Staff Development

Teara Powell

Identification of the Learning Problem

 At the beginning of this semester I met with Mrs. Morin the media specialist/technology
leader at my school about the needed activities to complete my degree. After reviewing the staff
development workshop guidelines and rubric, we talked about possible schools I could complete
this task at. I emailed the elementary schools and the high school in my county. The elementary
school told me that they already had enough meetings and the high school said they did not do
staff developments. I finally talked to the media specialist in a nearby county who said they
would love to have me come and give a staff development on lexiles. My media specialist, Cook
Counties media specialist and myself decided that the target population for my training would be
ELA teachers and department heads at Cook Middle School (CMS).
During my meeting with Mrs. Harrison, the CMS Media Specialist, we discussed the
goals in their school improvement plan along with the district technology plan and how these
relate to the need for staff development at CMS. We identified areas of weakness in regards to
the use of technology to improve student lexile levels at the middle school. One area of concern
was that many teachers were not using the resources that are available to them. Goal five of the
district technology plan states that technology will Provide educators with consistent ongoing
professional development opportunities to prepare them and increase their ability to integrate and
use technology effectively to improve teaching and learning.
The school system, like many school systems, are wanting to increase the use of technology to
access, evaluate and incorporate lexile scores into improving teaching and learning.
Goal three of the district technology plan states that technology will be used for research,
evaluation, and best practices of effective technology usage to improve instructional planning.
Teachers were given a 15-minute lesson on how to access lexile scores from SLDS and ELA
teachers received a 20-minute lesson on how to administer a STAR test and access the scores.
Currently, only nine of the 40 faculty members (22.5%) are familiar with lexile scores and how
to access them. A needs assessment survey revealed that 80% of the faulty that completed the
survey had any idea what their students lexile scores are, or use them for creating lessons that
reflect students ability levels. Survey participants also indicated a lack of resources or lack of
knowledge of how to use the resources as a main reason for not using lexile scores for
instruction. Participants stated that if they had resources that were easy to use they would be
interested in using different tools to make learning more interactive, interesting, and on students
designated levels. The data collected shows a need for staff development in the area of resource
 that can help increase student lexile scores.
Due to limited funding and knowledgeable personnel in the county, there is no professional
development on how to incorporate technology into classroom instruction and assist with
improving lexile scores. Most technology integration is given to only a handful or is just
explained and no step-by-step process is given. The technology plan also has a goal to provide
students with the technology and information skills needed to enhance learning and
achievement. To help achieve this goal I will design a face-to-face as well as an online staff
development for personnel to learn how to use tools to increase lexile levels and expanded on
what students are taught in the classroom. The use of online tools along with reading articles
online will also help students to prepare for the Georgia Milestone, which is computer based test.
I have used many of these resources in my classroom and shared them with my co-workers at
Pine Grove Middle. The following goal is my desired goal for this staff development.
Goal: After participating in face-to-face or online staff development teachers will have a better
understanding of lexile scores, how to incorporate technology and lexile levels into their lessons
and some of the available resources available to them through GALILEO and other online
resources. Participants will choose at least two of the resources to use in their classroom. The
resources are
Galileo
SIRS Discoverer
Newela
Explora
Britannica
Georgia Encyclopedia
Biblionasium
Novelist
Destiny
General Audience
The target audience of the face-to-face staff development at Cook Middle School consists of
faculty members serving students in the sixth through the eighth grade. Five classroom teachers
along with the media specialist, special education department head and the principal have agreed
to participate in this training. While the media specialist is familiar with some of these
resources, she is looking forward to seeing what is done in a nearby school, the classroom
teachers deliver instruction in language arts/reading, math, social studies, and science and the
principal is wanting more ideas for teachers to help them improve lexile scores and increase
technology use. One of the participants provides math instruction, one provides instruction in
social studies, one provides instruction in science, and two teachers deliver instruction in
language arts/reading. The target audience includes two participants that has been educators for
over 21 years, four participants that have been educators for 16-20 years, and two participants
that have been educators for 11-15 years. These teachers are responsible for giving instruction to
students who are economically disadvantaged, ESOL (English as a second language) and with
learning disabilities. The target audience of the face-to-face staff development consists of
participants with masters, specialist, and doctorate degrees. Six of the participants have a
masters degree, one of the participants have a specialist degree, and one holds a doctorate
degree. This range of completed degrees will surely make the training interesting as each
participant will have varying knowledge and skills that can be shared with the group.
Cook Middle School had already completed a survey with the teachers before Christmas
break on what needs they felt needed to be addressed. One of the main concerns were resources
that included technology that would be easy for the students to use. The media specialist along
with the principal had an outside person come in and give a presentation on lexiles that only
confused the staff. The staff voiced their concerns with the lack of knowledge about lexiles and
online tools that could be used to assist teachers with having students read and improve these
scores.

