Professional Documents
Culture Documents
FRIT 7739 Face To Face Staff Development
FRIT 7739 Face To Face Staff Development
Joseph D. Johnson
Spring 2016
General Audience
The general audience that I have chosen consists of educators at Garrison Elementary
school. All are educators and staff from the first grade team, serving in variety of
capacities from classroom teachers, to EIP, gifted, and support personnel. I plan however
to open the online staff development to the entire K-8 grade groups. The school uses a
blended curriculum with technology, and serves as a Savannahs K-8 Performing Arts
Academy as well.
Problem Identification
Being in a data driven district, I have utilized a needs survey, concentrating on issues in
the classroom, hinderances toward learning, and needs teachers and staff may feel will
benefit them in specific areas such as behavior, technology, and the home to school
connection. Though I opened the survey up to first grade teachers and support staff, I
received only nine responses. These however were from mainly certified teachers and a
couple of support staff.
Therefore, based on the above mentioned criteria I noticed that many teachers are having
a problem with behavior and classroom communication with home. This is extremely
impactful for effective teaching. In many of the discussions, teachers complained of not
being able to build a strong connection with the parents. The needs analysis also backed
this up. Having this strong connection is also vital, especially when concerning
assignments completed (or not) as well as what is going on in the classroom everyday. I
have decided to concentrate on utilization of a Web 2.0 tool that has been vital to my
class and adopted by the district. This program/app tracks behavior, class and school
events, stories, and updates. It also allows instant texting and comments, which is vital to
meet those needs expressed by teachers in the survey with keeping parents informed.
Standards
ISTE T 4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital
culture and exhibit legal and ethical behavior in their professional practices. Teachers:
b. address the diverse needs of all learners by using learner-centered strategies and providing
equitable access to appropriate digital tools and resources
c. promote and model digital etiquette and responsible social interactions related to the use of
technology and information
d. develop and model cultural understanding and global awareness by engaging with colleagues
and students of other cultures using digital-age communication and collaboration tools.
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their
school and community
Instructional Goals
After teachers participate in this particular training, teachers will be able and become
familiar with:
Participants will be introduced to learning the varied uses for ClassDojo, specific
functions and capabilities, and its impact on the classroom.
Participants will learn how to create an account for their class, add their students
and parent information, customize behaviors, and create invitations.
Participants will learn how to create the home/school connection and showcase
work and personalized student information concerning behavior with parents.
Part II: Learner Analysis
Introduction
The primary audience reviewed in this analysis is comprised of certified teacher and
support staff for the 1st graders at Garrison Elementary School in the Savannah-Chatham
County School System. Those that are taking part in the staff development consist of
nine certified teachers (including one Gifted/EIP) as well as one paraprofessional.
All support staff participating have had technology training on a variety of programs
within the school. However, many have stated to me that there is so much technology
they need to know, they are looking for something simple and uncomplicated. This is
vital for teachers to utilize it with fidelity, so that positive effect will be shown over time.
Skills needed to fully understand an effectively utilize ClassDojo require:
Prior use of various programs such as Word, Excel, or other programs required to
create a free account
After entry into the teaching profession at Garrison, these objectives have been expanded
upon through various professional developments, but are still the main objectives that
have a bearing on effective use of this program. Pre-testing was honestly not utilized for
this staff development though a needs survey and analysis was done. This was due to the
fact that the data from the needs analysis indicated that most have had a least minimal
exposure to ClassDojo. Also, there were no teachers or support staff participating that
did not have the necessary computer skills to complete the Face to Face or Online Staff
Development.
The main issue that I have found from interviews with the teachers is time. Much of the
technology they have had to learn has been complex and training has been fast. Many
complain that they forget, or do not have resources readily available to refer back to.
They would also like to utilize something that is easy to learn, and intuitive.
procedural analysis, would go into the procedural steps and thinking needed on the
participants part that might not be fully explained using the topic analysis.
