Tube videos and student work examples for teachers to reference after the
sessions. The conclusion of the Learning Module will also contain a link to a
Google Form to gather feedback on the effectiveness and content of each
session. Links to these Learning Modules will also be provided on our staff
itslearning (LMS) page within a specific folder called “Professional
Development” which will contain all professional development resources
from all sources (school or district).
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Google Forms and Drawings Presentation and Learning Module

Guiding Questions will be discussed throughout the sessions to start a

narrative on technology integration in the classroom. (See Appendix 3)

An activity to analyze and practice utilizing technology will be conducted

during the September session. (See Appendix 4- Technology Integration
Activity)

Use Guided Practice During the session, the trainer will go through the Learning Module and
model how to access all of the links and other activities within the module.
Time will be left for setting up an activity using the Google feature of the
session that is relevant to the individual teachers. For example, when
discussing Google Draw, teachers will view a couple of examples of different
ways to utilize this feature. The teacher will then think about their current
learning standards and create a Google Draw activity based on those
standards. The trainer will circulate and answer questions during this time.

Teachers will access the presentation/learning module presentation and click

on the “You Try” links during the session. (See the Google Forms and
Drawings Presentation and Learning Module)

Evaluate the A post session survey for each session will be linked into the Learning
Professional Modules for immediate feedback on the individual sessions. There will also
Development be a post survey emailed to the staff in May to evaluate the overall
Materials effectiveness and usefulness of the professional development sessions.
Teacher will rank their perceptions on the scope of the learning, ease of
integrating and the presentation of the learning module materials. This post
survey will help to identify needs for the next school year.

Post Session Survey

Continue to be The participants will also be reminded that the 21st Century committee
Available to the adults member on their grade level will be available to assist. The dates for the next
after they have “Appy Hour” will be posted and sent via email as reminders. Individual
completed the teachers will be encouraged to follow up with the trainer of 21st Century
committee member as needed after a session. All learning modules will be
Professional
shared in the district Google drive and links will be provided on Brandywine
Development Module staff itslearning page under the professional development folder.

The trainer or 21st Century committee member could also be available to sit-in
with the teacher when they implement a new technology strategy to help with
any technical issues that might occur to increase teacher confidence and
comfort levels trying new digital ag activities. Coverage for classrooms will
need to be worked out with Administration beforehand.
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BWE Professional Development Plan

Year-Long Agenda
Month Module Topic Content Potential Participants
August Introduction to Google • Introduce different components of K-5 Classroom Teachers
Suite GSuite (Google Classroom, Docs, Specials & Support
Forms, Sheets, Slides, and Sites) Teachers
September Setting up a Google • Creating student roster K-5 Classroom Teachers
Classroom and creating • Uploading or linking Google Docs, Specials & Support
etc to classroom stream Teachers
assignments using
• Discussing technology integration
technology integration with current classroom practices
October Google Docs and the • Introduce features of R&W K-5 Classroom Teachers
Read & Write • Discuss ways to use these features Specials & Support
with struggling and ELL to improve Teachers
Extension
writing skills
November Creating and Utilizing • Highlight how to use forms as K-5 Classroom Teachers
Google Forms and assessments, checklists, or surveys Specials & Support
Google Draw to create • Introduce how to create forms Teachers
• Learn how to view and download
surveys and/or results for grading, etc.
assessments • Create a Google Draw activity to
assess learning- Name that Shape

MGSE2.G.1 Recognize and draw shapes

having specified attributes, such as a given
number of angles or a given number of
equal faces. Identify triangles,
quadrilaterals, pentagons, hexagons, and
cubes.

December Creating Learning • Demonstrate basic features of slides K-5 Classroom Teachers
Modules on Google • Instruct teachers on how to find and Specials & Support
create links onto slide pages Teachers
Slides
• Instruct how to link other Google
documents into slides
January Creating google • Demonstrate basic features of slides K-5 Classroom Teachers
Websites • Work through the first few steps of Specials & Support
creating “sites” Teachers
• Discuss different uses of sites to
transform student learning
February Creating a virtual tour • Highlight 3D map features K-5 Classroom Teachers
using Google Tour • Give example of “Road to Specials & Support
Builder Independence” tour created for 4th Teachers
grade Social Studies

GSE SS4H4 The student will explain the

causes, events, and results of the American
Revolution.
March Introduce HyperDocs • Introduce and share link to Hyperdocs K-5 Classroom Teachers
through Google • Highlight different hyperdocs to Specials & Support
assign through Google Classroom as Teachers
GA Milestones review
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April Grade Level Refreshers • Coordinate with Grade Level chairs K-5 Classroom Teachers
on technology needs/issues with Specials & Support
Google Teachers
May Google Tour and • Review topics and add suggestions on K-5 Classroom Teachers
Hyperdocs Refresher how to use for “end of year” activities Specials & Support
• Conduct post survey to determine Teachers
effectiveness of training

June No Training- Summer • Analyze results from post survey N/A

Break
July Google Suite Refresher • Create needs assessment prior to K-5 Classroom Teachers
session and determine topics of Specials & Support
discussion Teachers
• Highlight or create small group
sessions based on needs
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J. Blankenship

Appendix 1- Needs Assessment Survey results

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7461 Instructional Design- Professional Development Plan
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Appendix 2- Read Me First Sheet

Read Me First
Throughout the year, we will learn and work with the different features of Google Suite.
This page contains a brief overview of how to access Google Suite from Classlink and the role of
each feature. The purpose of these sessions is to provide an overview of how to utilize each of
the G Suite features to integrate technology into the classroom setting.

