Professional Facilitator Learning Plan

ISTC: 702

Jared Frame
 Professional Learning Facilitator Plan

Executive Summary

Covid-19 and the two years that followed changed education for ever. Before Covid

American education looked very much like they did 60 years ago, a teacher giving instruction

and students following along. Most work was done traditionally through textbooks, paper and

pencil. The two decades leading up to Covid saw some schools experiment with technology, but

it was still a nuance. According to Edweek.org before 2019 1/3 of schools provided students with

1:1 computer and by the end of the pandemic 90% of high schools in the country were 1:1 and

84% of elementary schools (Bushweller, 2022). This shift provided school districts and

administrators with new sets of problems. The first being, making sure that all the staff were

properly trained in the use of the new technology being used. How experienced a teacher was

with technology all depended on the teacher’s previous experience. Over the two years that

followed there was a stampede to supply students with 1:1 devices. As 1:1 devices were begun

to be implemented school districts and administrators rolled out professional development after

professional development to get teachers up to speed on the influx of technology. That brings us

too today, most if not all teachers are comfortable to an extent with technology. Now it is time

for Baltimore County Schools to dive deeper into their use of technology to help ensure that the

resources and tools being used by teachers and provided to students are creating a high-level of

authentic education that integrates technology in an appropriate way (Bushweller, 2022). The

professional development plan that follows is designed to help teachers at Lansdowne

Elementary School become experts in choosing and using the resources and tools available to

them. To help ensure that all students are receiving the highest-level of education available.
Introduction/Background

BCPS is the 22nd largest school district in the U.S. There are approximately 111,000

students in BCPS with 60% of them being minority students (n.d., 2018). Baltimore County, the

area BCPS services, is roughly 682² miles (n.d., 2023). The county is home to 850,000 residents

and the medium income of residents (n.d., 2023). BCPS has a total of 178 schools. 115

elementary schools, 34 middle schools, and 38 high schools (n.d., 2018).

Lansdowne Elementary School will be the focus of this professional development. LES

is one of 115 elementary schools in BCPS. LES is in the southwest corner of Baltimore County.

The school building is one of the first new buildings built by BCPS in their initiative to update

outdated schools, starting in the 2010’s. Following the completed construction of LES, the next

four elementary schools built by BCPS were modeled after it. The school is 2 floors high. The

school includes a large front office, gymnasium, cafeteria, and resource rooms. There are 36

classrooms in the building, each able to house 30 students comfortably. Every two classrooms

are joined with a common learning space. This space can be used as a quiet space for students to

finish work, for resource teachers to pull students for small groups, or for any other need the

teachers may see fit. There are also two playgrounds (one for primary students and one for

intermediate students) and 3 sports fields. The entire building is heated and air conditioned.

Every classroom and resource room are equipped with smart boards. The entire school is

connected through BCPS’s Wi-Fi-connection. The area surrounding the school is a low-middle

class area. There is a mix of dwelling types that include single family homes, row homes, large

apartment complexes, and trailer parks.

Currently there is 1 principal and 1 assistant principal at LES. There are 42 teachers and

9 para/additional educators. (GreatSchools, 2022). The number of teachers tends to change

every year as the student population changes (this should be noted when implementing the

professional development plan in years 2 and 3 as there may be a new teacher to the building

who has not received the earlier professional development outlined). LES has a regional learning

program called SEL (social emotional learning). This program is designed to help students with

social and emotional learning needs. There are 3 special educators and 6 para-educators assigned

to this program. Currently there are 544 students enrolled at LES. The school population is

approximately 64.7% minority (Great Schools , 2023). The demographic of the students includes

35.3% White, 27% Hispanic/Latino, 23% Black/African American, and 5.3% Asian/Pacific

(GreatSchools, 2022). Approximately 53% of the student population is male and 43% is female

(GreatSchools, 2022). LES is a Title One School, every student receives free and reduced lunch

and breakfast. On the Maryland Report Card LES scores 3 out of 4 stars. LES scored 46.7 out

of a possible 100 points. On State exams 10% of LES students scored proficient or higher in

math 20% scored proficient or higher in ELA.

Learning Needs

For this professional development plan, I have chosen to focus on four ISTE teaching

standards to help guide the facilitator and teachers. ISTE standards are designed to help teachers

integrate technology into their classrooms to help promote deep learning for students. The four

standards that I have chosen will give teachers the tool necessary to help them become experts

when designing lessons that use technology. These lessons will be rich in authentic experiences,

personalized to each student, provide teachers with authentic data, and help facilitate a deeper

learning experience.

