TECHNOLOGY PROFESSIONAL DEVELOPMENT PLAN

NEWHART MIDDLE SCHOOL

TECHNOLOGY PROFESSIONAL DEVELOPMENT PLAN

KEVIN SILVA

CALIFORNIA STATE UNIVERSITY FULLERTON

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Table of Content

Introduction 4

School Description 6

Needs Analysis 9

Analyzing Data 11

Literature Review 11

Defining Student-Centered Learning 13

​The Role of Technology in Student-Centered Learning 14

​Connection to Technology Professional Development Plan 15

​Professional Development Models 16

​Literature Review Summary 17

Professional Development 19

Pre-Lesson Plan Objectives 20

​F2F Lesson Plan Introduction 21

​Literary Resources 21

​Introduction to FlipGrid 22

​Aligning Our Vision 23

​Post-Lesson Plan Steps 24

Goals and ISTE-E for TPDP 25

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​ISTE Standards for Educators 26

​TPDP Summary 27

Evaluation 31

TPDP Timeline and Budget 36

​Reflection 38

​Works Cited 40
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Introduction
The purpose of this Technology Professional Development Plan is to provide an in depth

look at the use of educational technology for the purpose of creating and maintaining a

student-centered learning environment. Through this professional development plan, teachers

will be able to acquire the knowledge and ability to effectively incorporate digital resources

provided by the Capistrano Unified School District in order to equip students with 21st century

skills and foster independent learning. This plan primarily focuses on the use of School Loop,

Google Classroom, and other applications within the Google Suite that are capable of promoting

digital literacy for students. Teaching models such as SAMR and TPACK were incorporated

throughout the development process to ensure the resources provided by the district are being

used to their full potential. Moreover, this plan could potentially improve the process of creating

consistent practices that align with the mission and vision statement of the school site. By

participating in this training, teachers at Newhart Middle School, will be able to assist students in

becoming technologically proficient and will enable both students and teachers to excel in any

subject matter through the successful implementation of digital resources.

School Description
Newhart Middle School is located in Mission Viejo, California and is part of the

Capistrano Unified School District. The staff at Newhart is composed of 51 credentialed

teachers, an administration team and 15 classified staff members. The majority of the staff is

between 35-60 years old. According to our SARC, the enrollment for 2018-2019 school year was

1,279 students which includes grades sixth through eighth. The average class size is about 27

students and we have one teacher for every 26 students. The table below provides further details
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about Newhart’s student demographics.

Newhart is part of a very active community. The Parent Teacher Association (PTA) is

very involved in what goes on at Newhart and keeps other parents of the community informed.

Members of the PTA are also very giving with their time. Teachers at Newhart are able to submit

requests for copies to be done by volunteers who come in at various hours of the day. Most

parents are also very involved in their child’s education and go above and beyond to ensure they

stay on track. Since Newhart has an open campus, the city of Mission Viejo also uses the

baseball and soccer fields after school and during weekends for youth sports. Newhart is

surrounded by scenic views and was constructed alongside the Oso Creek Trail which is known

for its tree-lined pathway with creek views, mosaic artwork, and butterfly gardens spread out

throughout its 4.1 miles of paved pathways. Capistrano Unified has also arranged for the

construction of a new STEM building which is expected to be complete by Summer of 2020.

Although Newhart is technically not 1:1 with Chromebooks, students and teachers still have

access to technology. There are certain departments such as math, science, and English that all
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have Chromebooks because of the new curriculum they recently adopted. Capistrano Unified has

been working on a district wide update of our curriculum across all grade levels and subjects.

Departments that have already adopted new curriculum have transitioned over to digital

textbooks and can access all of their teaching materials online. Teacher feedback is mixed,

however, as some really enjoy the digital aspect while others miss the traditional feel of teaching

from a textbook. Although not all teachers at Newhart have their own set of Chromebooks, they

have the option to borrow a class set available in the library. We also have a technology lab with

desktop computers that can be used by teachers if they sign up ahead of time. These desktop

computers are mainly used by our art teacher who also teaches an introduction to Photoshop

class as an elective.

All teachers at Capistrano Unified School District, are provided with a personal computer

that is expected to be used for work related tasks. CUSD also provides access to the entire

Google Suite and unlimited storage on Google Drive. These applications make it easy for

teachers to access important files on-the-go. In addition, all teachers are provided with a

projector and a document camera for their classroom.​ ​Capistrano Unified School District

conducts new teacher orientations every year in order to provide them with information

regarding employee benefits and rights. They also conduct new teacher workshops where they

can learn about the digital resources provided by the district. Although this general overview is

very helpful, it is possible to improve certain aspects of the new teacher orientation by following

up throughout the year to ensure new teachers are getting the support they need from their school

site.
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Theoretical Introduction

Education should be centered around all learners and their ability to study the important

concepts and core values needed to thrive in our society. Educators have a responsibility to

provide learners with opportunities for discussion, problem-solving and 21st century learning

methods that will prepare our students for this rapidly changing world. In addition, every

educational institute should strive to establish a school culture based on kindness, acceptance of

diversity, guidance, and student-driven learning. In order to accomplish this, however, teachers

must be provided with the support they need to develop as an educator and professional. The first

step, is for school sites and districts to acknowledge the fact that teachers, especially those that

are new, need guidance and support throughout the academic school year. As Brooks (2007)

stated, school districts must realize that teachers need emotional support and information on the

practical logistical aspects and protocol, as well as information related to specific students, IEPs,

curriculum, assessment, and instruction. This statement resonates with this professional

development plan because it was designed to assist teachers in being knowledgeable about the

various aspects of the teaching profession. This plan aims to guide teachers through the process

of outlining their curriculum, submitting grades, creating assessments, and communicating safely

with students, parents and the community at large. Moreover, by preparing new teachers with the

tools, resources, and knowledge they need to be an effective and respected educator, we can

promote a healthier school culture where everyone feels valued and supported.

