Professional Learning Facilitator

Coaches plan, provide and evaluate the impact of professional learning for educators and leaders to use technology to advance teaching and learning. Coaches:

Artifact One: Assessment of Need for Accessibility in the Museum

MOSAC Accessibility Survey The following survey is part of a project for my Master's program, not from MOSAC. That being said, I hope to use this information for future professional development here and elsewhere. This survey is a Needs Analysis. It is assessing what we as a staff need to learn, or don't know. Many of us will not know the answers to some of these questions, or many of them. That is OK! The first step in learning is knowing what it is that you don't know. Selecting or entering "I'm unsure" is perfectly fine! Thank you for your time! -Bill

Indicator(s)

4.5.a, Design professional learning based on needs assessments and frameworks for working with adults to support their cultural, social-emotional and learning needs.

Description

This needs survey was created in preparation for a larger project within the museum to bring in a focus on accessibility. The survey was created to gauge the understanding of the staff about what accessibility is, how the museum was currently doing with accessibility, and how we could do better. The survey was created using google forms as it is an easy tool for survey takers to use, and it allows easy use and interpretation of the data.

Implementation

The survey was distributed to all employees of the museum as well as members of the board of directors. This was done with the goal of assessing if there was an ideological divide or difference in understanding between departments, or levels of the organization. The distribution was done through email, and by QR code attached to a box of doughnuts in the breakroom. The data from this survey was collected and organized into a presentation as the first portion of a professional development. The data was used to show the strengths and weaknesses of the staffs’ understanding of accessibility in general and accessibility technology. The results were also used to generate a professional development focused on educating the staff on the concepts that were lacking.

Impact

This survey informed the decisions made about the direction of the professional development delivered to the museum. It also informed some decisions that were made about the direction to take on some of the accessibility projects. The overall professional development had a significant impact on the staffs’ understanding of accessibility as seen when some of the survey questions were redistributed as a PD assessment. There was also a greater impact on the general interest and level of collaboration and discussion on accessibility in the museum, but also on professional development and trainings

Artifact Two: Screenshot of Mentee Project ‘To Do’ list

Indicator(s)

4.5.b, Build the capacity of educators, leaders and instructional teams to put the ISTE Standards into practice by facilitating active learning and providing meaningful feedback.

Description

I worked with a coworker to build professional development materials on accessibility in general and how to change thinking about accessibility. We collaborated via the cloud due to availability constraints. This screenshot shows our goals in no particular order as they currently sit. This living document was used throughout the project of working together, but continues to be utilized as we further collaborate on this project.

Implementation

We used this check-in document to ensure we were on the same page as the project progressed but we did not always have time to meet consistently. We kept track of what we were each currently working on, and also what our next steps and completed tasks were, expected and realized dates, and what we would like to touch base on the next time we had the chance to meet. We were able to work together and create a professional development session on accessibility that is available to anyone through our in-house SharePoint system.

Impact

My mentee had never used OneDrive or SharePoint prior to this project, and so the creation and use of this document was part of the mentee process. I worked with them to teach them how to use the commenting and document history features, as well as the connection to their own OneDrive and Office 365 suite. They used Office 365 and their own OneDrive to create a presentation on accessibility that was aligned with the results of the needs analysis, and present that information to the staff. I was able to use the commenting system to allow live feedback of the presentation as they created it, so when we did have the chance to meet we could work on presentation and teaching skills, not just technical thoughts about the PowerPoint.

Reflection

Having so many great opportunities to create and drive professional development in my current position in such a short amount of time has been an eye opening experience. Working with the entire staff to develop a professional development based on a needs analysis was an exciting challenge to broaden everyone’s perspective on current cultural and social-emotional needs of the guests to the museum, but also to enhance their understanding about what it is that they do not know. Using the same needs analysis to help assess the effectiveness of that PD was also insightful as I was able to see the impact directly moving from what we needed, to what we understand.

At the same time, working with a peer on creating a more in-depth presentation on the subject while teaching them to use OneDrive and SharePoint was an amazing opportunity because the next steps of my PD was to train the entire staff on using these tools. Overall it was a successful experience and I look forward to continuing this project and eventually achieving the standard 4.5.c, by evaluating the impact of these professional learning and continually making improvements in order to use technology for high-impact teaching and learning.

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