Clinical Field Experience D – Evaluate and Revise 1

Clinical Field Experience D – Evaluate and Revise

Laura Ray

Grand Canyon University

TEC 595

April 15, 2018

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Clinical Field Experience D – Evaluate and Revise 1

Part 1: Evaluate and Revise

The assessment tool used to provide feedback on the professional development was a Google Form. I asked teachers to fill out

the form for each of the courses attending during the PD. The questions were meant to get feedback on the quality and value of the

content that was offered as well as the format of the PD. The teachers also provided feedback on their ability to use the tool moving

forward. The PD lesson plan format was effective in guiding the lesson.

For my next PD, I would like to add in a way to assess to what extent the teachers used the tool or method learned in the PD.

Often teachers have good intentions to use the tool during the PD but fall back to what they know and fail to implement new

strategies. In the weeks following the PD, the teachers could share how they integrated the tool. This could be done by meeting with

teachers individually, hosting a ‘show and tell’ sharing session with the teachers, or asking teaches to make a short video to share.

Whatever the method of sharing, it would need to be non-threating. I don’t want teachers to think they are being evaluated, but rather

continue to support and encourage.

My next steps are to examine the feedback forms to look for teachers who need help in implementing the new technology tool.

Then I would meet with those teachers to support them by brainstorming ideas for use of the tool, troubleshooting the use of the tool,

and designing lessons using the new tool. Once teachers are using the new technology tools successfully, providing them with

opportunities to share what they are doing could inspire the other teachers to use the tools as well.

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 Clinical Field Experience D – Evaluate and Revise 1

Looking even farther ahead, I am planning to offer this type of PD to my teachers twice per year. This includes taking needs

assessment surveys, planning a variety of offerings to the teachers, following up with implementation, and offering post training

support.

Part 2: Professional Development Plan

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 and Technology-Driven

Calendar Professional Development Adult Learning Digital Age Best
Months Theories Practices

August Title: Back to school New Teacher PD  Teaching: The

 Description: New teachers need to learn a variety of programs to be Immediate Relevance technology coach will
successful in the school year. During the back to school teacher work and Problem- use small group and
seek, the new teachers will meet in small groups and individually with Centered: one on one lessons to
the technology coach and partner teachers to learn how to use these walk new teachers

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 Clinical Field Experience D – Evaluate and Revise 1

programs. Programs include Gradelink for grading, student Teachers must begin through programs
information, communication and attendance, Google/gmail, and grade using school programs pertinent to the teacher.
and content specific programs (eSpark, Journeys online reading, on the first day of Grade level partners
Dreambox etc) school or soon after. can also aid in guiding
 ISTE-T Alignment: Learning the programs the new teacher.
2a prior to the start of  Learning:
Shape, advance and accelerate a shared vision for empowered learning school will help new The teacher is the
with technology by engaging with education stakeholders. teachers to be more learner in this PD,
4b comfortable with the learning new programs
Collaborate and co-learn with students to discover and use new digital use of the programs. needed for the school
resources and diagnose and troubleshoot technology issues. year. The learner will
 Targeted Faculty and Rationale: Hands-On: use each program and
This course is designed for the new teachers to provide an opportunity Teachers will learn by ask questions to
to learn the programs that are specific to our school and needed for doing, practicing troubleshoot problems.
success of students and teachers. taking attendance,  Assessment:
logging grades, and Mastery of skills will
using grade specific be shown through the
programs including proper and ongoing use
setting up classes and of the programs taught.
users.
September Title: Google Calendar Immediate Relevance How teacher will use
 Description: Teachers will practice using Google Calendar and be and Problem- with students:
able to teach students how to use the calendar function for assignment Centered: Students  Teaching: The teacher
recording and management. will not have a will use the provided
 ISTE-T Alignment: physical homework Google Slides
6a log as in past year, so presentation to show

