Professional Learning Facilitator Plan

Brooke Monroe

Towson University

ISTC 702: Educational Leadership and Technology

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Executive Summary

Since the Covid-19 Pandemic, technology has played a pivotal role in education. The

incorporation of technology in the classroom can enhance accessibility and inclusivity, develop

future-ready skills, promote engagement and motivation, and enable data-driven education.

Technology in education has immense potential, but it also presents many challenges, especially

for teachers. There is increasing pressure for teachers to become digital experts to help students

develop into future-ready citizens. Teachers are consistently under-prepared to incorporate

technology tools into their classrooms due to a lack of training, support, and professional

development. To support teachers in the Harford County Public School District, a professional

development plan has been created for the purpose of educating staff how to incorporate new

technology effectively, model digital citizenship, collaborate with other staff, and design

authentic, learner-centered activities using technology. The professional development plan is

aligned with both the ISTE Standards for Educators and ISTE Standards for Coaches. The goal

of this professional development plan is to enable educators to develop the knowledge and skills

necessary to incorporate technology effectively in the classroom.

Introduction/Background

When the Covid-19 Pandemic occurred at the end of the 2020 school year, the Harford

County Public School system was unprepared and unequipped to provide online learning for

students. Not all students had access to devices and teachers did not have the knowledge or

training to deliver online instruction. Harford County Public Schools began a major shift to

online during the summer of 2020 to prepare to conduct online learning during the 2020-2021

school year. All curriculum was uploaded into the learning management system and teachers

participated in extensive professional development to learn how to use technology, online tools,
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the learning management system, Microsoft Teams for synchronous instruction, and other online

instructional methods. All students in the county were provided with one-to-one devices for the

start of the 2020-2021 school year. Virtual instruction was utilized for most of the 2020-2021

school year with students returning to school at the end of April of 2021. During the summer of

2021, Harford County Public Schools transitioned to begin using Canvas as the new learning

management system. Schools slowly returned to normalcy during the 2022-2023 school year, but

classroom instruction would never be the same due to the major shift in utilizing technology for

instructional purposes. Although teachers and students have made great progress in utilizing

technology for learning and instruction, there is still much room for improvement as technology

is continually growing and changing.

The focus school for this professional development plan is Bel Air Middle School in

Harford County, Maryland. The school opened in 1961. The school consists of one building that

is populated by 1,354 students in 6th, 7th, and 8th grade. The current teacher population at Bel

Air Middle School is 74, with 3 administrators and 1 principal. The student population consists

of the following races/ethnicities: 73.3% White, 8% African American, 7% Hispanic, 6.7%

Asian, 4.7% multiracial, and 0.3% Hawaii/Pacific Islander. The gender breakdown at BAMS is

49.5% female and 50.5% male. Less than 5% of the population are ELL students. According to

the most recent (2022) MSDE school report card, Bel Air Middle School is at the 78th percentile.

25.2% of students were proficient in Mathematics, 63.2% of students were proficient in English

Language Arts, and 57.6% of students were proficient in science. 78.7% of students are not

chronically absent and 98.1% of students felt that they had access to a well-rounded curriculum

(“Maryland State”, 2022). The school is located in a suburban area that consists of a community
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population of middle class and upper middle-class families. There are small areas of lower

income throughout the county. 16.2% of students qualify for Free and Reduced Meals (FARMS).

At Bel Air Middle School, students in all grade levels have one-to-one laptops that they

carry with them throughout the school day and take home at the end of the school day. All

classrooms are equipped with Boxlight screens, which are interactive displays that are designed

to enhance learning in the classroom. All students have school email addresses that can be used

to contact teachers. Bel Air Middle School uses the learning management system Canvas where

students can complete online lessons, assignments, and assessments. All students and parents

have access to an online gradebook called Home Access Center where teachers post student

grades. Bel Air Middle School uses Microsoft Office 365 which includes a wide range of

technological tools such as Microsoft Outlook, Teams, OneDrive, OneNote, and SharePoint. The

county uses many web tools such as ClassKick, Padlet, Discovery Education, Dreambox,

Equatio, Nearpod, Pebble Go, and ThingLink. Teachers receive regular professional

development from the Office of Instructional Technology. Content specific professional

development occurs at the beginning of the school year and multiple times throughout the school

year.

