Courtney Carver

Date Submitted: June 26, 2017

Version Submitted: v1

5.2 Professional Learning

Candidates 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 evidence presented for this standard is my Technology Workshop called Online Learning
Environments, which I developed and implemented in ITEC 7460. The workshop was centered
on supporting teachers with beginning an online course for their students in the schools learning
management system. This was an individual assignment, but I used my schools needs
assessment, as well as personal observations and discussions with administrators to make the
decision about the workshops topic.

Standard 5.2, Professional Learning established the expectation that I 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. I followed the ADDIE model while I designed, developed, and implemented a
one-hour technology workshop for teachers at MTA. I started by meeting with administrators to
analyze what professional learning was needed and make sure the workshop aligned with the
schools current mission, vision, and goals. Next I designed the workshop to meet ISTEs NETS-
T standards for teachers for integrating technology. I also made sure the workshop aligned to
the state and national professional standards PSC 2.1/ISTE Standard 2a, which includes
modeling design and implementation of technology-enhanced learning experiences. The main
objective of the course was for teachers to walk away with an understanding of how a learning
management system works, how they can use this system to support their students in the
classroom, and an outline for how they would like to set up their online course.

Prior to the workshop session, I created an email, flyers, and social media posts to advertise and
invite staff members to the workshop. During the workshop, I gave multiple examples of other
online courses, I modeled step-by-step how to create an outline to prepare for creating an
effective online course, and I facilitated while teachers created an outline for their own classes.
Teachers met in the professional learning room, which is equipped with an interactive projector,
so they were able to follow along with me or I could address issues with the whole group when
they arose. I integrated technology in to the session be creating an interactive template for
teachers to use to brainstorm their ideas and create their outline. All of the work teachers
completed during the session were online, but in a face-to-face environment where they felt
supported when needed. I also created a website that included all the resources for the session
online so the teacher who attended had a place to reference back to, or teachers who were unable
to attend could still access the material. At the closing of the workshop, I modeled the
principles of adult learning by developing a partnership with the teachers who attended. I
answered questions and provided a feedback survey to assess teachers comfort level with going
on their own to create their Canvas course. I also asked for feedback on the strengths and
Courtney Carver
Date Submitted: June 26, 2017
Version Submitted: v1

weaknesses of the workshop. I offered additional resources and presented teachers with options
on when they could meet with me and/or other teacher leaders in the building. The one-hour
workshop and feedback that I received from my colleagues promoted best practices in
teaching, learning, and assessment. I was able to effectively support and encourage teacher to
implement technology-based learning in their classrooms.

Completing this assignment allowed me to step out of my comfort zone and present myself as an
expert in the field of technology integration in the classroom. I was excited to plan and lead
others with a new technology initiative. The responses from my post-survey were very positive
and gave me further confidence to continue facilitating other technology professional learning in
the future. If I could change one thing in the future, I would already have a second follow up
session prepared for these teachers. This PL was offered towards the end of the school year and
time was not available for a second session. These teachers left this session excited to
implement their plan, and would have been eager to attend a second session for support in
making this happen.

The work that took place in this assignment directly impacted faculty development. This
workshop aligned with both school and district goals of initiating online courses in the learning
management system for all schools. I contributed to the faculty development of my school by
teaching others, and supporting their learning with Canvas. The impact was assessed with the
feedback survey at the end of the session and can continue to be assessed with the continuous
support for teachers to implement their plans.