Professional Development Plan Template

Directions: Based on your needs assessment results, the outcome of your professional development session, and the analysis of the
feedback you received, complete the “Professional Development Plan Template” to create a yearlong technology-rich professional
learning program implementation plan for the next school year.
Your plan needs at least five learning opportunities you will implement in a school year, one of which must focus on digital
citizenship. You may add additional learning opportunities or materials you developed in previous courses. Note that you will be using
ISTE-E standards in this template, rather than ISTE-C standards, because your aim is to curate meaningful, technology-focused
professional development sessions for the educators in your school community.
When developing professional development session ideas, it is important to include a strong mix of session types of activities to meet
the needs of all students including introverts, extroverts, and ambiverts while providing flexibility and a variety of engaging formats.
Consider the following when planning your five learning professional development sessions.
 Will the session be virtual or in-person? Synchronous or asynchronous?
 Will the session be geared toward individual or group activities/work?
 What formats will the session take (presentation, hand-on workshop, webinar, etc.)?

Opportunity for Adult Learning Theories or

Academic
Technology-Driven Ongoing Educator Principles Associated with the
Calendar List of Tools or
Professional Development Support After the Professional Development Session
Resources Needed
Month or Session Session (25-50 (25-50 words)
Session words)
Session 1  Title of the Session: Laptop/ Computer After the session, Andragogy - Malcolm Knowles in
Project- Based participants will 1970: On the PD, participants will
Internet access
Learning. provide feedback. have the opportunity to experience
Canvas resource (PBL) Then, as part of the learning and self-direct their
 Description of the
Google Slides coaching plan, learning because of the workshop

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 Session (25-50 words in presentation participants on each model. They are learning
length): PD will have access something relevant for them,
Google Sites
to resources in a planning and using it. Also,
Time: 40 minutes – 3 Format: Webinar/ Google Classroom. participants will have a goal
sessions. workshop. Then, teachers will defined and will be able to apply
Asynchronous and have individual the PBL in their classrooms
Synchronous instruction. support in (Colman, 2019).
Project-based learning PD implementing the
is an opportunity for PBL in their
classrooms, where Project-Based Learning (PBL) -
educators to discover how
they can John Dewey in 1897: “Learning by
to engage students in real-
communicate through doing.” (Colman, 2019). Teachers
world projects and allow
email or during office will create a plan to implement PBS
students to develop 21st
hours. Finally, every learning in their classrooms. “It
Century skills while using
month participants requires the use of diverse skills,
technology tools. In
can access a check-in including inquiry, critical thinking,
addition, it is an approach
to share their problem-solving, collaboration, and
that helps teachers to apply
experiences and ask communication” (Colman, 2019).
content and develop
differentiation instruction. questions about the
During the PD, teachers topic.
Transformational Learning - Jack
will learn about the PBL Mezirow in 1978: While reading,
approach and technology watching videos, and analyzing
tools that they can use to study cases. Participants will
implement it in their experience a lot of AHA moments.
classrooms. Participants “These are transformative
will have the opportunity to experiences that shift our
share experiences, watch consciousness” (Gutierrez, 2021).
videos to learn about the PBL is not something new, and
concept, read articles, see adult learners can develop critical
study cases, and brainstorm thinking and personal relevance to
ideas for the PBL in their the topic to benefit student learning.
classrooms. It will be a
style workshop. Also,

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 teachers will be divided
into small groups to talk
and discuss the material.
Finally, participants will be
able to plan the first project
for their classrooms.
 ISTE-E Standards
Alignment:
“2.1.a Set professional
learning goals to explore
and apply pedagogical
approaches made possible
by technology and reflect
on their effectiveness”
(ISTE-E Standards, 2017).
“2.6.a Foster a culture
where students take
ownership of their learning
goals and outcomes in both
independent and group
settings” (ISTE-E
Standards, 2017).
“2.6.c Create learning
opportunities that challenge
students to use a design
process and computational
thinking to innovate and
solve problems” (ISTE-E
Standards, 2017).
Session 2  Title of the Session: Laptop/ Computer Once participants Self-Directed Learning (SDL)-
Digital Citizenship. finish their self-paced D.R. Garrison, 1997. “SDL is a