To access Google Suite, first log in to Classlink through your laptop browser or through the
school website for remote access. Once you are logged in, click on the Google Drive icon.
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Clicking on this icon takes you into your Forsyth County Schools (FCS) Google Drive.

There are two different ways to access the different G Suite features. In the top righthand corner
of the screen is the “Waffle” Clicking on the waffle shows a drop down menu of the different
applications you can access directly. In the top lefthand corner is the “New” button which will
also display a drop down menu where you can choose which type of new item you want to create
without having to go directly into the feature application.

“New” View “Waffle” View

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Each professional development session will highlight a different feature of G Suite and provide
hands-on time where you create a learning activity within that feature with assistance of a
facilitator. Here is an overview of each G Suite features we will learn about this year.

The Google Drive stores all of the different Google Documents, Sheets,
Classroom, Forms, Slides, Sites that you create. Each item is automatically
saved in your Google Drive.
Google Classroom is a streaming environment where you can add your class
roster. Learning activities and documents can be assigned to the entire class
with a mechanism for students to share or turn in assignments. These
assignments are stored in the Google Drive.

Google Docs is the word processing application. The Docs feature allows
the editor of the documents to share their creation with others for
collaborative activities. Users can also use the “Read & Write” extension to
the program which provides text to speech, dictionary and thesaurus, along
with editing, and read aloud capabilities.

Google Slides is a presentation application where the author of the

presentation embeds images, videos and links to teach content or share
information.
Google Sites is an application where authors can choose the theme, content,
postings, discussions on a website. Sites is ane easy to use platform for
class websites to share information to students and families.
Google Forms is an application that is used to create surveys or
assessments. Authors can create questions using various formats to collect
data for instructional or informational purposes. Google Forms summarizes
results in chart format or can be downloaded for analysis.

Google Drawings is a web-based diagramming software where users

collaborate and work together in real time to create concepts like concept
Drawings maps and flow charts.
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Appendix 3- Guiding Questions

Guiding Questions

• How should technology be used in the classroom?

• How does technology change thinking? Yours? Your students?
• When can you expect technology to be effective?
• What principles should guide your approach for integrating technology into
instruction?
• When can you expect technology to be effective?
• How can the tools you are learning augment or transform your teaching
pedagogy?
• How can the tools enable students to demonstrate Critical Thinking,
Communication, Collaboration, and Creativity skills?
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Appendix 4- Technology Integration Activity

Technology Integration Activity

Guiding Questions

• What principles should guide your approach for integrating technology into
instruction?
• How can the tools you are learning augment or transform your teaching
pedagogy?
• How can the tools enable students to demonstrate Critical Thinking,
Communication, Collaboration, and Creativity skills?

Activity

Teachers will work with a partner to discuss the PICRAT and determine what type of
activity is described in the scenarios. Then the next step of the activity will be to brainstorm
with their partner on ways to integrate technology to increase the rigor.
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Instructions

With your partner, take a look at each one of the following scenarios. Decide which level
of technology integration is described in the activity. Then, work with your partner to find ways
to increase the level of technology integration and rigor using the same topic. We will discuss
findings at the end of the session to share ideas.

Scenario 1

Scenario 2

Scenario 3

Standards Addressed

This activity addresses each of the standards from these two organizations. The AASL and
NETS-ISTE standards promote and support 21st Century Skills in the classroom setting.

AASL Standards for Teachers

o Inquire- Build new knowledge through inquiry and thinking critically.
o Curate- Collect, organize, and share resources.
o Include- Be inclusive and have respect for diversity in learning.
o Explore- Innovate through a growth mindset and reflection.
o Collaborate- Partner with others to broaden perspectives and achieve common goals.
o Engage- Ethically use and create information.

NETS-ISTE Standards for Teachers

o Facilitate and Inspire Student Learning and Creativity
o Design and Develop Digital-Age Learning Experiences and Assessments
o Model Digital-Age Work and Learning
o Promote and Model Digital Citizenship and Responsibility
o Engage in Professional Growth and Leadership
 7461 Instructional Design- Professional Development Plan
J. Blankenship

Appendix 5- G Suite Tips Sheet

Click on the image below to access the Piktochart graphic.