FRIT 7739 Online Staff Development

8/18/2019 FRIT 7739 Online Staff Development

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FRIT 7739: Online Staff Development: ClassDojo

Joseph D. Johnson

Spring !"#


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$art ": I%entifi&ation of 'earning $ro(lem

)eneral *+%ien&e

The general audience that I have chosen consists of educators at Garrison Elementary

school. All are educators and staff from the first grade team, serving in variety of

capacities from classroom teachers, to EIP, gifted, and support personnel. I plan however

to open the online staff development to the entire K- grade groups. The school uses a

!lended curriculum with technology, and serves as a "avannah#s K- Performing Arts

Academy as well.

$ro(lem I%entifi&ation

$eing in a data driven district, I have utili%ed a needs survey, concentrating on issues in

the classroom, hinderances toward learning, and needs teachers and staff may feel will

!enefit them in specific areas such as !ehavior, technology, and the home to school

connection. Though I opened the survey up to first grade teachers and support staff, I

received only nine responses. These however were from mainly certified teachers and a

couple of support staff.

Therefore, !ased on the a!ove mentioned criteria I noticed that many teachers are having

a pro!lem with !ehavior and classroom communication with home. This is e&tremely


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impactful for effective teaching. In many of the discussions, teachers complained of not

!eing a!le to !uild a strong connection with the parents. The needs analysis also !ac'ed

this up. (aving this strong connection is also vital, especially when concerning

assignments completed )or not* as well as what is going on in the classroom everyday. I

have decided to concentrate on utili%ation of a +e! . tool that has !een vital to my

class and adopted !y the district. This programapp trac's !ehavior, class and school

events, stories, and updates. It also allows instant te&ting and comments, which is vital to

meet those needs e&pressed !y teachers in the survey with 'eeping parents informed.

Stan%ar%s

IST, T -. $romote an% o%el Digital Citi/enship an% Responsi(ilit0

Teachers understand local and glo!al societal issues and responsi!ilities in an evolving digital

culture and e&hi!it legal and ethical !ehavior in their professional practices. Teachers/

!. address the diverse needs of all learners !y using learner-centered strategies and providing

e0uita!le access to appropriate digital tools and resources

c. promote and model digital eti0uette and responsi!le social interactions related to the use oftechnology and information

d. develop and model cultural understanding and glo!al awareness !y engaging with colleagues

and students of other cultures using digital-age communication and colla!oration tools.

IST, T1. ,ngage in $rofessional )ro2th an% 'ea%ership

Teachers continuously improve their professional practice, model lifelong learning, and e&hi!it

leadership in their school and professional community !y promoting and demonstrating the

effective use of digital tools and resources. Teachers/

a. participate in local and glo!al learning communities to e&plore creative applications oftechnology to improve student learning

!. e&hi!it leadership !y demonstrating a vision of technology infusion, participating in shared

decision ma'ing and community !uilding, and developing the leadership and technology s'ills of

others

c. evaluate and reflect on current research and professional practice on a regular !asis to ma'e

effective use of e&isting and emerging digital tools and resources in support of student learning


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d. contri!ute to the effectiveness, vitality, and self-renewal of the teaching profession and of their

school and community

Instr+&tional )oals

After teachers participate in this particular training, teachers will !e a!le and !ecome

familiar with/

• Participants will !e introduced to learning the varied uses for 1lass2o3o, specific

functions and capa!ilities, and its impact on the classroom. This will !e done

with introduction presentations and information.

• Participants will learn how to create an account for their class, add their students

and parent information, customi%e !ehaviors, and create invitations.

• Participants will learn how to create the homeschool connection and showcase

wor' and personali%ed student information concerning !ehavior with parents.

$art II: 'earner *nal0sis

Intro%+&tion

The primary audience reviewed in this analysis is comprised of certified teacher and

support staff for the 4st graders at Garrison Elementary "chool in the "avannah-1hatham

1ounty "chool "ystem. Those that are ta'ing part in the staff development consist of

nine certified teachers )including one GiftedEIP* as well as one paraprofessional.