Another potential benefit of this plan is that it could encourage all teachers to use

educational technology to promote 21st century learning. According to Bray (2016), teachers can
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increase student engagement in all subject areas through the use of digital resources. He also

exclaimed, that school districts who provide educational technology must also offer opportunities

for teachers to learn how to use it effectively. This professional development plan aims to

minimize teacher frustration and reluctance towards technology by providing opportunities for

them to learn about the many ways in which they can effectively implement digital resources

into their curriculum. Furthermore, by offering support to our new teachers, we would also be

giving them the respect and attention they deserve. As Cookson (2007) affirmed, too often new

teachers do not have the voice they should have when it comes to the organization of their work

and to the life of the school. More often than not, this stems from the lack of professional

development and support because they have not been provided with the information they need to

thrive in their new school environment. This professional development plan aims to reduce the

feeling of teacher isolation by offering the support new teachers need throughout the various

aspects of the teaching profession. Moreover, many of the resources this plan focuses on are

designed to make life easier for teachers and minimize the amount of time they spend grading

and collecting data for the district. In turn, they will have more time to focus on developing their

curriculum and creating a productive learning environment for their students. ​VanAntwerp

(2004) discussed the issue of teacher isolation and the importance of creating an environment

where teachers feel supported. He also shed light on the fact that teachers are in their classrooms

all day with very few breaks and the chance to interact with other adults who can offer support is

limited. Therefore, this plan will strive to provide teachers with a designated space and time

where they can focus on developing as a professional alongside other teachers who are also

interested in learning more about educational technology and 21st century learning.
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Needs Analysis
In order to develop a professional development plan that could potentially benefit a group

or organization, it is important to assess the needs of the people within the organization. By

assessing the needs and analyzing the results, technology coaches and educational leaders will be

able to create a plan that addresses the needs of the organization. As a result, I decided to

administer a survey with Newhart Middle School’s certificated staff in order to create a

technology professional development that could lead to constructive and consistent practices at

our school site.

The survey was administered using Google Forms on October 10, 2019 and was shared

with Newhart’s staff via email. The link to the survey was embedded in that email along with a

brief description of its purpose. The first few questions focused on the management of

technology-rich learning and assessed their level of comfort and proficiency with educational

technology. The following questions were about the use and implementation of digital tools the

Capistrano Unified School District provides such as, Google Classroom, School Loop, and

Illuminate. The latter portion of the survey assessed their current knowledge with 21st century

teaching models such as TPACK and SAMR as well as their interests in learning more about

them. It also consisted of additional questions pertaining to the role of technology in creating and

maintaining a student-centered learning environment. Out of 52 certificated staff members at

Newhart, 42 participated in this survey which provided sufficient data to begin analyzing the

needs of our school site.

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Analyzing Data

After analyzing the data from the professional development survey, it is evident that the

majority of the teachers at Newhart would like more opportunities to learn about how to create

and maintain a student-centered learning environment. In pie-chart 1.1, 76% of the teachers at

Newhart agreed they would like more professional development related to maintaining an

academic environment suitable for the 21st century. Furthermore, in pie-chart 1.2 69% of

teachers expressed their desire to learn more about student-centered learning.

Pie-Chart 1.1

Pie-Chart 1.2
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According to pie-chart 1.3, 69% of teachers would also like more information on how to

effectively incorporate the 4Cs in education alongside the use of educational technology. This

indicated the need for teachers to refresh their minds on the different teaching methods that assist

teachers in promoting a 21st century learning environment.

Pie-Chart 1.3
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Identifying Needs
Based on the survey data, the teachers at Newhart Middle School are unclear about the

meaning of student-centered learning based on the amount of teachers seeking more information

about this. Moreover, according to the data, over half of the staff at Newhart would like to

review ways to implement the 4Cs in education and how to maintain a 21st century learning

environment. As a result, Newhart teachers would benefit from a technology professional

development plan that focuses on defining “student-centered.” On top of that, it would also be

beneficial to develop activities that can help paint a clear picture of how technology plays a vital

role in student-centered learning environments where 21st century skills can be developed.

Literature Review
Research Support for Using Technology to Promote Student-Centered Learning

Introduction
Education has changed dramatically over the last decade. In fact, according to a recent

study, one-to-one (1:1) initiatives have proliferated in the USA and around the world (Cho,

Hamilton, & Tuthill, 2019). By implementing these 1:1 initiatives, school districts across the

country hope to improve their academics by revolutionizing teaching through student-centered

learning. However, as stated by Hamilton (2017), these changes are unlikely to occur if we are

simply implementing technology without purpose or care. Furthermore, such a transformation is

less likely to occur if teachers are not being provided with opportunities for professional

development related to the implementation of technology for student-centered learning. As a

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result, this literature review will focus on 21st century teaching strategies that will help educators

effectively incorporate technology for student-centered learning.