Additional Information

The online staff development will be offered to all the faculty members at Cook Middle along
with members of Pine Grove Middle school. The participants will all be middle grades educators,
administrators or faculty at a middle school. The educational levels will vary from bachelors to
doctoral degrees. Both schools will invite the faculty to view the online staff development.

Problem Identification
Cook County is wanting to increase lexile scores for all their students. The middle school wants
some resources and ideas on how to accomplish this task. Most of the students are from
economically disadvantaged families and this plays a role in how many are on grade level when
it comes to reading and understanding of what they are reading. All the students have taken the
fall and winter star test and these scores will be used when deciding what lexile score the
students will need for different activities. The middle school also does not want all the reading to
fall on the language arts teachers to handle. When planning the development, the department
head for special education along with a special education teachers will be present, the math,
social studies and science department heads are also attending, one language arts teacher from
each grade level 6-8, and the principal of the school. Therefore, I will be presenting a staff
development on how to obtain lexile scores, different resources for teachers to use to give
students article on their level and how to assist students with finding books in their lexile level. I
will present at Cook Middle School which is about 25 minutes from the school I currently teach
at. The teachers are struggling to find information and resources that can be used to help improve
student's lexile score. Part of the problem is that teachers are unaware of the resources that are
 available to them to help increase lexile levels. Providing this knowledge to the staff is the first
step in ensuring that they have a list of resources at their disposal to use. Instructor and teachers
will complete all subsequent steps together; the lesson will be broadcast via YouTube for access
at a later date or from home.
Instructional Goals
The teachers will be able to login into PowerSchool and look at students lexile scores
The teacher will be able to understand the Georgia Lexile Map
The teacher will be able to access GALILEO and other resources in GALILEO to use with
students
The teacher will be able to assign articles based on their students lexile levels
The teacher will be able to assist students in finding books in their lexile range
The teacher will be able to run a star report to show student progress.

Task Analysis

I chose to use a procedural analysis since it allows for each step to be broken down to
complete a task. This method will be easiest for the face-to-face and online staff development
since participants will need to follow steps in order to complete each task. I worked with my
media specialist when completing the required steps for completing each task.