,ntr0 Sills an% $rior 4no2le%ge


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All support staff )including all grades* that will !e participating have had technology

training on a variety of programs within the school. (owever, many have stated to me

that there is so much technology they need to 'now, they are loo'ing for something

simple and uncomplicated. This is vital for teachers to utili%e it with fidelity, so that

positive effect will !e shown over time. "'ills needed to fully understand an effectively

utili%e 1lass2o3o re0uire/

• $asic 'ey!oarding and computer s'ills

• Prior use of various programs such as +ord, E&cel, or other programs re0uired to

create a free account

• Previous use of running logs or !ehavior programs

After entry into the teaching profession at Garrison, these o!3ectives have !een e&panded

upon through various professional developments, !ut are still the main o!3ectives that

have a !earing on effective use of this program. Pre-testing was honestly not utili%ed for

this staff development though a needs survey and analysis was done. This was due to the

fact that the data from the needs analysis indicated that most have had a least minimal

e&posure to 1lass2o3o. Also, there were no teachers or support staff participating that

did not have the necessary computer s'ills to complete the 5ace to 5ace or 6nline "taff

2evelopment.

*ttit+%es To2ar% Content 5 otivation

Attitudes towards learning an application or program that would not only trac' !ehavior,

allow for instant communication with parents, and document ma3or class or school events


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or pro3ects to share were mainly all positive )seven out of nine or 7 percent* agreed they

would love to learn a!out it.

The main issue that I have found from interviews with the teachers is time. 8uch of the

technology they have had to learn has !een comple& and training has !een fast. 8any

complain that they forget, or do not have resources readily availa!le to refer !ac' to.

They would also li'e to utili%e something that is easy to learn, and intuitive.

$art III: Tas *nal0sis

Tas *nal0sis

I conducted the tas' analysis using a procedural analysis, since the understanding of

1lass2o3o re0uires a procedural tas's )or steps* that the participants need to learn. These

procedural tas's are needed in order to create a teacher and classroom account, add

students from the class, set up groups if necessary, customi%e !ehaviors and points, add

parent phone or email information, create invitations with parent and student codes,

adding notes and running reports, and access resources. I felt that using solely a

procedural analysis, would go into the procedural steps and thin'ing needed on the

participant#s part that might not !e fully e&plained using the topic analysis.

Tas *nal0sis O+tline

4. 1lass2o3o Introduction/ +hat is 1lass2o3o

4.4 Introduction, !enefits, and overview of 1lass2o3o

4. 5orms and Parent 9etters-"tudent and Parent Invites

4..4 Parent introduction letter and resources to 1lass2o3o


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. 1reating a class and 1ustomi%ing $ehaviors

.4 "igning up to create an account

.4.4 1hoose title/ Teacher, Parent, "tudent, or "chool 9eader

.4.4. 5ill in information, email address, and password.

.4.4.: 1hoose your school in your district and 3oin.

. 1reate a 1lass

..4 1lass name and grade

..4. Add students and avatars

..4.: 1ustomi%e positive and negative !ehaviors to fit

specific needs in the school or classroom.

:. Adding, "u!tracting points-Adding student notes

:.4 Awarding points to students and groups

:.4. "electing students or group of students to award or ta'e away points

!ased on specific !ehaviors already created.

:. Adding student notes and messages

:..4 1hec' word pro!lem for words or phrases such as in all, 3oin,

com!ine, all together, or plus.

:.: ;sing data for review and speciali%ed reports

:.:.4 Pull data reports for each child and customi%ation of those

reports.


