Академический Документы
Профессиональный Документы
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Jessica Gomez
GCU:595
6-6-18
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
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
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
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.
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
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
effectiveness. Assessment:
with colleagues to create authentic learning evidence on how they are using it in the
5a-Use technology to create, adapt email or sent through Google Docs, video, or
support learning.
settings.
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.
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
and actively participating in local and global 2nd assessment is a quick check on the
1c- Stay current with research that supports also done through a Google Form that is sent
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
community.
and property.
globally.
support learning.
settings.
or connections.
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
literacy and media fluency. teacher and each other through Google
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,
3d- Model and promote management assignments. They will also learn how 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
5a- Use technology to create, adapt went and what if anything needs to be
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
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
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
or connections.
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
organize the classroom further. merge that knowledge with the new. incorporate YouTube and other
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
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
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
experts, teams and students, locally and upload a video for either an
and personalize learning experiences that able to access the video 100% of the
support learning.
settings.
or connections.
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
work is important when implementing a on needs that are important for information and how to teach it to our
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
3d- Model and promote management survey as a reflection on how well the training
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
January Title: Creating Digital Binders “An essential aspect of maturing is Teaching: As in the previous training
responsibility for our own lives – to practice when creating digital binders.
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
3a- Create experiences for learners to make survey as a reflection on how well the training
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
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
globally.
support learning.
settings.
or connections.
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.
support learning.
settings.
or connections.
direction.
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,
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
1a- Set professional learning goals to explore
learning” (Pappas, 2013). Since there has Screencastify platform to create videos to
and apply pedagogical approaches made
previously been a training on video convey content to students digitally.
possible by technology and reflect on their
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 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
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
support learning.
settings.
or connections.
direction.
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
1a- Set professional learning goals to explore
Google Sites teachers will learn how to
and apply pedagogical approaches made
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
globally.
support learning.
settings.
or connections.
direction.
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
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
within their classrooms and what they see (troubleshooting, and evaluating), and
are the benefits will also be discussed. digital literacy practices. Teachers will
students.
1a- Set professional learning goals to explore
Learning: Teachers will reflect on their
and apply pedagogical approaches made
own experiences with assimilating to the
possible by technology and reflect on their
flipped classroom. They will do this by
effectiveness.
completing a chart on Google Doc with
and personalize learning experiences that email or sent through Google Docs, video, or
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
support learning.
settings.
or connections.
direction.
successful implementation.
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/