Grant Proposal for Microsoft Office Skills Development

Prepared on March 23, 2014

Authors:

Lindsay Murray
Zporal Tyson-Williams
Mike Vigilant
Kaitlin Ward

Grant Proposal for Microsoft Office Skills Development

Abstract:
Based on the results of a needs assessment survey, Grace Snell Middle School, located in
Gwinnett County, Georgia, has decided to provide staff training for specific components of
Microsofts Office suite, specifically Microsoft Publisher and Microsoft Excel, which teachers
indicated they are most unfamiliar with. By December 31, 2014, 80 certified teachers from
Grace Snell Middle School will receive face-to-face training on the two Microsoft Office
programs and will understand the uses and feature of each program, create files on Microsoft
Publisher including brochures and flyers, create and manipulate spreadsheets and charts on
Microsoft Excel, and create lesson plans which implement and demonstrate the use of and
require students to use either or both of the programs. Teachers will be required to attend two
training days, one for each program. Teachers will view a presentation of the features of the
programs, view and manipulate sample documents, create their own documents, and finally
create lesson plans implementing features of the programs. After the initial training has been
completed, teachers can optionally attend extra training sessions during which they can revisit
covered information or receive more in-depth training with extended information. By the end of
the training, teachers will exhibit increased confidence in using both Microsoft Publisher and
Microsoft Excel, be able to create and manipulate documents in each program, and be able to
design lessons which implement the use of either program.

Proposal
Part 1: Demonstrated Need
Before the end of the 2012-2013 school year, all teachers at Grace Snell Middle School (in
Gwinnett County, Georgia) participated in a technology needs assessment survey, written and

administered by the schools technology team. The surveys purpose was to assess teacher
perceptions in regards to technology training needs and wants. The comprehensive survey asked
teachers to rate both their familiarity and desire for additional training for a variety of technology
products commonly used in the district, from productivity software to district-specific staff
development websites and the student information system.

Teachers clearly indicated that they need more training on Microsoft Excel and Microsoft
Publisher. Teachers also stated that they prefer in-person training to alternative staff
development methods, such as independent study and online training. Our plan addresses these
needs for more training on Excel and Publisher and will provide it in the manner most teachers
say they are comfortable with. Detailed information from our survey can be found in Appendix
A.
Part 2: Project Goals and Objectives
Goal 1: Microsoft Publisher
By December 31st, 2014, prepare and deliver in-person staff development for all certified
teachers on the use of Microsoft Publisher for educational uses, using nationally-accepted
standards, so that teachers can use this technology with students comfortably.

Specific

The goal is written simply and clearly defines what we are doing.

Measurable

Delivery by the end of the year is a measurement for success.

Achievable

This goal can be achieved by planning training for the fall.

Results-Focused

Result is increased comfort with Publisher leading to more student use.

Time-Bound

The goal has a deadline of December 31st, 2014.

Objectives:
1.1: Participants will be able to explain the purpose (uses) and basic features of Microsoft
Publisher.
1.2: Participants will be able to create their own Microsoft Publisher files (either a brochure or a
flyer), using standard tools provided in the program.
1.3: Participants will be able to design and create lessons requiring students to use Microsoft
Publisher to create documents based on concepts or standards addressed in the class.

Goal 2: Microsoft Excel

By December 31st, 2014, prepare and deliver in-person staff development for all certified
teachers on the use of Microsoft Excel for educational uses, using nationally-accepted standards,
so that teachers can more comfortably use this technology with students.

Specific

The goal is written simply and clearly defines what we are doing.

Measurable

Delivery by the end of the year is a measurement for success.

Achievable

This goal can be achieved by planning training for the fall.

Results-Focused

Result is increased comfort with Excel leading to more student use.

Time-Bound

The goal has a deadline of December 31st, 2014.

Objectives:
2.1: Participants will be able to explain the purpose (uses) and basic features of Microsoft Excel.
2.2: Participants will be able to create their own Microsoft Excel spreadsheet files, using
standard tools provided in the program.

2.3: Participants will be able to design and create lessons requiring students to use Microsoft
Excel to create spreadsheets (or analyze data provided by the teacher) based on concepts or
standards addressed in the class.