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$art I: Instr+&tional O(je&tives

". ClassDojo Intro%+&tion: hat is ClassDojo;

a* Introduction, !enefits, and overview of 1lass2o3o

!* 5orms and Parent 9etters-"tudent and Parent Invites

. Creating a &lass an% C+stomi/ing


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$art I: *ssessments

'esson@

Instr+&tional

Strategies

)oals O(je&tives AD' *ssessments

'esson ":

5ocus is on

what

1lass2o3o is,

the !enefits in

the school and

classroom, and

introduction to

forms and

letters

e&plaining

1lass2o3o to

parents and

sta'eholders.

• Introduction,

benefts, and

overview o

ClassDojo

5orms and

Parent 9etters-

"tudent and

Parent Invites

O(je&tive ":

Introduce

1lass2o3o as a

+e! . tool

and cursory

uses.

"a. ?eview

information and

presentations

a!out

1lass2o3o.

"(. ?eview

introduction

material such as

parent letter and

information.

The lesson will

provide pictures

and

presentations to

appeal to all

modalities using

presentations as

well as print

items. This will

help in

recognition

)1A"T, inc.

)4@@@->*.

This will aid

participants

regardless of

need as

contained in

4.


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;29

philosophy.

'esson :

5ocus of this

lesson centers

around the

creation of a

personal

account )in this

case a teacher

account*

Procedure

s in

creation of

a teacher

account.

Addition of students and

groups that ma'e up the

participant#s class.

• 1ustomi%ation of

various positive and

negative !ehaviors

and s'ills.

• Adding parent email

and phone

information.

O(je&tive :

1reating a class

and

customi%ing

!ehaviors.

a. 1reate an

account.

(. Adding

students andor

groups.

&. $ehavior

and s'ill

customi%ation.

%. Adding

parent

information.

The lesson will

provide pictures

and

presentations to

appeal to all

modalities using

presentations as

well as print

items. This will

help in

recognition

)1A"T, inc.

)4@@@->*.

This will aid

participants

regardless of

need as

contained in

;29

philosophy.Also

general

4. Create a

Tea&her *&&o+nt/

As the main

assessment for this

lesson, participants

will !e as'ed to

create their own

account. They will

need to also

customi%e their

!ehaviors, input

students. )Parental

information can

wait, unless it is

readily on hand.*

Participants will

then send me an

invite to 3oin their

class for review.


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application

This will !e

tailored !y need

of each student

as contained in

;29

philosophy.

'esson 3:

Adding,

"u!tracting

points will !e

focused on, as

well as adding

student notes

for

documentation.

• Awarding points

to students and

groups.

• Adding student

notes and

messages.

•;tili%ation of data for

review and

speciali%ed reports.

O(je&tive 3:

Adding and

"u!tracting

points adding

student notes.

3a. Awarding

points to

students and

groups.

3(. Adding

student#s notes

and messages.

3&. ;tili%e data

for review such

as percentages

over time, and

customi%ation

of reports.

The lesson will

provide

simplified

procedural

steps, pictures

to support those

steps and

procedures as

well as conte&t,

recognition

)1A"T, inc.

)4@@@->*.

.

4. $oints an%

essages/

Participants will !e

given a test where

they are as'ed to

choose two students

in their class. They

are then as'ed to

add points and ta'e

points away in

differing degrees.

Be&t, participants

will !e as'ed to run

a report for each

student and email it

to me.


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'esson -

?ome@S&hool

Conne&tion

• Parent and

student invite and

codes

• 1lassroom story

feature

• Instant messaging

feature

• ?esources

O(je&tive -:

;tili%ing

1lass2o3o for

home and

school

connection.

-a. Parent and

"tudent invites

and codes for

use at home.

-(. 1reating a

classroom and

story timeline

to share with

parents.

-&. Instant

te&ting to gain

communication

with parents

0uic'ly.

-%. 5urther

resources that

are availa!le on

the we!site for

parents to use at

home.

The lesson will

provide pictures

and

presentations to

appeal to all

modalities using

presentations as

well as print

items. This will

help in

recognition

)1A"T, inc.

)4@@@->*.

