Professional Development and Evaluation Plan

Google Apps Professional Development Grant Proposal

Joshua Davis
Melisa Eichele
Lyndsay Goeckeritz
Kayla Metheny
Georgia Southern University

Professional Development and Evaluation Plan

Abstract
This professional development training will expose teachers to the google applications
the school currently utilizes. A teacher poll revealed that 5% of the teachers are aware and
comfortable with using google applications (Appendix A). The goal is to educate the teachers so
they utilize the applications to save time and collaborate with peers. Each teacher is issued a
laptop and iPad at the school. The session will be large group on a teacher work day. Each
teacher will bring either the laptop or the iPad so they can be trained on their own device. The
instructor will be a person within the school district who is a novice with google applications (IT
staff, Media Specialist, Technology Director). The final goal asks the teachers to choose
applications and use them in their daily schedule. A follow up session will take place in one
month after the training. The instructor will come back to the school and work with the teachers
during their grade level planning time. The instructor will ensure the goals are met and offer any
assistance.

Demonstrated Need

Professional Development and Evaluation Plan

MLCES is a school that has one to one chromebooks for grades 2 through 5. Google is
the platform that the school system is using. All students, K- 5, have a Gmail account and have
access to Google Applications. A teacher poll revealed that 5% of the teachers are aware and
comfortable with using Google Applications (Appendix A). This poll revealed a high level of
need for a professional development on Google Apps. If the teachers are not comfortable using
Google Apps then we know they are not being used with the students. Administrators feel that
the chromebooks need to be used for more than games and research. Teachers and students
should be using the Google Apps and collaborating on documents and projects.

Goals for Grant Proposal

Goal #1: Teachers will be introduced to and understand the basic functions of each application in
google applications: documents, drive, groups, email, sites. The goal is achieved when each
teacher is aware of each google application. All staff will be trained within a two week period.

Professional Development and Evaluation Plan

Goal #2: The teachers will become comfortable with a google application for collaboration
(Groups & drive), communication (email), classroom organization and communication (sites).
The goal is achieved when each teacher has established a favorite application for all three
education purposes. All staff will be trained within a two week period.
Goal #3: The goal is for the teachers to integrate google applications to create a schoolwide
community. The teachers will choose 3 google applications to integrate into current teaching
practices. The goal is achieved when all teachers are using google applications in their daily
education routines. All staff will integrate one technology within one week of training, two
technologies within two weeks, and three technologies within three weeks.

Plan of Operation and Project Activities

Professional
Development Timeline

Activity Description

8:00 am - 8:15 am

Video Tour that Explain the

following: What are Google
Applications? What purpose do
they serve? How can it make
your classroom and planning
more efficient?

Welcome and
Introduction

Corresponding Goal and

Narration
Goal #1. This video will
introduce the basic functions of
Google Apps and aware the
teachers of each individual app
giving them a better overall
understanding. For effective
professional development,

Professional Development and Evaluation Plan

8:15 am - 8:40 am
Presentation

https://www.youtube.com/watch
?v=dWDI_249CFY

teachers need an understanding

of what they are going to learn
about.

Short presentation showing the

vast advantages of using Google
apps, such as google groups, and
drive.

Goal #1. This presentation will

continue to introduce the basic
function of Google Apps and
continue to give teachers a better
understanding.

8:40 am - 10:00 am

Small group breakout for

collaboration apps (groups and
Small group breakout 1 drive office applications).
Groups based off skill and
previous knowledge: novice,
intermediate, and experienced.

9:45 am - 10 am

Break

Goal #2: The teachers will

determine their skill level and
join the most appropriate group.
Grouping the teachers by skill
level will ensure that the teachers
are getting the most out of this
professional development. Also,
it ensures that we are not leaving
gaps in their understanding.
Break

Break
10:00 am - 11:30 am
Large group
presentation/discussion

11:30 am - 1:00 pm

Instructor will work with each

application and give examples
of how to use them. Instructor
will take ideas in a large
discussion group.

Goal #2: The instructor will use

a large interactive whiteboard to
enter each application. The
instructor will show examples
using each application. The
group will discuss experience
with each application and any
advantages.

Individual - No food provided

Lunch
1:00 pm - 3:00 pm

Small group breakout to explore

and use each google application.
Small group breakout 2 The groups will include a
variety of experience level so
there is a novice in each group.