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Clinical Field Experience D – Evaluate and Revise
Foster a culture where students take ownership of their learning goals the online calendar
and outcomes in both independent and group settings. must replace this tool.
6b Teachers’  Learning: The teacher
Manage the use of technology and student learning strategies in digital understanding of
platforms, virtual environments, hands-on makerspaces or in the field. Google Calendar will
Targeted Faculty and Rationale: be necessary at the
All Junior High Teachers start of school to assist
Students in grades 6-8 have school-issued Chromebooks. Students in students in this
junior high will no longer have a school provided agenda. The teacher transition.
will instruct students in how to use Google Calendar for assignment
documentation and long-range planning. Teacher understanding of Hands-On: After a
how to use Google Calendar is essential to support student use of this short presentation that 
tool. the teachers watch
independently (flipped
classroom model) , the
teachers will have the
opportunity to practice
the calendar skills with
the technology coach
in an informal group
setting,
troubleshooting
problems as they arise.
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1
students how to use
Google Calendar.
will facilitate time
where students can
practice this new skill,
demonstrating creation
of events and repeated
events, notifications,
and sharing of
calendars.
Assessment: The
students will be able to
consistently access and
record homework and
events in their
calendar. Ongoing
observational teacher
assessment during
homeroom as well as
successful completion
of homework will
show mastery of this
skill.
 Clinical Field Experience D – Evaluate and Revise 1

October Title: Teacher PD Show, Tell, and Discover New Tools (Fall) High interest: How teacher will use
 Description: The teachers will participate in PD to learn about a new Teachers will answer a with students:
technology tool, presented by peers. needs assessment  Teaching: Teachers
 ISTE-T Alignment: survey and the course will act as both
1a will be designed to teachers and learners in
Set professional learning goals to explore and apply pedagogical meet the needs of the the PD. Small groups
approaches made possible by technology and reflect on their effectiveness. teachers based on this of teachers will be
2c assessment. aksed to present on a
Model for colleagues technology tool that
the identification, exploration, evaluation, curation and adoption of new Hands-on: each is using.
digital resources and tools for learning. Courses are designed Teachers not
to allow for hand-on presenting will have
 Targeted Faculty and Rationale: trial of a new tool. the opportunity to learn
All teachers to attend. This course offers a variety of choice based on and use a new tool.
the needs assessment of all teachers. All teachers are encouraged to  Learning:
share one tool in either the fall or spring Show, Tell, and Discover PD. Teachers will use new
tools with students in
the classroom. The use
of the tools in the
learning environment
will depend on the
offerings.
 Assessment:
The teacher learners
will be assessed by the
technology coach

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 Clinical Field Experience D – Evaluate and Revise 1

through post PD
feedback forms and
given the opportunity
to share the use of their
tool at grade level
meetings.
November Title: Google Classroom and Apps Immediate Relevance: How teacher will use
 Description: Teachers will have the opportunity to grow their skills in Teachers will be able with students:
the use of Google apps and extensions such as Sheets, Forms, and to utilize Google  Teaching: The teacher
Slides with an emphasis on consistent use of Google Classroom across Classroom will utilize Google
all junior high. immediately with Classroom as a main
 ISTE-T Alignment: students with the one- “hub” for class
2a to-one device information. The
Shape, advance and accelerate a shared vision for empowered learning program. teacher will provide
with technology by engaging with education stakeholders. Teachers can utilize assignments, linked
4a Google Forms can resources, and class
Dedicate planning time to collaborate with colleagues to create survey and quiz handouts through this
authentic learning experiences that leverage technology. students quickly and medium.
6b efficiently while  Learning: Student
Manage the use of technology and student learning strategies in digital shortening grading learning is enhanced
platforms, virtual environments, hands-on makerspaces or in the field. time and providing through a common
5a more immediate “hub”, allowing for
Use technology to create, adapt and personalize learning experiences feedback to students. access to all classes
that foster independent learning and accommodate learner differences through this Classroom
and needs. portal.
 Targeted Faculty and Rationale: Junior High Teachers

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 Clinical Field Experience D – Evaluate and Revise 1

According to the teacher needs assessment survey, many teachers  Assessment: Google
expressed a desire to learn more about Google Apps and extensions. Forms allows teachers
Some but not all teachers use Google Classroom, but many are to assess students
underutilizing features. The student experience can be enhanced digitally. Grading time
through consistent use of internet tools such as Google Classroom is lessened and
across all content areas. feedback is delivered
quickly. Students can
demonstrate
knowledge in a variety
of ways through
various Google Apps.

