Do

Identify the part(s) of your plan you were able to implement.

On December 2nd I conducted and led the first "Tech Tuesday" (Artifact #7) to my building (3rd through 5th grade). We Then opened the PD up to all three elementary schools in our district and continued to host monthly "Tech Tuesday" PD (Artifact #8, #9, #10, #11). Each participate in the PD received OPI renewal units, created an activity within the time of the PD, and many even came back to ask questions to our tech coaches.

How successful was your action plan at addressing the challenge?

My action plan was extremely successful in the fact that the desire for technology professional development grew, but also the usage of our learning platform was used across all three schools by all teachers. Before conducting the first two trainings on the learning platform our district purchased (SeeSaw) there was approximately 63% of teachers using it. Of that 63 percent, 47% were simply adding classroom worksheets and fill in the blank type activities, or utilizing the SeeSaw library of activities. 16% were creating new engaging lessons. After the training 92% of teachers were utilizing SeeSaw with creating new engaging activities and/or utilizing the library full of already created activities.

Which stakeholders and association practice or program were impacted?

Fellow teachers, support staff, and students.

How do you know (site evidence)?

Emails and conversations amongst staff and teachers. Survey's at the end of each training. Student rate in engagement on SeeSaw. Staff attendance at Tech Tuesdays (Artifact #12, #13).

How were your four chosen competencies used in the implementation of your project?

My four competencies for my capstone project were Adult Learning, Technological Facility, Coaching and Mentoring, and Explore and Challenge Inequity. Being that my capstone project was conducting adult learning professional development on technology platforms, my competencies intertwined perfectly. Focusing on Exploring and Challenging Inequity helped me become more aware of my personal biases of technology usage, which lead me to the layout and functionality of the professional development. Thinking through the adult learning approaches, we designed the professional development to start with an engagement question, a short demo, breakout rooms for personal preference or skill level, work time, and then share out. This made the trainings engaging and meaningful.

What obstacles, if any, did you encounter?

With concerns of COVID and 6ft distancing, we were unable to conduct these trainings in person. This meant we had to design everything online and guide the training on Zoom. It also meant not a mutual place where people could share out and enjoy in snacks.

How did you address them?

Knowing everyone has different technology skill levels and comfort, we used Zoom since these were where all of our district and staff meetings were taking place; and we utilized breakout rooms for the variety or topics and/or skill level. We also placed snacks ahead of time in teacher's mailboxes at their building, so they could grab it before logging in. For the engagement piece, we utilized Google Slides and Microsoft PowerPoint with creating a Bitly link. This made everyone able to easily access the training and contribute to our guided questions and feedback (Artifacts #14, #15, #16, #17).

Given the outcomes, describe any changes you might make to the Capstone Project’s action plan.

The only changes I would make to my capstone project action plan would be to actually hold these sessions in person, with space to break out in different classrooms or meeting spaces. I would also want to expand past the Tech Tuesdays and get administration approval to incorporate these monthly PD opportunities into our annual Professional Development Calendar.