4. Home/School Connection
4.1 Parent and Student Invitation Codes
4.1.1 Procedure to create student and parent invites to sign into specific
child and parent accounts from home or smart device.
4.2 Classroom Story Feature
4.2.1 Taking pictures to document classroom or student achievement
throughout the year.
4.3 Instant Messaging
4.3.1 Procedure to send text, photo, or email to parent address or number.
1.
2.
3.
4.
b)
Create an account
b)
c)
d)
b)
c)
Home/School Connection
a)
b)
c)
d)
Lesson/
Goals
Objectives
UDL
Assessments
Instructional
Strategies
Lesson 1:
Introduction,
Objective 1:
1. Benefits of
benefits, and
Introduce
provide pictures
ClassDojo:
overview of
ClassDojo as a
ClassDojo
Forms and
and cursory
the benefits in
Parent Letters-
uses.
appeal to all
Student and
1a. Review
modalities using
ClassDojo and
information and
presentations as
well as print
could utilize it in
Focus is on
what
ClassDojo is,
classroom, and
introduction to
Parent Invites
presentations
and
Participants will be
presentations to
about
forms and
ClassDojo.
letters
1b. Review
help in
explaining
introduction
recognition
material such as
(CAST, inc.
ClassDojo to
parents and
(1999-2005).
information.
stakeholders.
their room.
philosophy.
Lesson 2:
Procedure
Focus of this
s in
lesson centers
creation of
around the
a teacher
creation of a
account.
personal
Objective 2:
1. Create a
Creating a class
provide pictures
Teacher Account:
and
behaviors.
2a. Create an
2b. Adding
students and/or
participants class.
Customization of
and
As the main
customizing
presentations to
appeal to all
lesson, participants
modalities using
will be asked to
presentations as
well as print
groups.
2c. Behavior
need to also
and skill
help in
customize their
negative behaviors
customization.
recognition
behaviors, input
2d. Adding
(CAST, inc.
students. (Parental
(1999-2005).
information can
and phone
wait, unless it is
information.
participants
readily on hand.)
and skills.
parent
information.
regardless of
need as
contained in
UDL
philosophy.Also
general
application
This will be
tailored by need
of each student
as contained in
UDL
philosophy.
Lesson 3:
Adding,
to students and
Objective 3:
Adding and
provide
Subtracting
Subtracting
points will be
Awarding points
groups.
1. Points and
Messages:
simplified
Participants will be
procedural
Adding student
student notes.
focused on, as
notes and
3a. Awarding
steps, pictures
well as adding
messages.
points to
to support those
student notes
students and
steps and
for
documentation.
review and
specialized reports.
groups.
procedures as
3b. Adding
students notes
well as context,
and messages.
& recognition
(CAST, inc.
differing degrees.
(1999-2005).
Next, participants
as percentages
points away in
customization
of reports.
Lesson 4
Parent and
Objective 4:
Utilizing
Home/School
Connection
ClassDojo for
provide pictures
codes
home and
and
Classroom story
school
Invites:
This
presentations to
assessme
appeal to all
nt consists
connection.
feature
Instant messaging
Student invites
modalities using
of two
feature
presentations as
tasks.
use at home.
well as print
Resources
4b. Creating a
s will be
help in
given a
classroom and
story timeline
Participant
to share with
recognition
test where
parents.
(CAST, inc.
they are
4c. Instant
(1999-2005).
asked to
texting to gain
communication
with parents
quickly.
4d. Further
resources that
are available on
write the
proper
sequence
in steps
on how to
print out
parents to use at
student
home.
and
parent
invites.
They are
then to
choose
two class
students
to print
out actual
invites for
those
students.
Next,
participan
ts will be
asked to
run a
report for
each
student
and turn it
into the
SME.
2. Instant
Messagin
g
Assessm
ent:
Participants will be
asked to choose one
student from their
dummy class at their
start screen. The
parent information
for this student will
be my smartphone.
They will then
create a message
and send it to me.
