5.

2 Professional Learning - 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.

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The artifact is a newsletter created by the BLAST Team. The BLAST Team is
responsible for further educating themselves on technology and instruction. The
BLAST Team then creates and delivers professional learning to faculty in either
school-wide delivery models or small group delivery. My individual contribution is
being a representative for the English department. I am currently partnered with a fine
arts representative to provide support for using Canva and incorporation of the
technology in curriculum and instruction.

The artifact is a newsletter that demonstrates the development and implementation of

technology-based professional learning. The newsletter is used to provide information
about upcoming PL opportunities as well as follow-up information after PLs. The
newsletter also provides information for point of contacts to use when seeking further
support with certain technology incorporation in curriculum and instruction. The
professional learning integrates technology that can be used with face-to-face or
online instruction. The district goals are for blended learning to be at the forefront of
lesson planning, and the PL supports showing teachers how to incorporate technology
in way to provide blended instruction. The artifact demonstrates blended learning by
listing our Canvas Learning Management System for teaching and learning, providing
information on Mastery Connect for assessment, NetRef for monitoring safe digital
access through students’ computers, and links to digital learning support that
incorporate principles of adult learning by allowing them self-paced and self-directed
learning opportunities.

In order to improve the quality of this artifact, the BLAST Team discussed
streamlining content. The newsletter originally was too long and not visually pleasing.
There was not enough information presented in a manner that made faculty want to
click and learn more. The newsletter needed to have abbreviated text, visually
pleasing content, and links to self-directed learning as well as links to input on follow-
up support.

The work that went into creating this artifact improved faculty development. The
improvement could be seen through the BLAST Team that is continuing to learn
about technology, work as a team, and share knowledge and support with faculty. The
impact on faculty development could be seen by observing the PL delivery and
observing classrooms to identify implementation of the different technology faculty
learned about in the PLs.