Identification of the Subject Matter Experts

I have identified two subject matter experts (SMEs) for advice, recommendations and
suggestions during the task analysis process. Mrs. Morin, Pine Groves media specialist, will
severe as the first SME. Mrs. Morin has served as a media specialist for 15 years and has been in
education for 22 years and holds the following degrees; A bachelors of Science degree in Middle
Grades education language Arts and social studies, M.Ed. in Media and Instructional Technology,
and is currently getting her specialist degree in leadership. Mrs. Morin works closely with
teachers, administrators and faculty to make sure that our students are getting all they need. She
collaborates on professional development, STEM activities, maintains all technology in the
building, teaches lessons, and is an advocate for all students to be successful. Mrs. Morin wears
many hats and is an asset to her school. I will also serve as a SME for this project since I am
familiar with the resources and other content that will be discussed in the staff development
meeting. As a 9-year veteran to teaching language arts and reading I am very familiar with star
testing and the resources and tools that can be used to assist students with using technology and
lexile scores. I have a Bachelors Degree in Middle Grades Education and I am currently
working towards earning a Masters Degree in Instructional Technology and Media Specialist.
 Task Analysis
1. Go to the Cook Middle School page
1.1. Open Google Chrome
1.2. Access the CMS website by entering the following URL in the address bar at the top of the
screen: http://cms.cook.k12.ga.us/
2. Log into PowerSchool
2.1 Teachers will scroll down and find the teachers links on the left-hand side
2.2 Teachers will click on the tab PowerSchool Teachers
2.3 Teachers will log into their PowerSchool Teacher account
2.4 Teachers will click on the Georgia LDS Portal link from the navigation to the left
2.5 Teachers will click on the Classroom Lexile icon (indicated by a red, yellow, and
green bar graph) for the student whose data they wish to view
2.6 Teachers will view the Student Lexile Scores data just below the attendance data
chart
3. Library Links
3.1 Teachers will return to the CMS web page and click on the media center link located
on the left-hand side
3.2 Teachers will click on the library link
3.3 Teachers will click on the Destiny Quest link (the library catalog)
3.4 Teachers will click in the search box and type dogs
3.5 Teachers will view the search results sorted by books, digital books, and databases
3.6 Teachers will choose Lexile from the Narrow your search choices on the left
3.7 Teachers will click on the Lexile band where their students Lexile score falls
4. STAR
4.1 Teachers will return to the CMS webpage and click on the media center link located
on the left-hand side
4.2 Teachers will click on the library links tab
4.3 Teachers will click on the Accelerated reader tab
4.4 Teachers will click on I am a teacher/administer and log into STAR
4.5 Teachers will click on the star reading icon located on the left-hand side
4.6 Teachers will click on Screening, Progress Monitoring and Intervention
4.7 Teachers will click on Screening status
4.7.1 Teachers will click on one of your classes to see when the next assessment/screener
will be completed
4.8 Teachers will click on the Progress Monitoring and goals tab
4.8.1Teachers will type in one of their students name to view individual student scores
4.8.1 Teachers will click on the class drop down menu
 4.8.2 Teachers will select one of their classes to view
4.8.3 Teacher will click on the search button
5. Newsela
5.1 Teachers will click on the following link https://newsela.com
5.2 Teachers will click on the lead article
5.3 Teachers will observe the four different Lexiles at which the article can be read
5.4 Teachers will click from level to level, observing how the articles structure and
complexity changes based on the lexile chosen
6. Britannica School Middle
6.1 Teachers will return to the CMS web page and click on the media center tab located
on the left-hand side
6.2 Teachers will click on the library link
6.3 Teachers will click on Galileo link
6.4 Teachers will scroll down to Britannica School Middle link
6.5 Teachers will click on the link
6.6 Teachers will click in the search box and type dogs
6.7 Teachers will choose Lexile Filtering from the choices at the left and choose the
Lexile range appropriate for their student
7. Explora for Middle School
7.1 Teachers will return to the CMS web page and click on the media center tab located
on the left-hand side
7.2 Teachers will click on the library link
7.3 Teachers will click on Galileo link
7.4 Teachers will scroll down to Explora for Middle School link
7.5 Teachers will click on the link
7.6 Teachers will click Advanced Search just beneath the search box
7.7 Teachers will enter the word dogs in the top search box and then in the Limit your
results section, will choose the appropriate Lexile range for their student

