Grant Proposal 1

Grant ProposalH.E. McCracken Middle School Google Applications Training

Chasity Howard and Krisann JohnsonGeorgia Southern University

Grant Proposal 2

AbstractThis professional development will be required of all Administrators, Teachers and Classified Staff.  This professional development will be led by a trained Google consultant recommended by the district and he/she will be assisted by a professional development team made up of the school’s department chairs and technology coach. The professional Development team and technology coach will assist in coaching faculty in between trainings. The professional development will occur in three parts, with one day of professional development allocated for each part. The professional development days will be spread out over the span of the first semester of the 2015/2016 school year. The scheduled days are August 12th, October 16th, and December 11th. Each day is scheduled based on the district calendar for planned staff development days. At the end of the training, it is expected that all school faculty and staff will use Google Applications to communicate and collaborate and that teachers will incorporate Google Applications into daily lessons.

Proposal TextDemonstrated NeedAt H.E. McCracken Middle School, we have studied the collaboration and communication process/tools being used by the staff. It has become evident that teachers, support staff and students are lacking a common method of communication. Online communication through Google Applications is a form of collaboration that is considered in this survey and study.

At the end of 2013-2014 school year, a questionnaire was given to the staff at H.E. McCracken Middle school. The survey instrument used to distribute the questions to the staff was “Survey Monkey” website. The questions on the survey asked administrators, teachers and support staff to rate their experience level with Google Applications. The majority members of the staff claim that their lack experience and knowledge while using the Google Applications. 81% of the staff claimed that Google Applications does not have an influence on the professional work environments. 96% of the staff claimed that they would benefit from training of Google Applications.

81 % of the staff claimed that they did not use Drive effectively. 81% of the staff claimed that they did not use Calendar effectively. 83% of the staff claimed that they did not use Presentation effectively. 75% of the staff claimed that they did not use Forms effectively. 83% of the staff claimed that they did not use Spreadsheet effectively.

According to the data collected, teachers are lacking experience and understanding in using Google Applications. Based on the above data, the professional development team decided there was a need for professional development. Based on the recommendation of the district, the team decided to bring in a Google consultant to train the staff at H.E. McCracken Middle school.

Goals and Objectives1. By August 12, 2015, all administrators, teachers, and support staff will be trained to use Google applications such as Drive, Calendar, Presentation and Spreadsheet through professional development to create a more collaborative work environment.

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2. By October 16, 2015, all administrators, teachers, and support staff will implement Google applications such as Drive, Calendar, Presentation and Spreadsheet in school-wide communication and documentations to create a shared work environment.  3. By December 11, 2015, all teachers will implement Google applications such as Drive, Calendar, Presentation and Spreadsheet in lesson plans for students to have collaboration and access to information within and outside the classroom.

Plan of OperationOn August 12, 2015, the first professional development day will be held in the school’s media center. The day’s schedule is broken down into four sessions, with each session lasting two hours. The topics to be covered in these four sessions will be about how to use and collaborate with other staff members in the following Google applications:1.      Google Drive2.      Google Calendar3.      Google Presentation4.      Google Spreadsheet and Forms

On October 16th, 2015, the second professional development will be held in the school’s  media center. The day’s schedule will be broken down into four sessions, with each session having two one hour parts. The first part of each session will be dedicated to allowing staff to share examples of documents they create in Google using the following applications:1.      Google Drive2.      Google Calendar3.      Google Presentation4.      Google Spreadsheet and FormsThe second part of each session will be specifically for teachers. Teachers will learn tips and tricks on how to teach students to use Google applications.

On December 11th, 2015, the last day of professional development will take place in the school’s media center and will be specifically for teachers. This day will be a half day, with each session lasting one hour. In each session teachers will share examples of lesson plans they used in the classroom that incorporated Google application being discussed. Also, teachers will bring student work samples that demonstrate their use of Google applications.

Timeline Goals Activities

August 12, 2015

All Day Professional Development

All Administrators, teachers, and support staff will be trained to use Google

applications such as Drive, Calendar, Presentation and Spreadsheet through

professional development to create a more collaborative work environment.

8:01 am-10:00 amGoogle Drive Training: Staff will be trained to use and collaborate with Google Drive in a professional learning environment.

10:01 am- 12:00 noonGoogle Calendar Training: Staff will be trained to use and collaborate with Google Calendar in

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a professional learning environment.

1:00 pm- 3:00 pmGoogle Presentation Training: Staff will be trained to use and collaborate with Google Presentation in a professional learning environment.

3:01 pm- 5:00 pmGoogle Spreadsheet Training:: Staff will be trained to use and collaborate with Google Spreadsheet & Forms in a professional learning environment.

October 16, 2015

All Day Professional Development

All administrators, teachers, and support staff will implement Google applications such as Drive, Calendar, Presentation and

Spreadsheet in school-wide communication and documentations to

create a shared work environment.

8:01 am-9:00 amGoogle Drive Sharing: Staff will share the documents that they have created with their alike-contents. Also, Teachers will point out how it creates a better shared work environment.9:01 am- 10:00 amGoogle Drive Training: Teacher will be trained how to teach students the use of Google Drive. They will create a lesson plan using Drive.

