This document outlines a professional development plan focused on preparing teachers and staff to promote 21st century skills in students. It argues that technology skills are necessary for students to succeed in college and careers. The plan aims to first provide all staff with basic training in key 21st century technologies and skills. Teachers will then continue individualized learning on these topics. Administrators will support the plan by incorporating expectations of 21st century skills into classroom observations and evaluations.

1. Amanda Flanagan
Professional Development Project
April 22, 2015
Technology Professional Development
Leading Schools into the 21st century
Overview:
In order to be successful in college and life students need to be well versed in
21st century skills. To prepare students in schools for these expectations educators need
to promote learning using 21st century skills. With all new ideas there is a level of fear
especially in fully understanding the implementations and outcomes of new
technologies (Partnership for 21st Century, 2009). It is known that over time people lose
their fear of technology, but it can only be amended with exposure (Johnson, 2009). It
cannot be ignored that 21st century learning is a necessity for our schools. An
educational program that contains these skills not only makes use of advancements in
teaching and learning, but pushes the educational experience forward (Johnson, 2009).
Through the effective use of advanced technologies students can be prepared for
college and the world beyond. One must be aware that these systems do not stand
alone in school but are a means to help children develop the cognitive, academic,
emotional and physical competencies needed to succeed in 21st century life (Greenhill,
2010). As students are charged with this knowledge so are teachers. It is important that
educators become experts in 21st century skills so that they are leaders in developing

2. the minds of tomorrow. This is why it is so important for teachers, staff and
administrators to be leaders in this movement. Creating a professional development
plan that ensures school staff is knowledgeable in 21st century skills is crucial to the
development of students. With so many different technologies and programs I chose to
focus on a few big picture ideas to get staff familiar with every day uses of technology in
the classroom. After the initial training, staff and teachers will continue to deepen their
knowledge in technology with individual studies.
Lit Review:
Adulthood makes up the largest part of a person’s life. Since learning takes
places traditionally only in childhood and adolescences it is a tragedy to think that all
knowledge obtained occurs in less than 15 years when an average lifespan last around
85 years. This leaves adulthood learning to span over 50 years. Adult education
accounts for the learning of people for over more than half a century (Nuissl &
Egetenmeyer 2010).Teaching and learning in professional development is closely related
to responsibility. Often professionals are not only expected be responsibility for the
learners but teachers do have this expectation (Nuissl & Egetenmeyer 2010). It is
important to treat the learners like adults. Adults enjoy choice in their learning and often
choose to seek out knowledge. Allotting responsibilities to teachers when learning will
also help them gain the knowledge when they feel they are responsible for sharing this
knowledge. Having teacher leaders and collaborative sessions ensure that there is a

3. responsibility in learning the knowledge presented. Professionals have feel
responsibilities in order to achieve a reflected practice (Nuissl & Egetenmeyer 2010). In
order to engage teachers in professional development that is meaningful, there must be
a focus on content, purposeful learning, and an overall coherence within the long term
plan (Erickson, 2010). Traditionally, professional development for teachers are not
meaningful to participant because programs are often not learner centered (Erickson,
2010). Learner centered programs allow choice in order for the learner to take
ownership of their learning and fell that their learning experience is valued. Technology
in schools is varied. Since it had not been taught in schools specifically each teacher’s
skills and knowledge is different (Partnership for 21st Century, 2009). To give teachers
the same basic training in 21st Century skills is insulting to many educators who have
learned these skills on their own. However, it cannot be ignored that many professionals
have not learned these skills that students need to be successful in the technology age.
Professional development designed with the learner in mind is the most effective.
Teachers like students need to be taught at their current level (Erickson, 2010). This
ensures that the learning is meaningful and purposeful to all involved.
Summary/Reflections:
Based on the research it is easy to see that adult learning is an important part of
staff development. Valuing the learner is a great way to start meaningful development

4. in the staff. With the learner in mind a tiered approach to professional development is
an effective way to educate the staff that also puts value on prior experiences. In my
design the top tier is teacher lead. Then teachers can take ownership and responsibility
of their learning by teaching others their knowledge and participating in group self-
directed learning. By having large topics and smaller group learning, teachers can learn
and apply new 21st century skills to everyday teaching. A common panning time for
learners shows that the skills are valued. The staff also needs time to reflect on what
they have learned and apply it to their lessons. Another way administrators can ensure
that new knowledge is applied is adding the “take aways” to observation forms. Let
teachers know that the expectation is that 21st Century skills and learning will be present
in classrooms. By valuing the learning and adding responsibility to learning the 21st
century technology professional development will be successful and beneficial to all
learners.

5. Works sited
Erickson, D. E. (2010). Endnote: Leading, Learning, and Supporting Adult Development
for All Educators. Educational Leadership and Administration: Teaching and
Program Development, 2261-65.
Greenhill, V., American Association of Colleges for Teacher, E., & Partnership for 21st
Century, S. (2010). 21st Century Knowledge and Skills in Educator Preparation.
Partnership for 21St Century Skills
Johnson, P. (2009). The 21st Century Skills Movement. Educational Leadership, 67(1), 11.
Korach, S., & Agans, L. J. (2011). From Ground to Distance: The Impact of Advanced
Technologies on an Innovative School Leadership Program. Journal of Research
on Leadership Education, 6(5), 216-233.
Nuissl, E., & Egetenmeyer, R. (2010). Teachers and Trainers in Adult and Lifelong
Learning: Asian and European Perspectives. Franfurt am Main: Peter Lang.
Partnership for 21st Century, S. (2009). Professional Development: A 21st Century Skills
Implementation Guide. Partnership for 21St Century Skills