PowerTeacher Pro Teacher Training

Part 1: Identification of Learning Problem

General Audience
The primary audience consists of certified teachers of all ages, experience levels, and
subject areas within three specific schools: New Hampstead High School, Mercer Middle School
and Bloomingdale Elementary School in Savannah, Georgia, United States. The primary
audience teaches students in grades 1-12. Personnel directly involved in direct instruction will be
among the first to receive the training. Each school has a number of new teachers this school
year.

Problem Identification
Pearson rolled out a new PowerTeacher grade book application for the 2016-2017 school
year. Savannah-Chatham County Public School System (SCCPSS) has made the decision to pilot
the new grade book with an elementary, a middle and a high school. Originally, the district had
planned to implement the new grade book at all schools the first day of school. After
consideration to the amount of training that would need to take place in just under 2 weeks, that
decision was abandoned.
In the past, grade book training has been offered at the district level and the school level
for new teachers. The number of attendees has been relatively low. It is believed that the veteran
and mentor teachers at each school are assisting the new teachers and showing them how to use
their grade book. Mandatory grade book training was required for everyone the first two years.
Pearson provides a Keys to a Successful PowerTeacher Pro Rollout document for
districts to use. The number one suggestion is to get teachers involved and trained early on.
While PowerTeacher itself has not changed, the new grade book is significantly different.
Pearson recommends that teachers be given plenty of opportunities to learn the application
through multiple training sessions and in multiple ways. Teachers will also need access to
documentation to refer to after the training has taken place. This documentation will be in the
form of handouts, videos, and training modules.
Developing power users for the new program is imperative. Once the program is pushed
out to all 54 sites, the support needs could quickly become overwhelming. The reduction in
number of Instructional Technology Coaches and Help Desk staff will necessitate the need for
quality online training opportunities for teachers. This online training will ensure that school
power users are providing teachers with the correct information and consistent training across the
district.

Instructional Goals
Users will be able to navigate PowerTeacher Pro.
Middle school and high school users will be able to set-up the weights for their grade
book.
Users will be able to create assignments and enter grades.
Users will be able to submit run required reports.
Users will be able to run reports from the new standards and traditional grades progress
tool.
 Part II: Learner Analysis

Introduction
The targeted group of learners are adults teaching at New Hampstead High School and
Mercer Middle School in Savannah, Georgia. The teachers ages range from 21 - 65. The years of
experience ranges from 0 - 32. New Hampstead has 51 female teachers and 17 male teachers.
Mercer has 16 female teachers and 8 male teachers. Teachers will be broken into three groups
based on the three grading protocols at the secondary level: (1) Georgia Milestones Assessment
System (GMAS) classes, (2) Student Learning Objective (SLO) classes and (3) a mixture of
GMAS and SLO classes.
The information about the learners age range and years of experience was obtained
through principal interviews. The numbers of teachers and group breakdown was obtained from
staff rosters and grade book review.
Entry Skills

Mastery of appropriate grading procedures.

Ability to login to PowerTeacher.

Prior Knowledge

District grading policy

This information was obtained from observations during beginning of the year grade book setup
training.

Attitudes Toward Content & Academic Motivation

All teachers know the importance of a properly calculating grade book. The teachers also
wish for a grade book that is easy to setup and use. While the current grade book is a source of
frustration for some of the new teachers, the majority of teachers have come to accept the
oddities and simply reach out for assistance. The idea of finally having a grade book that does
not require extensive initial setup has the teachers excited.

Educational Ability Levels

 All teachers have a minimum of a Bachelor's degree.

General Learning Preferences

Teachers do not have a lot of spare time during the school day. When training is required,
they expect it to be concise and timely. Most of the teachers prefer face-to-face, hands-on
training for brand new topics with virtual support to follow.

Attitude Toward Education in General

New Hampstead had a large turnover last school year. The faculty is made up of mostly
young teachers. Overall, the campus has a positive attitude towards education and their school.