Assessment Examples
The assessments that I have created are performance based and I want participants to be
able to demonstrate the key concepts they learn and use that information to effectively
use ClassDojo in their classrooms and with their parents. At the end of the unit,
participants should be able to demonstrate what they have learned and should be able to
correctly use ClassDojo by setting up their account, adding their students and groups,
customizing behaviors, adding and subtracting points. By completing these tasks, this
not only shows whether they have understood the processes in using ClassDojo, but also
follows the UDL by giving multiple methods and tasks that fit each learner.
Sequence
1
Description
Focus is on what ClassDojo is, the benefits in the school and
Objective
1
This sequence builds on concepts of learning-related sequencing and order. The learner
will proceed through each lesson, building on key strategies learned from the last. This
requires the instructor and participant to follow a logical and scaffolding progression
when completing the objectives and tasks that will be set out in the lessons.
Lesson/
Instructional
Goals
Objectives
UDL
Assessments
Strategies
Lesson 1:
Focus is on
what ClassDojo
Introduction,
Objective 1:
1. Benefits of
benefits, and
Introduce
provide pictures
ClassDojo:
overview of
ClassDojo as a
ClassDojo
and
cursory uses.
Participants will be
presentations to
1a. Review
appeal to all
information and
modalities
presentations
using
presentations as
could utilize it in
about ClassDojo.
introduction to
and
3 benefits of
ClassDojo and
1b. Review
forms and
introduction
well as print
letters
material such as
explaining
help in
information.
recognition
ClassDojo to
parents and
(CAST, inc.
stakeholders.
(1999-2005).
their room.
Procedure
Objective 2:
Creating a class
1. Create a
Focus of this
s in
and customizing
provide pictures
lesson centers
creation of
behaviors.
and
around the
a teacher
2a. Create an
Teacher Account:
As the main
presentations to
appeal to all
lesson, participants
account.
creation of a
personal
account.
2b. Adding
modalities
will be asked to
groups.
using
presentations as
case a teacher
participants class.
account)
Customization of
skill
well as print
customization.
negative behaviors
information.
customize their
help in
behaviors, input
recognition
students. (Parental
(CAST, inc.
information can
and phone
(1999-2005).
wait, unless it is
information.
readily on hand.)
and skills.
Adding parent email
participants
regardless of
need as
contained in
UDL
philosophy.Also
general
application
This will be
tailored by need
of each student
as contained in
UDL
philosophy.
Lesson 3:
Adding,
to students and
Objective 3:
Adding and
provide
Subtracting points
Subtracting
points will be
Awarding points
groups.
1. Points and
Messages:
simplified
Participants will be
procedural
Adding student
notes.
focused on, as
notes and
3a. Awarding
steps, pictures
well as adding
messages.
points to students
to support those
student notes
and groups.
steps and
for
documentation.
review and
specialized reports.
3b. Adding
procedures as
students notes
and messages.
3c. Utilize data
well as context,
& recognition
(CAST, inc.
differing degrees.
percentages over
(1999-2005).
Next, participants
time, and
customization of
reports.
Parent and
student invite and
Objective 4:
Utilizing
provide pictures
ClassDojo for
Connection
This lesson will
codes
feature
Invites, how to
take snapshots
to add to
classroom
and
connection.
presentations to
focus on Parent
and Student
Classroom story
appeal to all
Student invites
modalities
messaging
parents, and
extra resources.
assessme
nt
consists
Instant messaging
feature
at home.
using
of two
Resources
4b. Creating a
presentations as
tasks.
classroom and
well as print
Participan
ts will be
story timeline to
share with
story, instant
This
parents.
help in
given a
recognition
test
to gain
(CAST, inc.
where
communication
(1999-2005).
they are
with parents
quickly.
4d. Further
resources that are
available on the
website for
parents to use at
home.
asked to
write the
proper
sequence
in steps
on how to
print out
student
and
parent
invites.
They are
then to
choose
two class
students
to print
out actual
invites for
those
students.