8. SIRS Discoverer
8.1 Teachers will return to the CMS web page and click on the media center tab located
on the left-hand side
8.2 Teachers will click on the library link
8.3 Teachers will click on Galileo link
8.4 Teachers will scroll down to SIRS Discoverer link
8.5 Teachers will click on the link
8.6 Teachers will click Advanced Search just beneath the search box
8.7 Teachers will enter the word dogs in the top search box and then in the Limit your
results section, will choose the appropriate Lexile range for their student
9. Finding a Book
9.1 Teachers will return to the CMS web page and click on Media Center tab located on
 the left-hand side
9.2 Teachers will click on the link for Library Links
9.3 Teachers will then click on the AR Book Finder
9.4 Teachers will click on advanced search
9.5 Teachers will change the ATOS Book Level to Lexile measure
9.6 Teachers will enter their students Lexile measure and interest level and then click the
search button to view a list of suggested books for that range
10. Star Reports
10.1 Teachers will return to the CMS web page and click on Media Center tab located on
the left-hand side
10.2 Teachers will click on the link for Library Links
10.3 Teachers will click on the Accelerated reader tab
10.4 Teachers will log into Accelerated Reader
10.5 Teachers will click on I am a teacher/administer and log into STAR
10.6 Click on the star reading icon located on the left-hand side
10.7 Click on reports
10.7 Choose Summary report
10.8 To print for the classes
10.8.1 Teachers will click on the class they want
10.8.2 Teachers will then click print
10.9 To print individual student reports
10.9.1 Teachers will click on student or students needed
10.9.1 Teacher will then click on print report

Instructional Objectives

ISTE Standards for Teachers

1.Facilitate and inspire student learning and creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to

facilitate experiences that advance student learning, creativity and innovation in both

face-to-face and virtual environments.

a. Promote, support, and model creative and innovative thinking and inventiveness.

d. Model collaborative knowledge construction by engaging in learning with students,

colleagues, and others in face-to-face and virtual environments.

2. Design and Develop Digital Age Learning Experiences and Assessments

Teachers design, develop and evaluate authentic learning experiences and assessments

incorporating contemporary tools and resources to maximize content learning in context

and to develop the knowledge, skills and attitudes identified in the ISTE Standards.

a. Design or adapt relevant learning experiences that incorporate digital tools

and resources to promote student learning and creativity.

b. Develop technology-enriched learning environments that enable all

students to pursue their individual curiosities and become active participants in

setting their own educational goals, managing their own learning and assessing

their own progress.

c. Customize and personalize learning activities to address students diverse learning

styles, working strategies and abilities using digital tools and resources.

d. Provide students with multiple and varied formative and summative assessments

aligned with content and technology standards and use resulting data to inform

learning and teaching.

Instructional Objective # 1

Domain: Psychomotor

After observing the instructor, participants will login into PowerSchool and access their

student's lexile scores.

Instructional Objective #2

Domain: Psychomotor

After observing the instructor, participants will choose an article for one of the sites to

assign to their students.

Instructional Objective #3
 Domain: Psychomotor

After observing the instructor, participants will print a single student and class star report.

Assessments

Formative Assessments
Participant Self-Assessment (Appendix A)
Participants in the staff development, will complete the participant self-assessment
rubric (located in Appendix A) to track their progress toward mastering the goals of the staff
development. This tool can also be used to show additional help that may be needed. This task
will also assess how comfortable the participants are with the tasks that have been discussed.

Summative Assessments
Staff Development Feedback Survey (Appendix A)
Implementation of Staff Development Learning Checklist (Appendix A)
After completing the face-to-face staff development, participants will complete a Staff
Development Feedback Survey to share their opinion about the strengths and weaknesses of the
training course. This survey requires participants to reflect on and evaluate various aspects of
the training such as presenter knowledge, engagement, effectiveness, and more. The data
collected from this assessment will be utilized to make modifications to improve future
instruction. Staff will use the following criteria to assess which task they are comfortable with.
Participants will use the self-assessment rubric to identify any areas that they may need
additional assistance with. Online participants should email any questions or concerns and
additional material or instruction will be provided.

Content Sequencing and Instructional Strategies

Sequence Description Objective

1 Log into PowerSchool and SLDS website. 1

 Locate students Georgia Milestone score and lexile scores.

Access the Cook Middle School Website and follow the links on the
Media Center page.
2 2
Locate the Galileo resources on the media page
Assign articles to students based on their lexile levels.