Providing opportunities for professional development is an important matter to consider

for a number of reasons. First, there is a common misconception about technology initiatives.

According to Brooks (2011), it is not uncommon for schools and districts to adopt 1:1 initiatives

assuming the latests promises from leadership will directly result in educational transformation.

In turn, new teachers and experienced teachers alike, are given access to computing devices

without being provided with a sense of purpose or clear expectations on how to use them (Cho,

Hamilton, and Tuthill, 2019). As a result, the values and beliefs actualized by educators may not

be indicative of a student-centered learning environment. Furthermore, some schools may

struggle to arrive at consistency in their educational practices when leadership has not mapped

out the different avenues to help teachers meet the vision and mission statement of the school

(Honig & Hatch, 2004). Therefore, this technology professional development plan will focus on

defining student-centered learning and identifying different ways in which it can take place in a

21st century learning environment.

Defining Student-Centered Learning

The phrase “student-centered learning” has become part of educational jargon used by

educational coaches, school leaders, and teachers alike. However, as suggested by Cho,

Hamilton, and Tuthill (2019), it is rarely defined and explained in such a way that will lead to

transformational change. Moreover, many schools have adopted this term into their mission

statement without painting a clear picture of what that looks like for teachers. As stated by
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Rayens and Ellis (2018), people mean different things by “student-centered”; therefore, school

leaders must define what it means based on the vision of each school site in order to promote

consistent educational practices.

For the purpose of this technology professional development plan, student-centered

learning is defined as encouraging students to realize that it is their responsibility to engage,

absorb and retain. On the other hand, it is the instructor’s job to prepare an environment in which

that can happen (Rayens and Ellis, 2018). To start, teachers have to reimagine what they do in

the classroom and how they do it in order to promote a student-centered learning environment.

The motivation for this change in mindset, should be centered around increasing student

engagement. Moreover, educators need to shift the main responsibility for learning to the student

and away from the teacher and their PowerPoints or lectures. Rayens and Ellis (2018) stated how

concerning it was for them that students had become dependent on teachers serving up the

content so that they could passively write down and take away information. Not only were they

alarmed by students’ complacency with this strategy but they were also enlightened by multiple

research studies suggesting that students remember very little about the content when they are

taught in this fashion. Consequently, the goal for a student-centered classroom is for students to

transition from a “borrower” to an “owner.” In a classroom of borrowers, students expect

teachers to deliver the content through traditional teaching methods such as lectures,

powerpoints, and reading packets. In contrast, in a classroom of owners, students take ownership

and acquire content knowledge by pairing educational technology with assignments that allow

them to be creative and collaborate with their peers (Brooks, 2011). In turn, students are able to

produce something that is uniquely their own and is directly tied to the learning objectives.
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The Role of Technology in Student-Centered Learning

Defining student-centered learning will enable teachers to move forward in

comprehending how computer-enhanced learning environments promote engagement through

student centered learning activities (Bakar, 2013). As stated by Hamilton (2017), new

technologies integrate the development of imagination, creativity and innovation which are

critical in a 21st learning environment. Moreover, when educators facilitate the management of

electronic devices, they can make student-centered learning possible and equip students to

independently organize their learning process (Hannafin and Land, 1997). Consequently,

computer-enhanced learning environments assist teachers in promoting engagement through

student-centered learning activities. Technology can therefore transition students from being

borrowers of information, to students who are active users of information through the use of

educational technology. Bakar (2013) suggested that technology can assist teachers in creating a

student-centered learning environment because it provides complementary activities that are

interactive in nature. As a result, these activities allow students to address their own learning

interests and needs. This will enable students to move forward into increasingly complex levels

of content and to further their understanding and appreciation of the subject matter. Moreover, it

transfers some of the responsibility for learning to the students, as discussed in the previous

section. Instead of passively feeding the information to students through lectures, PowerPoints

and homework packets, these teaching methods can be replaced with active learning, which

integrates a self-paced learning method and collaborative group situations that ultimately hold

students responsible for their own advances in education.

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Connection to Technology Professional Development Plan

This technology professional development plan aims to provide teachers with a clear

description of student-centered learning and what it might look like in their classrooms. As

districts transition to 1:1 initiatives, they must also provide clear expectations for educators on

how to use educational technology. In educational reforms, organizational mission and vision

can often serve as sources of cohesion (Klar and Brewer, 2014). However, in order to have

consistent educational practice, teachers need to be provided with opportunities for growth

through professional development and collaboration with other staff members. After analyzing

the data from a survey that was administered to Newhart Middle School’s certificated staff

members, 70% stated they would like to learn more about how to create and maintain a

student-centered learning environment. Therefore, the first step is to clearly define what

“student-centered” means and how to connect it to Newhart’s mission statement. After teachers

understand the first step, they can begin to assess how technology can promote student-centered

learning environments and encourage students to independently organize their learning process.

Finally, once teachers understand the relationship between student-centered learning and

educational technology, they can begin to explore different ways to implement computing

devices into their curriculum which could ultimately lead to refined and consistent practices

throughout the school site.