Students from all grade levels will be enrolled in Computer Education and Project Lead

the Way courses for at least one quarter of their middle school career. In Computer Education,

students create authentic artifacts, utilize problem-solving, use programming for hardware design

and software development to create real life projects, and create mobile apps that challenge

innovation and creative thinking. Project Lead the Way focuses on 3D computer drawing,

engineering design process, Artificial Intelligence (AI) software, and coding for robotics and

automation. Students participate in three Digital Citizenship lessons throughout the school year.
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Literature Support

In education, technology has transformed the traditional methods of teaching and

learning. Today’s students are digital natives, who have grown up surrounded by technology and

are accustomed to a more interactive, dynamic learning experience. Using technology in the

classroom can improve academic achievement, increase motivation, and increase knowledge

comprehension (Crompton, 2023). Technology can also enhance creativity, innovation, support

personalized learning, and improve communication and collaboration. “Nonetheless, while

educational technologies can be used for educational benefits, effectiveness does not come from

technology alone but from the strategic matching of the affordances of the technologies to

content knowledge and appropriate pedagogies” (Crompton, 2023, p. 201). The International

Society for Technology in Education (ISTE) developed educational technology standards to help

educators integrate technology effectively into instruction to achieve the benefits of technology

incorporation for student learning. The ISTE Standards for Educators were used to create this

Professional Learning Plan by identifying specific areas of improvement for teachers at Bel Air

Middle School. A research study in 2023 was conducted to evaluate peer-reviewed journal

articles from 2015 to 2022 to determine if the ISTE Standards for Educators can lead to

improved learning. The study revealed that evidence was found for all seven standards of how

these specific practices led to learning gains (Crompton, 2023). A problem that teachers face is

the overwhelming amount of technology tools that are available. It can be difficult to choose the

right tools. The ISTE Standards for Educators offer practical guidance and evidence-based

learning through standards to aid teachers in using technology for innovative and effective

education.
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Most recent studies regarding technology integration show a lack of teachers’ digital

competence and a lack of training on how to implement technology effectively (Tzafilkou et al.,

2023). Research has also shown that teachers with limited experience or training are hesitant to

find new technology to incorporate in their instruction. This is often due to a lack of knowledge

or skills relating to technology integration (Kormos, 2021). This professional learning plan will

provide teachers with training through professional development sessions and collaboration with

experts and colleagues around technology and pedagogical strategies for technology integration

in the classroom. Additionally, there is a growing need to teach digital citizenship to students due

to the recent growth of technology in schools (Rogers-Whitehead, 2019). However, teachers

need digital citizenship training just as much as students do, not only to demonstrate digital

citizenship in their own lives but to also be able to effectively teach the components of digital

citizenship in the classroom. The professional learning plan includes specific strategies to

educate teachers how to promote digital citizenship. Finally, many schools emphasize

personalized learning as a student-centered approach. Many studies have found that

implementing digital technology in the classroom can result in personalized or differentiated

learning opportunities to meet the individual needs of students (Schmid, 2022). One of the

components of the professional development plan focuses on preparing and educating teachers to

implement technology to create personalized learning experiences that are authentic and

maximize learning.

Learning Needs

After completing a needs assessment for Bel Air Middle School, this plan will focus on

the following four ISTE Educator Standards: Learner, Citizen, Collaborator, and Designer.
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Learner

Teachers participated in technology training shortly after the Covid-19 Pandemic.

However, since that time, teachers have not received many opportunities to participate in training

that focuses on the integration of newer technologies for instructional purposes. Additionally,

teachers have not been kept up to date with current research regarding technology integration for

classroom instruction. Teachers need more opportunities to learn from and with others around

technology incorporation to improve student learning and prepare students for the future. Citizen

Students need to learn how to be good digital citizens as they work, learn, play, and

engage with others. This involves being safe, respectful of others, and making positive

contributions to the internet. Students at Bel Air Middle School need improvement in the area of

digital citizenship. During the school year, digital citizenship lessons are taught only three times

throughout the entire school year. This does not provide enough time for students to digest the

various components of digital citizenship. Students need time to learn and practice these skills in

the classroom, not just learn about them in a PowerPoint presentation. Teachers need to mentor

and inspire students to make positive contributions and participate responsibly in the digital

world.

Collaborator

In the education world, collaboration is a powerful way to improve educator practice.

Sharing ideas and resources, exploring problems and solutions together, and providing critical

feedback to one another are all ways that equip educators to improve student learning beyond

what they could do in isolation. Teachers at Bel Air Middle School have many opportunities to

collaborate with other educators and students within the building. However, teachers do not have

enough opportunities to collaborate with other teachers and staff members within the county.
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There are only a handful of professional development sessions throughout the school year that

allow teachers to collaborate with others and build professional learning networks. Teachers

need more time during the school year to meet and collaborate with other teachers in their

content area to share resources, ideas, solve problems, and find new ways to incorporate

technology in the classroom.