3 3
Assist students in finding books in their lexile range.

4 Locate and print STAR report to monitor student progress 4

Performance
Content
Recall Application

After observing the instructor,

After observing the instructor,
participants will paraphrase the steps
participants will locate one of their
needed to log into PowerSchool and
students and find their lexile score.
locate their students lexile scores.

After observing the instructor,

After observing the instructor,
participants will paraphrase the steps
participants will access Galileo and
required to access Galileo and the
choose one of the resources to explore
other resources in Galileo to use with
and use with their students.
the students.

After observing the instructor, After observing the instructor,

Procedure participants will paraphrase the steps participants will assign an article from
required to assigning articles based on one of the sites for one of their classes
students lexile levels. to read.

After observing the instructor, After observing the instructor,

participants will/paraphrase the steps participants will choose a student and
required to assist students in finding a find three books of a varied genre, that
book in their lexile range. are on the students lexile level.

After observing the instructor, print a After observing the instructor,

star report participants will paraphrase participants will locate and print star
the steps required to print a report to reports all their classes to show
show their students progress. student progress throughout the year.

Objective 1
 After observing the instructor, participants will log into PowerSchool, the SLDS site and
access students lexile scores.

Initial Presentation

During the face-to-face staff development training, participants will watch as the
instructor models the steps required to log into PowerSchool, the SLDS website and access their
students lexile scores. The online staff development contains a screencast video so that
participants can view the steps for each task. Learners will also be provided steps for each task in
a Google slide overview. (Appendix B)

Generative Strategies

Participants will develop a mental picture by paraphrasing the steps involved in

completing the tasks logging into PowerSchool, SLDS site and locating students lexile scores.
Next, participants will participate in guided practice. Participants of the online staff development
will reference the tutorial screencast video for support as they complete the tasks independently.
As participants are working to log into PowerSchool, SLDS and locate lexile scores, the
instructor will offer support and feedback to the class.

Differentiation

Learners can choose to make a mental picture or create notes on Google slides presentation that
has been provided for them as well as during guided practice.
Learners needing extra time and support to complete the task can stay after the training to work
with the instructor.
Learners in need of additional guidance and support can:
Refer to the checklist and/or Google slides handouts
Ask questions about any steps that are unfamiliar to the participants.
Refer to the screencast video of the demonstration in the online staff development module as
many times as necessary

Objective 2
After observing the instructor, participants will access the Cook Middle School Website
and access Galileo and Resources in Galileo to use with students.

Initial Presentation
 During the face-to-face staff development training, participants will watch as the
instructor demonstrates the steps required to complete the task of accessing the Cook Middle
School Media webpage. Next, the instructor will demonstrate how to click on each Galileo
resources. Each resource can be used to identify articles and other material that can be used with
students. The online staff development module will contain a screencast video so that
participants can view the steps for these tasks. The online staff development contains a
screencast video so that participants can view the steps for each task. Learners will also be
provided steps for each task in a Google slide overview. (Appendix B)

Generative Strategies

Each learner will paraphrase the steps for locating the media webpage, access Galileo and
locating the different resources in Galileo that can be used with students. The instructor will
provide individual feedback to guide participants in completing the tasks independently. Online
students will refer back to the screencast and access google slides for support as they access
Galileo and the resources that are umbrellaed under Galileo.

Differentiation
Instructors will allow participants to work according to their individual strengths. Direct
instruction will be provided through modeling, during both the live face-to-face workshop or via
screencast in the online staff development module. The screencast will provide opportunities for
anyone needing additional support or a refresher in the concepts that were discussed during the
staff development module. This will also allow participants to be able to work at their own pace,
pausing and stopping the recording as necessary. In addition, a written checklist of the
procedures for this objective will be shared with a Google slides presentation. Finally,
participants needing additional time to complete the tasks may stay after the face-to-face training
for additional assistance. Online learners will work at their own pace.