Professional Development Models

The foundation of this plan will consist of a few professional development models such

as face-to-face and online professional development as well as mentoring sessions for individuals
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who seek more help. Additionally, this plan will use teachers as presenters as another model in

order to provide multiple perspectives for different departments. According to ​Sarwat (2017)​,

when professional development sessions utilize teachers as presenters of information teachers

can obtain useful information that is catered to the needs of each department. Furthermore, these

models will assist in the process of making sure that each professional development session is

based on the specific needs of the staff. Taking this path could ultimately be more effective than

receiving information from facilitators sent by the district because they are not as familiar with

the school site. According to Johnson (2005), top-down approaches for regulating teaching have

done very little to promote educational transformation and improve student learning. In turn,

school leaders and reformers have turned to teachers as the agents of change and school

improvement for 21st century learning. Furthermore, this idea that teachers are key to the success

of educational reform, should encourage school districts to provide more opportunities for

professional learning that stem from within the organization (Molle, 2013). By implementing the

professional development models mentioned above, Newhart Middle School’s teaching staff will

be able to engage in professional learning that is catered specifically towards their needs. The

most prevalent needs that have been identified through a survey that was administered to the

entire staff include, the need to define student-centered learning by providing more examples of

what it looks like in a 21st century learning environment. Newhart’s staff also suggested the need

to explore more ways in which technology could be used to promote student-centered learning.

These needs will be addressed through a combination of face-to-face professional development

sessions during staff meetings and one-on-one mentoring sessions with those who seek more

help. Furthermore, this plan will also facilitated through the development of an online
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community using Google Classroom where teachers can ask questions and share resources

throughout the year.

Literature Review Summary

This professional development plan will be introduced to Newhart Middle School’s

certificated staff as a way to promote consistent educational practices throughout the school site.

Although many teachers on site have access to computing devices, many feel they would benefit

from more professional learning. As Hamilton (2017) pointed out, educational transformation is

unlikely to occur if we are simply implementing technology without purpose or care. He also

expressed that school districts often ignore the fact that teachers need information on the

practical logistical aspects and protocol related to the use of educational technology. As a result,

a professional development survey was conducted with Newhart’s staff in order to assess their

familiarity with 21st century teaching models and digital tools to increase student engagement.

Moreover, the survey also assessed their desire for more professional learning on topics such as

creating and maintaining a student-centered learning environment as well as the use of

computing devices and digital applications to foster a 21st century learning environment. Based

on the survey results, this professional development plan will focus on two main themes. The

first theme revolves around defining student-centered learning. As suggested by Cho, Hamilton,

and Tuthill (2019), student-centered learning is rarely defined and explained in such a way that

will lead to transformational change. Therefore, this plan will strive to paint a clear picture for

teachers of what a student-centered classroom looks like. The second theme, will revolve around

showing teachers how technology can be used to foster a student-centered learning environment.

The professional development sessions will be segmented into different parts and will be shared
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with Newhart’s staff through a variety of professional development models including

face-to-face sessions and online support. As stated previously, the overall goal is to create more

consistent practices which could also lead to a healthier work environment where all teachers

feel valued and respected as professionals.

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Professional Development

Lesson Plan Overview

This lesson was designed to be implemented during our collaboration day in the month of

October. Every month, Newhart’s certificated staff has an all staff meeting in the MPR. During

the meeting, we typically review and discuss information to help us serve our students to the best

of our abilities. Such information includes but is not limited to professional learning, assessment

scores, and student data. As a result, this would be a great time to review resourceful literature

about creating and maintaining a student-centered learning environment through the use of

technology. Moreover, teachers will also have the opportunity to collaborate with their

colleagues in order to develop consistent practices that promote student-centered learning. After

a brief lecture, teachers will spend some time reviewing the reading material with a colleague.

Once teachers have discussed the article, they will work together to outline ways in which they

could promote student centered learning. This will transition us into the next segment of the

lesson where I introduce teachers to FlipGrid. I will provide an overview on how to use this

application. By doing this, not only would I be explaining the directions for the next part of the

lesson, I would also be introducing them to a digital tool that could promote student-centered

learning. By the end of this lesson, teachers will be able to record a Flipgrid with one of their

colleagues and learn how to use it with their students. Afterwards, teachers will meet with their

department to discuss the reading. They will then work together to create a definition of

student-centered learning that represents the values and standards of their department. Lastly,

teachers will participate in an online community which is one of the five PD models used in this
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plan. Teachers will post their department’s definition of student-centered learning on Google

Classroom. After the meeting, they will be encouraged to review other teachers’ posts and

engage in online discussions throughout the month of October. We will revisit our work again in

November when I will talk about some of the conversations I saw happening on Google

Classroom and what our next steps will be going forward.

Pre-Lesson Plan Objectives

Before the staff meeting, teachers will be sent an invitation via Microsoft Outlook. A

brief overview of the day as well as the meeting agenda will be attached to the invitation.

Teachers will also be reminded to bring a fully-charged laptop which they will be using

throughout the day. I will also prepare by ensuring that the microphone and projector are

working properly in the Multi-Purpose Room (MRP) where all of our staff meetings are held.

