Standard 5.2 Professional Learning
Candidates 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. (PSC 5.2/ISTE 4b)
Artifact: canvas workshop
Reflection:
This artifact was created during the fall of 2018 in ITECH 7460 Professional Learning and Technology Innovation. The purpose of the workshop is to provide training on the implementation of Canvas in the classroom. Canvas is an educational platform that is used by the Paulding County School District. After discussing what technology training was needed for our school, my principal suggested Canvas because many teachers needed assistance with using Canvas. Teachers must utilize Canvas if there are any inclement weather days this school year. The district set up lessons over the summer and expect each teacher to assign them to their students during an inclement weather day. Many teachers have never logged onto Canvas themselves, and could not teach their students how to log on and locate assignments and information. My principal thought it would be best if I developed professional learning on teaching teachers how to assign their classes the inclement weather assignments so they would not have to complete this last minute when needed.
Based on our school-wide needs assessment and the information provided by my administrative team, we decided to design professional learning on Canvas use. I developed professional learning for the staff to implement Canvas in their lessons. The professional development was one hour in length and was aligned to state and national professional learning standards. This meeting was held in the computer lab that integrated technology to support both face to face and online components of the PL. During the leading of the PL, I had to keep in mind that I was not working with my students, and modeled principles of adult learning. I often let them ask questions that would at times take us off course a bit, but since the questions were still on the topic of Canvas, we worked with all questions big and small. The overall part of the PL was to get teachers familiar with Canvas so they would be prepared for inclement weather days which I hope would lead to Canvas usage in their classrooms. By the structure of the provided lesson plan, the number of resources provided to supplement the training, and the evaluation form completed in the end, it is evidenced that this professional development workshop promotes best practices in teaching, learning, and assessment.
This artifact was interesting because I was still a newer staff member at the school. This was my second year, and I was leading professional learning. I often felt like teachers listened to the presentation, but did not take in as much information as intended. It wasn’t until after the Canvas PL that more teachers began to ask questions on how to implement it. After the first PL on Canvas, I began completing a monthly Canvas training session with teachers who wanted extra support. This led to our schools Canvas usage increase, which was my goal of the first PL. One thing I would have done differently was to prepare myself more when it comes to the younger grades using Canvas. I was a fifth-grade teacher at the time, and I knew how the intermediate grade students use Canvas. I should have learned more about how kindergarten through second grade used Canvas so I had a better understanding of how to reach those teachers as well.
This artifact impacts faculty development by demonstrating to the staff how to better use the educational platform Canvas. This was a unique professional learning designed to meet the needs of the teachers within Poole Elementary. The impact of the artifact can be assessed by looking at our Canvas usage numbers. Administrators are able to see which teaches use Canvas, what they create, and how students interact with the lessons.
This artifact was created during the fall of 2018 in ITECH 7460 Professional Learning and Technology Innovation. The purpose of the workshop is to provide training on the implementation of Canvas in the classroom. Canvas is an educational platform that is used by the Paulding County School District. After discussing what technology training was needed for our school, my principal suggested Canvas because many teachers needed assistance with using Canvas. Teachers must utilize Canvas if there are any inclement weather days this school year. The district set up lessons over the summer and expect each teacher to assign them to their students during an inclement weather day. Many teachers have never logged onto Canvas themselves, and could not teach their students how to log on and locate assignments and information. My principal thought it would be best if I developed professional learning on teaching teachers how to assign their classes the inclement weather assignments so they would not have to complete this last minute when needed.
Based on our school-wide needs assessment and the information provided by my administrative team, we decided to design professional learning on Canvas use. I developed professional learning for the staff to implement Canvas in their lessons. The professional development was one hour in length and was aligned to state and national professional learning standards. This meeting was held in the computer lab that integrated technology to support both face to face and online components of the PL. During the leading of the PL, I had to keep in mind that I was not working with my students, and modeled principles of adult learning. I often let them ask questions that would at times take us off course a bit, but since the questions were still on the topic of Canvas, we worked with all questions big and small. The overall part of the PL was to get teachers familiar with Canvas so they would be prepared for inclement weather days which I hope would lead to Canvas usage in their classrooms. By the structure of the provided lesson plan, the number of resources provided to supplement the training, and the evaluation form completed in the end, it is evidenced that this professional development workshop promotes best practices in teaching, learning, and assessment.
This artifact was interesting because I was still a newer staff member at the school. This was my second year, and I was leading professional learning. I often felt like teachers listened to the presentation, but did not take in as much information as intended. It wasn’t until after the Canvas PL that more teachers began to ask questions on how to implement it. After the first PL on Canvas, I began completing a monthly Canvas training session with teachers who wanted extra support. This led to our schools Canvas usage increase, which was my goal of the first PL. One thing I would have done differently was to prepare myself more when it comes to the younger grades using Canvas. I was a fifth-grade teacher at the time, and I knew how the intermediate grade students use Canvas. I should have learned more about how kindergarten through second grade used Canvas so I had a better understanding of how to reach those teachers as well.
This artifact impacts faculty development by demonstrating to the staff how to better use the educational platform Canvas. This was a unique professional learning designed to meet the needs of the teachers within Poole Elementary. The impact of the artifact can be assessed by looking at our Canvas usage numbers. Administrators are able to see which teaches use Canvas, what they create, and how students interact with the lessons.