Objective 3
After watching the instructor, participants will assign articles to students based on their
lexile level. Next participants will watch as the instructor goes through the steps of
finding books for students on their lexile level. The participants can choose the resources
 that appeals to them or use different ones that are available on the school media page
links that are available through Galileo.

Initial Presentation
During the face-to-face staff development training, participants will observe as the
instructor models the steps needed to access the different resources in Galileo and how to search
each site for articles on the different students lexile levels. The instructor will demonstrate how
to filter books by interest and lexile level. The online staff development module will contain a
screencast video that allows participants to view the steps needed to access each resource and all
that is available to them. The google slide presentation will be provided for both sets of
participants to view. (Appendix B)

Generative Strategies
Participants will visualize the steps involved in completing the task by paraphrasing or
talking over the needed steps. Next, participants will be allowed to work through the steps
independently During this time, support and additional information will be provided by the
instructor to ensure that the task can be completed independently. Online learners will refer to the
online staff development module for instructions and step-by-step procedures.

Differentiation

Direct instruction will be provided through modeling of each step and procedures, a
recorded screencast will be provided online for review or as a refresher for struggling
participants as needed. This process will allow participants to work at their own pace, and
reviewing forgotten or misunderstood steps to complete each task. A written checklist for each
task as well as a copy of the google slide presentation. Participants can work at their own pace
and create conditions that are best suited to their personal needs. Additional time will be
provided for learners to complete each task and for any additional training or questions.
Participants can assign an article to their classes using one of the Galileo resources for extra
practice.
Objective 4
 After observing the instructor, participants will access the Cook Middle School Website
and access the STAR testing link. Participants will log into star to print a report of their
students progress.

Initial Presentation

During the face-to-face staff development training, participants will watch as the
instructor demonstrates the steps required to complete the tasks of access the Cook Middle
School Media webpage. Next, the instructor will demonstrate how to access STAR, locate
students, and print a report that shows students progress. The online staff development module
will contain a screencast video so that participants can view the steps for these tasks. Learners
will also be provided steps for each task in a Google slide presentation overview. (Appendix B)

Generative Strategies

Each learner will paraphrase the steps for locating the media webpage, access STAR and
locating their students and print a report of their progress. The instructor will provide individual
feedback to guide participants in completing the tasks independently. Online students will refer
back to the screencast and access google slides for support as they access Star and the steps
needed to access student information and to print a report.

Differentiation
Instructor will allow participants to work according to their individual strengths. Direct
instruction will be provided through modeling, during both the live face-to-face workshop or via
screencast, in the online staff development module. The screencast will provide opportunities for
anyone needing additional support or a refresher in the concepts that were discussed during the
staff development module. This will also allow participants to be able to work at their own pace,
pausing and stopping the recording as necessary. In addition, a written checklist of the
procedures for this objective will be shared along with a Google slides presentation. Finally,
participants needing additional time to complete the tasks may stay after the face-to-face training
for additional assistance. Online learners will work at their own pace.

Instructional Design Summary

Gaining and Sustaining Attention of Learners
To engage participants in the staff development, the instructor will share an article with
the learners about the importance of technology and literacy facilitated through the media
specialist/technology director. As participants of the face-to-face staff development module
complete each task they will be encouraged to discuss ideas and thoughts with the group.
Participants will also talk about the article and how the article can be used to collaborate with
other subject areas and increase lexile scores and content knowledge.
Prior to the face-to-face staff development module, the instructor will email to see who is
interested in the module and things that they feel need to be discussed and covered. This will
assist with having the needed information in the module for learners use. This process is also for
online training participants to make use of. The instructor's email and contact information is
included for participants who need additional assistance with any of the steps or additional
resources that are available.
During the face-to-face staff development, participants may choose to work with a
partner to share ideas and feedback. Online learners will direct questions or concerns to the
instructor or other faculty that completed the face-to-face module. After training is completed
learners are encouraged to use the resources discussed and to share then with their coworkers.
Learners will reflect on and evaluate their work so that they can identify strengths and weakness
along with goals for improvement.
Informing Learners of Objectives
During the face-to-face staff development, an overview of the objectives will be shared
with participants at the beginning of the training. The instructor will review the instructional
objectives, goals for instruction, and how each objective will be completed. Online learners will
have access to the google slide presentation and online agenda. (Appendix B)
Delivering Content/Sequence of Instruction
I have chosen to use the group presentation and cooperative learning method for the face-to-face
staff development and a self-paced learning method for the online staff development training. An
online, self-paced guide was chosen because it allows educators to access the information when
it is convenient for them. This method also allows for review of information when needed. This
will help with schedule conflicts and busy schedules. Data from the Staff development survey
that was done by the media specialist at Cook Middle School, a plan for instruction that meets
 the needs stated was developed. The table below shows the sequence of each learning activity
that will completed through the training.