Mercer has struggled for several years but is now under a strong administration that is
working to turn the school around. Unfortunately, the staff is frustrated and everyone seems
tired. I believe the majority of teachers there believe in the school and the students.

Group Characteristics

New Hampstead is located in a rural part of Chatham County. The faculty is younger and
more energetic. There does not appear to be clics and teachers are willing to help others when
asked.
Mercer is located on the edge of the inner city. The majority of the faculty has been there
for many years. The energy and excitement is missing, but the teachers still help each other out
when needed.
 Part III: Task Analysis

I conducted a procedural analysis to ensure I captured as much relevant information as

possible. I started by creating a detailed outline of the steps required to perform each task by
following along with the software procedure manual. I then logged into the district test account
and followed the steps I wrote down. This step was invaluable as it helped me find steps I
initially missed. I also found one step that was out of order based on the way we have trained
teachers across the district.
Once I finalized the procedural outline, I created a topic analysis outline. In this outline, I
listed all the knowledge I consider essential for the PowerTeacher Pro application. The content
identified in the topic analysis will be used by teachers new to PowerTeacher because there are
no new topics in this update. The content itself has not changed.

1. Accessing the Gradebook

1.1. Login from Acorn
1.1.1. sccps-acorn/
1.1.2. Resources Tab PowerTeacher Login
1.2. Login from SCCPSS
1.2.1. Sccpss.com
1.2.2. Employee Tab Online Resources PowerTeacher Login
2. Getting Started
2.1. Viewing and Adding Class Descriptions
3. Setting Up Display Preferences
3.1. Uncheck Letter Grade
4. Grading Preferences
4.1. Setting Up Grading Preferences
4.2. Creating Categories
4.2.1. District Policy - 60% Assessment, 40% Classwork
4.2.2. Can be broken down
 4.3. EOCT Classes
4.3.1. Ninth Grade Literature, American Lit/Comp, Biology, Physical Science,
US History, Economics, Algebra I or Coordinate Algebra, Geometry or
Analytical Geometry
4.3.2. 20% of Final Class Average
4.4. Non-EOCT Classes
5. Working with Assignments
5.1. Creating Assignments
5.2. Viewing Assignments
5.3. Duplicate Assignment
5.3.1. Right Click
6. Working with Grades
6.1. Adding Grades
6.2. Filling Scores
6.3. Score Inspector & Flags
6.3.1. Add Comment for Changed Scores
6.4. Adding Comments
6.5. Marking Assignments
7. Final Grades
7.1. Modify Final Grade
7.2. Re-Calculating Final Grades
8. Running Reports
8.1. Individual Student Report
8.2. Multi-Function Assignment Report
8.2.1. Progress Reports
8.3. Student Roster
Figure 1. Task analysis flow chart

Subject Matter Expert

I, Natalie Muthersbaugh, will serve as the SME for this instructional plan. My formal
education consists of a bachelors degree in Elementary Education and a masters degree in
Special Education from Armstrong State University in Savannah, Georgia, as well as an
educational specialist in Instructional Technology from Lesley University in Boston,
Massachusetts. I am currently pursuing an add-on certificate for media specialist from Georgia
Southern University in Statesboro, Georgia.
My primary qualification is the department lead for PowerTeacher for the past six years. I
am the liaison from my department that works with Student Information Services to plan and
develop training, troubleshoot problems, and meet with Pearson when needed. I will be attending
certification training for PowerTeacher Pro in November.
 Part IV: Instructional Objectives

Terminal Objective 1: To navigate PowerTeacher Pro

Enabling Objectives:
1A: To locate the two websites to access PowerTeacher
1B: To identify their PowerTeacher login
1C: To create class descriptions

Terminal Objective 2: To set-up term weights in the grade book

Enabling Objectives:
2A: To prepare grade set-up preferences
2B: To locate the Grade Set-Up section
2C: To distinguish between year long classes, semester classes and quarter classes
2D: To distinguish between End of Course classes and Student Learning Objective classes
2E: To apply term weights based on class type

