Embedded Files
Date taken: Fall 2025
Instructor: Michelle Krill
Course Learning Outcome 1
Course Learning Outcome 1
Plan, prepare and deliver technology related in-service programs and instruction in collaboration with other professionals at a variety of instructional levels that use technology in problem solving based upon Pennsylvania Academic Standards, strengths and needs of learners at all levels of technological proficiency and established technology implementation plans.
Artifact
Artifact
Professional Development lesson plan
Reflection
Reflection
This artifact reflects the learning outcome listed as it is the framework for a one hour professional development session for district teachers about Classwize, our classroom management software. The document connects to both ISTE Standards for Educators and alignment to the School District's "Profile of a Graduate."
While I have presented technical training several times, this was the first time I had specifically aligned it with ISTE Standards and specific knowledge items and desired results. By providing my teachers with a structured plan, they were able to immediately apply the new technology in their classrooms. I feared that a classroom management tool serves a punitive function to keep students on task. It is my goal through this type of PD that educators are able to embrace positive uses of classroom management tools such as sending a webpage to students (avoiding multiple steps of going to an LMS and taking several clicks to get to the resource).
Course Learning Outcome 2
Course Learning Outcome 2
Develop plans to assess the technological needs and resources, and evaluate technology implementation and outcomes. In concert with technology staff, develop plans to configure computer/technology systems and related peripherals in laboratory, classroom clusters, and other instructional and administrative arrangements.
Artifact
Artifact
Reflection
Reflection
This project began with a technological problem, where the Middle School Library/Makerspace no longer had any functioning 3D printers yet had an upcoming curricular project needing them. After consulting with the librarian, building tech support specialist, and director of technology, we identified a path forward. This included contacting the 3D printer manufacturer, troubleshooting and resolving hardware issues, and deploying a new 3D printer from a separate manufacturer. At the conclusion of the project, it was decided to move forward with budgeting to replace all district 3D printers with the newer device in the coming school year.
From a practical standpoint, this project resolved an imminent issue (no working 3D printers in the Middle School Library) which allowed instruction to continue. Students in a 6th grade science class design hurricane-resistant houses and then print a model of their house ideas. Ultimately this project took on two paths, the first of a technical repair to get the current devices functioning. The second path required taking a step back and asking what the needs around 3D printers in the space would be - what curricular problem is this device solving. In asking curricular questions, it allowed the technology team to get the right tool instead of just the shiniest tool.
Course Learning Outcome 3
Course Learning Outcome 3
Collaborate with school colleagues to enhance student, teacher, and administrative capabilities and improve student learning.
Artifact
Artifact
Project 2: AI PD for Paraprofessionals.
Reflection
Reflection
At the onset of this project, the technology department was approached by our Supervisor of Support Services who was planning an upcoming professional development afternoon for district paraprofessional staff. This group often gets overlooked for meaningful PD opportunities. The Supervisor created this three hour session around the WIN, or What I Need, intervention strategy in place in the school system. (More information on WIN from NWEA.) Paraprofessionals had the flexibility to choose three sessions out of a choice of five. I was asked to work with the Supervisor of Support Services to develop a 15-minute presentation on AI tools that these staff members could use in their regular job duties.
This presentation was particularly gratifying for me, as I saw even during the session how grateful the paraprofessionals were for this new knowledge, and that they truly received skills they could use in the classroom the following school day. This included strategies to adjust the Lexile value of a text, creating a graphic organizer for someone who may be a visual learner, and breaking down tasks into smaller action items for students. Feedback from the session was that the paraprofessionals found value in the subject and would use these strategies going forward.
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