4. Instant
Messagi
ng
Assessm
ent:
Participants will be
asked to choose one
student from their
dummy class at
their start screen.
The parent
information for this
student will be my
smartphone. They
Participant 1
Participant 2
Participant 3
Participant 4
Participant 5
Participant 6
Participant 7
Participant 8
Participant 9
Participant
s
gave 3
benefits
about using
ClassDojo
(max 5 pts)
Teachers
set up their
account
with their
student
informatio
n
(max 5 pts)
Behaviors
are
customized
and
student
reports
with points
added and
taken away
is printed.
(max 5 pts)
5
5
5
5
5
5
5
5
5
5
5
5
4
5
5
5
5
5
5
5
5
5
5
5
5
5
5
Quiz
completed
on steps of
printing out
of invites for
students and
parents,
then two
invites are
printed out
and turned
in.
(max 5 pts)
5
5
5
5
4
5
4
5
5
Creation
of an
instant
message
is
complete
d and
sent to
my
phone.
(max 5
pts)
5
5
5
5
5
5
5
5
5
Part VIII
At the end of the online course, I will conduct learner evaluation using a
customized survey of multiple choice questions. The questions and choices will also be
answered by the participants in the workshop. I also plan to ask the participants to
complete the online module as well and fill out a brief survey to provide feedback
concerning the course itself. I would also like the other grade levels to participate in this
as well.
1. After finishing the online course on ClassDojo, do you think you understand how
to use this program successfully in the classroom?
a. yes
b. somewhat
c. no
2. Did you find this online course to be easy to understand and follow along with?
a. yes
b. somewhat
c. no
3. How confident are you after taking this course on being able to utilize all aspects
of ClassDojo?
a. yes
b. somewhat
c. no
4. Did the course help you better understand how technology can be used to support
you in your daily tasks such as RTI or collection of data?
a. yes
b. somewhat
c. no
a. yes
b. somewhat
c. no
6. Do you have a better understanding of how to keep records of your class events
and successes?
a. yes
b. somewhat
c. no
7. Using all these strategies learned in this course, are you now confident you can
teach others how to use this program?
a. yes
b. somewhat
c. no
1. After completion of the online course on word problems, do you think all content
was present and given to the learner in a sequence that was appropriate? If no,
please explain.
2. Did the objectives set out in the online course conform to ISTE Standards,
covering all information needed to be presented set forth by Georgia?
3. Were principles of UDL apparent in the content of the course? If no, which areas?
4. Were the assessments in the module relative to each lesson that was taught?
5. Should anything be added or taken away from the online course?
6. What are your suggestions to make this online course better for the learners or for
the teacher?
After the participants have taken their surveys, I will look at the surveys using qualitative
analysis for each question. Also, I will take a look at what the SME (myself or future
teachers of this course) stated in the survey. The results from the qualitative analysis and
feedback from the SME will drive any corrections, amendments, or augmentations
necessary for a more effective online course.
As we went through creating accounts, some of the teachers had no issues at all
setting up their account and adding students. Many had responded with how easy it was
to do so. We continued with customizing behaviors and points (which many of the
teachers loved, because they stated they can fit the behaviors they see in their own
classroom). We then went through how to add and take away points from students, as
well as getting accustomed to student reports that can be printed based on date range.
The parent and student invites was also a big hit, and again, teachers had no
problems printing out reports for the parents, as well as parent letter invites, and texting.
Many stated that this would be great, and even though some parents may not have
computers at home, most have Android or iPhones which the app can be put on for free. I
finally reviewed where further resources were on the site for their reference.
Though I started the training nervous, by the time it ended, the participants were
excited and seemed to have a great understanding of the program. I was lucky, in that all
had computers to work on during the training. I may need to look at what would happen
if I was not as lucky. Many could share if needed. Also, I would like to next time put all
resources onto their shared drive, just in case new teachers or other grade levels may
want to utilize this information. However, overall, I was very pleased with how this
training came out and enjoyed doing it.