Week 4 Assignment, Part 2: Professional Development Planning

Using the campus and district improvement plans, and any suggested technology improve-ments, develop professional development activities that include the following:

·Reference analysis and lessons learned about the technology needs from the Week 3 report;

·Addresses professional development designed to improve the gathering, analysis and use of data from a variety of sources;

·Includes professional development to improve decision making in the integration of technology with instructional and organizational leadership.

While the district trains new hires in the use of the programs that the district uses, they do so quickly and at a time when the new hires are overwhelmed with other new data. By taking the time to show our staff how to fully utilize our technology to disaggregate data with the teach-ers current data, we were able to equip teachers with the data to use immediately in their class-room. I then applied the data to show a trend in the higher grade levels in which many of our students that are in reading tutoring are in need of science tutoring. Through integrating the two programs, we can effectively reach more students while leveraging our time. By carrying the integration all the way from Kindergarten to 5th grade our students will establish a strong foundation. This plan meets the district goal measures 1.1 and 1.2 to provide support and training for online assessment applications and provide support , training and accessibility to online curriculum and teacher resources.

Session Purpose: To train staff in the use of district tools to desegregate data with the purpose of forming tutoring groups that will address our CIP’s Reading and Science goals.

Learning Objectives to Be Addressed: Teachers effective use of technology to disaggregate students data and the integration of science based texts into reading tutoring to address both our reading and science TAKS goals listed in our CIP.

Grade Level:

Kinder-5th

Facilitator:

Drew Brown, Debra Pruessner, Erin Hathaway

Location:

Library

Start Time:

3:15

End-Time:

4:15

Learner-Centered Activity

Purpose Description Steps Estimated Time

Introduction Ice Breaker Allow staff to settle in as they log onto the network and open eduphoria.

1.Ask the staff to log in and have the programs open as they enjoy their snacks.

2.Do a door prize drawing.

5 minutes

AEIS Report and CIP analysis

Familiarize staff with the AEIS and the CIP

Briefly review the portions of the AEIS report that address how the goals from the CIP were formulated.

1.Have teachers pull up the AEIS report from the TEA website for our campus.

2.Have teachers open the CIP from the share drive.

3.Discuss the correlation between the AEIS data and the CIP goals.

15 minutes

Reading and Science Tutoring Integration

Establish the need of a vertically aligned tutoring program to achieve our reading and science goals.

Their is a trend in the higher grade levels in which many of our students that are in reading tutoring are in need of science tutoring. By integrating the two programs, we can effectively reach more students while leveraging our time. By carrying the integration all the way from Kindergarten to 5th grade the students will establish a strong foundation.

1.Discuss the premiss of an integrated program across grades to build a strong foundation.

2.Have teachers pull student CBA (curriculum based assessment) data in eduphoria.

3.Show the various methods of disaggregating the data and how to form flexible groups based on various parameters.

4.Allow teachers to save their data and send it to the printer if they desire a hard copy.

25 minutes

Sharing of Resources

Display some of the available resources to the teachers so that the have tools in hand to get started.

Having the tools available that the 5th grade will utilize to align with our TEKS so that teachers can view resources and begin to implement their plan.

1.Compile the science guided reading resources from our reading adoption and the previously established guided reading library.

2.Have a list of the various websites that can be used.

3.Display all other support materials on the table.

15 minutes

Evaluation To attain feedback from the staff as to the effectiveness of the staff development.

The staff will complete a survey after receiving an email requesting their participation.

1.Design the survey with the approval of my administrator.

2.Have the technology department post the survey.

This will be done before hand, and then the staff receives an automated email to participate the day after the staff development.

My school is now in its second year of adopting Mac Books in the classrooms. We also have a dozen new ipod nanos with video capabilities. The idea that spurred this professional development is not my idea but an adaptation of ideas of a number of a different instructor throughout the district. Gary Loney, the Math Department Instructional Coach at Liberty High School, shared his work with the technology department and they posted a number of his students tutorials online. Here is a link: https://wiki.friscoisd.org/groups/justbraggin/wiki/6a60e/StudentCreated_Tutorials.html There are many other great ideas on the districts technology site that could be applied, but to be managable I have chosen to focus on one. My goal would be to simplify this down to an elementary level and teach the teachers how to create and post video podcasts with the use of the Mac and Ipod.

Session Purpose: To train staff in the use of the Mac Books and Ipod Nano to create video podcast as tutorials to meet our goals of tutoring our commended buble students and integrating technology.

Learning Objectives to Be Addressed: Students effective use of technology to display a command of the concepts covered in their video podcast. This content would be chosen from items that had previously been missed on a CBA , been retaught, and then this would serve as a reassessment.

Grade Level:

Kinder-5th

Facilitator:

Drew Brown,

John Waldrip

Location:

Library

Start Time:

3:15

End-Time:

4:15

Learner-Centered Activity

Purpose Description Steps Estimated Time

Introduction Ice Breaker Have sample podcast playing on the screen as teachers settle in

1.Ask the staff to log in and have one Mac Book per grade level ready to go

2.Do a door prize drawing.

5 minutes

Discuss commended bubble tutoring expectations and how technology can be integrated into this goal

Share the CIP goals in regards to bubble commended tutoring and technology integration

Briefly review the CIP.

1.Have teachers open the CIP from the share drive.

2.Discuss the correlation bubble tutoring and attaining the CIP goal of increased commended performance.

3.Visit district technology pages and share samples.

10 minutes

Mac Book and Nano introduction

Establish practices for using the equipment.

Establish how the topic of students video podcasts will be based on what they are weak in and missed on a previous exam or CBA. Show staff how to design a podcast.

1.Use a sample problem from a recent CBA as the bases for creating a video podcast

2.Have the teachers work by grade level to create a video podcast and save it for future reference.

30 minutes

Sharing of Resources

Have teachers share their creations and begin to compile a file of vido tutorials that can be used with future students.

Creating a video podcast tutorial folder on the share drive by grade level to organize the files

1.Share the teachers products.

2.Compile the files in the shared drive folders.

15 minutes

Evaluation To attain feedback from the staff as to the effectiveness of the staff development.

The staff will complete a survey after receiving an email requesting their participation.

1.Design the survey with the approval of my administrator.

2.Have the technology department post the survey.

This will be done before hand, and then the staff receives an automated email to participate the day after the staff development.

Week 4 Assignment, Part 3: Evaluation Planning for Action Plan

The technology action plan integrating instructional an organizational leadership must include evaluation components that provide measurable outcomes designed to address the following:

·Uses data and other analysis from the Week 3 report, including using the campus and district improvement plans, and local or state technology plans;

·Provides assessments and/or monitoring reports measuring professional development de-signed to use technology to improve the gathering, analysis and use of data from a variety of sources;

·Provides assessments and/or monitoring evaluating professional development to improve deci-sion making in the integration of technology with instructional and organizational leadership.

All of our staff developments require an evaluation in eduphoria to be included. This allows for staff to share feedback and leaders to assess the effectiveness of their professional development. Our district has some generic required questions, but then we could add others that are deemed appropriate. A professional development such as the one using podcasts could also work very well in a PLC model. If groups were formed that met once a month for the next few months to discuss problems, share ideas and achievements, then the integration of this professional development into our daily practices would be at a much higher level.