Designer

One of the main roles of educators is to design authentic, learner-centered activities and

content to best support students and enable them to take advantage of what digital technologies

have to offer. Many teachers within the school use the same activities and content each year

without rethinking and redesigning learning with technology. Teachers in the school need more

opportunities, resources, and time to use technology to create authentic and learner driven

activities. Creating these types of activities will maximize active and deep learning. Teachers

also struggle with using technology to create personalized learning experiences that

accommodate learner differences and needs. Improvement in this area will allow students to

adapt learning materials with ease, use digital tools to help them process information, and

demonstrate their understanding in their preferred way.

ISTE-C Leadership Reflection

The ISTE Standards for Coaches were considered during the planning process and are

aligned to specific components of the professional development plan. The professional

development sessions are designed to inspire teachers to use technology to create meaningful

learning experiences for students, which showcases my strength as a change agent. This will be

accomplished by providing teachers with opportunities to collaborate with other staff in the

county and showcase educators who can serve as models for others. Teachers will have
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opportunities to learn about new technology tools and see how these tools are used in other

classrooms throughout the county. This will maximize the potential of technology for learning.

The plan also displays my understanding as a professional learning facilitator. The

professional development plan has been carefully designed to include well-planned sessions and

activities for educators and leaders based on the specific needs of those participating. A needs

assessment has been used to determine what educators need in utilizing technology to advance

teaching and learning. Additionally, coaches will collect and use feedback to design future

professional development sessions to make improvements for the future.

In all professional development sessions, coaches and leaders will advocate for and

model digital citizenship. Coaches and leaders will embrace teachable digital citizen moments

during sessions and teach digital citizenship skills both directly and indirectly. Examples could

include following copyright law, including proper citations in slide presentations, acknowledging

different perspectives, and providing feedback online. Coaches and leaders can also demonstrate

how to use new technology tools and platforms safely and responsibly, such as choosing strong

passwords, checking privacy settings, and reporting inappropriate content. Modeling digital

citizenship during sessions will provide teachers with ideas that can be incorporated into their

own classroom. The professional development plan includes specific sessions to inform teachers

how to teach digital citizenship in their own classrooms.

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Project Plan

Standard 2.1: Learner

Educators continually improve their practice by learning from and with others and exploring
proven and promising practices that leverage technology to improve student learning

Performance Indicators:
2.1.a Set professional learning goals to explore and apply pedagogical approaches made
possible by technology and reflect on their effectiveness.

2.1.b Pursue professional interests by creating and actively participating in local and global
learning networks.

2.1.c Stay current with research that supports improved student learning outcomes, including
findings from the learning sciences.

Action Steps & Person(s) Technologies Benefit(s) Assessment

Timeline Responsible Employed Method(s)

Implement -HCPS Office of -Canvas LMS -Teachers and -Knowledge

synchronous and Instructional -New web tools staff stay currentchecks during
asynchronous Technology with HCPS in their field andsessions
professional -Administrators -Microsoft apply what they -Opportunities
development -Teachers and Office Suite learn to teaching to reflect
sessions for support staff -Boxlight and learning (individually
instructional staff screens for practice and in groups)
to employ new presentations -Create a list of
pedagogical -Laptops -Opportunities to web tools and
strategies and new experiment with strategies that
technology for each innovative teachers would
content area. pedagogical like to
practices or new implement in
(August 2024 and technology tools their classroom
ongoing) -Collect
feedback at the
end of sessions
to plan for
future sessions
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Designate specific -Office of -Canvas LMS-Connects -Submit a

professional Instructional -Web tools with
educators with Microsoft form
development days Technology HCPS similar to the Office of
for instructional staff -Administrators -Laptops and
professional Instructional
to meet with other -Instructional staff boxlight screens
interests Technology to
staff throughout the -Teachers can reflect and
county to share inspire one share what was
ideas, resources, and another to try accomplished
technology tools for new technologies during the
each content area. and incorporate session (what
new strategies was something
(August 2025 and -Educators learn new that you
ongoing) how to apply learned and
technologies for how would you
learning in their apply it to your
own content instruction?)
areas
Implement live 20- -Office of -Laptops -Live sessions -Microsoft
30 minute “Tech Instructional -Microsoft allow teachers to forms as a
Talks” where Technology Teams ask questions survey method
experts share -Instructional staff -Video -Saves time to receive
current research recording outside the feedback from
and trends that technology instructional day teachers and
support (each session is because teachers identify specific
technology’s role in recorded so that can attend these topics that they
improved student they are virtual sessions would like to
learning outcomes available on while eating hear about
(using social media, demand for lunch relating to new
educational blogs, teachers who -Keeps teachers technology
research articles, could not attend up to date with
professional the session) new technologies
resources, etc.) and current
research
(August 2026 and
ongoing)

Standard 2.3: Citizen

Educators inspire students to positively contribute to and responsibly participate in the digital
world.
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Performance Indicators:
2.3.a Create experiences for learners to make positive, socially responsible contributions and
exhibit empathetic behavior online that build relationships and community.