Terminal Objective 3: To set-up category weights in the grade book

Enabling Objectives:
3A: To design grading scale for their class
3B: To distinguish between End of Course classes and Student Learning Objective classes
3C: To apply category weights based on class type

Terminal Objective 4: To create assignments in the grade book

Enabling Objectives:
4A: To locate the Assignment section
4B: To categorize assignments based on class syllabus
4C: To create a new assignment in PowerTeacher Pro for each graded student task

Terminal Objective 5: To enter grades in the grade book

Enabling Objectives:
5A: To locate cell for correct student and correct assignment
5B: To demonstrate entering the proper score

Classification of Instructional Objectives

Performance

Content Recall Application

Fact 1A, 1B, 2B, 2C, 2D 1C, 2A, 2E

Concept

Principles 3B 3C, 4B

Procedure 4A, 5A 3A, 4C, 5B

Interpersonal

Attitude
 Part V: Development of Assessments

Instructional Goals Objectives UDL Assessment

Strategies

Lesson 1: Navigates within Objective 1: Learners are Learners will

Learners will list the new The student will being presented access their
the steps PowerTeacher navigate materials PowerTeacher
required to Pro interface PowerTeacher auditorily and Pro grade book
navigate to Pro visually. and create a
PowerTeacher 1A: The student Learners are class description
Pro in a will locate the allowed to for one class.
discussion board two websites to practice what is Checklist will be
post access learned as many used.
PowerTeacher times as
1B: The student necessary with
will identify the option to
their schedule
PowerTeacher face-to-face
login sessions.
1C: The student
will create class
descriptions

Lesson 2: Set-up term Objective 2: Learners are Learners will

Learners will be weights in the The student will being presented access their
encouraged to grade book set-up term materials PowerTeacher
mentally walk weights in the auditorily and Pro grade book
through the grade book visually. and correctly
steps 2A: The student Learners are set-up term
demonstrated, will prepare allowed to weights for each
before they grade set-up practice what is class. Checklist
practice the preferences learned as many will be used.
steps learned on 2B: The student times as
the test server will locate the necessary with
using a generic Grade Set-Up the option to
account. section schedule
2C: The student face-to-face
will distinguish sessions.
between year
long classes,
semester classes
and quarter
classes
 2D: The student
will distinguish
between End of
Course classes
and Student
Learning
Objective
classes
2E: The student
will apply term
weights based
on class type

Lesson 3: Set-up category Objective 3: Learners are Learners will

Learners will be weights for each The student will being presented access their
encouraged to quarter in the set-up category materials PowerTeacher
mentally walk grade book weights in the auditorily and Pro grade book
through the grade book visually. and correctly
steps 3A: The student Learners are set-up category
demonstrated, will design allowed to weights for each
before they grading scale for practice what is quarter in each
practice the their class learned as many class. Checklist
steps learned on 3B: The student times as will be used.
the test server will distinguish necessary with
using a generic between End of the option to
account. Course classes schedule
and Student face-to-face
Learning sessions.
Objective
classes
3C: The student
will apply
category weights
based on class
type

Lesson 4: Creates Objective 4: Learners are Learners will

Learners will be assignments and The student will being presented access their
encouraged to enters grades for create materials PowerTeacher
mentally walk each assignment assignments in auditorily and Pro grade book
through the the grade book visually. and add an
steps 4A: The student Learners are assignment to
demonstrated, will locate the allowed to one class.
before they Assignment practice what is Checklist will be
practice the section learned as many used.
 steps learned on 4B: The student times as
the test server will categorize necessary with
using a generic assignments the option to
account. based on class schedule
syllabus face-to-face
4C: The student sessions.
will create a new
assignment in
PowerTeacher
Pro for each
graded student
task

Lesson 5: Objective 5: Learners are Learner will

Learners will be The student will being presented access their
encouraged to enter grades in materials PowerTeacher
mentally walk the grade book auditorily and Pro grade book
through the 5A: The student visually. and enter the
steps will locate cell Learners are scores of each
demonstrated, for correct allowed to child for one
before they student and practice what is assignment.
practice the correct learned as many
steps learned on assignment times as
the test server 5B: The student necessary with
using a generic will demonstrate the option to
account. entering the schedule
proper score face-to-face
sessions.