ITSE standard 2.1.a is “set professional learning goals to explore and apply pedagogical

approaches made possible by technology and reflect on their effectiveness” (International

Society for Technology in Education, 2023). At LES all of the teachers use technology in

various ways throughout the day, but now we want teachers to begin thinking about the tools and

resources they are choosing to deliver that instruction and why. Are these the best tools or

resources? Standard 2.1.a will help teachers set learning goals for themselves and their students

based around the new learning taking place and the technology available to them. The teachers

will be able to evaluate the lesson, the tools, the resources, and every other aspect of the lesson to

see if the lesson provided students with authentic experiences that required higher order thinking,

and to ensure that the technology used was appropriate and meaningful.

ISTE Standard 2.3.a is about educators creating a learning experience for students where

they can make positive, socially responsible contributions and exhibit empathetic behavior

(International Society for Technology in Education, 2023). The teachers at LES must be able to

have their students navigate the digital landscape in a safe and appropriate manner. In doing so

teachers will be able to create a sense of community within their classrooms. Students will be

more willing to work together, help each other, and explore new learning opportunities that

previously were not available.

At LES there is a diverse student population. There is no “one size fits all” learning style

that will meet all the learners needs. Finding and creating learning experiences that meet the

needs of all students is a goal of this professional development. ITSE standard 2.5.a will help

address this need. Through standard 2.5.a teachers will learn how to use technology to create

lessons that are individualized leading to a more personal learning experience for each student

(International Society for Technology in Education, 2023). The teachers will learn how to

choose technology that will help them accommodate students’ needs from those with IEP’s, SEL

students, and advanced students.

 Finally, once teachers are able to choose appropriate technology to use within a lesson

and then develop the lesson teachers will need to be able to evaluate the students. ITSE standard

2.7.b will help teachers accomplish this. After the professional development teachers will be

able to choose technologies that will help them create formative and summative assessments that

will help them extract data and determine if the learning goals of the lesson were met. This

standard will also help teachers assess student needs and accommodate those needs through the

technology that they use.

Literature Review

The Institute of Education Sciences reported that after the pandemic only 33% of schools

felt that technology was being implemented effectively in their school (Gray. & Lewis, 2021).

When designing the professional development plan ISTE standards were a major guide. The

standards helped me as the facilitator create learning goals for the teachers to meet specific needs

at LES. Those needs were to ensure that teachers become experts in choosing and using

technology in order to create rich, meaningful, and authentic experiences. According to Lynn

Schrum “In a technology-rich classroom, students don't "learn" technology. Technology merely

provides the tools to be used for authentic learning” (Schrum, 2005). Schrum goes on to

elaborate on this quote. They explain that when technology is used appropriately learners turn

into explores allowing them to go from a passive participant in their learning to an active

participant (Schrum, 2005). This shift helps learners develop a deeper understanding of the new

learning that is taking place. An understanding that can stick with them and one they can build

upon.

But why do the teachers have to learn about technology? Why can’t BCPS or the

administrators just tell the teachers what to use? Through this professional development plan
teachers will gain an understanding of the importance of technology and the role it plays in a 21st

century classroom. Teachers are the number one most impactful aspect on student learning

(Office of Educational Technology, 2017). At LES we want our teachers to be digital experts.

Providing teacehrs with the tools, resources, and development opportunities to accomplish this

will give them power to shape their classroom and students learning experiences to create the

rich learning environment that we strive for at LES.

ISTE-C Leadership Reflection

When developing this professional development plan, I reflected on the ITSE Coach

standards. I used these standards as a guide to ensure that as the coach I was creating a

development plan that followed the philosophies, goals, and constitution of LES as a 21st century

learning community. As a change agent I wanted to create a shared vision for our school

community. This shared vison is to create a learning community that is rich in authentic learning

experiences that are individualized to help raise each student to their highest potential. I wanted

to make sure that this vison would be attainable by supplying teachers with the tools and

resources necessary to help them become digital experts in education and connect them with

experts in the area of technology and education.