Teachers will also be provided with copies of the reading material which we will be discussing

throughout the lesson. To maximize our time during the discussions I will also be assignment

teachers to specific tables to ensure everyone can easily find people to work with. Table

assignments will be displayed on the projector as teachers walk in. Lastly, I will also need to

compile a reference page with all of the resources that were utilized in the lesson. Teachers will

be encouraged to further investigate the reading material and digital tools we worked with during

the lesson.

F2F Lesson Plan Introduction

We will begin the lesson by reviewing the objective: ​During this lesson, teachers will be

able to define student-centered learning by analyzing literature and discussing it with their
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​ sing Google Slides, I will then proceed to lecture about why we are reviewing the
colleagues. U

meaning of student-centered learning and present them with data from the survey results. I will

also discuss my role as an aspiring Technology Coach by introducing them to some of the

standards I have working to accomplish throughout my teaching career. This particular lesson

addresses ISTE-C Standard 1 and 3 because throughout the lesson, I will be assisting my

colleagues in creating a shared vision as a department that advocates for a student-centered

learning environment through the use of technology. Teachers will also be evaluating strategic

plans related to the implementation of technology that could possibly lead to improved teaching

and learning strategies throughout the school site.We will also review the augmentation

component of the SAMR model that will be presented prior to this meeting. I will explain to

teachers how to use technology tools such as Flipgrid, as a method of instruction that utilizes this

model. Moreover, I will remind them that by implementing digital tools and teaching strategies,

we are heading towards improved consistency and alignment with 21st century teaching models.

Literary Resources

After reviewing the objective and meeting agenda I will then distribute the reading

material for this lesson. This PD lesson will be grounded in some of the literature I have read

during the research phase of this plan. For the sake of time, we will only be reviewing certain

segments of the articles. The first piece of literature will address why we need more PD related

to student centered learning. A peer-review journal written by Cho, Hamilton, and Tuthill (2019)

suggested that the phrase “student-centered learning” has become part of educational jargon used

by educational coaches, school leaders, and teachers alike. However, it is rarely defined and

explained in such a way that will lead to transformational change. The second piece of literature
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was written by Rayens and Ellis (2018), who stated that people mean different things by

“student-centered.” As a result, they made the claim that school leaders and educational coaches

should guide their staff in creating an action plan based on how to create and maintain a

student-centered learning environment in order to promote consistent educational practices. After

reviewing the literature outlined above, teachers should have a better perspective as to why it

would be beneficial for our staff to assess what we know about creating and maintaining a

student-centered learning environment. Furthermore, creating a vision and mission statement that

is representative of the staff’s values and beliefs will unite us as teachers and encourage us to do

our part in fulfilling our mission.

Introduction to FlipGrid

At this point, teachers have reviewed and outlined the reading material. Eventually, we

will move on to the next activity which involves the use of a digital tool called FlipGrid. The

assignment is for teachers to record their analysis of the reading in groups of 2-3. However,

before we begin I will take some time to properly introduce teachers to FlipGrid. I will even

share an article by Kirkwood, Gutgold and Manley (2011), that addresses how the digital age

increasingly requires students to develop presentation skills tailored to online communication

platforms, particularly as employers recruit, conduct interviews and do business via the internet.

Therefore, by using FlipGrid teachers can promote student-centered learning and equip them

with presentation skills that could help them in the future. I will also play a video from YouTube

that shows how other teachers are using FlipGrid in their classroom. Next, I will walk them

through the process of creating an account and how to manage different classrooms within the

program. Teachers will also be shown how to create a topic for students to respond to. After
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teachers have developed an understanding for how to use the program, they will be given some

time to record their reading analysis in groups of 2-3. At the end of this segment, teachers will be

reminded of the mentoring session where they can come learn more about how to use FlipGrid

with their students. Mentoring sessions will be used as a PD model throughout this plan.

Aligning Our Vision

Following the FlipGrid activity, teachers will meet with the department teams. They will

participate in a round-table discussion about some of the conversations they had with their

colleagues about the reading material based on student-centered learning. This will serve as a

great way to provide each department with insight on how other teachers strive to create and

maintain a student-centered learning environment. Department Chairs will be instructed to lead

each team in creating their own definition of student-centered. They will be asked to consider

their priority standards and content. Once each department has agreed on their definition the

Department Chair will post it on Google Classroom. At the end, all teachers will then be given

the task to participate in our online discussion about defining student-centered learning

throughout the next few weeks. All teachers will understand that the objective is to eventually

create a vision for student-centered learning environments throughout the school site.

Meeting Agenda

1:30pm​ - Teachers will meet in the MPR.

1:30-2:00pm​ - Lesson plan introduction. I will present the lesson’s objectives, ISTE-C

Standards, and review information from prior meetings.

2:00-2:30pm​ - Literary resources. I will review the reading material and lesson resources.
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2:30-3:00pm​ - Introduction to FlipGrid. I will introduce teachers to FlipGrid and teach them the

basics. Teachers will record their own FlipGrid in groups of 2-3.

3:00-3:30​ - Aligning our vision. During this time teachers will meet with their department to

discuss the meaning of student-centered learning based on the reading material and discussions

they had with their colleagues. Department Chairs will be responsible for posting their definition

on Google Classroom.