December Title: Rubric Ad-Ons Immediate Relevance: How teacher will use
 Description: The teachers will learn to use Google Ad-Ons such as Teachers can save with students:
Doctopus to add rubrics to student created work for skill-based time and effort using Teaching: Teachers will
assessment of writing. digital rubrics, instruct students on how to
 ISTE-T Alignment: providing faster and use a rubric including how
7b more detailed to read a rubric, how to use
Use technology to design and implement a variety of formative and feedback to students, the rubric when
summative assessments that accommodate learner needs, provide especially with regard completing an assignment,
timely feedback to students and inform instruction. to writing. and what the score means
7c Hands-On: Teachers for growth of the skill
Use assessment data to guide progress and communicate with students, will use the time assessed.
parents and education stakeholders to build student self-direction. during the workshop Learning: Student
Targeted Faculty and Rationale: Grades 3-8 teachers to create a rubric and learning is enhanced
add the rubric to an

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 Clinical Field Experience D – Evaluate and Revise 1

Students in Grades 3-8 utilize Google Apps such as Docs for assignments assignment, leaving through timely, specific
such as book reports or essays and submit to the teacher digitally. The with a rubric that is feedback on their writing.
teachers use rubrics for grading, but currently print assignments and ready to use. Assessment: Teachers
rubrics, wasting time and paper in the process. Adding digital rubrics to will utilize rubrics to allow
digitally submitted assignments can save grading time and promote timely for targeted skill-based
feedback. assessment of student
writing.

January Title: Student Web Portfolios Problem-centered: How teacher will use
 Description: Teachers will learn how to create student web portfolios, Teachers are faced with students:
allowing students to create and share content for a global audience. with the challenge of
 ISTE-T Alignment: collecting student  Teaching:
5b work and Teachers will instruct
Design authentic learning activities that align with content area communicating and facilitate the
standards and use digital tools and resources to maximize active, deep growth to parents. building of a web
learning. Digital portfolios portfolio using Weebly
5c allow for collection of for Education.
Explore and apply instructional design principles to create innovative evidence of learning  Learning:
digital learning environments that engage and support learning. and a means to share Student learning is
Targeted Faculty and Rationale: teachers in grade 3-8 the progress. enhanced through the
Students in grades 3-8 have access to and knowledge of the use of Google creation of evidence
Apps and can create and contribute to a web-based portfolio. for learning and
showcasing the
evidence on the web.
 Assessment:

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 Clinical Field Experience D – Evaluate and Revise 1

Teachers will use web

based portfolios to
assess student mastery
of standards in a given
content area.
February Title: Video in the Classroom Differentiation: How teacher will use
 Description: Teachers will work in with students:
The teachers will learn to use video in the classroom to allow students small groups based on
differentiation in demonstrating knowledge. student age and  Teaching: Teachers
 ISTE-T Alignment: teacher’s prior can use video in a
5a knowledge on the flipped classroom
Use technology to create, adapt and personalize learning topic. model in order to
experiences that foster independent learning and accommodate learner provide instruction to
differences and needs. Hands-on: students.
 Targeted Faculty and Rationale: Teachers will create  Learning: Students
Teachers at all levels can use video to capture learning. Teachers will video content in a can use video from a
be divided into groups based on student age and teacher knowledge of hands-on format. variety of sources
digital video tools to allow for differentiated activities. including teacher
created videos to learn
content.
 Assessment: Students
can use video to
demonstrate
knowledge of a
standard through video

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 Clinical Field Experience D – Evaluate and Revise 1

blogs or screencast
recordings.