Part 3: Plan of Operation

Narrative
Our plan is based around face-to-face staff development activities. For each of the two
Microsoft products we are training on, we plan for each teacher to attend one full day of staff
development. This will provide an immersive experience, allowing them to fully focus on
learning the programs, and will allow for more in-depth training than meeting before school or
during planning time would allow. Because it is unrealistic to expect the entire school to shut
down for training, we plan on meeting with each grade level on a separate day over the course of
a week. We will space the training out over several months to minimize the disruption to the
school and avoid overloading the teachers. Proposed outlines for each day of the formal training
can be found in Appendix B.

Once the formal training is concluded, we plan on offering several Yall Come sessions as
follow-ups. These sessions are informal, drop-in opportunities, similar to office hours in college.
This allows teachers who still have questions or need additional support to ask questions or
receive additional assistance, while allowing more advanced teachers who need less support to
continue working on their own with the software.

Because many teachers at the school request training information as handouts, files, or other
tangible materials, we plan on purchasing training books on both software programs for each
teacher participating in the program. This allows self-motivated teachers to learn about

advanced features that may not have been covered in the training, and gives a resource teachers
can access any time.
Schedule of Activities
Time

Activity

Goal

May 2014

Design of instruction to be delivered.

All

May 2014

Meet with administrators to schedule training dates for the fall (to
avoid conflicts with other school activities).

All

June 2014

Mike attends Microsoft Innovative Educator training in Atlanta-instruction may be altered based on new information learned there.

All

July 2014

Instructional plans are finalized, any needed resources (like handouts)

are created, books are ordered.

All

Sep. 2014

Distribute books and announce final training schedule.

All

Sep. 2014

First round of training: Day-long training on Microsoft Excel

Oct. 2014

First round of training: Day-long training on Microsoft Publisher

Nov. 2014

Yall Come sessions on Microsoft Excel, each week before school.

Dec. 2014

Yall Come sessions on Microsoft Publisher, each week before school. 1

Late Dec.
2014

Complete evaluation process and review results.

All

Part 4: Evaluation Plan

Our plan for formal evaluation is comprised of three components. The first two components
consist of surveys to be administered immediately after each of the two formal training sessions.
These surveys are designed to assess participants level of comfort with Excel and Publisher after
their training on each. The surveys will also identify questions participants still have about the
products, which may be useful for future training sessions.

In December 2014, just before the Winter Holiday, a follow-up survey will be sent to teachers.
This will assess the format of the training itself, as well as the trainer, to ensure that participants
are satisfied with the instruction itself. Grace Snells Media Specialist will send out the survey
and receive the results, so that teachers feel they can be honest (rather than having the
technology coordinator, who is delivering the training, send out the survey).

Results from all surveys will be reviewed at the end of the instructional program with an eye
towards identifying opportunities to improve instruction in future trainings. Evaluations will
also be analyzed as they are completed to ensure the programs goals and objectives are being
met.

The surveys to be used in the evaluation plan may be found in Appendix C.

Part 5: Budget
The bulk of our budget request comes from the identified need to provide professional leave time
for teachers to attend two day-long training sessions during the school day. We also plan on
purchasing a reference book for each teacher. Though we are requesting expenses for lunch
during the two day-long training days, we are aware that some funding agencies will not fund
this request. Alternatives including having the school pay for lunch for the teachers, or simply
providing a sufficient break for teachers to have lunch on their own.

In order to provide our teachers with the most up-to-date training information available, Mike
Vigilant is attending Microsoft Innovative Educator training at Microsofts Atlanta offices this
summer. Our request includes lodging for him for two days at a hotel near the training site (the

training itself is free). This training will provide skills and information that will be redelivered to
teachers during the training sessions this fall.

Because the school district provides licenses for Microsoft Office products for all teachers and
staff members by default, it is not necessary to purchase these programs for teachers.
Proposed Expenses by Category:
Professional Leave:
Substitute teachers: 80 teachers times two days of training at $80/teacher/day
Lunch (see above): 80 teachers times two days of training at $10/teacher/day

$12,800
$ 1,600

Training Resources:
Book: Microsoft Office Professional 2013 Step-by-Step
80 teachers at $27 per teacher
Incidental expenses (copies, supplies, etc.)