Goal #2: Teachers will use the

knowledge learned from
breakout session 1 to explore the
applications, as well as,
brainstorm ways in which these
apps can be used within the
classroom for teacher and
student use. Teachers will also
use this time to plan for
upcoming lessons integrating

Professional Development and Evaluation Plan

Google Apps.
3:00 pm - 3:00 pm
Conclusion

The instructor will answer any

questions and give an
assignment. The teachers are
asked to choose a different
google application each week
and incorporate it into their
education routine. In one month
the instructor will check back
with each teacher.
Teachers will take a Satisfaction
Survey.

Goal #3: The instructor will give

the assignment. With this
assignment teachers will dive
into the use of Google Apps and
be able to integrate into everyday
instruction. Because the
instructor is checking back in
with teachers, the instructor can
assess skills learned, learning
gaps, and which teachers still
need further instruction and
feedback.

Evaluation Plan
Level 1 Evaluation: Teachers will be given a satisfaction survey on the material and the training
class itself. (Appendix B). The first level in Kirkpatricks four levels of evaluation is also known
as the smilesheet. (Winfrey 1999). This survey will determine how the teachers react to the
training. Did the teachers think the training was informative and worth their time?
Level 2 Evaluation: Teachers will be sent a post survey (Appendix C), to rank their level of
comfort using Google Apps. This survey will be sent out one week after the professional
development session. The results of this post survey will be compared to the pre survey

Professional Development and Evaluation Plan

(Appendix A), the teachers took prior to the professional learning. If the percentage of comfort
and confidence is higher than 10%+ effectiveness of this professional learning has occurred.
Level 3 Evaluation: After teachers have had time to implement Google Apps into collaborative
planning and daily instruction (about one months time), trained observer will observe utilization
of apps in classrooms and planning and follow up with questions, concerns, or suggestions for
teachers. These observations will assess if training was successful for teachers by using a rubric
(Appendix D).
Level 4 Evaluation: This level of evaluation rarely takes place over the evaluation process. Step
4 of the evaluation process evaluates the overall success of the course or professional
development. Often times this is the reason that this task gets skipped or does not get formally
completed. The best way for us as evaluators to assess if the professional development or
training was successful is to have the individuals of the target audience to complete a survey
(Appendix E), and show evidence of their work. This evidence does not have to be graded
assignments like you would think, this could be a simple printout of work the teachers assigned
to the students online, grades from work completed solely online compared to work done solely
offline. The next part of the step 4 of the evaluation is often overlooked because we see the
teachers, and their classes success as a means to the overall evaluation for the teacher. In this task
the students will also be given a survey, (Appendix F), to assess their level of engagement within
the academic environment.

Professional Development and Evaluation Plan

Budget
Budgeted
Items/Services

Cost

Justification

Software/Technology

$0

Google Applications are free.

The technology being used (laptops and
iPads) is already purchased and assigned
to teachers.

Venue

$0

Held at public schools during teacher

work day.

District
Leaders/Educators
(Instructors)

$150 stipend per instructor

for 5 instructors

Instructors will receive a stipend for the

teaching and assistance for this
professional learning session.

Other Resources

$50

Supplies, including markers and chart

paper, to record ideas for the use and
advantages of each app during the large
group discussion.

Total Funding Requested: $800

Professional Development and Evaluation Plan

References

Clark, D. (2015). Kirkpatrick's Four Level Evaluation Model. In Big Dog & Little Dogs
Performance Juxtaposition. Retrieved October 23, 2015 from
http://www.nwlink.com/~donclark/hrd/isd/kirkpatrick.html
Satisfaction Surveys. (2015). Retrieved from
http://www.samplesurvey.org/satisfaction-surveys.html
Kaufman, R., & Keller, J. (1994). Guidance for the Design of Quantitative Survey-Based
Evaluation. Human Resource Development Quarterly,5(4), 371-380.
doi:10.1002/hrdq.3920050408
Winfrey, E.C. (1999). Kirkpatrick's Four Levels of Evaluation. In B. Hoffman (Ed.),
Encyclopedia of Educational Technology. Retrieved October 23, 2015 from
http://www.4cleanair.org/Kirkpatrick.pdf

Professional Development and Evaluation Plan

Appendix A
Raw Data:
School chosen MLCES - 5.8%

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Appendix B

Satisfaction Survey: (Winfrey, 1999) & (Sample Survey, 2015).

Please answer the following questions about the training session. Circle the number that best
reflects your opinion of each statement.

Statement

Strongly

Disagree

Disagree

Neither

Agree

Disagree

Strongly
Agree

or Agree
The training class was

organized and presented well.

The trainer connected the
information to my needs as an
educator.

