PD for Integrating Interactive Tech at STS Ites 1Colleen ItesProfessional Development Plan for Implementation of New InnovationsCI 511 Final #2Dr. NiederhauserSummer 2010 PROFESSIONAL DEVELOPMENT FOR INTEGRATING USE OF INTERACTIVE TECHNOLOGIES AT ST. THERESA SCHOOLBACKGROUND:Throughout his book The New Meaning of Educational Change Michael Fullan stresses twomain themes: real change occurs at the individual level and change is a social process (p. 84,130, 2nd Ed.). Teachers typically function in isolation, so the greatest challenge in bringing aboutchange is to meet both of Fullan’s themes simultaneously. In the book Teaching withTechnology, Sandholtz, Ringstaff, and Dwyer (1997) propose that teachers will most likely besuccessful in the change process if they are volunteers to the process and work in small groups orteams (p. 51). Based on this research, the following professional development plan will allowteachers to choose an interactive technology on which to focus, become part of a small group,and meet both virtually and face-to-face.Many teachers are hesitant to integrate technologies into their classrooms based on the unknownresults of technology implementation. Teachers typically view innovations as having highpersonal costs and unpredictable benefits (Fullan p. 129, 2nd Ed.). Teachers also need tounderstand the operational meaning of a new innovation before making a judgment about its usein their room, and then need time to clarify their knowledge and to experience some change intheir own instruction (Fullan p. 129, 2nd Ed.). Based on these two items, the following plan willutilize teachers who currently use SMART Boards and LCD projectors in their classrooms tofunction as innovation champions and change agent aides in instructing their other colleaguesand administrators on the use of these technologies.The principal is included in these sessions so she can gain a better understanding of where eachteacher’s skill lies, how best to use these technologies for each grade, and what continuingsupports will be necessary. This understanding will require active participation in theprofessional development process (Fullan p. 76, 2nd Ed). The principal’s active participation willalso stress the principal’s role as a resource provider, instructional resource, communicator, andvisible presence, as based on Smith and Andrew’s (1989) research (Fullan, p. 157, 2nd Ed). Herpresence will provide stability and discipline to the staff, she will share in the learning processwith her staff, and she will represent the continuing support that will occur throughout theprocess (Fullan, p. 160-161, 2nd Ed.)After small groups learn collaboratively about implementing SMART Boards and LCDprojectors into teaching and learning, all staff will be trained on the use of ELMOs in their roomsstarting in January. Support for the process will be provided at once-monthly meetings as wellas on a GoogleSite for FAQs, blogs about use, wikis of ideas and potential lessons, and acollaborative GoogleDoc journal for small groups. After allowing the classroom teachers to gaingreater knowledge about and become more comfortable with these technologies, each instructor
PD for Integrating Interactive Tech at STS Ites 2will develop and instruct a lesson (or unit) utilizing one interactive technology with theirstudents. The development of a personal lesson utilizing an interactive technology will begin inJanuary and must be taught by April; it will be evaluated by a group mate from the instructor’ssmall group. There will be a follow-up session in May to discuss evaluations and makecorrections for future instructions. In June there will be an evaluation session whole-group todetermine the best course to continue training for the following year.The teacher-created lesson using an instructional technology will be created in small groups foreither SMART Boards, LCD projectors, or ELMOs using the face-to-face sessions and the Websessions. Each small group will be lead by a change agent aide specific to the instructionaltechnology used. When a teacher is prepared to instruct his / her created lesson, another memberof that group will be there to observe and serve as a trouble-shooter for the lesson. Thisobserver’s presence as both pressure (evaluating lesson) and support (technical and instructional)should help each member experience success during the ‘implementation dip’ with their newinstructional technology (Fullan, p. 91- 92, 2nd Ed.). The process of functioning as peer mentorsto each other in smaller groups matches Little’s (1981) research on successful schoolimprovement where teachers frequently talk about the teaching practice, observe each other andare observed by administration and provide useful evaluations about these observations, create ashared language of teaching, plan, design, research, evaluate and prepare teaching materialstogether, and teach each other the practice of teaching (Fullan, p. 78, 2nd Ed.)GOAL:Each teacher and administrator at St. Theresa School will have limited to basic proficiency in theuse of LCD projectors, SMART Boards, and ELMOs