Batoul Baydoun
EDT 531 PD Proposal
Due October 14, 2011
Professional Development Proposal
Based on the identified professional development goal, prepare a professional
development proposal. Professional development proposal should respond to all essential
components of effective professional development for technology use. In your proposal
briefly describe how the following components will be addresses:
My goal for the PD is identified as a need for teachers to integrate the use of Google
custom search. I plan to also introduce other tools of custom search.
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Connection to student learning: Having a goal to motivate teachers into using
and applying the learned skills, I state, and backed with research finding, that
students of the 21st century are better engaged and motivated to learn when using
technology. The goal of the PD is to assist teachers in creating a safe online
research environment to guide their students into mastering online research and
evaluation of online content. Students with limited internet research skills will be
able to navigate fewer topics and links designated by the teachers to conduct
effective research about a specific topic. Google custom search engine provides
students with a safer and keyword specific research to enhance the results of
topics researched. Students will have the opportunity to navigate through a
controlled environment of previously selected websites to collect information
about an assigned topic. The teacher is able to confine the information obtained
by students to specific websites and points of view. This tool is essential in
guiding students into applying and utilizing research skills required across all
grade levels. Since the teacher is able to set up age, relevance, and content
appropriate websites that students will surf through to obtain their information,
she/he is assisting the students in maintaining focus on the topics required.
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Hands-on technology use: to meet strand 3 of the NETS.S, students are required
to apply digital tools to gather, evaluate, and use information from a variety of
resources and media (ISTE NETS.S). Students will be able to conduct online
research by searching for topic related information. They will be able to evaluate
information presented on various provided websites, and process the knowledge
acquired through various delivery methods. As indicated earlier, conducting
research and evaluating online content is a required skill of all students. This tool
and training will empower teachers and students in applying the required skills
throughout the curriculum.
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Variety of learning experiences:
Throughout the PD teachers will be creating a Google custom search related to a
topic studied during their upcoming classes. Teachers will explore other related
and similar tools for setting up custom search. Prior to the PD teachers are asked
to gather a list of websites they want their students to explore and research
through as they conduct their research. Teachers list the pros and cons of using
Batoul Baydoun
EDT 531 PD Proposal
Due October 14, 2011
these tools and their relevance in the classroom. Once students are introduced to
the custom search engine they may refer to the skills learned and eventually
develop proficiency to be able to search the net independently. The tool will
guide students into developing appropriate skills and techniques in conducting
online search and the use of online material. Students will be able to exercise
making judgment on what information is best suitable to meet their needs and
make decisions regarding those judgments. They will evaluate the relevance of
material and information presented online and use it to make informative,
entertaining, or persuasive decisions. Teachers can set up the custom search to
introduce students to various technology tools for potential use in output and
product delivery. Students and teachers have tremendous opportunities to further
explore online content to bring them live into the classroom. The filtering option
of this tool allows teachers to maintain online safety of students while surfing the
net and provides students with guidelines for which content to look through.
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Curriculum-specific applications: This tool allows for across the curriculum
flexibility. Teachers in all subjects are required to teach their students effective
methods of research and evaluating online content. Students must explore
information published online and connect it to the subjects and topics learned at
school. As indicated earlier the NETS.S, “students are to develop research and
information fluency through their ability in locating, exploring, organizing,
evaluating, synthesizing and ethically using information from variety of sources
and media” (ISTE.NETS.S). I want teachers to realize that designing custom
search engines serves their needs in meeting content and technology standards.
Teachers are aware that research is not only confined to LA classes but rather
throughout all content and subject areas. Throughout the PD teachers will realize
and learn that the custom search engines will help them in assisting students
through the research projects. It will minimize the pre research conference time
to approve and disapprove topics, sites, or content. The teachers know that by
pre-selecting the options and websites they minimize frustration and anxiety of
students attempting to locate the appropriate information.
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New roles for teachers: Throughout the PD teachers will come to realize that
their role as leaders in the decision as the research is taking place becomes less
stressful as they shift into the role of facilitators and guidance providers in the
classroom. The teachers become the facilitators and their time can be spent
helping students use the material available rather than evaluating the material to
be appropriate or not. Teachers will engage in partner up activity to share the
custom search designed and the various control options in setting up the custom
search. They will collaborate and share websites that fit the research requirement.
Teachers provide a list of items they can work on as students are engaged in their
research activities.
