Face-to-Face Staff Development Workshop

Spencer Landis
FRIT 7739
Spring 2018
Identification of Learning Problem
Dacula Middle School’s Local School Plan for Improvement (LSPI) for the most recent
school year, includes an annual goal that all students will score 80% or higher on all local
common assessments. In order to reach this goal, teachers recognized that all teachers for that
subject area would need to be involved in creating/editing instructional resources and common
assessments. The school requires teachers teaching the same course to collaborate a minimum of
once a week, but the majority of teachers feel that more collaboration will be required to reach
this goal as well as future goals. However, almost all teachers teach more than one course and it
would not be possible to schedule an additional face to face meeting time. The teachers need an
efficient way to create, share, and edit resources while not together.
Current methods teachers use to create, share, and edit resources vary teacher to teacher.
Many teachers use email to share large files which has resulted in several variations of the same
documents and clogged inboxes. Creating common resources and assessments has been a
lengthy process that usually ends with one teacher with access to a test generator being in charge
of creating assessments that all teachers teaching that course would use. Teachers using their
own processes to create, edit, and share files with other members of that team has limited
collaboration. Teachers already have access to G Suite for Education “Team Drives” that can be
used to share previously used resources, create new files, and give the ability for all team
members to edit a single document. This fulfills the need to include all members when creating
and editing resources with limited meeting time.

Instructional Goal
● Participants will be able to effectively use Team Drives in order to increase collaboration
in creating, editing, and sharing instructional resources.

Learner Analysis
The target learners for the workshop will be teachers from Dacula Middle School who
teach seventh and eighth grade Social Studies and/or Language Arts. The total number of
participants was nine. The teaching experience of this group ranges from 2 – 19 years, half of
which have been teaching in the Gwinnett County Public School district for their entire careers.
All teachers hold a Georgia teaching certificate with a minimum education level of a Bachelor’s
degree.
All participants consider themselves familiar with commonly used software such as
Microsoft Word and PowerPoint. In addition, all have used at least one web based Google
application. Most of the participants have their own personal Gmail account and all of them
have a school issued Google account. According to data collected from the survey, all
participants consider themselves to have “basic proficiency” in using web based productivity
tools.

Task Analysis
 Tutorials and instructional guides from Google for Education’s website were used to
create a set of instructions for teachers to accomplish each objective. Participants were asked to
bring their school issued laptops along with any external storage device they may have been
using to store instructional resources related to their course.
I will serve as the Subject Matter Expert (SME) for this this staff development. I am a
classroom teacher with experience leading a course team that utilizes a Google Team Drive to
share and collaborate various resources. Through observations and evaluations, the
administration has labeled my classroom as a “Transformational Classroom”. This is a title
given to a limited number of teachers in our school that demonstrate effective uses of technology
in daily instruction in addition to high levels of collaboration with other teachers. I will work
with a technology coach that is experienced in providing staff developments and also is familiar
with G Suite for Education apps.

Task Analysis Outline

1. Set up Google Team Drive for your course.

1.1 Open the Google Chrome Browser
1.2 Sign into Google using your school Google account
1.3 Open the Google Drive App
1.4 Select “Team Drives” from the menu on the left hand side
1.5 Click the blue “NEW” button in the top left corner of the page
1.6 Type the course name in the box and click “CREATE” to create your Team Drive

2. Add course files from your computer to the Team Drive

2.1 From the Team Drive home page, click “NEW” in the top left corner of the page
2.2 Select “File upload” from the drop-down menu
2.3 In the opened window, select a relevant course file to upload and click “Open”

3. Add course team members to the Team Drive and set access level.
3.1 Click “+ Add members” near the top of the page beneath the “Search Drive” bar
3.2 Type a course team members name in the “Add names or email addresses” bar
3.3 Select the correct team member from the suggested options provided
3.4 Click the caret next to “Full” beneath the name of recently selected team member
 3.5 Select the “Edit access” option from the options in the drop-down menu
3.6 Select “Send” in the bottom right corner of the open window

4. Create a new file in the Team Drive

4.1 From the Team Drive home page, click “NEW” in the top left corner of the web page
4.2 Select 4th option from the top labeled “Google Docs”
4.3 Place your cursor over the blue “SHARE” button in the top right corner
4.4 Ensure that your course team members are listed for this document

Instructional Objectives
Terminal Objective 1: Set up a course Team Drive.
Enabling Objectives:
1A: Successfully open the Chrome web browser
1B: Log into school provided Google education account

Terminal Objective 2: Add files to the Team Drive.

Enabling Objectives:
2A: Set up a Team Drive for course
2B: Locate course files stored on laptop hard drive or storage device

Terminal Objective 3: Add participants Team Drive and set member access levels.
Enabling Objectives:
3A: Course team members with Google education account
3B: Knowledge of appropriate level of access for team members

Terminal Objective 4: Create a new files in the Team Drive giving all team members
immediate access.
Enabling Objectives:
4A: Added course team members to Team Drive
4B: Set appropriate level of access for Team Drive members
Formative Evaluation Plan
Participants in this in person staff development will be able to follow the step by step
guide using their personal computers. The instructor will ensure that each step is carried out
successfully and individually assist any teacher that needs help. Participants will be evaluated by
whether or not they successfully complete the steps resulting in functional Team Drives for their
courses. A brief survey will be administered at the conclusion of the staff development to gain
feedback on the effectiveness of the training and to guide improvements that need to be made.

Instructional Design Summary

This staff development will be presented in person and also made available as an online
training module. Participants will bring their school issued personal computers, but
Chromebooks will be made available for use and to demonstrate the functionality across devices.
Participants will be guided through the training using a Google productivity tool, Google Slides.
The instructor will display the presentation through an overhead projector and will also go
through the steps with participants as an example that they will be able to reference if needed.
The objectives and overall goal will be reached through participants completing the steps
individually, allowing them to take a hands-on approach and ownership of their learning.

Self-Evaluation and Reflection

Participants were engaged throughout the workshop and learned about a new
collaboration tool they were previously unfamiliar with. Teachers commented that they enjoyed
the interactive and laid back nature where they could ask questions and even go into more depth
about some of the capabilities Google has included in their productivity tools. Survey and
assessment data shows that teachers were successful in regards to completing the objectives
correctly. Teachers felt they benefited from this training, but also suggested that something
along the lines of a case study be shared to demonstrate how this tool has helped a course team to
collaborate at a higher level and become more efficient. They were quick to mention that certain
benefits were easy to see, but that a case study may help to persuade some teachers that are more
resistant to change.