by the end of the 2010 - 2011 school year.The technology integration will be done face-to-face and virtually via GoogleApps and with theassistance of change agent aides from across grade bands. There will be a technologycoordinator who will work with change agent aides and who will maintain the GoogleAppsthroughout the process, as well as function as an innovation champion for the process. At theend of the 2010 – 2011 school year the entire staff will have a voice in where the training processwill lead for the 2011 – 2012 school year. All teachers will create and instruct using at least 1 ofthe interactive technologies (LCD projector, SMART Board, or ELMO) while being evaluatedby another member of their small group. These evaluations will be shared out with the smallgroup and assessed for successful implementation and areas where improvement could be made.(Fullan, p. 109-110, 2nd Ed.) Teachers will also have a virtual presence through GoogleApps,creating wikis of successful lessons, an FAQ page, and blogs for reflection of their time in theprocess (Sandholtz, Ringstaff, and Dwyer, p. 48-49).FOCUS: The technologies covered in this process will be SMART Boards, ELMOs, and LCDprojectors. All teachers in the building have laptop computers capable of connecting tointeractive technologies and wireless Internet access. The technology skills of the staff cover awide gamut, with some never having used an LCD projector while others are using SMARTBoards daily. The ELMO is a new innovation to the school, purchased based on teacher requestand with fundraising monies. It is assumed that by working with teachers to use currentinnovations as a springboard (SMART Boards and LCD projectors), the diffusion of ELMOs inthe building should move faster and experience less resistance.
PD for Integrating Interactive Tech at STS Ites 3OVERALL SCHEDULE: FACE-TO-FACE:The initial session in August will take place for 2 hours. The sessions for September, October,and November will each be 45 minutes once a month. There will be no face-to-face meeting inDecember. The January session will be 60 minutes with an off-side change agent. The sessionsfor February, April, and May will be 45 minutes each, once a month. There will be no face-to-face meeting in March. The final session will be for 1 ½ hours in June.OVERALL SCHEDULE: WEB MEETINGS:All teachers and administrators will be expected to post to each section of the staff GoogleSite bythe 10th of each month. After the second face-to-face meeting, each staff member is alsoexpected to post to his / her group journal page through GoogleDocs and give feedback to eachmember between each of the face-to-face meetings. These will be reviewed whole group at thebeginning of the face-to-face meetings as a way to see what progress has been made and whatquestions still remain between each of the meetings.LOCATIONS: The face-to-face meetings will take place in a variety of classrooms based onwhat interactive technology is being introduced. The August meeting will take place in thecoordinator’s room initially, and then break into the rooms that contain SMART Boards: 2 inmiddle school, 1 in intermediate, and 2 in primary. Here small groups will work hands on toexperiment with different uses for the SMART Boards based on their students’ content ordevelopmental levels. The following face-to-face meetings will initially meet in thecoordinator’s room to revisit progress and remaining issues, and then break into other rooms forsmall group work. The Web meetings can take place anytime, anywhere the teacher has accessto the Internet.UNIT PLAN :August (hour 1): Teachers will meet in the coordinator’s room and complete a 3-2-1 entrancesurvey answering the following questions: 1. Circle which technology you would like to first learn how to work with: LCD projectors or SMART Boards 2. Explain two concerns or fears you have using the technology you choose above in your classroom 3. List three potential uses of your chosen technology in your classroom that you would like to integrate into your daily teaching and learning.Each staff member and administrator will complete their survey and return it to coordinator;members will be grouped for the September session based on their answers. After completingthese will be collected and an overview of the process will be shown via SMART Board. Thestaff GoogleSite will be brought up on the SMART Board and teacher email addresses will beused. A GoogleCalendar will be embedded in the homepage of the GoogleSite showing duedates for the year. Change agent aides (CA aides) will be introduced and each will explain theirrole in the process (there will be 1 CA aide for the ELMO from primary, 2 CA aides from middleschool for LCD projectors, 1 CA aide from primary for the SMART Board and 1 CA aide fromintermediate for the SMART Board). A sample GoogleDoc collaborative journal will bedisplayed and this part of the process explained. Initial questions will be taken.August (hour 2): Mixed small groups (1 each from primary, intermediate, middle school, andspecials) will go to the 4 other SMART Board rooms to see an example from each of the CA
