5.

2 Professional Learning - develop and implement technology-based

professional learning that aligns to state and national professional learning
standards, integrates technology to support face-to-face and online
components, models principles of adult learning, and promotes best
practices in teaching, learning, and assessment.
Reflection
The one-hour professional learning workshop was completed in ITEC 7460.
The goal of this assignment was to a one-hour professional learning session
training teachers on a current technology that can be used to improve their
instruction. This journal describes the experience.
For this workshop, I developed a professional learning workshop focused on
the Cobb Teaching and Learning System and implemented this workshop
with members of the Health and Physical Education Department. This
workshop was aligned to the ISTE-T standards of 3a, 3b, and 5a, which are
listed in the artifact. The workshop was conducted in a face-to-face manner,
but all of the materials were accessible online as well for teachers to refer
back to after the training. The CTLS gives teachers the ability to use pre-test
data aligned to content standards to formulate a plan for addressing the
needs of their students. The training showed teachers how to navigate the
platform and access the data needed. The teachers were also shown how to
use the data to make decisions to inform their pedagogy.
The session utilized the principle of adult learning that states that adults
want to know why they should learn. I showed the teachers how I accessed
the data for my students and then used that data to make necessary
changes in my classroom. Then, utilizing the principle of adult learning that
adults are task-oriented, I gave the teachers time to access the data for their
students and practice using the platform.
This goal of this workshop was to support the best practice of teaching and
learning student-centered learning. By using assessment data, we were able
to create differentiated student-centered learning experiences in a
constructivist environment where students were able to work collaboratively
with others to solve rigorous problems.
From completing this artifact, I learned the importance of utilizing the
principles of adult learning in conducting professional development
workshops. If I were to do this again in the future, I would have lengthened
the sessions. One hour was not enough time to disaggregate the data, which
would have allowed us to further differentiate our assignments to meet the
needs of our learners and close achievement gaps in our classes.

The work that went into creating this artifact had a positive impact on faculty
development. The evaluating administrator assessed this artifact when he
conducted our individual evaluations. He reported back to our principal how
we were using this platform to meet our students needs, and our principal
asked me to conduct this same training with our staff during pre-planning.