2.3.b Establish a learning culture that promotes curiosity and critical examination of online
resources and fosters digital literacy and media fluency.

2.3.c Mentor students in safe, legal, and ethical practices with digital tools and the protection
of intellectual rights and property.

2.3.d Model and promote management of personal data and digital identity and protect student
privacy.

Action Steps & Person(s) Technologies Benefit(s) Assessment

Timeline Responsible Employed Method(s)

Create and -Office of -Canvas LMS -Educators learn -Knowledge

implement an Technology -Laptops how to teach and checks
online professional -Instructional -Various learning model digital throughout the
development staff web tools citizenship in course
course for their classrooms -Final
educators to learn to equip students assessment at
how to implement with the skills the end of the
digital citizenship and knowledge to course
components navigate the -Teacher
throughout regular online landscape reflection (list
teaching practice responsibly and strategies that
and design. ethically. they will use in
-Educators can their own
(Summer 2024) think critically classroom)
about how they
will guide
technology use
and engagement
online
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Create and -Administrators -Canvas LMS -Students will be -Teacher

implement a digital -Leaders in -Laptops empowered with feedback on
citizenship unit technology -Various learning the skills and lessons
(and lessons) that -Educators web tools understanding
can be taught to necessary to use
students throughout technology and
the school year on the internet to
early dismissal find information
days (once a online that is
month). reputable
-Prevents and
(Create throughout manages
the 2024 school cyberbullying
year to be -Improve digital
implemented in the safety by
2025 school year) teaching students
how to take
charge of their
digital lives and
avoid potential
threats online
-Students will
learn digital
responsibility

Develop a digital -Administrators -Chromebooks -Ties in with -Feedback from

citizenship policy -Educators -Microsoft Forms existing school students and
that includes the -Students for feedback from values and teachers
involvement of staff and students agreements to -Students create
staff and students. -Online make it more digital posters
articles/resources likely that the to share their
(September 2026) -Canva (for ideas and ideas of digital
creating digital concepts of citizenship
posters) digital citizenship policies
will be embraced
-Students better
understand what
the policy
stipulates
-Increases student
buy-in
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Standard 2.4: Collaborator

Educators dedicate time to collaborate with both colleagues and students to improve practice,
discover and share resources and ideas, and solve problems.

Performance Indicators:
2.4.a Dedicate planning time to collaborate with colleagues to create authentic learning
experiences that leverage technology.

2.4.b Collaborate and co-learn with students to discover and use new digital resources and
diagnose and troubleshoot technology issues.

2.4.c Use collaborative tools to expand students’ authentic, real-world learning experiences by
engaging virtually with experts, teams, and students, locally and globally.

2.4.d Demonstrate cultural competency when communicating with students, parents, and
colleagues, and interact with them as co-collaborators in student learning.

Action Steps & Person(s) Technologies Benefit(s) Assessment

Timeline Responsible Employed Method(s)

Provide time for -Administrators -Various -Teachers can -Meeting notes

teachers to technologies share digital from teachers
collaborate with -Microsoft resources with that share what
grade level and OneNote one another was
content specific (meeting notes) -Teachers can accomplished
colleagues on early seek input and during planning
dismissal days (once feedback from time
a month) throughout colleagues on
the school year. the use of new
applications,
(August 2024 and programs, and
ongoing) digital media
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Require content -Administrators -Boxlight -Students make -Completion of a

areas to support -Teachers Screens real-life feedback post-
student learning by -Microsoft connections interview form
preparing one or Teams (for that add that will be
more virtual guest video relevance to submitted to the
speaker(s). conferencing) their learning administration
-Laptop -Exposes
(August 2025 and -Microphone students to
ongoing) other insights
and
perspectives
-Removes the
barriers of
location and
costs
associated with
physical travel
Incorporate -Office of -Various types -Allows -Feedback
classroom visitations Instructional of technology teachers being provided to
in other schools for Technology being used in observed to classroom
teachers to observe -Administrators classrooms receive teachers
how technologies -Teacher across the feedback about -Teacher
and instructional volunteers county their reflections for
strategies are being technology those who are
incorporated in other incorporation visiting
classrooms. -Gives teachers classrooms
an opportunity
(September 2026 to see
and ongoing) technology at
work in other
classrooms
-Provides
teachers with
ideas to
incorporate
technology into
their own
classrooms
-Allows
teachers to
connect and
collaborate
with other
teachers
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Standard 2.5: Designer

Educators design authentic, learner-driven activities and environments that recognize and
accommodate learner variability.