Lesson 1: Navigating PowerTeacher Pro

Objective 1: The student will navigate PowerTeacher Pro

1A: The student will locate the two websites to access PowerTeacher
1B: The student will identify their PowerTeacher login
1C: The student will create class descriptions
Assessment: Learners will access their PowerTeacher Pro grade book and create a class
description for one class. Checklist will be used.
Lesson 1 Assessment Checklist
UDL Principles: Learners are being presented materials auditorily and visually. Learners are
allowed to practice what is learned as many times as necessary with the option to schedule
face-to-face sessions.

Lesson 2: Grade Set-Up

Objective 2: The student will set-up term weights in the grade book
2A: The student will prepare grade set-up preferences
2B: The student will locate the Grade Set-Up section
2C: The student will distinguish between year long classes, semester classes and quarter
classes
D: The student will distinguish between End of Course classes and Student Learning
Objective classes
2E: The student will apply term weights based on class type
Assessment: Learners will access their PowerTeacher Pro grade book and correctly set-up term
weights for each class. Checklist will be used.
Lesson 2 Assessment Checklist
UDL Principles: Learners are being presented materials auditorily and visually. Learners are
allowed to practice what is learned as many times as necessary with the option to schedule
face-to-face sessions.

Lesson 3: Category Set-Up

Objective 3: The student will set-up category weights in the grade book
3A: The student will design grading scale for their class
3B: The student will distinguish between End of Course classes and Student Learning
Objective classes
3C: The student will apply category weights based on class type
Assessment: Learners will access their PowerTeacher Pro grade book and correctly set-up
category weights for each quarter in each class. Checklist will be used.
Lesson 3 Assessment Checklist
UDL Principles: Learners are being presented materials auditorily and visually. Learners are
allowed to practice what is learned as many times as necessary with the option to schedule
face-to-face sessions.

Lesson 4: Adding Assignments

Objective 4: The student will create assignments in the grade book

4A: The student will locate the Assignment section
4B: The student will categorize assignments based on class syllabus
4C: The student will create a new assignment in PowerTeacher Pro for each graded
student task
Assessment: Learners will access their PowerTeacher Pro grade book and add an assignment to
one class. Checklist will be used.
Lesson 4 Assessment Checklist
UDL Principles: Learners are being presented materials auditorily and visually. Learners are
allowed to practice what is learned as many times as necessary with the option to schedule
face-to-face sessions.

Lesson 5: Entering Grades

Objective 5: The student will enter grades in the grade book

5A: The student will locate cell for correct student and correct assignment
5B: The student will demonstrate entering the proper score
Assessment: Learner will access their PowerTeacher Pro grade book and enter the scores of each
child for one assignment.
Lesson 5 Assessment Checklist
UDL Principles: Learners are being presented materials auditorily and visually. Learners are
allowed to practice what is learned as many times as necessary with the option to schedule
face-to-face sessions.
 Part VI: Instructional Sequence

Sequence Description Objective

1 To navigate PowerTeacher Pro 1

2 To set-up term weights in the grade book 2

3 To set-up category weights in the grade book 3

4 To create assignments in the grade book 4

5 To enter grades in the grade book 5

This sequence builds on concepts in a world-related order. The learner will proceed through the
instruction just as the teacher would proceed through planning a lesson. This sequence alternates
between video tutorials and hands-on activities to maintain high learner motivation and
involvement. Finally, this sequence allows students to choose which method of learning best
suites his or her needs.