$ 2,160
$ 250

Technology Coach Training

2 days lodging near Microsofts Atlanta offices for Microsoft Innovative Educator
Training for Mike Vigilant (approximate rate based on current information)
$
TOTAL REQUESTED BUDGET:

350

$16,180

References
Margolin J., & Buchler, B. (2004). Critical issue: Using scientifically based research to guide
educational decisions. Chicago: North Central Regional Educational Laboratories.
Retrieved from http://www.ncrel.org/sdrs/areas/issues/envrnmnt/go/go900.htm.
Maryland teacher professional development planning guide. (2008, November). Retrieved from
http://mdk12.org/share/pdf/MarylandTeacherProfessionalDevelopmentPlanningGuide.pdf
.
Winfrey, E.C. (1999). Kirkpatrick's four levels of evaluation. In B. Hoffman (Ed.),
Encyclopedia of Educational Technology. Retrieved March 24, 2005, from
http://coe.sdsu.edu/eet/Articles/k4levels/start.htm.
Writing S.M.A.R.T. goals. (2009). Retrieved from
http://www.hr.virginia.edu/uploads/documents/media/Writing_SMART_Goals.pdf.

Appendices
Appendix A: Needs Assessment Survey Data
Data for our needs assessment comes from a staff survey that is administered just prior to the end
of each school year. The survey was written by the local schools technology team and consists
of many simple questions designed to inform and guide staff development plans for the
following year. The survey was administered via Google Forms and the results stored as a
Google Sheet. The entire survey results are many pages, and since many items are beyond the
scope of this proposal, we are only including the items from the survey that pertain to this
proposal, though the entire survey can be provided upon request.
Figure 1: Excel Training Needs

This question from the survey justifies our inclusion of Microsoft Excel in the staff development
plan. 49% of participants expressed a desire for training on Excel in the next school year, with
only 25% expressing a negative opinion about training on this software. The need indicated in
this question is greater than the needs expressed in other, similar questions.
Figure 2: Publisher Training Needs

This question from the same survey justifies our inclusion of Microsoft Publisher in the staff
development plan. In this question only 34% of participants indicated that they did not want
training on this software, with other participants indicating a neutral or positive desire for
training on Publisher. This stands out from similar questions and indicates a need for training on
this product. We believe the high number of participants indicating that they definitely do not
want training (No! Go away!) comes from the fact that a small subset of teachers already uses
Publisher with students; these more-experienced teachers can be used to provide assistance to
their peers during the training sessions.
Figure 3: Obstacles to Learning About Technology

This question from the survey justifies our request for substitute teachers to provide leave time
for teachers to attend the training sessions. It should not be surprising that the overwhelming

majority of teachers felt like time constraints keep them from learning about technology. Many
teachers feel overwhelmed by keeping up with basic duties and responsibilities, and feel that
staff development about non-essential programs is a luxury they simply do not have time for.
This means that serious, in-depth training should include professional leave time and be
conducted during the standard school day.
Figure 4: Methods of Training / Face-to-Face Workshops

This question was part of a matrix where survey participants indicated which method of training
they would most appreciate. Face-to-face workshops won by a landslide, as shown above.
Teachers appear to appreciate the value of having an expert deliver information in person, where
they can work through examples together and ask questions as necessary. This is primarily why
we decided to offer the bulk of the training as workshops, and issue the reference book as a
means of support when in-person assistance is not available.
Figure 5: Methods of Training / Drop-In

This question from the survey justifies the use of Yall Come sessions as follow-ups to the
whole-day trainings. Yall Come is a method of staff development that is popular and
common in the district this plan is being written for. Yall Come sessions are informal,
unscripted, unplanned sessions around a particular theme, which allow for spontaneous questions
and collaboration. Teachers can come to a Yall Come session and ask any question about the
topic that they wish. They may also meet with other teachers at the session and work together on
the topic. During the advertised times, teachers may come and go as they wish from the training
room. Teachers enjoy this kind of informal training because they can get the help they need
about a topic they already know something about, without having to stick around for an entire
training session they might not need.
Appendix B: Training Outlines
These are the proposed outlines for the two staff development sessions that are planned for one
full day each. These are drafts and may be subject to change pending school administration
review and approval, but they will likely stay mostly the same.