Performance Indicators:
2.5.a Use technology to create, adapt and personalize learning experiences that foster
independent learning and accommodate learner differences and needs.

2.5.b Design authentic learning activities that align with content area standards and use digital
tools and resources to maximize active, deep learning.

2.5.c Explore and apply instructional design principles to create innovative digital learning
environments that engage and support learning.

Action Steps & Person(s) Technologies Benefit(s) Assessment

Timeline Responsible Employed Method(s)

Hire a school-based -Administration -Laptops -Tech coaches -Classroom

Instructional -HCPS Human -Canvas LMS can research observations by
Technology Coach Resources -Various new the Technology
to help teachers technology tools technology in Coach to provide
revise existing units advance and feedback for
and lessons to learn nuances teachers
incorporate of bringing it -Teacher
authentic learning into a reflection on how
activities and classroom the lesson was
technology tools. successfully, improved by
saving teachers incorporating
(August 2025 and a tremendous authentic
ongoing) amount of time learning and
-Provides a technology
range of
support and
resources to
help teachers
improve
practice
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Incorporate -Office of -Laptops -Students can -Classroom

professional Instructional -Canvas LMS use a variety of observations by
development Technology -Various tools administrators
sessions that -Teacher leaders technology tools (notetaking, -During the
educate teachers for PD voice to text, school year,
how to plan presentations outlining, teachers keep a
learning citation and running record of
experiences that annotation how they are
incorporate tools) and using technology
technology to meet methods to to adapt and
students’ individual facilitate personalize
needs by scaling learning learning for
assessments, -Students have students
incorporating varied -Professional
adaptability tools, assessment development
differentiating options teacher
instruction, and -Results in reflections and
utilizing assistive independent feedback surveys
technologies. learning and
accommodates
(August 2024 and learner
ongoing) differences and
needs
Participate in a -Administration -Laptops for -Teachers can -Check-ins at
school-wide book -Group leaders for eBooks try new staff meetings to
study for educators each book (Inclusive approaches to discuss specific
to explore topics Learning 365, foster chapters of the
that focus on The New independent books as a group
designing authentic Assistive Tech, learning and -Chapter
learning The Perfect accommodate reflections to
experiences to Blend, The learner share what
accommodate Maker differences and teachers are
learner differences Playbook, and needs. learning and how
and needs (5 books In-Class Flip) -Teachers can they can apply
to choose from). share what they what they have
have learned learned into their
(2026 School Year) with other own classroom
educators or
colleagues in
their content
area
-Results in
greater student
engagement
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References

Rogers-Whitehead, C. (2019). Digital citizenship: teaching strategies and practice from the

field. Rowman & Littlefield Publishers. https://search-ebscohost-com.proxy-

tu.researchport.umd.edu/login.aspx?direct=true&db=nlebk&AN=2176275&site=ehost-

live&scope=site.

Crompton, H. (2023) Evidence of the ISTE standards for educators leading to learning gains,

Journal of Digital Learning in Teacher Education, 39:4, 201-219, doi:

10.1080/21532974.2023.2244089

Maryland State Department of Education. Bel Air Middle 2021-2022 School Report Card [Fact

sheet]. 2022 Maryland School Report Card.

https://reportcard.msde.maryland.gov/Graphs/#/ReportCards/ReportCardSchool/1/M/1/

12/0372/0

Tzafilkou, K., Perifanou, M. & Economides, A.A. Assessing teachers’ digital competence

in primary and secondary education: Applying a new instrument to integrate

pedagogical and professional elements for digital education. Educ Inf Technol

(2023). https://doi-org.proxy-tu.researchport.umd.edu/10.1007/s10639-023-11848-9

Schmid, R., Pauli, C. & Petko, D. Examining the use of digital technology in schools with a

school-wide approach to personalized learning. Education Tech Research Dev 71,

367–390 (2023). https://doi-org.proxy-tu.researchport.umd.edu/10.1007/s11423-022-

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