10:01 am- 11:00 amGoogle Calendar Sharing: Staff will share the calendars that they have created with their alike-contents. Also, Teachers will point out how it creates a better shared work environment.11:01 am- 12:00 noonGoogle Calendar Training: Teacher will be trained how to teach students the use of Google Calendar. They will create a lesson plan using Calendar.

1:00 pm- 2:00 pmGoogle Presentation Sharing: Staff will share the presentations that they have created with their alike-

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contents. Also, Teachers will point out how it creates a better shared work environment.2:01 pm- 3:00 pmGoogle Presentation Training: Teacher will be trained how to teach students the use of Google Presentation. They will create a lesson plan using Presentation.

3:01 pm- 4:00 pmGoogle Spreadsheet Sharing: Staff will share the spreadsheets that they have created with their alike-contents. Also, Teachers will point out how it creates a better shared work environment.4:01 pm- 5:00 pmGoogle Spreadsheet & Forms Training: Teacher will be trained how to teach students the use of Google Spreadsheets. They will create a lesson plan using Spreadsheets & Forms.

December 11, 2015

Half Day Professional Development

All teachers will implement Google applications such as Drive, Calendar,

Presentation and Spreadsheet in lesson plans for students to have collaboration and

access to information within and outside the classroom.

8:01 am- 9:00 amGoogle Drive Sharing: Teachers will provide examples of lessons plans using Google Drive. Also, they will provide 2  students’ example work using Drive.

9:01 am- 10:00 amGoogle Calendar Sharing: Teachers will provide examples of lessons plans using Google Calendar. Also, they will provide 2  students’ example work using Calendar.

10:01 am- 11:00 amGoogle Presentation Sharing: Teachers will provide examples of lessons plans using Google Presentation. Also, they will provide 2  students’ example work using Presentation.

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11:01 am- 12:00 noonGoogle Spreadsheet Sharing: Teachers will provide examples of lessons plans using Google Spreadsheet. Also, they will provide 2 students’ example work using Spreadsheet.

Evaluation Plan

Formative Evaluation: 1. A pretest was given to participants via survey to determine skill levels before training in

order to create areas of focus for training that was specific to participant needs.2. In the second and third day trainings, participants will be asked to provide examples of

collaborative work using Google applications.3. At the end of each training session, participants will complete an exit ticket that allows

them to give feedback about the session as post evaluation. This information will used to modify future trainings.

Summative Evaluation:A final evaluation rubric will be used to assess the learning process that occurred throughout this training. The on-site professional development team will be responsible for completing the rubric.

PD Plan Component Evident Emerging Not apparent

Professional Development Team

Team members are identified and represent the faculty.  Experts and teacher leaders are included on the team.

A PD team is identified but does not include key faculty.

There is no PD Team identified.

Needs Assessment

Teacher needs from Professional Development Plans , and district technology requirements were used to determine focus. Pre-test was given to determine current knowledge.

The school uses a needs assessment instrument but does not use teacher Professional Development Plans or district technology plan to determine focus.

Needs assessments are conducted informally and/or not used to determine focus.

Objectives Objectives are Specific, Measurable, Attainable, Relevant, and Timely.  PD Plan objectives have a focus based on the needs data.

Objectives included but not expressed in SMART terms.

There is no clear PD objective and/or a method(s) to verify mastery.

Evaluation Strategies

Formative and summative data collection tools are deployed throughout the PD program.  Teachers conduct Action Research to evaluate effectiveness of newly learned practices.

Evaluation tools are used only at the end of training and when coaching takes place.

The PD Plan does not include any type of evaluation tools and its effectiveness cannot be determined.

Focused and Sustained Time

PD Plan includes multiple hours and days of training over an extended period

Multiple times are listed on a focus area but the entire faculty

Plan includes isolated events with no focus.  One-

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of time. is scheduled to attend, regardless of their need.

day workshops are listed.

Resources Trainers, coaches and materials are identified both from the faculty and from beyond the school.

On-site experts have not been identified as possible trainers/peer coaches.

Resources have not been identified.

Follow-up Job-embedded opportunities for practice and sufficient support is described (through peer coaching, action research, etc.) until mastery is attained.

Some coaching and support is included in the plan, but the support described is not inclusive of all faculty or widespread.

There is no evidence of support, coaching, or transfer of learning to the classroom in the professional development plan.

Budget The budget for this proposal will total $ 4, 876.00. However, $596.00 of the costs will be

covered by the school district to cover the printing of instructional booklets and provide a light breakfast  and snacks for the staff on training days. Staff will already be paid because the training sessions will occur during in-service days. The grant money requested in the amount of $4,280 will cover the fee for the Google consultant, accommodations, mileage and meals for the consultant as well.

Budget Category Justification Direct Costs In-Kind Costs

Consultant The consultant will provide instruction concerning Google

Application to the staff. Consultant was recommended

by the district.