PD for Integrating Interactive Tech at STS Ites 4aide. Each group member will be shown the basics on how to hook-up a SMART Board to alaptop and to a DVD player, then share out tips on SMART Board basics (how to use the touchcomponent, how to use the remote). The CA aides will type up and answer any final questionsfrom their group members (labeling questions to identify resource needs); this group will gatherwith the coordinator after the session is over and use the questions to help place each teacher intosmall groups for the fall training as well as create the beginnings of the FAQ page on theGoogleSite.August Web: Each member is required to sign on to the GoogleSite and post their initial feelingsabout the process on their individual blog pages. Each member will also be required to post tothe “Hopes and Fears” page what they hope to accomplish with this process and any concernsthey have after the first session. Each member will receive an email stating their small groupsand be required to sign into their small groups’ GoogleDoc and choose a text color for typing upcomments and answer the initial question on the document.September face-to-face (15 min): All members will meet in the coordinator’s room to review theAugust meetings and the GoogleSite. Due dates for September will be pointed out on theGoogleCalendar. Any general questions will be taken and answered. Members of each smallgroup will be announced & groups will go to their designated rooms.September face-to-face (30 min): Based on the current ability of their small groups, CA aideswill instruct a 5-10 minute mini-lesson on use of their specific technology. Each group memberwill then have the remaining time to work together using the taught technology. If there is extratime, group members are welcome to ‘bounce ideas off each other’ for potential uses in theirteaching and learning. CA aides will record any questions taken during the process that could beused for the GoogleSite FAQ. Following the meeting the CA aides will return to thecoordinator’s room to discuss the session and post questions to the FAQ site.September Web: Each member will post to the Hopes and Fears page again, as well as to theirown blogs. Members are expected to post to their small group GoogleDocs page and respond toeach other’s posts by the 10th of October.October face-to-face (15 min): All members will meet in the coordinator’s room to review theprevious work and the GoogleSite. The FAQ page changes will be highlighted. Due dates forOctober will be pointed out on the GoogleCalendar. Any general questions will be taken andanswered. Each small group will go to their designated rooms.October face-to-face (30 min): CA aides will instruct another 5-10 minute lesson on theirtechnology building on the lesson previously taught. Each group member will then have theremaining time to work together using the taught technologies from both sessions. If there isextra time, group members are welcome to ‘bounce ideas off each other’ for potential uses intheir teaching and learning. CA aides will record any questions taken during the process thatcould be used for the GoogleSite FAQ. Following the meeting the CA aides will return to thecoordinator’s room to discuss the session and post questions to the FAQ site.October Web: Each member will post to the Hopes and Fears page again, as well as to their ownblogs. Members are expected to post to their small group GoogleDocs page and respond to eachother’s posts by the 10th of November.
PD for Integrating Interactive Tech at STS Ites 5November face-to-face (15 min): All members will meet in the coordinator’s room to review theprevious work and the GoogleSite. Today’s session will deal with troubleshooting the specifictechnology used; coordinator will show the new “Troubleshooting” page on GoogleSites. Duedates for November will be pointed out on the GoogleCalendar. Reminder that all members needto create a lesson plan by January will be given, and any general questions will be taken andanswered. Each small group will go to their designated rooms.November face-to-face (30 min): CA aides will instruct a 5-10 minute lesson abouttroubleshooting their specific technology. Each member will be given a scenario and then showthe rest of the group how they would troubleshoot it with the rest of the group portrayingstudents (this is to give a realistic portrayal of class management during a technology glitch).Afterwards members will work together to determine what is / isn’t effective in troubleshootingproblems. Any questions will be recorded by the CA aide who will later report back to thecoordinator to add those questions to the FAQ.November Web: Each CA aide will post their troubleshooting scenarios to the Troubleshootingpage on the GoogleSite, and each member will post their reaction to their troubleshootingexperience under their scenario by December 10th. Members will also continue to post to theirblogs and respond to each others’ posts on the groups’ GoogleDoc by Dec. 10th as well.January face-to-face (60 min): There will