Objective( Instructional Strategies, Time, and

Design Sequence Description
s) Differentiation

Overview
Agenda outlining
the goal,
Pre-Instructional
objectives, to Time: 5 min.
Strategy
communicate the
purpose for
instruction

Instruction Accessing 1, 2, 3,4 Face-to-Face:

(procedures) information and
links using the Initial Presentation
Cook Middle *Modeling the steps for each task (demonstration)
School Webpage Time: approximately 3 minutes per task (total 15
and links: minutes)
Generative Strategies:
Logging into *Making mental pictures (paraphrasing the steps to
PowerSchool complete each task)
*Guided Practice
Locating SLDS *Partner and Instructor Feedback
and students lexile Time: approx. 5 minutes per task (total 25 minutes)
scores Differentiation:
*Varied instructional materials to provide multiple
Access Galileo and means of representation and to accommodate
other resources that learner preference
can be used with *Participant choice for expressing learning
students paraphrasing or group discussion
*Extended time
Access books in a *Individual feedback based on learners needs
variety of genres
and lexile levels Online:
for students.
Initial Presentation:
Locate and print Modeling the steps for each task (screencast)
Star reports to Time: approximately 3 minutes per task (total 15
 minutes)
Generative Strategies:
*Making mental pictures (paraphrasing the steps to
complete each task)
*Individual Practice
Time: self-paced
show student
Differentiation:
progress.
*Self-paced learning
*Varied instructional materials to provide multiple
means of representation and to accommodate
learner preference
* Peer/Co-worker discussions
*Email instructor with concerns and questions

Self-assessment
rubric for
participants to
Assessment 1, 2, 3,4 Time: 3-5 minutes
identify where they
are in the learning
process

Collaborative
discussion for
asking and
answering
Assessment 1, 2, 3,4 Time: Depends on Learner Needs
questions as well
as sharing and
accessing help
resources

Description of Activities and Assessments

Initial Presentation of Content

By using the principle four of Universal Design, I made use that each task was completed with a
variety of formats used. A visual, written, and overview was included with each task to ensure
understanding. Visual came in the form of demonstration and video to accompany each task. An
online was included to show the needed steps to complete each task. This is available to both the
face-to-face and online participants.
Making Mental Pictures
 Upon completion of each task, learners will create mental pictures of the procedures to help
when completing task later on. Principle two of Universal Design, allows learners to paraphrase
steps that are required to complete each task. Participants will work alone, but can collaborate
with elbow partners, or as a whole group to complete task in the staff development.
Guided Practice
After the demonstration is completed participants will complete guided practice for each task.
Learners will work independently to complete each of the steps; however, will be allowed to
communicate with other members of the development for support, feedback or to share ideas.
Adhering to principle three of Universal design, the instructor will walk around the room and
offer feedback and support during guided practice.
Online participants will not have direct or immediate feedback from the instructor. Theses
learners will have access to the screencast along with google slide presentation as reference
sources. Instructional videos can be viewed as many times as need to ensure understanding and
increase comfort level in completing task. Online members can also use google hangout to have
more direct feedback if meeting is set up ahead of time.
Self-Assessment

As participants work independently to access the resources on PowerSchool, Galileo and the
media center website, they will complete the self-checklist to monitor their progress and
understanding. This assessment will allow learners to ask questions and gain additional
instruction on objectives that are not clear. AS learner become confident in the steps for each task
they can assist and provide guidance for their colleagues.
Collaborative Discussion
Participants will ask and answer questions, contribute ideas, as well as to share and access help
resources. In following principle one and two of Universal Design, learners can access this
forum as needed and can select resources that meet their individual needs.