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 Description of the Internet access PD sessions will be process where individuals take the
Session (25-50 words in Google Slides asked to provide initiative to diagnose learning
length): feedback in a google needs, form learning goals, identify
presentation.
form. The coach will resources, implement a learning
Time: 40 minutes - 3 days. Go Formative module.
remind each week plan, and assess their results”
Asynchronous instruction. Format: Webinar/ about digital (Colman, 2019). Adults are self-
workshop. citizenship skills and driven learners who like to explore,
model examples for experience learning, and understand
The PD is a self-paced teachers, using a why and how they learn it. It will
training experience. First, brochure or google help teachers develop it in their
participants will explore slides, motivating own time and self-evaluate their
resources about digital teachers to use the learning in each session.
citizenship skills. During skills learned every
the PD, they will learn month.
topics like protecting
student privacy, copyright
laws, teaching digital
citizenship, cyberbullying,
ethical and safe
technological resources,
and news and media
literacy. Also, participants
will access the google
classroom platform for
resources, tasks, and
activities around the topic.
Participants will answer
questions, read articles and
evaluate information about
the topic. Finally,
participants will have
access to a PD in Formative
that they can share with
their students and add more

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 information if they find it
appropriate for their public.
 ISTE-E Standards
Alignment:
“2.3.a Create experiences
for learners to make
positive, socially
responsible contributions
and exhibit empathetic
behavior online that build
relationships and
community”.(ISTE-E
Standards, 2017).
“2.3.c Mentor students in
safe, legal and ethical
practices with digital tools
and the protection of
intellectual rights and
property”. ISTE-E
Standards, 2017).
“2.3.d Model and promote
management of personal
data and digital identity and
protect student data
privacy” (ISTE-E
Standards, 2017).
Session 3  Title of the Session: Laptop/ Computer The follow-up for this Transformational learning - Jack
Game-based learning/ PD will be through Mezirow in 1978. Invite learners to
Internet access
Gamification. Google classroom. transform their surroundings,
Google Slides The class session will develop critical thinking change
 Description of the be invited to post their shift on how students need to
Session (25-50 words in Webpage resource –

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 length): Gamification and Social games used in their behave or how the classroom
Media. classrooms during the should be, and acquire new
Time: 40 minutes - 2 day.
year's first quarter, teaching perspectives and personal
Format: Webinar/
Asynchronous and sharing expertise or views while learning about game-
workshop.
Synchronous instruction. knowledge with other based learning (Colman, 2019).
Game-based learning/ teachers. In that way, Action Learning -Reg Revans in
Gamification is an it will ensure that 1982. Invites learners to learn from
approach that supports teachers apply their another. Learning resides in a group
teachers engage students in learning, integrate of people, not individual
a fun, meaningful, and technological tools in perspectives, and supports team-
engaging learning activities their classrooms, and building approaches (Colman,
that diversify their know the advantages 2019).
classrooms. The PD will be of teaching using the
executed in a workshop game-based learning
model where teachers will approach.
learn about the concept,
how to implement games in
the classroom, how to
record data from the games,
and how students can get
immediate feedback. Also,
small groups will define the
advantages and
disadvantages of playing
games in the classroom. In
addition, participants will
explore technology tools
like Kahoot, Quizziz,
Gimkit, Quizlet, Minecraft
examples, and others. It
will help participants
implement game-based
learning and design their

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 first game for their classes.
Finally, the PD will be
primarily interactive.
 ISTE-E Standards
Alignment:
“2.5.a Use technology to
create, adapt and
personalize learning
experiences that foster
independent learning and
accommodate learner
differences and needs”.
(ISTE-E Standards, 2017)
“2.5.b Design authentic
learning activities that align
with content area standards
and use digital tools and
resources to maximize
active, deep learning”.
(ISTE-E Standards, 2017).
“2.7.a Provide alternative
ways for students to
demonstrate competency
and reflect on their learning
using technology”. (ISTE-E
Standards, 2017).
Session 4  Title of the Session: Laptop/ Computer The opportunity for Constructivism Theory: is based on
Strategies to integrate an ongoing the idea that learners construct their
Internet access
Technology into the collaboration will be learning experiences, incorporating
Curriculum – Universal Google Slides individual with the prior knowledge and collaborative
Design. teachers that learning (Kurt, 2021). The PD

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 Description of the Format: Webinar/ participate in the includes experience where
Session (25-50 words in workshop. workshop. First, participants will research, share
length): visiting their ideas, work in groups, build
classrooms, and knowledge and reflect on their
Time: 40 minutes - 3 day.
finally asking for work.
Asynchronous and feedback in a google
Synchronous instruction. form. Then, the
workshop will Transformational Learning: Jack
During the PD, teachers
provide opportunities Mezirow in 1978. “Through a
will learn about Universal
for participants to rational, analytical process, a
Design. It is an approach
share their person can consciously change their
that facilitates multiple
experiences using old beliefs and implement new
means of representation in
UDL in their ones” (Colman, 2019). Indeed, the
the classroom, provides
classroom on a public primary purpose of the PD is for
opportunities for students
wall using Padlet. teachers to start integrating
to demonstrate their
technology and UDL into their
learning, engages students
curriculum and impacting student
in learning, and implements
learning.
strategies like collaborative
learning, gamification,
simulations, and real-world
projects. First, teachers will
learn about the guidelines,
principles, and foundations.
Then, in groups, teachers
will research how to design
a lesson using UDL. Then
they will design a common
lesson applying the steps to
incorporate UDL in the
classroom. At the end of
the workshop, teachers will
ask for peer feedback on
their lessons before