$3,200

Staff The staff will use the professional development days for this training. Therefore, no

need for payment

$0 (In-Service Days)

Travel for Presenter Mileage Accommodations Meal

The consultant is from Columbia, South Carolina.

These expenses are mandated.

Mileage: $600Accommodations:

$375Meal: $105

Instructional Booklets The booklets are for the staff to use during training and to

reference after training.

$246

Breakfast and Snacks for Staff

These are complimentary for the staff as they might be hungry during training.

$350

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Totals: $4,280 $596

References

Mager, R. (1997). Analyzing performance problems: or, you really oughta wanna- how to figure out why people aren’t doing what they should be, and what to do about it. CEP, Atlanta. (3).

Winfrey, E.C. (1999). Kirkpatrick's four levels of evaluation. Encyclopedia of Educational Technology. Retrieved March 18, 2015, from http://www.4cleanair.org/Kirkpatrick.pdf

AppendicesAppendix APre-Test Google Applications QuestionnaireSurvey Instrumenthttps://www.surveymonkey.com/ Rate answers on a scale of 1-5.

1 Strongly Agree, 2 Agree, 3 Neutral, 4 Disagree, 5 Strongly Disagree

1. I have received adequate training in the use of Google Application. 1 2 3 4 5

2. I find it easy to incorporate Google Applications into my everyday professional practices?

1 2 3 4 5

3. Google Applications have positive impact on your professional work? 1 2 3 4 5

4. I  effectively use Google Applications to communicate and collaborate with staff members?

1 2 3 4 5

5. I effectively  use Google Applications to communicate and collaborate with students?

1 2 3 4 5

6. I would benefit from further training in how to use Google Applications. 1 2 3 4 5

7. I can effectively use Google Drive. 1 2 3 4 5

8. I can effectively use Google Calendar. 1 2 3 4 5

9. I can effectively create a Google Presentation. 1 2 3 4 5

10. I can effectively create a Google Form. 1 2 3 4 5

11. I know how to use a Google Spreadsheet. 1 2 3 4 5

Comments:

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Appendix BRaw DataQuestionnaire Results

1 2 3 4 5

QUESTION 1 2 1 7 6 61

QUESTION 2 1 0 3 7 66

QUESTION 3 0 0 10 5 62

QUESTION 4 0 0 0 4 73

QUESTION 5 0 2 10 6 59

QUESTION 6 74 1 1 1 0

QUESTION 7 1 2 7 5 62

QUESTION 8 2 1 7 5 62

QUESTION 9 2 1 0 10 64

QUESTION 10

3 0 6 10 58

QUESTION 11

0 2 5 6 64

Appendix CDaily Training Survey

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Survey Instrumenthttps://www.surveymonkey.com/Rate answers on a scale of 1-5.

1 Strongly Agree, 2 Agree, 3 Neutral, 4 Disagree, 5 Strongly Disagree

I gained practical knowledge from today’s training sessions. 1 2 3 4 5

The training objectives were made clear throughout the training. 1 2 3 4 5

The training procedures and activities support the training objectives. 1 2 3 4 5

The instructor was effective in teaching the training sessions. 1 2 3 4 5

Overall, I am satisfied with today’s training session. 1 2 3 4 5

Comments:

Appendix DTraining Evaluation Rubric

PD Plan Component Evident Emerging Not apparent

Professional Development Team

Team members are identified and represent the faculty.  Experts and teacher leaders are included on the team.

A PD team is identified but does not include key faculty.

There is no PD Team identified.

Needs Assessment

Teacher needs from Professional Development Plans, and district technology requirements were used to determine focus. Pre-test was given to determine current knowledge.

The school uses a needs assessment instrument but does not use teacher Professional Development Plans or district technology plan to determine focus.

Needs assessments are conducted informally and/or not used to determine focus.

Objectives Objectives are Specific, Measurable, Attainable, Relevant, and Timely.  PD Plan objectives have a focus based on the needs data.

Objectives included but not expressed in SMART terms.

There is no clear PD objective and/or a method(s) to verify mastery.

Evaluation Strategies

Formative and summative data collection tools are deployed throughout the PD program.  Teachers conduct Action Research to evaluate effectiveness of newly learned practices.

Evaluation tools are used only at the end of training and when coaching takes place.

The PD Plan does not include any type of evaluation tools and its effectiveness cannot be determined.

Focused and Sustained Time

PD Plan includes multiple hours and days of training over an extended period of time.

Multiple times are listed on a focus area but the entire faculty is scheduled to attend, regardless of their need.

Plan includes isolated events with no focus.  One-day workshops are listed.

Resources Trainers, coaches and materials are identified both from the faculty and from beyond the school.

On-site experts have not been identified as possible trainers/peer coaches.

Resources have not been identified.

Follow-up Job-embedded opportunities for practice and sufficient support is described (through peer coaching, action research,

Some coaching and support is included in the plan, but the support described is not

There is no evidence of support, coaching, or transfer of learning to the

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etc) until mastery is attained. inclusive of all faculty or widespread.

classroom in the professional development plan.