Post-Lesson Plan Steps

As stated previously, teachers will be asked to participate in the online discussion about

defining student-centered learning on Google Classroom throughout the month of October. This

will be one of the PD models for this plan that will help me outline the steps for our next PD

session in November. As the facilitator of this lesson, I will be reviewing the conversations

happening online and responding to other teachers’ posts on Google Classroom. My role is to

pose questions and engage teachers in academic discussions that will tailor our vision of the type

of student-centered learning environments we want to foster at Newhart. I will also hold

mentoring sessions during the month of October to provide support for teachers who want to

learn more about how to use FlipGrid with their students. As stated before, the purpose of this

plan is to provide teachers with additional support in implementing educational technology.

Goals and ISTE-E for TPDP

Based on the survey results, the professional development plan will focus on clearly

defining student-centered learning and aligning it with our school’s mission and vision
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statement. As a result, teachers will explore a variety of literature through both online and

face-to-face professional development models. Afterwards, teachers will begin brainstorming

how we can create and maintain consistent teaching practices across grade-levels and

departments in order to foster a student-centered environment throughout our school site. After

each department decides on a few ways in which they can foster student-centered learning,

teachers will proceed to learn new ways to use computing devices and digital tools for the

purpose of increasing student engagement through both mentoring sessions and teacher

presentations. The end goal is for all teachers to implement at least one new teaching strategy

that utilizes technology to create and maintain a student-centered learning environment that

increases student engagement and fosters independent learning.

Goals

1. Teachers and staff members will have a clear understanding of student-centered learning

for the purpose of creating consistent teaching practices that align with the school’s

vision and mission statement.

2. Teachers will discover new ways to use computing devices and additional digital tools

for the purpose of creating and maintaining a student-centered learning environment that

fosters independent learning and increases student engagement.

ISTE Standards for Educators

Learner

Educators continually improve their practice by learning from and with others and exploring

proven and promising practices that leverage technology to improve student learning. Educators:
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❖ 1c: Educators will stay current with research that supports improved student learning

outcomes, including findings from the learning sciences.

Leader

Educators seek out opportunities for leadership to support student empowerment and success and

to improve teaching and learning. Educators:

❖ 2b: Advocate for equitable access to educational technology, digital content and learning

opportunities to meet the diverse needs of all students.

Collaborator

Educators dedicate time to collaborate with both colleagues and students to improve practice,

discover and share resources and ideas, and solve problems. Educators:

❖ 4a: Dedicate planning time to collaborate with colleagues to create authentic learning

experiences that leverage technology.

Designer

Educators design authentic, learner-driven activities and environments that recognize and

accommodate learner variability. Educators:

❖ 5a: Use technology to create, adapt and personalize learning experiences that foster

independent learning and accommodate learner differences and needs.

TPDP Summary

In today’s educational world, we often hear teachers, administrators and educational

coaches alike use the phrase “student-centered learning” as part of their educational jargon.

However, a study by ​Rayens, Williams, and Ellis (2018) suggested that the term

“student-centered” is rarely defined and explained to teachers in such a way that will lead to
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transformational change in the academic environment. This was apparent with Newhart Middle

School’s certificated staff. That is why 69% of teachers at Newhart reported they would like to

learn more about how to create and maintain a student-centered learning environment during the

needs analysis survey. ​The fact of the matter is, when teachers are not provided with clear

expectations on how to use technology to promote student-centered learning, the values and

beliefs actualized by educators may not be indicative of the school’s mission and vision

statement. In consequence, teachers and administrators may struggle to arrive at consistency in

their educational practices due to a lack of professional learning (Honig & Hatch, 2004). Based

on the survey results, 76% of teachers also felt like the staff would benefit from more

opportunities for professional development in this area. As a result, this plan aims to first provide

all teachers at Newhart with a clear understanding of student-centered learning for the purpose of

creating consistent teaching practices that align with the school’s vision and mission statement.

Furthermore, teachers will also be encouraged to discover new ways to use computing devices

and additional digital tools for the purpose of creating and maintaining a student-centered

learning environment that fosters independent learning and increases student engagement.

In order to reach as many teachers as possible, it is important to offer a variety of

professional development models. That is why a significant number of strategies were

considered when outlining this plan. The objective was to create a plan that not only met the

goals outlined above but also offered a flexible schedule suitable for all teachers. As a result, this

professional development plan will include five different models. The first model utilized in this

plan includes face-to-face professional learning sessions which all teachers will be required to

attend on a monthly basis during our collaboration days. Each face-to-face session will have an
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objective to complete by the end of the meeting. The goal for each meeting is to equip teachers

with at least one new skill or piece of information related to creating and maintaining a

student-centered learning through the use of technology. The second model will include optional

mentoring sessions that will be offered on a biweekly basis. Teachers will be able to sign up on

Google Forms for one or both sessions if they desire additional support with the implementation

of technology for student-centered learning. This will be a useful resource for many teachers at

