The original plan of action was to earn my Media Literacy Educator Certification through PBS, and utilize the skills I possessed before earning that certification, along with knowledge I have through experiences and other opportunities to provide differentiated professional development to the staff at Park High School on technology integration. While this plan absolutely did happen, it was also added to because of the school closures during the COVID-19 pandemic. In addition to the professional development that had been provided prior to the closure, when the closure occurred I, along with my team, provided individualized and differentiated professional development over one week about Microsoft TEAMS, and how to teach digitally to our staff. Beyond the school closure, I continued to provide virtual professional development by creating tutorial videos for how to do specific tasks in Microsoft TEAMS.

By earning my Media Literacy Educator Certification (Evidence A) I was able to provide a wider span of technology integration ideas and suggestions to my peers during professional development. The training and the micro credentials also helped make me much more aware and sympathetic to the needs of people with various backgrounds and in different content areas. This certainly made me a stronger leader in technology integration.

I also felt it was important to allow teachers the opportunity to practice the skills they learned and "play" with the tools. This also created greater "buy in" because teachers were able to actually integrate the tools they were learning immediately, and their knowledge wasn't lost due to lack of time to practice the new skill. I received excellent feedback that this was much appreciated in each of the profession development sessions we led.

One of the main obstacles I anticipated throughout this entire process were the "nay-sayers". The people who say things like "I just don't understand technology" or "You can't teach an old dog new tricks". I was worried about ways to get these people "bought in". The way I worked to get ahead of this as an obstacle was to advocate for differentiation of professional development and the tools that we offered in each of the PD sessions. The pandemic school closures actually were also a blessing at helping negate the "nay-sayers" because technology integration suddenly became a necessity to continue education.

At the beginning of each PD session (before and during COVID-19) we explained to the staff how each differentiated group looked. We let them know what will be covered in each group, and depending on what their personal need was, they self selected into the appropriate group. Using this knowledge we, as leaders and presenters, were able to thoughtfully gauge our instruction to the members of our group. Some of the groups were more direct instruction on how to utilize specific aspects of tools and how to accomplish specific goals. This was generally held for the groups who needed more individualized assistance, while other groups were more of a collaborative share out of cool things that individuals had discovered. By differentiating the instruction, however, we as presenters were able to reach more teachers and make a greater impact.

A survey (Evidence B) was be sent out to staff in regard to their involvement, and what they took away from the technology training that was provided by myself and the rest of the technology committee. This helped us gauge the level of success our plan was.

Overarching Competency: Group Processes

GOAL: To demonstrate the effectiveness and benefit of utilizing staff and their strengths as leaders of professional development.

GOAL: To create a consistent place in the annual calendar where staff can step up to lead professional development in order to benefit the rest of the staff and ultimately the students.

We, as teacher leaders and members of the technology committee and TILT, will lead professional development around technology integration on designated "Gold Ranger Fridays". There are hour and half time slots that have been reserved for continued professional development on these Fridays, and we want to demonstrate that they should be utilized for staff-led PD.

Overarching Competency: Adult Learning

GOAL: To grow in my own personal comfort and ability to effectively lead adult learners and reach them at their own personal level of need.

In my opinion, teachers are the most challenging students. We (teachers) do not do a very great job at "Practicing what we preach". I have found it difficult to present to my peers and be effective while not being intimidated. By leading various professional development sessions, I will be able to gain the opportunity to practice working with adult learners and adjusting my teaching to their needs as compared to my students.

Diversity, Equity, and Cultural Competency: Explore and Challenge Inequity

GOAL: To provide professional development to a varied group of teacher learners who have their own biases and empower them to integrate technology in their individual classrooms in order to benefit our students.

Acknowledging and appreciating the differences and potential apprehension the staff will bring with them to technology integration professional development will help me develop differentiated groups for different learning levels. This will provide comfort to staff who are uncomfortable with technology while also providing confidence to them that they can learn technology and integrate it. Differentiated groups will also benefit teachers who feel comfortable with technology, as they can gain additional knowledge from their session at their level and not feel frustrated with the slow pace of others.

Instructional Leadership Competency: Community Awareness, Engagement, and Advocacy

GOAL: Identify the needs of families for offsite instruction due to the closure of schools in light of the COVID-19 global pandemic.

GOAL: Provide support and resources to students and families in order to maintain a high level of equality for all students.

Collecting information will be essential on each family's situation in order to reach all students and maintain educational equity. Providing resources, support and devices will ensure that equity is being considered and maintained at all efforts of the teachers, school and district.