Additional Information: Universal Design for Learning

Universal Design for learners was used in my design to add multiple means of
engagement, representation and expression.

Multiple Means of Representation: Learners will be provided with a demonstration, a checklist

outlining steps, and a Google slides presentation on how to complete each task.
 Multiple Means of Action and Expression: While learners create a mental picture, they will
paraphrase the steps needed to complete each step.
Multiple Means of Engagement: The instructor will conduct whole group instruction and
discussions along with one-on-one guidance and support during practice. Learners will also
participate in group discussions during guided practice and when the training is completed.

Formative Evaluation Plan

SME - Expert Reviewer of Instruction

Mrs. Morin, the media specialist at Pine Grove Middle School in Lowndes County, will
serve as the expert reviewer of instruction. Mrs. Morin has served as a media specialist in
Lowndes County since 2002.During this time, she has been responsible for ordering and keeping
the media center up-to-date, integrating technology, maintenance of technology and instructing
staff on new technology. She helps coordinate staff development, setup and problem solving with
technology. Mrs. Morin had a B. S degree in Middle grades education, M. ed in Media Specialist
and Instructional Technology and is currently pursuing her Ed. S in Educational leadership. Mrs.
Morin will complete the SME Survey to provide feedback on the creation design and
implementation of the staff development presentation. The feedback with assist with any changes
that may need to be made.

Expert Reviewer Survey

Learner and Instructor Assessments for Formative Evaluation

After completion of the face-to-face or online staff development lesson, participants will
complete the Staff Development Feedback survey. The information collected from the survey
will be used to identify any needed changes and the strengths and weakness of the presentation.
The checklist will allow further input on any revisions that need to be made.

Staff Development Participant Survey

Appendix A

Assessments
Participant Self-Assessment Rubric
 I can complete the
I need assistance I can complete the task(s)
and/or additional task(s) independently with
practice. independently. confidence and I can
assist my colleagues.

I can log in to
PowerSchool and
I can log in to
I need assistance identify my student
Objective 1 PowerSchool by need
logging in to lexile scores. I can
help identify my
PowerSchool. also use the scores to
students lexile scores.
find resources for my
students.

I can use the sites but

I need assistance I can access all the
need help assigning
Objective 2 using the resources to sites. I can assign
work to students
find articles in my student work based
based on their lexile
students lexile. on their lexile levels.
levels.

I need assistance in
I can find books but I can find books that
finding books that are
Objective 3 need help changing are on my students
on my students lexile
the lexile level. lexile level.
level.

I need assistance to I can log into star but I can log into star.
Objective 4
log into Star and print I struggle with I can log into star and
off reports. printing off a report. print off a report.

Implementation of Staff Development Learning Checklist

Application/Evidence of Tasks Learned During Staff

Development
Place a check under the tasks after you have completed each task

Navigating
Log into
Participa Finding Newsela,
PowerScho Using
nt # Articles Britannica Printing
ol and Destiny
using the Middle School, Star
check and AR
Galileo Explora, and reports
Lexile finder
links SIRS
scores

1
2

10

Staff Development Feedback Survey

Appendix B

Course Materials

Librarians as Leaders in Professional Learning Communities through Technology, Literacy, and

Collaboration Article

Sign-In Sheet for Face-to-Face Staff Development

Agenda for Face-to-Face and Online Staff Development Participants

Face-to-Face Staff Development

Objective 1

Objective 2
Objective 3
Objective 4