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Collegial learning:
Since Google custom search engine and other similar tools allow for
collaborations, teachers are encouraged to share their custom search and ask other
Batoul Baydoun
EDT 531 PD Proposal
Due October 14, 2011
colleagues to add and enhance their available bank of websites. Teachers in the
same grade level or same department can share the custom search engines and
collaboratively design them to meet all grade level students and projects.
Teachers will be able to see what their students are working on in their other
subjects and build on that to integrate knowledge across curriculum.
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Active participation of teachers: teachers can share the custom search engines
and build on each other to accommodate collaboration across subjects. During
this PD teachers will create their first Google custom search and identify areas for
improvement and collaboration. Each teacher will provide their colleagues with
access to their custom search and ask for feedback. Teachers brainstorm other
usage of the designed custom searches and other similar tools available. Teachers
will share project ideas and methods of incorporating the custom search into their
teaching and lessons.
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Ongoing process: as part of the long learning process and as I continue to
volunteer and offer my support in the classrooms I will check on teachers and ask
them to show off their progress in using the custom search engines. Using the
school display of innovative teaching and learning the teachers and their students
get the opportunity to share their projects and the methods used to complete the
projects.
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Sufficient time: In order to fully implement and integrate this tool into the
curriculum a minimum of three face-to-face sessions will be conducted along with
email exchanges and online feedback. I have created an LMS (Edmodo) for
teachers to refer to for questions, comments, ideas and feedback. Starting initial
contact in late September the PD sessions will resume at the beginning of
November. Continuous support and ideas will be provided through the LMS
provided and walk-ins for classroom volunteering. (Edmodo Access CODE
http://www.edmodo.com/home rxnzet)
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Technical assistance and support: As indicated earlier, through my continuous
presence at the school I will check on teachers and make myself available during
their planning time to assist in technology and technical support. I will expand
my support to the use of other tools such as wikis, blogs, integrating mapwing and
mapvivo for delivering students products and projects. Also I will continue to
forward ideas and emails offering my support. During the PD I plan to pair up
teachers according to their technology skills. Those who are more proficient will
assist those who are less proficient in creating the Google free account and setting
up their first Google custom search.
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Administrative support: The school where I will be offering my PD is not my
place of work. Throughout the progress of connecting with the teachers and
offering my services I have met with the school principal three times. Throughout
the meetings she showed interest and anticipation to what I have to offer her staff.
I do not have much evidence of relaying my message to other teachers other than
Batoul Baydoun
EDT 531 PD Proposal
Due October 14, 2011
the few teachers that have answered to my online survey. Everyone is aware of
the amount of work and effort teachers exert daily to meet the needs of their
students, parents, local administrators and district evaluators. I have clearly
conveyed that my availability and support are to ease their work and not add extra
challenges and struggles.
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Adequate resources: The school (Manhattan Middle School), where I will be
providing my services and implementing the PD, is not equipped with any
smartboards technology. To my understanding each classroom is equipped with a
projector connected to a teacher desktop, some have clickers, and netbooks are
available for students to check out as needed. Three portable notebook labs are
also available for check out along with two pc labs. Teachers can either set up
this type of activity in their classrooms or in the PC labs.
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Continuous funding The tools used for the purpose of this PD are available
online through the Google apps and are free of charge. There will be no need for
funding this sort of training other than if the principal was willing to pay teachers
for their time spent during the training. Teachers were willing to give up their
planning time or during afterschool hours to acquire the skills needed to
implement this tool. I will investigate funds available for technology training
within the school or district funds. In the recent years many schools have been
able to receive grants to upgrade their technology and provide staff training to use
the technology.
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Built-in evaluation:
The evaluation of teacher understanding and success in implementing this tool is
very critical. Throughout the PD a formative assessment and product assessment
takes place as teachers are designing their custom search engines. The progress
and product completing and then implementation of the tool in the classrooms
will be assessed.
Prior to the PD teachers are assessed on their basic technology skills in creating
an email account through Google and their ability to locate the Google custom
search application.
A formative evaluation takes place during the PD as teachers collaborate and
create their own Google custom search engines. Teachers will be encouraged to
share accounts and learn how to build on their colleagues’ work and search
engines. Also evaluation is considered as teachers decide on topics and areas for
which they would integrate the tool.
The summative assessment will take place as teachers implement the tool learned
and share students’ work and success while using the tool. Successful products
are shared through the school network and school bulletins.
Batoul Baydoun
EDT 531 PD Proposal
Due October 14, 2011
 Tentative schedule:
In order to successfully carry on this PD there will be a
minimum of three meeting sessions to establish the goal and guidelines,
implement the PD and final summative and review session.
