After winter break, I passed out a Chromebook to each teacher with a QR attached. Their first task was to scan the QR code and watch a video I made (see it here). I embedded little clues into the video, and I was pleasantly surprised by the participation I received from staff. Mission Possible was launched!
Overall, I think Mission Possible was a success, and I think my staff are prepared for 1:1 next year!
- Task #1: Staff read an article by Michael Fullan regarding the importance of quality instruction first with technology as a tool to enhance the instruction. They then completed a Google Form quiz and participated in a Google Classroom message board.
- Task #2: I asked staff to attend at least one of the seven different Google trainings I was offering during the month of January and early February. All trainings were held after school for one hour.
- Task #3: Staff were instructed on how to set up their own Google Classroom. I also gave them this set of school wide expectations because we felt it was very important to help our students be organized starting on day 1.
- Task #4: Our three pilot teachers developed a Pineapple Calendar to allow staff the opportunity to visit their classrooms to see the Chromebooks in action. After visiting a classroom, I asked staff to complete a brief Google Form to gather feedback.
- Task #5: I asked staff to complete a 3 step task to demonstrate multi-step instructions using Google Forms, websites and QR codes in the classroom.
- Task #6: I created a CPMS Chrome extension, which I asked staff to add to their Chrome. I then asked staff to share extensions they found useful. As a staff, we curated a great resource list.
- Task #7: We needed staff to do a self rating on their individual goals, so we utilized the Google Classroom platform to deliver the Google Form survey.
- Task #8: One of the most important aspects of going 1:1 is incorporating and modeling Digital Citizenship. Each PLC identified an area to concentrate on for next year, and I asked staff to create a draft curriculum plan and to identify key vocabulary. Common Sense Education served as a powerful resource.
- Task #9: We had a professional development day approaching, and I asked staff to sign up for one of 6 sessions to attend that day.
- Task #10: This task occurred for all staff during our professional development day. We spent time during the morning sessions to discuss the difference between passion consumption and active creation. We also spent time reviewing and discussing Chapter 1 of Integrating Technology in the Classroom published by the International Society for Technology in Education.
- Task #1: We enabled printing on our staff Chromebooks, and I asked staff to print off a QR code, scan it, and fill out the form to tell me their favorite ice cream. The first PLC to complete the task received their favorite treat!
- Task #2: Our tech company, Five Star, offers a great professional development tool called PyxisEdu. Staff created their account and began exploring PyxisEdu. One of the best features is that the site tracks hours spent researching and developing technology integration, which is great for license renewal!
- Task #3: I asked staff to read highlights from Chapter 1 of Launch: Using Design Thinking to Boost Creativity and Bring Out the Maker in Every Student and participate in a chat segment on Google Classroom. I used the book to coach my staff on incorporating more active creation lessons into their curriculum.
- Task #4: This task was one of the more difficult tasks that I asked of staff, as I was really pushing them to think about active creation (see the article they read) AND I introduced a new tool that had a learning curve. I pushed out a PDF document based on Chapter 13 from Ditch That Textbook by Indiana teacher and author Matt Miller using the Google Chrome extension Kami, which many staff members liked, but had to spend some time to learn the tool. While it did take time, I think many staff members found a lot of value in this particular task.
- Task #5: I loved this task! I introduced the PLAYDATE movement to my staff, and I asked them to participate and document a PLAYDATE they had with a colleague. It was so inspiring to see my staff learning and growing with technology and their peers.
- Task #6: We put it all together. Staff took all of the lessons learned thus far and put them together to create a great lesson. I wanted them to spend time on something tangible that could be used next year. I was blown away by the amazing lessons submitted. My staff did a great job creating new active creation lessons, and I am so excited for our students next year.
- Task #7: Staff read our Acceptable Usage Policy and a 1:1 FAQ document that was sent to our community. It is important that all stakeholders are knowledgeable on these documents.
- Task #8: After receiving feedback from me, each PLC submitted a final draft of their digital citizenship curriculum plan and key vocabulary for next year.
- Task #9: As part of our yearly improvement plan, staff have an individual, PLC and school goal. For this task, we asked for final ratings and feedback on the respective goals.
- Task #10: The final task of the year was to give me feedback via a Google Form. I am here to serve my staff, and I can only get better at my craft through their feedback.
After six months of learning, my staff is ready. Bring on the Chromebooks!