Lesson 1: Navigating PowerTeacher Pro

Objective 1: The student will navigate PowerTeacher Pro

1A: The student will locate the two websites to access PowerTeacher
1B: The student will identify their PowerTeacher login
1C: The student will create class descriptions

Initial Presentation: Students will be shown a diagram of the new features PowerTeacher Pro
offers to make their lives easier. (Morrison, Ross, Kalman, & Kemp, 2012)
Generative Strategy: Learners will list the steps required to navigate to PowerTeacher Pro in a
discussion board post. (Morrison, Ross, Kalman, & Kemp, 2012)
 Lesson 2: Grade Set-Up

Objective 2: The student will set-up term weights in the grade book
2A: The student will prepare grade set-up preferences
2B: The student will locate the Grade Set-Up section
2C: The student will distinguish between year long classes, semester classes and quarter
classes
D: The student will distinguish between End of Course classes and Student Learning
Objective classes
2E: The student will apply term weights based on class type

Initial Presentation: A video modeling the process will be available to watch, as well as a list of
step-by-step directions with pictures. Learners will be encouraged to take notes. (Morrison,
Ross, Kalman, & Kemp, 2012)

Generative Strategy: Learners will be encouraged to mentally walk through the steps
demonstrated, before they practice the steps learned on the test server using a generic account.
(Morrison, Ross, Kalman, & Kemp, 2012)

Objective 3: The student will set-up category weights in the grade book
3A: The student will design grading scale for their class
3B: The student will distinguish between End of Course classes and Student Learning
Objective classes
3C: The student will apply category weights based on class type

Initial Presentation: A video modeling the process will be available to watch, as well as a list of
step-by-step directions with pictures. Learners will be encouraged to take notes. (Morrison,
Ross, Kalman, & Kemp, 2012)
Generative Strategy: Learners will be encouraged to mentally walk through the steps
demonstrated, before they practice the steps learned on the test server using a generic account.
(Morrison, Ross, Kalman, & Kemp, 2012)

Lesson 3: Adding Assignments

Objective 4: The student will create assignments in the grade book

4A: The student will locate the Assignment section
4B: The student will categorize assignments based on class syllabus
4C: The student will create a new assignment in PowerTeacher Pro for each graded
student task

Initial Presentation: A video modeling the process will be available to watch, as well as a list of
step-by-step directions with pictures. Learners will be encouraged to take notes. (Morrison,
Ross, Kalman, & Kemp, 2012)

Generative Strategy: Learners will be encouraged to mentally walk through the steps
demonstrated, before they practice the steps learned on the test server using a generic account.
(Morrison, Ross, Kalman, & Kemp, 2012)

Objective 5: The student will enter grades in the grade book

5A: The student will locate cell for correct student and correct assignment
5B: The student will demonstrate entering the proper score

Initial Presentation: A video modeling the process will be available to watch, as well as a list of
step-by-step directions with pictures. Learners will be encouraged to take notes. (Morrison,
Ross, Kalman, & Kemp, 2012)
Generative Strategy: Learners will be encouraged to mentally walk through the steps
demonstrated, before they practice the steps learned on the test server using a generic account.
(Morrison, Ross, Kalman, & Kemp, 2012)
 Part VII: Design of Instruction

Instructional Goals Objectives UDL Assessment

Strategies

Lesson 1: Navigates within Objective 1: Learners are Learners will

Learners will list the new The student will being presented access their
the steps PowerTeacher navigate materials PowerTeacher
required to Pro interface PowerTeacher auditorily and Pro grade book
navigate to Pro visually. and create a
PowerTeacher 1A: The student Learners are class description
Pro in a will locate the allowed to for one class.
discussion board two websites to practice what is Checklist will be
post access learned as many used.
PowerTeacher times as
1B: The student necessary with
will identify the option to
their schedule
PowerTeacher face-to-face
login sessions.
1C: The student
will create class
descriptions

Lesson 2: Set-up term Objective 2: Learners are Learners will

Learners will be weights in the The student will being presented access their
encouraged to grade book set-up term materials PowerTeacher
mentally walk weights in the auditorily and Pro grade book
through the grade book visually. and correctly
steps 2A: The student Learners are set-up term
demonstrated, will prepare allowed to weights for each
before they grade set-up practice what is class. Checklist
practice the preferences learned as many will be used.
steps learned on 2B: The student times as
the test server will locate the necessary with
using a generic Grade Set-Up the option to
account. section schedule
2C: The student face-to-face
will distinguish sessions.
between year
long classes,
semester classes
and quarter
classes
 2D: The student
will distinguish
between End of
Course classes
and Student
Learning
Objective
classes
2E: The student
will apply term
weights based
on class type

