|
|
What
tasks, strategies, instruments
|
How
the processes, how often?
|
Why
how do the selected tools support your learning goals
and the learning principles guiding your design?
|
| a) to enable continuous/frequent
feedback between you and the teachers |
- Monitor students' work as they are setting up their grade
book.
- Question teachers during instruction helping teachers
to use problem solving techniques to answer with online
help.
|
Ongoing through all training. |
The assessment will be performance-based
assessment. It will be reality as teachers will have to start
using the grade book day one of school. |
| b) to encourage the teachers to
reflect on their learning progress and achievement |
- share success of utilization of grade book
|
At end of first week.
|
At the end of the first week I will
send out an email telling the success of posting of online attendance.
This will encourage future use as they see that the campus was
successful and that everyone is learning. |
| c) to determine teachers learning
progress and achievement |
- Monitor teachers' grade book use during first six weeks.
- Create a rubric of ongoing use that I fill out and share
the rubric at the end of the first 6 weeks.
- Offer additional training for those who need at the 4th
or 5th week in first 6th weeks.
|
Ongoing through first 6 weeks.
|
I will complete the rubric to assess
success of grade book use. I will share the rubric with teachers.
Those in need of additional support will be offered training
in the 4th or 5th week of the 6th week. |
| |
| Goals |
Sub-Goals
(Objectives) |
Type
of Learning |
Assessment
Strategy |
Feedback
Strategy |
Student Goals
1. Teachers will use basic features
of online grade book
|
1. Teachers will follow directions
to modify classes and setup class preferences.
2. Teachers will follow directions to create/ modify assignments
and setup assignment preferences.
3. Teachers will follow directions to enter grades online
and setup grade preferences.
4. Teachers will follow directions to enter comments and setup
comments preferences
5. Teacher will follow directions to enter attendance and
setup attendance preferences
6. Teachers will follow directions to setup preferences for
reports
|
Cognitive (fact / understanding)
Psychomotor (imitation)
|
Observation
Monitor |
Verbal
Success with grade book |
| 2. Teachers will problem solve
by using the online help section. |
1. Teachers work together to problem
solve and identify keywords to utilize with online help.
2. Teachers Think - Pair - Share their keywords while adding
discovered keywords to the handout provided. |
Cognitive (fact)
|
Participation
in Discussion
Verbal
Online assessment survey
|
Verbal
Handout completed
Feedback from online assessment |
3. Teachers will become aware of
advanced features of the online grade book
|
1. Teachers will view a quick presentation
of advanced features including: lesson plans, seating charts,
and check sheets.
2. Teacher will complete an online assessment listing one
or more advanced features that they would like future training
on.
|
Cognitive (application / synthesis)
Psychomotor (imitation)
|
View viewlet
|
Sections listed in online assessment
as wanting more training. |
Teacher Goal
1. Plan for modifications for diverse
learners in the staff development training.
|
1. Create a handout including district
standard information and State technology standards covered.
2. Create a handout for note taking when problem solving.
3. Use grouping and pairs while problem solving to help with
scaffolding where needed.
|
Cognitive (fact, understanding,
application)
Cognitive (synthesis, evaluation)
|
Observation of teachers helping each other
both during training and during first few weeks of school.
|
Share success stories after first
week. |
2. Develop and
utilize classroom-management strategies for adult learners.
|
1. Include humor as a focus.
2. Plan for short training time with breaks.
|
Cognitive (fact)
Psychomotor (imitation, practice, habit)
|
Observation of teachers on task. |
Verbal support. |
| 3. Utilize a post assessment
of technology proficiencies to evaluate the training and help
with future staff development planning. |
1. Develop
an online assessment for staff development evaluation.
(Create a login and search for Flanary)
2. Include a response about future training needs.
|
Cognitive (fact, understanding,
application) |
Results of online assessment.
Transfer results
to rubric. |
Share rubric. |
Professional Goals
1. Use coaching and mentoring skills
and strategies to facilitate educator use of technology in the
teaching and learning environment of staff development.
|
- Create a trusting coaching and
mentoring relationship.
- Utilize wait time when questioning.
|
Cognitive (understanding, application)
Affective (awareness, distinction, and integration)
|
|
Meeting to share success/problems
after training. |
2. Identify and use effective instructional
design and strategies to facilitate adult learning.
|
- Research and identify strategies that lead to successful
adult learning.
- Develop training lesson plan according to tips and techniques
identified in research.
|
Cognitive (fact, understanding, application)
Affective (awareness, distinction, and integration)
|
Training happening
with minor changes from "normal" training pattern. |
Meeting to share success/problems
after training. |
I. All teachers use technology-related terms, concepts, data input
strategies, and ethical practices to make informed decisions about
current technologies and their applications.
II. All teachers identify task requirements, apply search strategies,
and use current technology to efficiently acquire, analyze, and
evaluate a variety of electronic information.
III. All teachers use task-appropriate tools to synthesize knowledge,
create and modify solutions, and evaluate results in a way that
supports the work of individuals and groups in problem-solving situations.
A movement into: Appropriation Stage: Having achieved complete mastery
over technology, educators use it effortlessly as a tool to accomplish
a variety of instructional and management tasks
