MAXIMIZE INSTRUCTION THROUGH PROFESSIONAL DEVELOPMENT

Leonard Martinez

January 2nd, 2022

EAD-523-O501

Maximize Instruction through Professional Development

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Learning Objectives

Teachers will be able to…

 Learn about the importance of technology in the classroom

 Add tools to their in-class instruction and online classrooms

 Make a presentation using Peardeck

 Apply Peardeck in classrooms and analyze it success sin retention and engagement

Timeline or Schedule

PD For Peardeck implementation and Curriculum Instruction (Total Time - 50 min)

o Brief Introduction (4 min. Max)

 Introduce myself

 Teacher meet who’s next to them

o Mission and vision (2 min.)

o New Curriculum Initiative: One-to-one learning (with Chromebook’s) (5 min)

o “The whole ‘21st century’ mindset is more than technology itself. It’s the confidence

teachers have to effectively use it in class” (Miners, pg. 36)

o What’s already used around campus (5 min)

 Google classroom & G-Suite

 EdPuzzle

 Applied apps on Chromebook

o What is a Peardeck? (5 min.)

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o Why Peardeck (15 min.)

o Experiment and create a slide (5 min)

o Extension, accessibility, support (5min)

o Questions and Answers / Conclusion (5 min)

Agenda

o Introduction(s): Leonard Martinez

o The 21st Century Initiative: Leonard Martinez

o Peardeck for 2022-2023: Leonard Martinez

o Self-Exploration and Application: Leonard Martinez

o Survey application and Q&A: Leonard Martinez

Description of Presentation

Presentation will be a collaborative approach to learning about a new application to be

used for learning at Glendale High School (GHS). Presentation to be set in a multimedia

classroom with available technology such as a smart board, desks, outlets, and white board

(traditional classroom in a sense). Teachers will be expected to bring their ThinkPad laptops for

this PD with prior notice. Delivery of the PD will be like a traditional lecture with more of an

interactive approach. Multimedia usage for stimulus and visuals will be used through an

interactive lesson and slide show using the exact same application we are trying to teach. We

will consider the measures provided by author Daniel Kelley and present ourselves and the

purpose of this PD so they know what to expect. This in return helps us let them know that we

value them and their time. As Stated by Kelley “When possible, I also try to give people a brief
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synopsis of a meeting's purpose ahead of time so they can be prepared instead of having a

moment of panic” (Kelley, pg. 42). Presentation will allow teachers to learn about this

application and how it applies to our current initiative and mission and vision. We will dive into

the importance of technology in schools talking about how the traditional ways of learning

created little retention and engagement and the usage of technology extends learning beyond the

classroom and at the same time brings the larger world into the classroom as well: applicable and

relatable (Varier, pg. 968). This will affirm our vision and mission statement as well including

needs and action plans in our continuous improvement plan (CIP).

After finding out what this application is with real time usage, they will then be asked a

variety of check in questions to make sure they are actively engaged and listening (showing a

key characteristic of the application and its many uses. After explaining the why, we will

navigate the usage of reading responses, applying real live interaction features and the usage of

the chrome extension applied to the google slides application. Teachers will then have 5 minutes

to step out of the presentation and make their own easy slide using Pear Deck. The 5 minutes

will allow the teacher to see how easy it is to navigate through the application and put together

something fast for classroom usage. Afterwards we will digest how easy it was by also allowing

other features to be seen like using GIFs in presentations, drawing boards, polls, and other fun

features to make. Being that there is a lot to digest and this application works a lot better by

allowing experimentation and exploring, an open forum will be allowed to have teachers discuss

and ask questions if needed or wanting to explore. Depending on discussions, teachers will be

asked to download the app before they leave on this google account using their ThinkPad’s and

fill out a short survey that will be emailed to them for feedback (either done now or after).
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Accountability Plan

An easy to navigate google form will be utilized for responses and feedback in

accountability and implementation. We want to make sure teachers utilize this application in

class to ensure that we are forgoing the initiative of one-to-one technology and allowing teachers

freedom in their way of using this app. Following the paid PD, part of the requirement will be

proof of usage with a simple turn in of a lesson plan template on the google form. The lesson

plan will ensure what was planned and done in class and feedback will be provided on how the

lesson went using strategic guiding questions for honest feedback. This accountability measure

will ensure that feedback is considered and we can build efficacy in our teachers with strategic

instructional discussions (Dixon, pg. 125). The lesson plan template will be new and there might

be slight hesitation to do such a document but in accordance with agreement of pay for the PD,

pay will not be distributed for the session unless the google form is filled out along with

attachment of lesson plan and its execution. Being a paid PD, we will make this mandatory for

all first through third year teachers with strategically recommended teachers by department

chairs and optional attendees as paid teaching staff. This will ensure that those who attend are

using their technology and those who have been teachers for a while are technology savvy when

it comes to implementation of ThinkPad’s and one to one technology. Once all responses are in

for attendees and pay is distributed, feedback will be revised and checking in with teachers will

be done by administration staff with informal and formal observations on the classroom to ensure

implementation is still being carried out.

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References

Divya Varier, Erika K. Dumke, Lisa M. Abrams, Sarah B. Conklin, Jamie S. Barnes, & Nancy R.

Hoover. (2017). Potential of one-to-one technologies in the classroom: teachers and

students weigh in. Educational Technology Research and Development, 65(4), 967–992.

Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated Instruction,

Professional Development, and Teacher Efficacy. Journal for the Education of the Gifted,

37(2), 111–127. https://doi-org.lopes.idm.oclc.org/10.1177/0162353214529042

KELLEY, D. (2016). Powerful Professional Development. Principal Leadership, 17(2), 41–43.

Miners, Z. (2009, April 1). Classroom technology integration: having technology is one thing--

maximizing the investment is another. District Administration, 45(4), 35.