Professional Learning Facilitator Plan Middlecamp
Professional Learning Facilitator Plan Middlecamp
Professional Learning Facilitator Plan Middlecamp
Kendall Middlecamp
Towson University
Executive Summary
and innovative ways to integrate technology into their instruction. Since the Covid-19 Pandemic,
technology has expanded even more rapidly. At the start of the pandemic teachers were forced to
quickly adapt to online instruction. This required them to learn various digital platforms without
proper training. While some teachers were able to teach themselves, others were left confused.
Some platforms were already available through Baltimore County Public Schools, but many
features were not being utilized to their fullest pre-pandemic. This professional development
plan was developed for the purpose of educating teachers on the digital platforms that are already
available through Baltimore County Public Schools. This plan will give teachers the tools to
utilize Schoology, Raz-Plus, and Wixie in a highly effective way to support the needs of all
diverse learners. This professional development will allow teachers to expand their knowledge of
digital resources that they are already using. This professional development plan is aligned with
both the ISTE Standards for Educators and ISTE Standards for Coaches. Further details as to
how this plan aligns with the standards are provided below.
Prior to the pandemic, each classroom only had five student computers for a class of 20-
30 students. After the Covid-19 pandemic began in the 2019-2020 school year, Baltimore
County Public Schools worked quickly to ensure each child in the school system had a personal
student device. Since the pandemic, teachers around the country have been able to utilize the 1:1
device in the classroom to deliver effective instruction. Some teachers are more comfortable
utilizing computers than others. With the proper training and support, we can ensure that the
PROFESSIONAL LEARNING FACILITATOR PLAN 3
students are reaching their full potential. This would allow all students to expand their learning
and begin to utilize technology to prepare them for our future digital world.
The focus school for this professional development is Orems Elementary School. Orems
Elementary School is located in Baltimore County, specifically Essex. Our current population is
363 students in grades PK-5. There are about twenty-five teachers, not including additional
adults and instructional assistants. We have about ten additional adults and instructional
assistants. We have one principal, and one assistant principal as well has two secretaries. We also
have one guidance counselor, an occupational therapist, school psychologist, social worker,
school nurse, and speech pathologist. Our building is two stories with grades 1, 2, 3, and 5
upstairs, grade 4 in the trailers, and Pre-K and Kindergarten, office, gym and cafeteria on the first
floor. Our school building is old, initially built in 1863. Our building does have updated
bathrooms as well as heating and air conditioning, although the temperatures in the building are
Our school population is made up of 49% white, 20% black, 16% Hispanic, and 14%
other. We are a Title 1 school. We are a school that receives financial assistance due to high
students. Every student has FARM (Free and reduced meals) available to them. We serve
breakfast in the classroom daily as well as lunch. The overall testing rank is bottom 50% in
Maryland with 10-14% math proficiency and 15-19% reading proficiency. Every student and
teacher in our school has a computer, or device. The age of staff in our school building varies.
There are many teachers who are new to the teaching profession, but many veteran teachers.
Given the variety of teachers in our building, there is also a variety of technological experience
of staff. We are lucky enough to have an amazing STAT teacher. She is readily available to
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assist teachers and help them navigate through any technological platform. There are a few
teachers who have Promethean Boards in their classrooms. If you do not have a Promethean
Literature Support
One major issue revolving around technology use in the classroom is the lack of
knowledge from the teachers. Many teachers from older generations do not consider themselves
very “tech savvy”. They are set in their ways and feel overwhelmed when asked to implement
lessons that involve a great amount of technology use. Teachers do not feel comfortable, which
then does not leave room for the children to be immersed in technology. My plan focuses on
effectively teaching teachers how to use the digital platforms that are already provided by the
county in a less demanding way. Smith, Ralston, et. al. discuss how to deliver effective
professional development in their article, “Team Teaching and Learning: A Model of Effective
Professional Development for Teachers” (Smith et. al., 2020). They discuss the importance of
collaborative learning, apply learning in an authentic environment, and then peer and personal
reflect. This model is something that I took into consideration when planning. Effective
professional learning takes place when it is content focused. Meaning, when teachers attend a
professional development or meeting, they want it to be purposeful. They want to leave with
concrete examples of what to implement immediately. This is achieved through active learning,
where teachers team plan, teach, and reflect with one another.
Learning Needs
This plan will focus on four specific ISTE Standards for Educators. I believe putting a
major focus on these four standards will have the greatest impact on students learning. The four
standards are the learner, collaborator, facilitator, and analyst. During the Covid-19 pandemic,
PROFESSIONAL LEARNING FACILITATOR PLAN 5
teachers were forced to quickly learn how to effectively utilize digital platforms. While many of
these platforms were already in place and adapted by Baltimore County, teachers were not using
them effectively. Teachers lack comfortability and proper training, as well as accountability
when it comes to effectively using these tools. Schoology, Wixie, and Raz-Plus are highly
effective platforms that would have an extremely positive impact on children’s learning if
utilized effectively and often in the classroom. Teachers need more time and proper resources to
goals in order to explore and apply pedagogical approaches made possible by technology and
reflect on their effectiveness. Often times, new professional development is pushed out during
stressful times. For example, during preservice week before the children come back, teachers
have information overload while they are trying to get their classrooms ready for the children. By
taking the pressure off and allowing teachers to narrow down exactly what’s important, teachers
will be able to more effectively carry out the new ideas as presented. Indicator 4A will dedicate
time for colleagues and students to improve their practices, discover new resources and solve
problems. This standard will specifically focus on dedicating planning time in order for
colleagues to effectively collaborate with one another to better meet the needs of their students.
