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Implementation Plan
Professional Development with Google Educator Training
EDTC 520
Kimberly Rodriguez

Introduction
This implementation plan is for professional development. It is for the school teaching
staff to go through the Google Educator Training Level 1. The purpose of this is to implement
the use of a variety of Google Apps for Education in the classrooms, and between staff to
facilitate communication and collaboration.
This plan pre-supposes administrative approval to use Google apps, and train the staff in
using them (at the school level). The plan for our district is to implement a 21st century teaching
model starting this coming school year. There will be greater emphasis on use of technology in
the classroom, and among the staff. The district has been losing students the past several years
and this move is meant to address that loss of students and reverse the trend. I believe training to
use Google Apps for Education will help teachers to incorporate technology in their classroom,
and also facilitate professional development in the technology area.
Goals for the Plan
1. Establish a training schedule for the staff with school administration.
2. Develop a Power Point presentation to introduce the staff to Google Apps and their uses.
3. Support staff as they go through the training process throughout the school year.
4. Majority of staff (at least 80%) will complete the training, and be using 2 3 of the apps
regularly in their classrooms and/or for collaborating/communicating with other staff.
Implementation Timeline
We will have to establish the training schedule before the school year begins. The
complete Educator Level 1 training is 12 hours. Two half-day staff training days should be
scheduled (3 hrs. each) one before school resumes, and the other for the first pupil-free day of

the school year. The remaining 6 hours will be scheduled once per month during staff
development time beginning in October through March. The training is online, so should be
done in the computer lab, or on computers in the classrooms, with staff affirming that they have
completed each scheduled training. This training also meets the district technology plan
objective 3D.3.2 to access remote training. Follow up, and staff support should be addressed at
staff meetings during the school year, but especially in April and May to ensure that any issues
are addressed, and all/most staff are able to implement at least 2 to 3 of the apps in class or as
collaborative/communication tools with other staff.
Plan for Achieving Goals
To achieve the goals of this implementation plan, the first thing that must be done is to
settle on a schedule with the school principal about when the trainings will take place. The
trainings should be added to the Master Calendar for the coming school year. This calendar will
be given to the staff at the beginning of the school year; the training dates will be pointed out to
the staff.
To introduce the training to the staff a Power Point/slide show presentation will have to
be created/developed. There are presentations already made and available. Once a presentation
is found/created, it should be presented to the school administration for the okay to go with it, or
make any modifications if needed. A handout should be printed up to accompany the
presentation, with room for notes. After the presentation, pertinent questions from staff should
be addressed.
To support staff during the training process, surveys should be developed using Google
Forms to keep up with who is current with their trainings, how they are processing the training
(understanding it, comfortable with it, trying it out, using it, etc.), and any questions that may

come up. Staff who may be already trained, or currently using Google Apps should be
identified, and may be enlisted to assist colleagues throughout the training. Those staff members
who are making good progress, and are beginning to implement the use of Google Apps, should
be recognized at staff meetings, maybe with certificates, which can accumulate, and earn a more
tangible award at the end of the school year.
After the completion of the online training (in March), the remainder of the school year
should focus on refining skills, addressing any problems individual staff members may be
experiencing, and designing activities to allow staff to practice the skills they are gaining. For
instance, grade level teams may develop a plan for a topic they may be addressing in their PLC
time. This plan can be shared and developed among the team, and with administration, in
Google docs. The team can practice their editing and commenting skills in this way. School site
committees may want to develop staff surveys using Google Forms to get staff input on various
topics they are addressing. Staff groups (grade level teams, committees, etc.) can develop shared
Google calendars. Staff may also want to experiment with different ways to use Google sheets
to develop spreadsheets. Hopefully with support and follow up activities, most of the school
staff, at least 80%, if not 100%, will feel comfortable with the use of Google apps, within their
classrooms, and professionally by the end of the school year.
Methods for Measuring Success
After each training session, staff will affirm completion of the training by completing a
survey about the training contents, within 24 hours of the training. A follow up survey to see if
staff are practicing using the application they were trained to use, or if they need support should
be completed after 2 weeks. If it is found that a significant number of staff (5+) are having
problems with a certain app, further training with those staff should be scheduled to support them

in acquiring the skill. By the end of the school year, individual staff should be able to
demonstrate use of at least 2 of the apps. These should be online evidences that can be shared
with other staff or administration.

References
Burger, M., Gardner, N., Brazosport Independent School District. (2015, June 16). One districts
journey. Retrieved from http://www.edweek.org/media/150616presentation.pdf
Google for Education Training Center. Retrieved from
https://edutrainingcenter.withgoogle.com/training
Guide to Going Google. Retrieved from http://k12guide.googleapps.com/pd/training-plan
Herlong, K., Patnoudes, E. (2015, March 27). Are educator certifications such as Google
Certified Teacher and Apple Distinguished Educator meaningful? Retrieved from
https://www.iste.org/explore/articleDetail?articleid=355
Technology Plan Baldwin Park Unified July 1, 2014 June 30, 2017. 11. Retrieved from
http://bpusdca.schoolloop.com/file/1256797609705/1385192677575/4004165428710165887.pdf