Newhart considering the demographics of our staff. The third model will be an online

community on Google Classroom where teachers can share resources, exchange information, and

post evidence of their student-centered lesson plans. All teachers and administrators will be

asked to join the official Google Classroom for Newhart’s staff during our first face-to-face

session at the beginning of the school year. During this time, teachers will receive an explanation

of its purpose and how it will be used throughout the year. The Google Classroom will also

extend into other PD models, by serving as a place to post assignments for our monthly

face-to-face sessions and other important information such as mentoring sessions and

opportunities for coffee PD. The fourth and fifth PD models offered in this plan will consist of

both technology lunches and coffee PD. These two models will offer teachers at Newhart the

flexibility they desire. Each model will be offered on a monthly basis for teachers who are

interested in learning new ways to engage their students but do not have time to meet before or

after school due to their busy schedules. Technology lunches will serve as informal meetings

where I can casually present information related to the curriculum goals. Similarly, I will also

hold professional development sessions off campus at coffee shops and restaurants. These

outings will be more of a team-builder where we discuss our professional goals and what we are
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doing to engage our students. This will provide teachers with the opportunity to mingle with their

colleagues in a social environment which is a great way to build each other up, especially those

who are relatively new to the field. By implementing all of these PD models, Newhart’s staff can

ultimately progress towards the goal of creating consistent teaching practices that foster

student-centered learning and align with our mission statement.

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Evaluation

For goal one, teachers will have a clear understanding of student-centered learning for the

purpose of creating consistent practices that align with the school’s vision and mission statement.

I can determine the impact of the professional development session by evaluating the responses

they wrote as a team on Google Forms. I will then pick the most thorough responses to share on

our staff’s Google Classroom. This will assist with the process of aligning our vision as we strive

towards a mutual understanding of student-centered learning.

For goal two, teachers will discover new ways to use computing devices and digital tools

for the purpose of creating and maintaining a student centered learning environment. I can

determine the impact of this activity by reviewing teachers’ submissions. Teachers will be asked

to create a digital lesson using applications such as Flipgrid and Kahoot. After reviewing their

submissions I will share the most cohesive submissions on our staff’s Google Classroom as a

model example. Furthermore, I will conduct routine check-ins with some of the staff members

who opted for one-on-one mentoring sessions. This will also help me evaluate the impact of the

PD sessions.

For goal three, teachers will implement at least one new teaching strategy using one of

the digital tools they learned how to use during the professional development sessions. Teachers

will be asked to post a picture of their students engaging in the digital lesson they created as

evidence. They will post their evidence Google Classroom for other teachers to see. I will follow

up with those who participated to see how their lesson went and what their experience was like.
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TPDP Timeline

Overview:​ Since Newhart Middle School uses a quarter system, the professional development

will be divided into four parts. Each quarter will focus on a different theme or topic. Teachers

will meet three to four times per quarter depending on calendar dates.

August 2020

● Teachers will attend the first meeting of the school year. Following the administration’s

welcome back presentation, they will participate in the very first PD session of the year.

● Teachers will be introduced to the PD plan. We will review the overall purpose, goals,

and standards of the plan.

● After reviewing the plan, I will also introduce them to the PD models that will be offered

throughout the year as well as some of the incentives associated with these activities.

● Later this month I will also host the first Coffee PD off campus as a way to reconnect

with my colleagues.

September 2020

● We will begin by reviewing some of the resources and supplemental material that

assisted with the inception of this plan. More specifically, we will review why having an

online community where staff members can share resources, lesson plans, and

experiences is actually beneficial.

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● The entire staff and administration team will sign up for the official Newhart Google

Classroom which will be used as an online community and as a means of communicating

with our colleagues.

October 2020

● We will review resourceful literature about creating and maintaining a student-centered

learning environment through the use of technology. We will also analyze different ways

in which to define the phrase “student-centered.”

● Teachers will break up into departments to collaboratively create a definition for

“student-centered” that best reflects their goals as a team.

● At the end of this activity, each department will post the definition they came up with on

Google Classroom for the entire staff to see. I will respond to each one and encourage

other staff members to reflect on the responses.

November 2020

● We will discuss the conversations that unfolded on Google Classroom based on the prior

meeting. I will share some of the commonalities and differences I found after analyzing

each department’s definition of “student-centered.”

● I will then present 3 alternative definitions that were composed based on each

department’s feedback. Teachers will vote for one of the three definitions that best

represents our goals as a staff.

● We will review resources such as articles and videos related to how technology can be an

important component of a student-centered learning environment. At the end, teachers

will respond to an exit ticket on Google Classroom.

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December 2020

● Teachers will be provided with a tech lunch at our last staff meeting before Christmas

break. Teachers will have an extended lunch since there will be no students on campus.

● Before lunch, we will present the next PD model; teachers as presenters. We will have

one teacher who I will be working with prior, present the strategies and technology

resources they are currently using in their classroom to foster a student-centered learning

environment. Teachers will discuss the presentation during lunch.

● I will also be holding a mentoring session later that day for teachers who would like to

learn how to properly submit their grades on School Loop without delaying the process

for our academic advisors. This will help them speed up the grade submission process. I

will also be showing them how to provide feedback on a teacher application called

“teacher dojo.”

January 2021

● We will review our work from the first two quarters. We will focus on the definition of

student-centered learning that our staff voted on earlier in the school year. We will also

explore ways to increase student engagement.

● We will then explore how to use a new teacher application called Kahoot.

● Teachers will then break up into departments to create a common assessment or lesson

plan they can all potentially use with their students.