be an off-side change agent who will come in to trainthe staff on the variety of uses for an ELMO. Member are asked to write down any questionsthey have on the use of the ELMO to be posted to a specific ELMO page on the GoogleSite; allquestions are turned in to the coordinator who will get FAQ answers from the change agent andwork with the ELMO CA aide to develop her lessons for February.January Web: By January 10th, all members will post their lesson plan ideas (rough sketchesonly) to the GoogleSites wiki, answer and respond to others on their small group pages, and postto their blogs.February face-to-face (45 min): All members will meet in the ELMO CA aide’s room to discusslesson plan posts and March 10 due dates. Group mates are shown how to schedule viewingtimes for each other’s lessons to be taught by April 10th. The ELMO CA aide will then list 3-4lessons for the ELMO and allow members to choose the top 2 which they would like to see (thelessons will be based on questions from last month’s change agent training). The CA aide willinstruct one of the chosen lessons (no more than 7 minutes). Members may then work in smallgroups or pairs to work with the ELMO for that specific lesson.February Web: By March 10th members will post a basic lesson plan for their technology to theGoogleSite. They will also post and respond to their group mates on the GoogleDoc and create aschedule for observations through the GoogleDoc. They will post their reactions to the ELMOon the Hopes and Fears page and their own blogs.April face-to-face (45 min): All members will meet in the ELMO CA aide’s room to quicklyreview observations. The ELMO CA aide will then teach the other lesson chosen in February(no more than 7 minutes). Members may then work in small groups or pairs to work with the
PD for Integrating Interactive Tech at STS Ites 6ELMO for that specific lesson, with others portraying students in a typical class. Any questionsspecific to the ELMO are written out & given to the CA aide who will work with the coordinatorto place them on the ELMO GoogleSites page.April Web: By April 10th members will post their reactions to their own observation and theirevaluation of their group mate to the GoogleDoc; there should also be feedback from the othermembers of the group to these posts. Members must post to the Hopes and Fears page regardingELMO use with ‘students’ and their completed lesson plan to the wiki.May face-to-face (20 min): All members will meet in the coordinator’s room to discuss theprogress so far. Specific FAQs regarding ELMO use on the GoogleSite will be reviewed. TheHopes and Fears page will be reviewed and major changes by specific members will bediscussed. Small groups are instructed to complete a group reflection on the process using theirGoogleDoc – honest reflection is requested, as these reflections will be shared out in June todetermine the best course of action for continuing interactive technology training next year.Small groups must also plan how to present their work for the year to the whole group in June.Small groups break out to their assigned rooms.May face-to-face (25 min): CA aides will lead an all group reflection and have it recorded ontothe group GoogleDoc page. Members will also determine who will present their groups’ work atthe June session and successes will be rewarded with goodies. Any remaining questions orconcerns will also be recorded and placed on the new “Where Do We Go From Here?” page onGoogleSites.May Web: By May 10th all members will post to their blogs on the GoogleSite. They also willpost their reflection on the overall use of the ELMO to the ELMO page on the GoogleSite.Group mates should interact regarding personal reflections on the year’s process and where theywould each would like to see the process go next year. Any teachers willing to re-teacher theirtechnology lesson to the whole group in June email the coordinator by May 15th; the coordinatorwould like 4-5 lessons to present to the group.June face-to-face (90 minutes): All members will meet in the coordinator’s room. The smallgroups will present based on their interactive technology: LDC projectors, SMART Boards, andELMOs. Breaks to cover each small group’s reflections will occur between each topic. Eachgroup will present their specific technology work over the course of the year, and volunteerpresenters from the groups will present their interactive technology lessons to the whole group.After each presentation each small group’s reflections are shared and discussed with the wholegroup. The coordinator collects these reflections onto the “Where Do We Go From Here?” pageon GoogleSites.A small break for snack & share will occur (approx 10 min) while the coordinator organizes allthe discussions on the “Where Do We Go From Here?” page on GoogleSites. Members refocusand review the reflections, then rank ideas based on time and technology availability and funding(Sandholtz, Ringstaff, & Dwyer 154-156). The whole group proposes a plan of action for nextyear, including face-to-face meeting times and Web meetings. Teachers work individually,collaboratively, in small groups, and whole group. This allows for pressure and support to thatwill lead to continued action. Active participation and changes in behavior combined withcollegial support will help all teachers get through the ‘implementation dip’ that occurs after