Prior to the face-to-face meetings teachers were asked to respond to a survey
assessing their needs for a PD in technology integration.
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September 20, 2011: Design a survey for a technology PD need and send
out to school principal to share with teachers.
September 28, 2011: Collect survey results and establish goals and
purpose for PD. (survey results conveyed three interested teachers in
learning about Google custom search engines)
October 10, 2011: Contact teachers for establishing a date and time for
the PD training.
October 20, 2011: PD session 1 Topic: Custom search Engines
o What is a custom search engine?
o Why do we need this tool?
o How can we implement it and integrate it into the classroom?
o How do I create an account with Google or other custom search
engines?
o Locate websites of interest for a specific subject, topic or
assignments.
o Collect the list of needed websites into a word document
o Explore features of the tool and create a custom search engine
(name, topic, websites included, security and privacy set up)
October 24, 2011: PD session 2 Topic: Creating custom search engines
o Review areas of need for a custom search (what, how, why, and
when)
o Log on and add create another custom search for a different topic,
subject or area of need. Or add to existing search.
o Adjust and specify privacy and accessibility to the world wide net.
o Share examples and discuss various features.
o Switch roles as teachers to students use the search engine to find
information.
o Set up categories within the search to separate topics and
information.
November 4, 2011: PD session 3 Topic: Sharing custom searches and
feedback
o Examples in content area
o Share products produced using custom search engines
o Teacher collaboration and sharing ideas.
o Feedback and questions
o Summative evaluation and contact exchange.
o Assessment of other needs using other tools
Batoul Baydoun
EDT 531 PD Proposal
Due October 14, 2011
During PD Formative Evaluation
Checkpoint #1: Brainstorming
After introducing what a custom search engine is and how it can be used, the first checkpoint would consist
of an open forum for teachers to share ideas of usage in the classroom.
 Brainstorming and sharing of ideas will provide me with information and areas of need for
teachers. It helps me set the objective or target for each teacher.
 Engage teachers with an interest to create their personal google account.
 Look up and share interesting, age and grade level appropriate sites for a specific lesson topic
Checkpoint #2: Modeling
After creating, setting up the Google accounts, and collecting various websites, I will show the teachers
how to start a Google custom search. We will explore the control panel and the various features of the
tool: I will model how to use custom search engine, and how to set-up of the tool
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The teachers will attempt their own as I provide feedback and immediate support.
Point out features and their affordances
Add the collected sites
Specify privacy and limitation
Assign categories and keywords
Test the search engine of a colleague
Checkpoint #3: Sharing
After allowing for independent practice and hands-on experience, volunteers share with the entire group
what they have created by displaying their custom search engines for everyone to see.
 Sharing products will provide me with an opportunity to evaluate the progress and success of the
teachers. The sharing will provide a self-evaluation.
 Teachers will explain and justify applying certain features/functions
 Ask further questions and build further skills.
Batoul Baydoun
EDT 531 PD Proposal
Due October 14, 2011
Five levels of PD Evaluation:
 Participants’ Reaction: I will check this level through the teacher’s motivation and interest in
the tools they want to integrate to improve the quality of their lessons and meet their students’ of
the 21st century need.
 Participants’ learning: This level is checked as teachers engage in creating the custom search
engine, adding specific features and privacy add-ons.
 Organizational support and change: I will check this level through teacher’s collaboration and
eagerness to share the products and tools they have learned. I will monitor for teacher
collaboration and sharing of ideas throughout the school. I will look for pointers of change in the
attitude and direction in pursuing further knowledge and experience using newer tools and skills.
 Participant’s use of new knowledge and skills: This level is checked through the product
outcome and students’ work while integrating the tools. Projects and progress will be shared
throughout the school.
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Teachers are asked to provide a short paragraph feedback to express their experience in
using this tool. They are asked to share success and failure and justify why they think it
was successful or not. What are some factors that may increase the successful use of the
tool and how they ca modify the change.
 Student learning outcomes: This level is assessed through the delivered assignments with
successful use of tools and information provided. Students will be asked to reflect on their
experience in using the tool.
They will answer to the following short essay:
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How did the use of Custom search engine help you in locating the information you
needed? What factors and features helped simplify your experience? Write a paragraph
describing your experience using this tool and share whether you suggest the teacher
should continue using this tool or do you prefer independence in searching the world
wide web and why?