● Teachers will be encouraged to post pictures of them using Kahoot as evidence of their

learning and impact.

February 2021
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● Teachers will review resources and articles related to the importance of communication

in education.

● Teachers will be introduced to a new application that could potentially improve

communication between teachers, parents, and students. This application is called “class

dojo.”

● Teachers will download the application and post their username information on School

Loop for parents to utilize as a means of communication with their child’s teacher.

● Teachers will be encouraged to post their experiences with this application on Google

Classroom.

March 2021

● We will review articles and literature about the importance of collaboration in a

student-centered learning environment.

● Teachers will be presented with a number of collaborative teaching strategies to use with

their students.

● Teachers will then meet with their departments to brainstorm a collaborative project they

could implement into their curriculum. Departments who participate and provide

evidence of their collaborative project will have the opportunity to earn a tasty lunch.

April 2021

● The winners of the tasty lunch will be announced. They will then present their

collaborative project and how it helped them create and maintain a student-centered

learning environment. This will be the second time using the teachers as presenters PD

model.
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● Teachers will be presented with new literature about how to promote creativity in a

student-centered learning environment. They will discuss ways in which they are already

allowing their students to be creative.

● Teachers will be encouraged to post evidence of how they engage their students in

activities that allow them to be creative. They will post their evidence on Google

Classroom.

May 2021

● Staff members will revise Newhart Middle School’s vision and mission statement. We

will consider whether or not these statements have been fulfilled throughout the year.

● Departments will be asked to present some of their evidence of how they’re meeting the

goals and expectations of our vision and mission statement. They will take turns

presenting the information.

● I will gather the evidence of the overall impact of this PD plan through their

presentations. As a staff we will also identify areas of improvement for the following

year.

June 2021

● Teachers will be provided with another tech lunch at our last staff meeting of the school

year.

● Before lunch, we will have a few teachers present how they grew as an educator and

which teaching strategies they found most helpful in maintaining a student-centered

learning environment.
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● I will hold the last mentoring session of the school year for teachers who would like more

information on how to reset their gradebooks, organize their Google Drive, and archive

their Google Classrooms to prepare for next year’s students.

TPDP Budget

Offering PD sessions is a great way to provide teachers with the support they need. Often

times, PD sessions may require a small investment in order for the PD plan to be effective. Here

is a list of some of the possible requirements associated with the proper implementation and

delivery of this plan.

1. Incentives: Teachers love incentives for working hard and improving their practice.

Purchasing incentive items such as gift cards, classroom supplies, or technology devices

may be a great way to encourage all teachers to truly commit to a professional learning

community. It’s also a great way to reward those who have truly done an outstanding job

in transforming their classroom into a 21st century learning environment and have served

as an influencer for other teachers. The annual cost of these incentives would be around

$100.

2. Substitute: Meeting with my administration team would be a great way to align the PD

plan with their expectations and desired outcomes. However, when taking all of our busy

schedules into account it would be hard to do so if we are confined to meeting before or

after school when many of us have IEP and 504 meetings. Therefore, it would be best for

me as well as any other teacher who is involved to take the day off so that we could meet

with our administration team during the day while classes are going on. It would be best
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to meet quarterly which would require substitute coverage for a total of 4 days at a $120

daily rate for the entire year. Therefore the annual cost would be $480 for substitute

coverage.
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Reflection

There were a number of valuable learning experiences throughout this project. First, I

learned a great deal about the needs of our school site and what teachers are interested in

learning about. In fact, most teachers at the school site are willing to participate in professional

learning. However, most feel they have not been provided with enough opportunities to

collaborate with their colleagues. As a result, many departments and grade-level teams feel they

have not arrived at consistency in their teaching practice. Therefore, this TPDP will be a great

way to usher the staff in a new direction where the primary focus is to create student-centered

learning environments through the use of technology. The second learning experience had

everything to do with what I learned about my role at the school site. Through this project, I have

taken on the role of a change-agent and many of my colleagues are eager to see how this TPDP

unfolds throughout the year and how it could potentially impact our staff. Lastly, this plan has

taught me how to present a professional development plan in the most scholarly manner.

Despite the details of the plan and the enthusiasm of the staff, implementing this plan

throughout the entire school year may pose a few challenges. One of the challenges will be

limited time. Based on some of the conversations I had with the principal, the amount of time we

can devote to this plan during our collaboration days, will vary. At times, there may be other

items on the meeting agenda that would triumph this TPDP. Fortunately, my principal stated she

would like to devote as much time as possible to this TPDP throughout the 2020-2021 school

year. Another challenge could possibly be attendance. The reality is teachers are always busy.

Many of our teachers like to maximize the time they spend at work so they could go home early

to be with their families. As a result, I have tried to diversify the participation options of this
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plan. That is why this plan consists of five PD Models, because the goal was to create various

types of learning sessions that could accommodate almost everyone’s schedule. Furthermore,

this plan would benefit our staff in many ways. Newhart Middle School’s administration team is

relatively new to the school. Because of this, they have been asking teachers for ideas on how to

maximize our time during our staff meetings. They wanted us to find ways in which we could

use the time for constructive meetings. Based on the survey results, it is apparent that the

majority of Newhart’s staff is interested in professional learning and discovering new ways to

improve their teaching practice.

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