As the professional learning facilitator, I wanted to first understand the needs of the

teachers at LES. Coaches will assess the teachers through surveys to gain a better understanding

of the needs of the teachers. But also, to gain an understanding of teachers social and emotional

being when it comes to technology and the classroom. Once the needs of the teachers have been

assessed I wanted to make sure that the professional development plan helps protect and meet the

needs of every teacher. Each session of the professional development will collect data on the

teachers and their progress. Coaches will assess the data to help guide future professional
developments focusing on creating new learning experiences for the teachers but also to help

evaluate current and past professional developments.

Finally, throughout the professional development plan as a coach I want to make sure that

the teachers of LES transmit what it means to be a digital citizen. The coaches will help do this

through modeling what it looks like to be a digital citizen. Coaches will promote healthy

engagement with technology. Coaches will do this by creating professional development

sessional that incorporate technology but also promote “down time” from technology. Where

appropriate alternative activities will be chosen that do not rely on technology. Coaches will

show teachers how to protect their data when searching for technology rich resources and tools.

Coaches will help teachers evaluate websites and apps to identify those that may pose a threat to

security or have ill intentions. This will help ensure that the teacher and the student’s data is

protected at all times. To accomplish this, coaches will review BCPS approved websites, apps,

and tools, and best practices. Finally, coaches will help promote civic engagement. To do this

coaches will design activities that promote LES as a community and address community issues.

Through these activities coaches will lay the framework to which teachers can build on with their

students upon completing the professional development.

Project Plan

Standard 2.1.a: 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:
Set professional learning goals to explore and apply pedagogical approaches made possible by
technology and reflect on their effectiveness.

 Action Steps & Person(s) Technologies Benefit(s) Assessment

Timeline Responsible Employed Method(s)

Phase 1: Administrators Administrators- To help develop By the end of the

Google slide and establish a session teachers
Fall 2024
school wide will have
Teachers- google
PD- Synchronous technology- submitted a
doc shared
session, 60 minutes based vision school wide
document
technology-based
Administrators will vision to
review previous administrators
school vision and
action plan.
Administrators will
discuss goals moving
forward.
Teachers will be put
into groups.
Teachers will review
the highlights of the
goals of the school
and develop a school
vision to submit.
Synchronous

Fall to 2024 Administrator, Google sheets- To help identify Formative

STAT teacher, and for sign-up. teachers willing assessment-
Creation of
select teacher to act as tech Administrators
technology team. Google docs
volunteers. “researcher and will meet with
The administrator STAT teacher to developers.” STAT teacher
will send out a sign- create a shared monthly to be
To help identify
up sheet via google document for updated on
new
docs for teachers to teachers to share progress.
technologies to
sign up to volunteer new tech teaching
be used by
to be tech liaison, tools, resources,
classroom
will work directly apps, and ideas.
teachers.
with the STAT
teacher who will lead
team.
Team to identify best
practices for teacher
use of technology
when creating and
developing lesson
and unit plans.
Asynchronous

Winter 2024 Administrators, Various web- To share new Teacher sign-in

STAT teacher, based tools such tech, tools, sheets via google.
Weekly Pd Sessions-
research teacher as Raz kids, resources, and
synchronous Informal
team discovery ed, etc. apps with
observations by
The research team google tools such teachers- during
Audience- teachers administrators and
and STAT teacher as slides and this time
STAT teacher in
will select top tech docs. teachers should
classrooms
tools and resources. become familiar
looking for new
Specialized groups with the tools
tech integration
will be created on
each tool.
Specialized groups
will put together 1
hour session on tools
and implementation.
Each week teachers
will sign up for a
new session to
review the new tech
being offered by a
group.
Teachers should
cycle through every
session by the end of
school year.

Spring 2024 through Admin., STAT Web based tools, This team is STAT teacher and
summer 2024 teacher, volunteer google tools, developed to Curriculum team
teachers BCPS approved take the new will present
Synchronous and
technologies Admin. With a
asynchronous apps. found by the updated school
tech team and wide curriculum
Curriculum team
take the that is integrated
developed
curriculum and with new tech.
find ways to
integrate it into
it. Focusing on
creating lessons
that teachers are
comfortable
with that are
rich in deep
authentic
learning
opportunities.

Fall 2024- on going. Admin., STAT Web based tools, Teachers will be Admin- Formal
teacher, curriculum google tools, introduced to observations for
Review of tech and
team BCPS approved new tech/web teachers. Admin
web-based tools
apps. based will look that
Audience- teachers
Curriculum rolls out curriculum. curriculum is
to teachers. Teachers will being followed.
implement the
On-going weekly At the end of each
curriculum in
grade level meetings. unit grade level
each unit and
Ahead of each new teachers will meet
lesson they
unit technology and to discuss what
teach. Teachers
the unit will be worked and what
will have
reviewed did not work.
flexibility in
what and how STAT teacher will
they use tech take this back to
but will follow curriculum team
the guidelines and suggestions
developed by will be discussed
Admin. And and updated.
STAT teacher.

