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Face To Face Staff Development Workshop

The document outlines a training plan for paraprofessionals to increase their basic technology skills. It identifies the target audience as elementary special education and regular education paraprofessionals. It discusses conducting a needs assessment to understand the participants' entry skills, attitudes, and learning preferences. It then outlines the objectives and assessments that will be used in the training.

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Lauren Brantley
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51 views3 pages

Face To Face Staff Development Workshop

The document outlines a training plan for paraprofessionals to increase their basic technology skills. It identifies the target audience as elementary special education and regular education paraprofessionals. It discusses conducting a needs assessment to understand the participants' entry skills, attitudes, and learning preferences. It then outlines the objectives and assessments that will be used in the training.

Uploaded by

Lauren Brantley
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Part 1: Identification of Learning Problem

Target Audience:
Elementary Special Education and Regular education paraprofessionals of grades P-5 in the
Savannah-Chatham County Public School System or SCCPSS. The student population they
serve alongside the general education and special education teachers ranges from profound to
mild disabilities to gifted students in the general education classroom. They teach in a selfcontained, resource, or inclusion environment to a student population that is over 45% identified
gifted. Seventy five percent and have been teaching for over 15 years. Any paraprofessional that
desires the training will be eligible to participate.
Problem Identification:
Paraprofessionals serve a special and valuable service in Savannah- Chatham where ______%
are identified special needs whether that be IEP, ESOL, and Gifted students. Technology also
plays a role in serving these students. Paraprofessionals now more than ever need to have the
basic educational technology skills in order to serve their clients to the maximum extent possible.
They need to be able to communicate by email, perform basic operations, and navigate Google
Classroom with basic proficiency. Currently, according to Needs Related data and observational
information, this is not the case. With educational technology increasing, it is apparent that some
of our paraprofessional staff feel inadequate with their current training of software, hardware,
and internet issues My approach is to provide an engaging face to face professional development
that will first, build community among the paras by providing fun ways of collaboration. The
thought that technology is a one on one medium is outdated. Secondly, I want to provide the
knowledge and practice in a supportive setting to build confidence. Third, I want to leave them
with some takeaway tools to use later including a quick reference card, my contact information,
and enrichment opportunities for those that want to pursue more training. This training aligns
with SCCPSS District Technology Plan Goal GOAL #9 To develop the capacity to provide highquality service and support for technology resources for stability and sustainability. Support staff

are required to maintain a minimum of 30 hours of technical/soft skills training a year. Learning
opportunities provided through face-to-face, online video training, and self-paced technical
books. Staff training activities are assigned, documented, and tracked through a sign in sheet
turned into the professional development office.
Instructional Goals:
Goal 1: Learners will increase their basic technology skills
Goal 2: Learners will increase their basic technology skills in order to integrate technology into
instructional and management activities while earning required professional development hours.
Part 2: Learner Analysis
Introduction:
The target audience are 15 paraprofessionals ranging between ages ___________. Having had
teacher feedback and a needs assessment I am somewhat familiar with technology comfort level.
To undergird this, I constructed a needs assessment using Google Forms and summarized the
results. More basic information came from Meredyth Taylor, May Howard Media Specialist,
Advanced Ed SACS information, school secretary, and state of Georgia K-12 report card to give
insight into the population of students served.
Entry Skills and Prior Knowledge: From the responses I gathered,
Attitude Towards Content and Learner Motivation:
Education Ability Levels:
General Learning Preferences:
Group Characteristics
Task Analysis:
Objectives of Training:
Subject Matter Expert:
Part 4: Objectives
Terminal Objectives:
Enabling Objectives
Classification of Instructional Objectives:

ISTE-T Standards:
Relationship between Instructional Objectives and ITSE-T Standards
Part 5 Assessments:
Lesson 1: Basic Computer Skills
Objectives: To understand and apply the basics of operating your desktop
1A.
1B.
1C.
Assessment 1.1
UDL Principles Used;
Lesson 2:
Lesson 3:
Lesson 4:
Part 6: Instructional Sequence
Preinstructional Strategy:
Reference List

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