Full Day PD Plan 8 a.m.- 4 p.m.

8-8:15 Muffins, Donuts, Fruit, and Bottled Water Served in the Library
Teachers love food! By welcoming them in and offering something to eat it will
allow for them to feel comfortable, cared for and ready to go for the day. This also
brings everyone into the location the Summit will kick off from.

8:15- 8:55 Summit Keynote Speaker-- Jeff Weinberg- Director of

Technology at Heartland AEA
I would invite Mr. Weinberg who is the director of technology at Heartland AEA to
come and speak to our staff about what kind of technology changes are being seen in
our state. We would also open it up to questions from our staff about new technologies
and initiatives that we are seeing in other districts throughout our area.

9:00- 12:10 BFS- Bondurant-Farrar Summit

Teachers would then participate in the BFS. So many teachers want to go to
conferences each year but do not have the chance to do this. So this summit brings the
idea of a conference to the school so that all teachers can participate. This summit is
focused on technology and its uses in the classroom. This summit allows teachers to
have a choice in what they want to learn. By having a choice, teachers will be more
invested in the subjects that they are learning. (Characteristics of Visionary Professional
Development. Figure 1.1. ASCD.org)
Different members of the staff, as well as people from the AEA and the district
level team would present these sessions. No one person would present during all four
times, so that way they can all learn from others as well. This is especially important for
the members of the teaching staff as it should be time for them to be invested in as well.
By leading their own sessions it allows for them to invest in what they are doing and by
teaching others it gives you an opportunity to showcase your expert knowledge. Most
sessions are offered more than once due to the requests from the staff to learn more
about that specific topic in a pre-summit survey of interest that teachers filled out.
(Characteristics of Visionary Professional Development. Figure 1.1. ASCD.org)
Each session runs 40 minutes long followed by a 10 minute break for the staff to
move to the next session and attend to their personal needs. Just like students,
teachers are at their best when they can be up and moving with short breaks between
learning times. This will help them refocus when they move into a new session. The
sessions will be interactive, not only teaching the topic, but allowing for teachers to
interact and create ideas and in-class lessons with the information that they have
learned. (Characteristics of Visionary Professional Development. Figure 1.1. ASCD.org)

Outlined Schedule for the BFS:

HS

Lances Room

Sonjas Room

Kendras Room

Scotts Room

Tanners Room

9:00 - 9:40

Blended/Flipped
Learning

ELL and
Technology at
the Secondary
Level

Coding for the

Classroom

Smarter Balance
Testing

MacBook
Tips and Tricks

9:50 - 10:30

Blended/Flipped
Learning

20,20,20:
Technology Tools
for the classroom

Coding for the

Classroom

Online Primary
Sources for the

Google Drive
Tips and Tricks:

10:40- 11:20

Breakout EDU

11:30
11:30-12:10

Breakout EDU

Classroom

20,20,20:
Pinterest: Pins,
Technology Tools Boards and More
for the classroom
in Education
ELL and
Technology at
the Secondary
Level

Twitter 101

Pinterest: Pins,
Principles to
Boards and More Action in the Math
in Education
Classroom

ChromeBook
Tips and Tricks

Google in the
Classroom

12:15-1:15 Lunch On Your Own

Teachers are allowed to go out to lunch on their own in surrounding
communities. This down time allows for teachers to interact and debrief about things
that they learned in the morning sessions with colleagues that they are not in their
Professional Learning Communities. This also allows teachers to relax and rejuvenate
before they head into the afternoon work time.

1:20- 2:20 PLC Share Time/Google Classroom Share Ideas/

Implementation Ideas
After returning from lunch teachers will get into their Professional Learning
Communities groups to share about what they learned at the morning conference
sessions. Teachers will share in their Google Folder with the Principal, myself, the
Building School Improvement Leader, and our Technology Integrationist, the topics that
they would like to continue to work on, as well as the ideas that they have shared in
their group. This will also be time for teachers to begin brainstorming, within their group,
an idea about how they can use something that they learned in a morning session in
one of their classes. Each department should come up with one idea that they would
like to try as a department, so that they can collaborate together on its implementation
and development. (Characteristics of Visionary Professional Development. Figure 1.1.
ASCD.org)

Professional Learning Community groups are split up by department. They are as

follows:
English/LA (Bev, Sally, Lynn, Lexie, Alex)
Science (Lance, Annemarie, Tanner, Kris)
Social Studies (Randy, Matt, Matt, Erin)
Math (Sonya, Kendra, Scott, Allison)
Special Education (Janine, Sarah, Matt, David, Joe)
Foreign Languages (Emily, Rebecca,Tambi)
CTE (Amanda, Vicki, Kyle, John)
P.E (Travis, Zach)/Art (Christian)/Music (Braden, Laura) participate in K-12 PLCs and
will spend time with those groups during this time.

2:30- 4:00 Individual Work Time

This time is for teachers to plan a lesson with something that they learned from
the morning sessions and the brainstorming sessions with their peers. This lesson
would be shared in Google Classroom with me, the Building School Improvement
Leader, so that I can look at ways to support the teachers that I am working with.
(Characteristics of Visionary Professional Development. Figure 1.1. ASCD.org)
Teachers can also have time to work on filling out the survey that they received
about what they thought of their sessions and the morning schedule. The rest of the
time will be for teachers to have time to work on their curriculum and grading in their
classrooms.
Rational:
I created this schedule because I think it best suits our staff. The staff I work with likes
to be interactive and bounce ideas off of each other. By creating and allowing them to
participate in the summit it allows for teachers to choose what they want to learn more
about as well as interact with people who they dont normally get to work with. This also
allows for teachers to gain new ideas that they can take back into their classrooms to
help benefit their students learning. It also allows for time where teachers can work
within their department to collaborate on how they would like to see ideas used in their
department. They are held accountable by submitting what they worked on to the
administration. By allowing teachers time to have some freedom at the end of the day to
work it allows them to reflect and begin to implement the ideas that they have learned
into their class lessons.
This type of schedule offers both individual and group work and accountability and
autonomy within the structure of a professional development day. While focusing on
technology it allows for teachers to learn and then put into action the things that they
have chosen to be apart of.