Standard 2.3.a: Citizen: Educators inspire students to positively contribute to and

responsibly participate in the digital world. Educators:
Create experiences for learners to make positive, socially responsible contributions and exhibit
empathetic behavior online that build relationships and community.

 Action Steps & Person(s) Technologies Benefit(s) Assessment

Timeline Responsible Employed Method(s)

Summer 2024 Administrators Administrators- To discuss what Informal

Google slide a digital citizen assessment- by
Administrators to
presentation looks like for the end of the
meet with STAT
LES students. meeting the STAT
teacher and guidance
teacher and
counselors Task- STAT
guidance
teacher and
counselor should
guidance
have a clear idea
counselor to
of expectations.
work together to
develop what a
digital citizen is,
characteristics
of one, and how
students can
achieve this.

Fall 2024 Guidance Google slides Teachers will be Attendance sheet

introduced to for sign-in
PD- synchronous counselors and Guidance
the Digital
counselors and
Guidance counselors Citizenship
STAT teacher -
and STAT teachers to STAT teacher concept. Reviewed and
Schoology LMS
present to teachers approved Digital
used by BCPS, Guidance
about digital Citizen lesson- by
outside resources counselors and
citizenship. Admin
STAT teacher -
Asynchronous- Unit will be
developed with
Guidance counselors 5 lessons that
and STAT teachers to exude what a
meet and develop digital citizen
digital citizen unit to looks like, full
be taught by of resources and
teachers. assessments.
Synchronous- Guidance counselor Guidance Teachers will Informal
Weekly team and STAT teacher counselors and upload the assessment- all
STAT teacher - digital lesson to teachers have
meeting Audience- teachers
Schoology LMS their Schoology uploaded files to
used by BCPS, page. Materials Schoology page
Guidance counselors outside resources. and tools will be
and STAT teachers reviewed
will present teachers Teachers-
with digital citizen Schoology
unit. This unit will
include support from
guidance counselors

Fall 2023 through Guidance counselor Student devices, Guidance Assessments-

spring 2024. and teachers smart board, counselors will various formative
Schoology develop a assessments as
Audience- students
Roll out of Digital schedule with benchmarks after
Citizen lesson to teachers to push each lesson-
students into classrooms teachers and
and assist in guidance
teaching digital counselor will
citizen lesson evaluate data to
determine if
learning goal is
met
Summative
assessment-
student project on
digital citizenship

Standard 2.5.b.: Educators design authentic, learner-driven activities and environments

that recognize and accommodate learner variability.
Design authentic learning activities that align with content area standards and use digital tools
and resources to maximize active, deep learning.

 Action Steps & Person(s) Technologies Benefit(s) Assessment

Timeline Responsible Employed Method(s)
 Phase 2:
continuation of phase
1 from earlier

Spring thru summer Admin., STAT Web based tools, This team is STAT teacher and
2024 teacher, volunteer google tools, developed to Curriculum team
teachers, Tech team BCPS approved take the new identify places in
Curriculum team
apps. LMS technologies curriculum in
developed.
Schoology found by the each content area
STAT teacher, tech team and that are lacking
curriculum team, and take the BCPS authentic
tech team to work curriculum and experiences.
closely together find ways to
Team collaborates
integrate them
and develops new
into it. Focusing
activities for
on creating
lessons across all
lessons that
content areas-
teachers are
reviewing each
comfortable
lesson through the
with that are
4-shift protocol
rich in deep
lens
authentic
learning
opportunities.

Summer 2024 Admin., STAT Web based tools, To update Admin to review
teacher, volunteer google tools, Admin. on progress made by
The curriculum team
teachers, Tech team BCPS approved progress team. Admin to
meets with Admin
apps. LMS implement 4-
bi-weekly.
Schoology, smart shifts protocol to
boards determine if
lesson is a deep
authentic learning
experience
improved on by
technology.