Lesson 3: Set-up category Objective 3: Learners are Learners will

Learners will be weights for each The student will being presented access their
encouraged to quarter in the set-up category materials PowerTeacher
mentally walk grade book weights in the auditorily and Pro grade book
through the grade book visually. and correctly
steps 3A: The student Learners are set-up category
demonstrated, will design allowed to weights for each
before they grading scale for practice what is quarter in each
practice the their class learned as many class. Checklist
steps learned on 3B: The student times as will be used.
the test server will distinguish necessary with
using a generic between End of the option to
account. Course classes schedule
and Student face-to-face
Learning sessions.
Objective
classes
3C: The student
will apply
category weights
based on class
type

Lesson 4: Creates Objective 4: Learners are Learners will

Learners will be assignments and The student will being presented access their
encouraged to enters grades for create materials PowerTeacher
mentally walk each assignment assignments in auditorily and Pro grade book
through the the grade book visually. and add an
steps 4A: The student Learners are assignment to
demonstrated, will locate the allowed to one class.
before they Assignment practice what is Checklist will be
practice the section learned as many used.
steps learned on 4B: The student times as
the test server will categorize necessary with
using a generic assignments the option to
account. based on class schedule
syllabus face-to-face
4C: The student sessions.
will create a new
assignment in
PowerTeacher
Pro for each
graded student
task

Lesson 5: Objective 5: Learner will

Learners will be The student will access their
encouraged to enter grades in PowerTeacher
mentally walk the grade book Pro grade book
through the 5A: The student and enter the
steps will locate cell scores of each
demonstrated, for correct child for one
before they student and assignment.
practice the correct
steps learned on assignment
the test server 5B: The student
using a generic will demonstrate
account. entering the
proper score
 Part VIII: Project Design Assessment
It is important that the course be evaluated by participants and other subject matter
experts so that changes and improvements can be made before the training module is rolled out
to the entire district. Teachers at the pilot schools will be given the opportunity to complete an
overall course evaluation after completing all modules. This evaluation will address the overall
functionality of the course. Teachers will also complete a very short survey after each module so
that the designer can ensure each module provides the content needed to successfully move to
the subsequent module.
The members of the PowerTeacher Pro Implementation Team consists of the Director of
Student Information Services, two district level data analysts that have attended PowerTeacher
Pro Certification training, a district level Information Specialist that has attended PowerTeacher
Pro Certification training, an Instructional Technology Coach that attended PowerTeacher Pro
Certification training, two Instructional Technology Coaches that have not had the PowerTeacher
Pro Certification training and myself. I also attended the PowerTeacher Pro Certification training
and took the final test to complete my certification. Those that attended the training will be
responsible for reviewing the materials created to ensure accuracy. The two Instructional
Technology Coaches that did not attend training, will review the created materials through new
eyes. They have enough prior PowerTeacher grade book knowledge to understand how the
program works, so they will be able to focus their attention on checking for logical and complete
order.

Overall Course Survey

End of Module Survey
SME Survey

The survey results will be tabulated and the open ended questions reviewed by the
PowerTeacher Pro Implementation Team. Based on the results, the team will determine if and
what needs to be adjusted in each module. The designer will then make the corrections. Once all
corrections have been made, an Instructional Technology Coach that left the department to be a
Media Specialist will walk through the training modules and give a final evaluation. If the final
survey evaluation indicates changes need to be made, the team will review the requested changes
and the designer will make those final changes.
 References
Morrison, G.R., Ross, S. M., Kalman, H. K. & Kemp, J. E. (2012). Designing effective
instruction (7th edition). New York: John Wiley & Sons.