PD for Integrating Interactive Tech at STS Ites 7initial implementation of the new technology (Fullan, p. 91, 2nd Ed.). The coordinator willorganize those ideas into a plan for the following school year on the GoogleSite.June Web: By July 10th members needs to give feedback on the proposed plan for the 2011 –2012 school year. Also, recommendations for ELMO use and Hopes and Fears need finalreflections on their GoogleSites pages for the 2010 – 2011 school year, as well as finalreflections for individual blogs.SUMMARY: This professional development plan is designed to show teachers best practices usingstudent-centered instruction through differentiated small groups with CA aides serving asfacilitators. Group members were placed in groups based on desire and current needs forinstruction (Sandholtz, Ringstaff, and Dwyer, p. 145). There is ample opportunity for reflectionindividually, in small groups, and whole group. The schedule of mixed instructional times andplaces allows for schedule changes and a lack of time in the classroom through the Google Sites.The face-to-face sessions encourage collegial reflection and shared collaborative learning(Sandholtz, Ringstaff, and Dwyer, p. 48-49). These same modifications in the time and place ofprofessional development attempted to meet the lack of time, access to information, and limitedfunding as well as potential technical issues, limited tech support that typically plaguetechnology diffusions (Sandholtz, Ringstaff, and Dwyer, p. 154- 156).The overarching theme of professional development must shift toward including teachers as partof the planning and implementation process. Fullan, Rolheiser-Bennett, and Bennett’s (1989)graphic showing the “Teacher as Learner” shows the development of vision improvement as aconstant mix of teacher as inquirer, collaboration, reflective practices and technical skills. Thisprocess requires support in finding consistent meaning, time, resources, efficacy and training toenhance this lifelong learning process in education (Fullan, p. 327). The small groups werecreated based on member need and potential use of technology implementation. These smallgroups also function as professional learning communities (PLCs) using Fullan’s ‘interactiveprofessionalism’ to “(work) in small groups interacting frequently in the course of planning,testing new ideas, attempting to solve different problems and assessing effectiveness” (p. 142, 2ndEd.).By the end of the 2010 – 2011 school year all members will reach a baseline competency of theentry, adoption and adaptation stages in Sandholtz, Ringstaff, & Dwyer’s Stages of InstructionalEvolution. The expectation is that all members will have been introduced to the interactivetechnologies and experienced some level of resistance to change (entry stage), receivedinstruction in the use of the interactive technologies (adoption stage), and begin establishing useof interactive technologies into their current practices of teaching and learning (adaptation stage)(p.37-42). Some teachers may reach the appropriation “milestone” stage, where they begin toreplace old habits with new ones and implement new instructional techniques into everydayteaching and learning (p. 42-43). Those teachers who have a strong background in technologyand who are very open to change may begin to enter the final stage, intervention. At this pointthe instruction becomes student-centered through constructivist approaches and differentiationtechniques, collaborative learning, and the teacher begins to serve as a facilitator encouragingproblem-solving and self-directed learning (p. 44-47).
PD for Integrating Interactive Tech at STS Ites 8The guidelines presented in the Fullan and Sandholtz, Ringstaff, & Dwyer texts both use pastresearch to show the best ways to implement future change in schools. Fullan uses Loucks-Horsley and associates’ research (1987) to explain the 10 characteristics of successfulprofessional development, including collegiality and collaboration, experimentation and risktaking, incorporating current knowledge bases, appropriate participant involvement in theproves, time for staff development, designs based on principles of the change process and adultinstruction methods, and integration of individual gols within the school goals (Fullan, p. 343, 2ndEd.). But at their heart, all professional developments must do more than change the behaviorsof educators: they must address the culture of a school and how that culture addresses teachingand learning everyday. Much can be taken from the tradition of teaching if it is placed in thecontext of student-centered learning. It is not a ‘reinventing the wheel’ so much as ‘making thewheel stronger.’ “If the past is the soil, then we must plant it in the dreams of today to make thefuture of tomorrow.” – F. A. Porsche.