Professional Learning: Connecting and Communicating Ideas

From Call to Action to Strategy: Professional Learning Purpose and Connections

My Call to Action for Alternative Professional Learning and Alternative Professional Learning Outline coincide with another to support my innovation plan in implementing e-Portfolios in the Reading/Language Arts for 4th and 5th grade students. The professional learning I created was carefully designed with a thoughtful aspect to the learner and their needs to understand the implementation of e-Portfolios in the classroom.

The purpose of this approach to professional learning for teachers, is very different from the other approach–sit and learn. This method encourages teachers to make the approach of professional learning more purposeful and effective, and offers strategies specifically tailored to the needs of the teachers in the professional learning sessions. More importantly, my Alternative Professional Learning Outline connects with my Call to Action because it offers a model to structure a hands-on learning for teachers in creating an e-Portofolio. For example, the teachers need to understand the steps to creating a Google Classroom. Therefore, in the Alternative Professional Learning, it’s important teachers create their own Google Sites to understand the creation and design process of an e-Portfolio. In essence, this will mimic the learning environment in the classroom and will have the teacher create a meaningful process of learning for the students.

Fink's 3-Column Table for Alternative Professional Learning

In the Professional Learning Plan I created, we will be utilizing a hands-on approach for the teachers to understanding the implementation of the e-Portfolio implementation and the creation of it in the classroom. Therefore, Fink's 3-Column Table will ensure the learning is personalized with hands-on training and support. More importantly, a significant learning environment is created for professional learning.

Big Hairy Audacious Goal (BHAG)

The BHAG is for teachers to gain the skills needed to implement Google Sites in the classroom for e-Portfolio implementation. By the end of the year, teachers will have gained an effective use of implementing a form of progress monitoring in which gives future English teachers an overview of student work.

Storyboard Implementation

Storyboards act as blueprints for designs illustrating a specific structure. This particular storyboard outlines the plans for integrating e-Portfolios in 4th and 5th grade Reading/Language Arts classrooms. It helps me maintain the intended flow and for adjustments to the structure if necessary Additionally, it provides teachers involved in professional learning with a summary of the implementation process.

Extra Resources

Below, I've implemented a course syllabus and slide decks as extra resources for the Professional Learning sessions. These resources support my innovation plan for the implementation process to be successful.

Implementing E-Portfolios in 4th & 5th Grade Classrooms Using Google Sites

Course Information

Course Title: Digital Student Portfolios: Implementing E-Portfolios with Google Sites

Instructor: Mrs. Ann Zastryzny

School: Odem Intermediate School/Odem-Edroy ISD

Contact: azastryzny@lamar.edu

Target Audience: 4th and 5th Grade Reading/Language Arts Teachers

Duration: 6-week professional development course

Format: Synchronous implementation with ongoing classroom integration

Prerequisites: Basic Google Workspace familiarity

Course Description

This professional development course equips elementary teachers with the knowledge and skills to successfully implement student e-portfolios using Google Sites in their 4th and 5th grade Reading/Language Arts classrooms. Teachers will learn to create, manage, and integrate digital portfolios that showcase student learning, promote reflection, and enhance parent communication while developing students' digital citizenship and technology skills.

Learning Objectives

By the end of this course, participants will be able to:

Design and create student e-portfolio templates using Google Sites
Establish classroom workflows for portfolio creation and maintenance
Guide students in documenting and reflecting on their learning digitally
Implement assessment strategies using e-portfolios
Facilitate parent and family engagement through digital portfolios
Address privacy, safety, and digital citizenship considerations
Troubleshoot common technical challenges with student support

Required Materials and Resources

Technology Requirements:

Google Workspace for Education account
Devices for student use (tablets, Chromebooks, or computers)
Stable internet connection
Digital camera or device cameras for capturing student work

Recommended Resources:

"Digital Portfolios in the Classroom" by Matt Renwick
Google Sites Help Center and tutorial videos
ISTE Standards for Students and Educators
Sample elementary e-portfolio collections

Ongoing Support Structure

Weekly Check-ins: Virtual office hours for troubleshooting and questions
Peer Collaboration: Online discussion forum for sharing successes and challenges
Resource Library: Shared drive with templates, tutorials, and implementation guides
Follow-up Sessions: Monthly virtual meetups for continued learning and sharing

Privacy and Digital Citizenship Considerations

Teachers will learn to:

Implement appropriate privacy settings and permission structures
Teach students about digital footprints and online safety
Obtain necessary parental permissions and communicate expectations
Model responsible digital citizenship throughout the portfolio process
Address concerns about student data privacy and COPPA compliance

Expected Outcomes

For Teachers:

Increased confidence with Google Sites and digital portfolio pedagogy
Enhanced ability to provide meaningful, ongoing assessment and feedback
Improved parent communication and student engagement strategies
Stronger integration of technology with curriculum goals

For Students:

Development of digital literacy and technology skills
Increased ownership of learning through reflection and documentation
Enhanced presentation and communication abilities
Greater engagement with learning process and outcomes

Course Evaluation

Participants will evaluate the course effectiveness through:

Pre- and post-course technology confidence surveys
Student engagement and learning outcome measurements
Parent feedback on portfolio communication
Peer observation and feedback on implementation success
Long-term follow-up on sustained portfolio use

August PL Slide Deck

References

Bates, A.W. (2019). Teaching in a Digital Age: Guidelines for designing teaching and learning. https://opentextbc.ca/teachinginadigitalage/&nbsp

Edmentum. (2023, October 30). Five principles of professional development for teachers. Edmentum. https://www.edmentum.com/articles/5-principles-of-professional-development-for-teachers/

Eduphoria. (2022, August 18). Professional development or professional learning? Eduphoria. https://www.eduphoria.com/resources/professional-development-or-professional-learning

Fink, L. D. (2003). Self-directed guide to designing courses for significant learning. Jossey-Bass.

Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf 

Scherff, L. (2018, January 4). Distinguishing professional learning from professional development. REL Pacific Blog. Institute of Education Sciences. https://ies.ed.gov/learn/blog/distinguishing-professional-learning-professional-development

In My Learning Era