Kassandra Munoz

Steps in Designing Professional Development

Step

Description

Assess Yourself and the

Audience

The audience will consist of PreK-5 Elementary teachers. Many of

these teachers are very knowledgeable in the current GPS/GSE
standards, but are not in AASL and NETS. Instruction would
benefit from learning about these standards and how they align
with GPS/GSE standards. An informal professional development
such as this would benefit the current teacher population. Many
teachers have requested more online and informal professional
development rather than the usual sit and get meetings. We are
currently a first-year title 1 school. Because of this, we now have
more access to technology funds. However, this is wasted if
teachers do not know how to use this technology, what is most
useful, and how technology aligns with GPS/GSE standards. This
professional devilment will explain the connections between the
GPS/GSE, AASL, and NETS standards in an effort to give teachers
this needed knowledge. Adults that are already knowledgeable in
this subject matter will be asked to share their ideas through the
feedback area of the website. This will be beneficial because it will
give real examples from real teachers within our school. This will
also help these teachers feel involved with this process, rather than
feeling like their time is wasted on something they already know.
Many of the teachers involved are very visual learners. They will
learn best if they can see a real example. This is why a sample
lesson plans, videos, and feedback from real teachers will be
beneficial. It will also be beneficial that this website will stay live
so it can be easily accessed at any time. Most of the teachers
involved know how to use technology such as the computers,
smartboards, and projectors. Some teachers know how to use iPad,
apps such as near pod, Kahoot, and Plickers, smartphones, Canvas
learning, and Galileo. Since most teachers are in the first category,
this professional development will serve as a foundation. For
teachers in the second category, they may be knowledgeable in
technology, but not in how they align with the NETS standards.
This will be a good connection, as well as a great way for these
teachers to share their ideas.

Analyze the Learner

Select Instructional
Objectives

The overall goal will be that teachers will be knowledgeable and

proficient with the GPS/GSE, NETS, and AASL standards in their
instruction. This will be evident through their use of technological
resources taught through these modules. In the specific module that
will be presented, the goals will be:

Provide Incentives

Plan Materials and in

Relation to Audience and
Objectives

Use Guided Practice

Evaluate the Professional

Development Module

Continue to be Available to
the adults after they have
completed the Professional
Development Module

Teachers will know their specific grade level's GPS/GSE

Standards.
Teachers will know the Standards for 21st Century Learners and
ISTE's NETS Standards for Students and Teachers.
Teachers will know how to use and access Britannica Encyclopedia
Elementary.
Teachers will develop example ideas on how to use Britannica
Encyclopedia Elementary with students to promote the GPS/GSE,
AASL, and NETS standard.
Intrinsic motivation for completing these modules will be increased
engagement, cognitive thinking, and improved literacy and
technology skills from students.
With the permission of administration, extrinsic motivation can
consist of a jeans pass (permission to wear jeans on a day other
than Friday) with the collection of each module.
Links to the different standards websites/resources will always be
available on the website.
The current resource being taught (in this case) Britannica
Encyclopedia Elementary will have a link so teachers can easily
access.
Examples and lesson plans will be available for teachers to access.
Resources will be added if teachers request them in the feedback
section.
Resources will be added as teachers recommend them in the
feedback section.
There will be a section for teachers to share what they have found
using Britannica Encyclopedia Elementary and what standards they
would use with it.
The feedback section will allow teachers to share what they liked
from the module and share any questions they still have. This will
help create a more personal experience within the module.
A feedback form will end the module. In this, teachers can share if
this information was helpful, what they liked, what they did not
like, how they will use this, what questions they still have, and
their own thoughts and ideas. Questions and ideas will be shared to
the website.
The feedback form at the end will ask if there are any remaining
questions to help them in the future. There will also be a section for
teachers to share what they have learned. These ideas will be added
to the website to share with other teachers.