support student achievement. Teachers and administrators will manage the use of technology and
student learning strategies in digital platforms. This will be achieved with the help of teachers
who create mini lessons to support teachers in teaching their children how to effectively navigate
Schoology, Wixie, and Raz-Plus. Lastly, indicator 7A the analyst will allow educators to
understand and use the data to drive their instruction and support students in achieving their
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learning goals. When teachers feel comfortable and confident using these platforms after
professional development through this professional learning facilitator plan, it’s important that
data can be analyzed on a higher level. This will allow them to use the data in order to drive
future instruction for their students. Through this plan, my hope is that there can be less pressure
and stress on teachers when asked to use technology. By not demanding a great change
immediately, it may give teachers the willingness to work to try at least a few new things each
month, or quarter of the school year. Eventually, they will learn how wonderful these platforms
can be, which in turn will allow their instruction to become more rich, authentic, and effective.
The ISTE Standards for coaching involve characteristics, activities, philosophies, and
importance of ensuring that learning with technology is high impact, sustainable, scalable, and
equitable for all. The change agent coaches inspire educators to use technology to create
equitable and ongoing high-quality learning. This is why it is essential that the teachers know
what they’re teaching in order for high-quality learning to take place. This is done through
connecting leaders and educators in order to maximize the potential of technology for learning.
This is demonstrated throughout my plan. This is possible through collaboration. The use of
technology should not feel like a daunting task, although it is often viewed in that way. By
having a professional learning facilitator plan, we can provide and evaluate the impact of
professional learning for educators and leaders to use technology to advance teaching and
learning.
By dividing and conquering, the capacity of educators putting the ISTE Standards into
practice is possible. By facilitation active learning and providing meaningful feedback, the entire
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county as a unit can be successful. Being a digital citizen advocate means to model digital
citizenship and support educators and students in recognizing the responsibilities and
opportunities inherent in living in a digital world. While learning about digital citizenship is not
specifically written out throughout the plan, content will be delivered with best practices in mind.
These will be communicated during the professional developments to ensure that technology is
used for its correct purpose. The presenters will model their use of technology in appropriate
ways which will then transfer to the other teachers and then their students.
Project Plan
Standard 1: Learner
Educators continually improve their practice by learning from and with others and exploring
proven and promising practices that leverage technology to improve student learning.
Performance Indicator 1.a.
Set professional learning goals to explore and apply pedagogical approaches made possible
by technology and reflect on their effectiveness.
Action Steps & Person(s) Technologies Benefit(s) Assessment
Timeline Responsible Employed Method(s)
July-August 2023- Teachers and Schoology Teachers will Knowledge
2026 Support Staff Raz-Plus feel less checks
Wixie pressure in the
Provide paid, Administrators summer to Learner
optional, Computers and learn and participation
professional projectors for expand their
development in the presentations knowledge on Create examples
summer for various digital to report back
teachers looking to Schoology learning and share
expand their discussion board systems.
knowledge with
digital platforms:
Schoology, Raz-
Plus, and Wixie.
PROFESSIONAL LEARNING FACILITATOR PLAN 8
Standard 4: Collaborator
Educators dedicate time to collaborate with both colleagues and students to improve practice,
discover and share resources and ideas, and solve problems.
Performance Indicator 4.a.
Dedicate planning time to collaborate with colleagues to create authentic learning
experiences that leverage technology.
Action Steps & Person(s) Technologies Benefit(s) Assessment
Timeline Responsible Employed Method(s)
PROFESSIONAL LEARNING FACILITATOR PLAN 9
Staff
Video recordings Office of Various Teachers give Feedback
of a teacher Instructional time during provided to
implementing Technology pre-service classroom
resources and tools Teacher specialist week to view teachers
in their daily videos. Videos
instruction. posted on Teachers submit
Schoology for reflection from
Two videos per teachers to videos to
grade level (K-5)- revisit/get new administration.
one Reading and ideas
one Math. throughout the
school year.
Standard 6: Facilitator
Educators facilitate learning with technology to support student achievement of the ISTE
Standards for Students.
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Standard 7: Analyst
Educators understand and use data to drive their instruction and support students in achieving
their learning goals.
Performance Indicator 7.a.
Educators provide alternative ways for students to demonstrate competency and reflect on
their learning using technology.
Action Steps & Person(s) Technologies Benefit(s) Assessment
Timeline Responsible Employed Method(s)
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References
International Society of Technology in Education ISTE. (2017). ISTE standards for educators.
https://oremses.bcps.org/
https://www.publicschoolreview.com/orems-elementary-school-
profile#:~:text=How%20many%20students%20attend%20Orems,students%20attend%20
Orems%20Elementary%20School.
Smith, R., Ralston, N. C., Naegele, Z., & Waggoner, J. (2020). Team Teaching and Learning: A
80–90.