Day-long training: Microsoft Excel

Introduction
Review agenda and goals of training
Introduction to Microsoft Excel

Workbooks, sheets, and basic editing features (the ribbon).

Adding data and organizing the spreadsheet.
Applying filters and sorts to make sense of data
Conditional Formatting
Exercise: Gradebook
Have teachers export grades from their gradebooks
Have teachers apply filters, sorts, and conditional formatting
Have teachers review spreadsheet for five things they learned from the data by organizing it in

Excel.
Lunch
Formulas
Writing your own
Using Excel tools to create formulas
Charts
Creating basic charts based on existing data
Customizing charts based on specific needs
Classroom Uses
Graphing data examples
Science: Graphing data
Math: Using formulas
Exercise: Design a lesson using Excel
Questions
Wrap-up

Day-Long Training: Microsoft Publisher

Introduction
Review agenda and goals of training
Introduction to Microsoft Publisher
Files, templates, and basic editing (the ribbon).
Basics of document structure: text boxes, graphics, margins, guidelines, etc.
Exercise: Create a simple flyer
Create a flyer discussing a concept from your curriculum, using features of Publisher.
Review created flyers.
Lunch
Classroom uses
Creating instructional materials
Language Arts: Persuasive flyers
Social Studies: Brochures about countries
Exercise: Creating brochures about countries.
Create a travel brochure to another country using Publisher.
Review created brochures.
Questions
Wrap-up

Appendix C: Evaluation Instruments

Microsoft Excel Survey
1. On a scale of 1-5, with 1 being not at all satisfied and 5 being extremely satisfied, how
satisfied are you with what you learned today?
2. On a scale of 1-5, with 1 being not at all comfortable and 5 being extremely comfortable,
a.
b.
c.
d.
e.
f.
3.

please rate your level of comfort using these features that were demonstrated during the training:
Workbooks and sheets
Basic editing features (the ribbon)
Filters and sorts
Conditional formatting
Formulas
Charts
On a scale of 1-5, with 1 being not likely at all and 5 being very likely, how likely are you to

use Microsoft Excel with your class?

4. Below, please indicate the part of the training you felt was most helpful.
5. Below, please indicate the part of the training you felt was least helpful.
6. Please add any additional comments you would like to make that you feel the training designers
and instructors would benefit from knowing below.
Microsoft Publisher Survey
1. On a scale of 1-5, with 1 being not at all satisfied and 5 being extremely satisfied, how
satisfied are you with what you learned today?
2. On a scale of 1-5, with 1 being not at all comfortable and 5 being extremely comfortable,
a.
b.
c.
d.
e.
f.
3.

please rate your level of comfort using these features that were demonstrated during the training:
Files and templates
Basic editing features (the ribbon)
Text boxes
Graphics
Margins
Guidelines
On a scale of 1-5, with 1 being not likely at all and 5 being very likely, how likely are you to

use Microsoft Publisher with your class?

4. Below, please indicate the part of the training you felt was most helpful.
5. Below, please indicate the part of the training you felt was least helpful.
6. Please add any additional comments you would like to make that you feel the training designers
and instructors would benefit from knowing below.

Instructional Design and Presentation Survey

1. On a scale of 1-5, with 1 being strongly disagree and 5 being strongly agree, please respond
a.
b.
c.
d.
e.
f.
g.

to the following statements:

The training session on Excel was a good use of my time.
The training session on Publisher was a good use of my time.
Overall, I found both training sessions to be valuable.
The design of the instruction in these sessions made sense to me and helped me learn.
The presentation of instruction in these sessions made sense to me and helped me learn.
I enjoyed the training sessions.
I feel comfortable designing lessons and activities for my students using what I learned in the

training.
h. I have the knowledge and resources to support me in designing lessons using Microsoft Excel
and Publisher.
2. Please answer the following in the text entry boxes below. Please include as much information
as you think would be helpful to the designers and instructors in planning future staff
development.
a. Please give examples of two things you enjoyed about this training.
b. Please give examples of one thing you would change about this training, and how you would
change it.
c. Do you plan to use Excel and Publisher with your classes? If so, how? If not, why not?
d. Please give any other feedback or constructive criticism you think would be helpful.