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 implementing them in their
classrooms.
 ISTE-E Standards
Alignment:
“2.7.b Use technology to
design and implement a
variety of formative and
summative assessments
that accommodate learner
needs, provide timely
feedback to students and
inform instruction”. (ISTE-
E Standards, 2017).
“2.7.c Use assessment data
to guide progress and
communicate with students,
parents and education
stakeholders to build
student self-direction”.
(ISTE-E Standards, 2017).
“2.5.b Design authentic
learning activities that align
with content area standards
and use digital tools and
resources to maximize
active, deep learning”.
(ISTE-E Standards, 2017).
Session 5  Title of the Session: Laptop/ Computer After the sessions, Self-direct learning: One of the
General support Tech teachers will be asked main characteristics of the PD is
Internet access
tools useful for the to give feedback in a self-learning. Participants are a call
classroom – Digital Google Slides google form. Also, to learn at their own pace. Explore

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 portfolios. YouTube Tutorials. teachers can access each technological tool and foster
resources in google their own learning experiences
 Description of the
classrooms and (Gutierrez, 2021).
Session (25-50 words in
tutorials or
length): Experiential Learning: During the
applications PD, adult learners will experience
Time: 40 minutes – 1-day throughout the year. their learning, allowing hands-on
whole group instruction. Finally, keep the experience for all participants. In
30 minutes – individual resources up – to – the end, reflect on what works well.
instruction by appointment. dated. “The four elements of experiential
Synchronous instruction learning are active involvement,
reflection upon practice, the
The goal of the PD is to conceptualization of the experience,
share various technological and use of knowledge gained from
tools useful for the experience” (Colman, 2019).
classroom. It provides
opportunities for teachers
to explore the Edtech tools
during the session, not only
to be informed. Teachers
will have resources,
tutorials, videos, and
examples of assessments
and activities that they can
do using the technological
tools in their classrooms.
The PD is individual or in
groups because some
teachers may need more
support using technical
tools and need individual
instruction.
 ISTE-E Standards

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 Alignment:
“2.4.a Dedicate planning
time to collaborate with
colleagues to create
authentic learning
experiences that leverage
technology”. (ISTE-E
Standards, 2017).
“2.2.b Advocate for
equitable access to
educational technology,
digital content and learning
opportunities to meet the
diverse needs of all
students”. (ISTE-E
Standards, 2017).
“2.2.c Model for colleagues
the identification,
exploration, evaluation,
curation and adoption of
new digital resources and
tools for learning”. (ISTE-
E Standards, 2017).

Link Journal: https://sites.google.com/providenceschools.org/astridlondono/experiences/reflection-experience-f

Link Mentor and Mentee Feedback: https://forms.gle/UWcM41DnZEYPt4wi9
Link Answers Feedback: https://docs.google.com/spreadsheets/d/1ZYMDdP8FmyfUogeoORSSzgfHNWt7A7jG5xGcmHqhgwk/
edit?usp=sharing

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Resources:
Colman, H. (2019, October 11). 6 Adult Learning Theories and How to Put Them into Practice. eLearning Basics.
https://www.ispringsolutions.com/blog/adult-learning-theories
Harbour (2012). Universal Design & Technology. Center for Teaching Innovation. https://teaching.cornell.edu/resource/universal-
design-technology
Gutierrez, K. (2021, March 1). 3 Adult Learning Theories Every E-Learning Designer Must Know. https://www.td.org/insights/3-
adult-learning-theories-every-e-learning-designer-must-know
Kurt, S. (2021, February 21). Constructivist Learning Theory. Educational Technology.
https://educationaltechnology.net/constructivist-learning-theory/
Mortier, A. (2019, April 1). Closing Shop: Follow Up After a Workshop in 6 Steps. https://billetto.co.uk/blog/follow-up-after-
workshop/
Morin, A. (2018). Universal Design for Learning (UDL): What You Need to Know. Reading Rockets.
https://www.readingrockets.org/article/universal-design-learning-udl-what-you-need-know

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