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I was unaware of the options

12

The training class was worth my 1

with google applications before

my training.
I understand my current
options with google applications
after the training.
Google applications will benefit
me as an educator.
The small group breakout time
was beneficial.
I am comfortable choosing
google applications to integrate
into my daily schedule.

time
Please provide a short answer for each of the following questions:
My favorite part of the training was _________________________________________________
______________________________________________________________________________
My least favorite part of the training was _____________________________________________
______________________________________________________________________________
My favorite google application is ___________________________________________________
______________________________________________________________________________
How will you integrate google applications into your professional life? _____________________
______________________________________________________________________________

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Appendix C
Google Applications Knowledge Pre and Post Survey
Directions: Please answer each question by circling the number that best corresponds to your
knowledge of Google Apps.
1. What is your confidence in using Google Applications?
Not confident at all

Very Confident

Very Confident

Very Confident

Very Confident

Very Confident

Very Confident

2. What is your confidence with using Gmail?

Not confident at all

3. My experience with Google Documents is?

Not confident at all

4. My experience with Google Spreadsheets?

Not confident at all

5.My experience with Google Forms?

Not confident at all

6. My experience with Google Calendar?

Not confident at all

7. My experience with Google Sites?

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Not confident at all

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Very Confident

8. How confident do you feel creating a website using Google Sites?

Not confident at all

Very Confident

9. How confident do you feel using Google Groups to collaborate with others?
Not confident at all

Very Confident

10. How confident do you feel using Google Applications with your students?
Not confident at all

Appendix D

Very Confident

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Item Being Assessed

15

2 Points

3 Points

0 or 1 Google App
utilized for
instruction.

2 Google Apps
utilized for
instruction.

3 Google Apps
utilized for
collaborative
planning and
instruction.

Level of utilization
of Google Apps for
collaborative
planning and
instruction.

Minimum or incorrect
utilization of Google
Apps for
collaborative
planning and
instruction.

Correct utilization of
Google Apps for
either collaborative
planning or
instruction, but not
both.

Proficient utilization
of Google Apps for
collaborative
planning and
instruction.

Overall
understanding and
use of Google Apps.

Minimum or beginner Intermediate

understanding.
understanding.

Number of Google
Apps being utilized
for collaborative
planning and
instruction.

1 Point

Proficient
understanding or
mastery of Google
Apps.

Score:
Comments:

Appendix E
District:
Statement for Educators

School:

Date of training:
Strongly
Disagree

Disagree

Neither
Disagree

Agree

Strongly
Agree

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or Agree
Google Apps have become a part of
my academic environment

My students are more engaged in the

learning of new subjects

I am more comfortable with

technology in my classroom

I understand how to use more than

one Google application and how it
can be effectively used in the
classroom

Because of my use of technology, my

students are more engaged in the
learning process

I use technology, more specifically

Google Apps, everyday in my
classroom

Over 50% of assignments completed

in my class are completed online

The overall grades in my class have

risen directly because of my use of
technology

I would use Google Applications more in my classroom if

______________________________________________________________________________
One thing I love about Google Applications
______________________________________________________________________________
One thing I hate about Google Applications
______________________________________________________________________________
If you answered strongly disagree to any of the points above, please explain:
______________________________________________________________________________
______________________________________________________________________________

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Appendix F
Survey for students:
District:

School:

Statement for Students

Strongly
Disagree

Disagree

Neither
Agree
Disagree
or Agree

Strongly
Agree

Google Apps have become a part of

my academic environment

I enjoy class more when my teacher

allows me to use technology

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I am more comfortable with

technology in the classroom

I understand how to use more than

one Google application and how it
can be effectively used in my
schoolwork

Because of my use of technology, my 1

success in the class has gone up

I use technology, more specifically

Google Apps, everyday in my
teachers classroom

Over 50% of assignments completed

in my teachers class are completed
online

My teachers utilize Google Apps

within the classroom

One thing my teacher said about Google Applications was:

______________________________________________________________________________
I enjoy using Google applications when doing my work but:
______________________________________________________________________________
If you answered strongly disagree to any of the points above, please explain:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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Appendix G
Department of Financial Services
Review/ Audit of artifacts completed using professional development techniques form:
Because you attended a professional development or training, you are expected to integrate
newly learned skills into your everyday teaching. We at the Department of Financial Services
understand that this is a process and will not be completed overnight.

This form will be used at budget meetings, and other Department of Financial Services meetings
to decide if the professional development was effective. The only true way to assess this notion is
to prepare artifacts to be submitted to the Department of Financial Services. You are expected to
be honest and truthful, and to follow the code of conduct you agreed to at the beginning of your
employment. Future trainings will depend on your feedback, and your artifacts. Attach only what
is applicable.
Teacher name

Date of Professional Development

Name of professional development

____ Artifacts of completed student

work

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attached
____ Grade comparison attached

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