1. Parent

Invites:

This

assessme

nt consists

o two

tasks.

Participant

s will be

iven a

test where

the! are

asked to

write the

proper

se"uence

in steps

on how to

print out

student

and

parent

invites.


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The! are

then to

choose

two class

students

to print

out actual

invites or

those

students.

#e$t,

participan

ts will be

asked to

run a

report or

each

student

and email

it into the

%&'.(. Instant

Messagin

g


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Assessm

ent)


as'ed to choose one

student from their

dummy class at their

start screen. The

parent information

for this student will

!e my smartphone.

They will then

create a message

and send it to me.

*ssessment ,6amples

The assessments that I have created are performance !ased and I want participants to !e

a!le to demonstrate the 'ey concepts they learn and use that information to effectively

use 1lass2o3o in their classrooms and with their parents. At the end of the unit,

participants should !e a!le to demonstrate what they have learned and should !e a!le to

correctly use 1lass2o3o !y setting up their account, adding their students and groups,

customi%ing !ehaviors, adding and su!tracting points. $y completing these tas's, this

not only shows whether they have understood the processes in using 1lass2o3o, !ut also

follows the ;29 !y giving multiple methods and tas's that fit each learner.


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4* $art I: Instr+&tional SeB+en&e

SeB+en&e Des&ription O(je&tive

4 5ocus is on the !enefits of 1lass2o3o, proper uses,

resources, and how it is utili%ed.

4

Account 1reation

: Adding and "u!tracting Points :

< (ome 1onnection and Instant 8essaging <

This se0uence !uilds on concepts of learning-related se0uencing and order. The learner

will proceed through each lesson, !uilding on 'ey strategies learned from the last. This

re0uires the instructor and participant to follow a logical and scaffolding progression

when completing the o!3ectives and tas's that will !e set out in the lessons.

$art II: Design of Instr+&tion


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'esson@

Instr+&tional

Strategies

)oals O(je&tives AD' *ssessments

'esson ":

5ocus is on

what 1lass2o3o

is, the !enefits

in the school

and classroom,

and

introduction to

forms and

letters

e&plaining

1lass2o3o to

parents and

sta'eholders.

•Introduction,benefts, and

overview o

ClassDojo

5orms and Parent

9etters-"tudent and

Parent Invites

O(je&tive ":

Introduce

1lass2o3o as a

+e! . tool and

cursory uses.

"a. ?eview

information and

presentations

a!out 1lass2o3o.

"(. ?eview

introduction

material such as

parent letter and

information.

The lesson will

provide pictures

and

presentations to

appeal to all

modalities

using

presentations as

well as print

items. This will

help in

recognition

)1A"T, inc.

)4@@@->*.

This will aid

participants

regardless of

need as

contained in

;29

philosophy.

4.


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'esson :

5ocus of this

lesson centers

around the

creation of a

personal

account )in this

case a teacher

account*

Procedure

s in

creation of

a teacher

account.

Addition of students and

groups that ma'e up the

participant#s class.

• 1ustomi%ation of

various positive and

negative !ehaviors

and s'ills.

• Adding parent email

and phone

information.

O(je&tive :

1reating a class

and customi%ing

!ehaviors.

a. 1reate an

account.

(. Adding

students andor

groups.

&. $ehavior and

s'ill

customi%ation.

%. Adding parent

information.

The lesson will

provide pictures

and

presentations to

appeal to all

modalities

using

presentations as

well as print

items. This will

help in

recognition

)1A"T, inc.

)4@@@->*.

This will aid

participants

regardless of

need as

contained in

;29

philosophy.Also

general

application

4. Create a

Tea&her *&&o+nt/

As the main

assessment for this

lesson, participants

will !e as'ed to

create their own

account. They will

need to also

customi%e their

!ehaviors, input

students. )Parental

information can

wait, unless it is

readily on hand.*


19/25

This will !e

tailored !y need

of each student

as contained in

;29

philosophy.