Fall 2024 Admin., STAT Web based tools, Teachers will be Admin- Formal
teacher, curriculum google tools, introduced to observations for
Teacher week back
team BCPS approved new tech/web- teachers. Admin
to school-Review of
apps. based will look that
tech and web-based Audience- teachers
curriculum. curriculum is
tools with teachers
 Curriculum rolls out Teachers will being followed.
to teachers. implement the
At the end of each
curriculum in
On-going weekly unit grade level
each unit and
grade level meetings. teachers will meet
lesson they
Ahead of each new to discuss what
teach. Teachers
unit technology, the worked and what
will have
unit, lessons, and did not work.
flexibility in
activities will be
what and how STAT teacher will
reviewed.
they use tech take this back to
but will follow curriculum team
the guidelines and suggestions
developed by will be discussed
Admin. And and updated for
STAT teacher. future lesson
development.

Standard 2.7.b: Educators understand and use data to drive their instruction and support
students in achieving their learning goals.
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.

Action Steps & Timeline Person(s) Technologies Benefit(s) Assessment

Responsible Employed Method(s)

Phase 2: Continuation of Informal

standard 2.5.b from phase 2

Summer 2024- Special Ed. Team, Microsoft teams

Special Ed.
Admin, STAT Team to be
Asynchronous Microsoft
teacher, Tech updated on
shared file
Special Ed. Team to meet team new digital
created.
with Admin and STAT curriculum.
teacher to discuss new Schoology LMS The Special
assessment development Ed. Team and
plan for new curriculum. curriculum
team has a
Special Ed. Team to meet chance to be
with tech team from phase updated on
1 to research new tools and
resources for assessment. new school
vision and
Special Ed. Team to meet
learning goals
with curriculum team
for students.
admin
discusses
students
benchmarks
they want
achieved for
upcoming
school year-
improved MD
Report card
score(s), higher
proficiency in
math and ELA
scores

Summer 2024 Special Ed. Team Microsoft teams Teams meet to New assessment
and curriculum discuss the tools
Asynchronous/synchronous Microsoft
team learning needs implemented
shared file
Special Ed. Team and of students. into
created.
curriculum team meet. As Special Ed. assessments.
needed Schoology LMS Team to teach
New formative
curriculum
and summative
team the
assessments
various
developed for
accessibility
each lesson and
and adaptive
unit.
techniques in
current use. New
assessments
Curriculum
submitted to
team, tech
administration
team, special
for approval.
ed team meet
to develop new
assessments
for new units
and lessons.
*These new
 assessments
will be web
based using
technology to
be
individualized
to student
needs.

Fall 2024- on going Admin- Formal

observations for
teachers. Admin
will look that
curriculum and
assessment are
being followed.
Baseline data
will be collected
from
assessments to
determine if
learning goals
are met.
End of year test
scores will be
evaluated by a
special team to
determine
effectiveness of
tech integration,
curriculum
development.
At the end of
each unit grade
level teachers
will meet to
discuss what
worked and
what did not
work.
 STAT teacher
will take this
back to
curriculum team
and suggestions
will be
discussed and
updated.

References

Bushweller, K. (2022, May 17). What the Massive Shift to 1-to-1 Computing Means for Schools,
in Charts. Retrieved from Education Week : https://www.edweek.org/technology/what-
the-massive-shift-to-1-to-1-computing-means-for-schools-in-charts/2022/05
Gray., L., & Lewis, L. (2021). Use of Educational Technology for. National Center for
Education Statistics at IES, 9.
Great Schools . (2023). Lansdowne Elementary School. Retrieved from Great Schools:
https://www.greatschools.org/maryland/lansdowne/394-Lansdowne-Elementary-School/
International Society for Technology in Education. (2023). ITSE standards educators. Retrieved
from ITSE.: https://www.iste.org/standards/iste-standards-for-teachers
n.d. (2018, November). Baltimore County Public Schools. Retrieved from U.S. News:
https://www.usnews.com/education/k12/maryland/districts/baltimore-county-public-
schools-108287
n.d. (2023, March 12). List of the largest school districts in the United States by enrollment.
Retrieved from Wikipedia:
https://en.wikipedia.org/wiki/List_of_the_largest_school_districts_in_the_United_States_
by_enrollment
Office of Educational Technology. (2017). Reimagining the Role of Technology: 2017 National
Education. U.S. Department of Education,, 105.
Schrum, L. (2005, 1 25). Technology as a Tool to Support Instruction. Retrieved from Education
World®: https://www.educationworld.com/a_tech/tech/tech004.shtml