March Title: Teacher PD Show, Tell, and Discover New Tools (Spring) High interest: How teacher will use
 Description: The teachers will participate in PD to learn about a new Teachers will answer a with students:
technology tool, presented by peers. needs assessment  Teaching: Teachers
 ISTE-T Alignment: survey and the course will act as both
1a will be designed to teachers and learners in
Set professional learning goals to explore and apply pedagogical meet the needs of the the PD. Small groups
approaches made possible by technology and reflect on their teachers based on this of teachers will be
effectiveness. assessment. aksed to present on a
2c technology tool that
Model for colleagues Hands-on: each is using.
the identification, exploration, evaluation, curation and adoption of new Courses are designed Teachers not
digital resources and tools for learning. to allow for hand-on presenting will have
trial of a new tool. the opportunity to learn
 Targeted Faculty and Rationale: and use a new tool.
All teachers to attend. This course offers a variety of choice based on the  Learning:
needs assessment of all teachers. All teachers are encouraged to share one Teachers will use new
tool in either the fall or spring Show, Tell, and Discover PD. tools with students in
the classroom. The use
of the tools in the
learning environment
will depend on the
offerings.
 Assessment:

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 Clinical Field Experience D – Evaluate and Revise 1

The teacher learners

will be assessed by the
technology coach
through post PD
feedback forms and
given the opportunity
to share the use of their
tool at grade level
meetings.
April  Title: Making STEM Meaningful Hands-on: How teacher will use
 Description: Teachers will with students:
Meaningful learning can be enhanced further with empathy. Teachers experience hands-on  Teaching: Teachers
will share with the faculty exemplary lessons in STEM that include STEM by participating will use STEM
empathy and social justice. in activities designed activities engage
 ISTE-T Alignment: by fellow teachers. students in meaningful
5b lessons that foster
Design authentic learning activities that align with content area empathy and social
standards and use digital tools and resources to maximize active, deep justice while using
learning. engineering practices
3a including digital tools.
Create experiences for learners to make positive, socially responsible  Learning: Student
contributions and exhibit empathetic behavior online that build learning will be
relationships and community. enhanced using digital
Targeted Faculty and Rationale: tools and authentic
All teachers will participate in the offering. Though not all teachers are learning activities.
science or math teachers, the philosophies of the school encourage all

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 Clinical Field Experience D – Evaluate and Revise 1

teachers to embed social justice into the curriculum as well as provide  Assessment: Students
students with hands-on engineering activities. Teachers are encouraged to can display mastery of
collaborate with other content areas (such as a science and language arts concepts through
collaboration) that would be enhanced by the participation of all teachers in problems-based
attendance. assessment projects.

May Title: Head in to Summer PD - Teacher Websites Differentiation: How teacher will use
 Description: Teachers will learn the basics of web creation or build on Teachers will be with students:
prior knowledge and skills. divided into small  Teaching: Teacher
 ISTE-T Alignment: groups based on websites provide a
knowledge and recourse to students
2a experience with and parents. The
Shape, advance and accelerate a shared vision for empowered learning website creation. website may provide
with technology by engaging with education stakeholders. Teachers often use the information about
6b summer to create or classroom happenings.
Manage the use of technology and student learning strategies in digital update resources. The  Learning: Students
platforms, virtual environments, hands-on makerspaces or in the field. timing of the PD is to learning is enhanced
 Targeted Faculty and Rationale: all teachers, allow for teachers to through the availability
The school mission supports the partnership with parents as the primary develop this new of and access to
educators of the child. In providing a global communication tool through a resource over the resources on the
website, teachers and parents can partner in the learning process. summer if desired. teacher website.
 Assessment: Teacher
websites including
blogs allow for
students to post blog
comments about

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Clinical Field Experience D – Evaluate and Revise 1

classroom content
demonstrating
knowledge of a topic.

© 2017. Grand Canyon University. All Rights Reserved.

Clinical Field Experience D – Evaluate and Revise 1

© 2017. Grand Canyon University. All Rights Reserved.

Clinical Field Experience D – Evaluate and Revise 1

© 2017. Grand Canyon University. All Rights Reserved.