'esson 3:

Adding,

"u!tracting

points will !e

focused on, as

well as adding

student notes

for

documentation.

• Awarding points

to students and

groups.

• Adding student

notes and

messages.

• ;tili%ation of data for

review and

speciali%ed reports.

O(je&tive 3:

Adding and

"u!tracting points

adding student

notes.

3a. Awarding

points to students

and groups.

3(. Adding

student#s notes

and messages.

3&. ;tili%e data

for review such as

percentages over

time, and

customi%ation of

reports.

The lesson will

provide

simplified

procedural

steps, pictures

to support those

steps and

procedures as

well as conte&t,

recognition

)1A"T, inc.

)4@@@->*.

.

4. $oints an%

essages/


given a test where

they are as'ed to

choose two students

in their class. They

are then as'ed to

add points and ta'e

points away in

differing degrees.

Be&t, particpants

will !e as'ed to run

a report for each

student and turn it

into the "8E.

'esson - • Parent and O(je&tive -:

;tili%ing

The lesson will *. Parent


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?ome@S&hool

Conne&tion

student invite and

codes

• 1lassroom story

feature

• Instant messaging

feature

• ?esources

1lass2o3o for

home and school

connection.

-a. Parent and

"tudent invites

and codes for use

at home.

-(. 1reating a

classroom and

story timeline to

share with

parents.

-&. Instant te&ting

to gain

communication

with parents

0uic'ly.

-%. 5urther

resources that are

availa!le on the

we!site for

parents to use at

home.

provide pictures

and

presentations to

appeal to all

modalities

using

presentations as

well as print

items. This will

help in

recognition

)1A"T, inc.

)4@@@->*.

Invites:

This

assessme

nt

consists

o two

tasks.

Participan

ts will be

iven a

test

where

the! are

asked to

write the

proper

se"uence

in steps

on how to

print out

student

and

parent


21/25

invites.

The! are

then to

choose

two class

students

to print

out actual

invites or

those

students.

#e$t,

participan

ts will be

asked to

run a

report or

each

student

and turn

it into the

%&'.+. Instant

Messagi


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ng

Assessm

ent)


as'ed to choose one

student from their

dummy class at

their start screen.

The parent

information for this

student will !e my

smartphone. They

will then create a

message and send it

to me.

$art III

At the end of the online course, I will conduct learner evaluation using a

customi%ed survey of multiple choice 0uestions.

S+rve0 for 'earner:


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4. After finishing the online course on 1lass2o3o, do you thin' you understand how

to use this program successfully in the classroomC

a. yes !. somewhat c. no

. 2id you find this online course to !e easy to understand and follow along withC


:. (ow confident are you after ta'ing this course on !eing a!le to utili%e all aspects

of 1lass2o3oC



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7. ;sing all these strategies learned in this course, are you now confident you can

teach others how to use this programC


. +hat was your favorite thing a!out this online courseC

@. +hat was the hardest thing a!out this online courseC

4. Is there anything in the course that you would changeC

S+rve0 for S,

4. After completion of the online course on word pro!lems, do you thin' all content

was present and given to the learner in a se0uence that was appropriateC If no,

please e&plain.

. 2id the o!3ectives set out in the online course conform to I"TE "tandards,

covering all information needed to !e presented set forth !y GeorgiaC

:. +ere principles of ;29 apparent in the content of the courseC If no, which areasC

. "hould anything !e added or ta'en away from the online courseC

D. +hat are your suggestions to ma'e this online course !etter for the learners or for

the teacherC


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After the students have ta'en their surveys, I will loo' at the surveys using 0ualitative

analysis for each 0uestion. Also, I will ta'e a loo' at what the "8E )myself or future

teacher#s of this course* stated in the survey. The results from the 0ualitative analysis and

feed!ac' from the "8E will drive any corrections, amendments, or augmentations

necessary for a more effective online course.

Documents

FRIT 7739 Online Staff Development