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Using Bloomboard for Teacher Evaluations:

Learner Training

Edtech 503 Final Project

The content of this paper is not to be redistributed or used by anyoneother than Dr. Perkins. While none of this material is considered

confidential, it is also not intended for public use.

By: Jim Murtagh

Dr. Ross Perkins

December 12, 2013


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Table of Contents

Reflection Paper ......................................................................................................................................... 3

Part 1. Topic ................................................................................................................................................ 5

A. Rationale ............................................................................................................................................. 5

B. Learning goal(s) ................................................................................................................................. 5

C. Learning Objective(s) and Sub-Objectives.................................................................................... 5

Part 2. Analyses ......................................................................................................................................... 7

A. Needs Analysis .................................................................................................................................. 7

B. Learner Analysis ................................................................................................................................ 8

C. Context Analysis .............................................................................................................................. 10

D. Content Analysis ............................................................................................................................. 11Part 3. Instructional Content ................................................................................................................... 13

A. Strategy Narrative ........................................................................................................................... 13

B. Learning Materials ........................................................................................................................... 15

Introductory Video ........................................................................................................................... 15

Student Handouts / Instructions: ................................................................................................... 15

C. Motivation Plan ................................................................................................................................ 51

D. Delivery Mechanism(s) ................................................................................................................... 52

E. Assessment Materials ..................................................................................................................... 52

Part 4. Formative Evaluation Plan ......................................................................................................... 53

A. Expert Review .................................................................................................................................. 53

B. One-to-One Evaluation ................................................................................................................... 53

D. Field Trial (Implementation) ........................................................................................................... 54

Part 5. Instructor Guide ........................................................................................................................... 55

References ................................................................................................................................................ 60

Appendices ................................................................................................................................................ 61


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Reflection Paper

When I began reading Lockee and Larson, I wasnt quite sure what I was in for. My

professional education and work experience is not in the education field, and I was

nervous that the material would be completely foreign to me. As I read through the firstfew pages of Streamlined ID, I started to think to myself I heard of this. By the time the

ADDIE model was presented, I said to myself I do this. For the next 200 pages of the

book, I read about techniques that were surprisingly familiar to me, but applied to a

completely new context.

Instructional design is like writing software code, a process I have been involved in for

over two decades. According to Lockee and Larson (2013) Planning for a successful

design means beginning with the end in mind(p.10). Every good programmer knows

the importance of thoroughly understanding and documenting the final outcome of the

code they were hired to write. Even though the development process can present allsorts of hurdles, the end goal is always a reliable measure that one can use to evaluate

progress. The ADDIE concept of analyze, design, develop, implement, and evaluate is

the technique I used while I was programming, even if I didnt know it by that name.

Instructional designers and programmers apply this approach in an iterative fashion,

constantly reviewing their design and making adjustments to satisfy the project

requirements.

The parallels between writing code and writing instructional materials is amazing similar.

Both groups need to have a thorough understanding of the projects desired outcomes,

the stakeholders expectations, and be able to create content that is written in a preciseand clear manner. The major difference between the two is that the final product for

instructional designers is written for humans, while for programmers, they write for

microprocessors.

This course expanded my general understanding of good design principles, and

focused my attention on its importance for creating effective educational material. The

first mini-project I created in the class focused on a needs and learner analysis for a

Google drive implementation in my school district. Had I not followed the detailed

analysis process described by Lockee and Larson, I dont believe I would have gone to

the same depth in my analysis. The text served as a great guide by identifyingmilestones, and posing questions which forced me to evaluate the situation from

multiple perspectives. By the time I completed the project, I had a comprehensive view

of the districts current situation, its anticipated future needs, and a thorough design plan

for how to accomplish the project. I had the opportunity to apply my knowledge about a

month ago, when I interviewed for the position as the lead person for this project. My


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clear explanation of stakeholders needs, and proposal on how the district should

proceed, helped land me the assignment.

Case Study 20, Cross-Cultural Challenges in Designing Instruction (Etmer, Quinn, &

Glazewski, 2013 p.190) also had a strong impact on my learning. I recognized several

similarities in that case which mirrored problems I experienced in my professionalcareer, specifically, the extended roles that an instructional designer must assume to

ensure a project is completed properly. In this case study, the ID had to address cultural

and personality differences between the major players to keep the project moving

forward. Sometimes, I think an instructional designer, like a programmer, can get so

focused on the creation process that they can be blind to larger problems that could

derail the entire project. I learned that part of good design involves an awareness of the

project in its entirety, addressing all stakeholders needs as best as possible, and a

willingness to assume multiple roles as needed.

Chapter 9 (Streamlined ID), Selecting Technologies that Support Instruction hasproven an invaluable tool for my newly acquired role as my districts technology

integration specialist. On several occasions, I found myself quoting Lockee and Larson

(2013) When a technology is not clearly supporting a learning strategy and there is no

solid reason, basis, or justification for its use, it obscures the purpose of instruction

rather than enhancing it(p. 184). This simple statement has already helped me focus

multiple discussions involving administrators who were trying to develop our districts

technology plan. This chapter really clarified the role that technology plays in the

education process, as well as the role I must play as person who can influence my

districtsdecisions regarding how technology is adopted and used in the classroom.


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Part 1. Topic

A. Rationale

The Red River Public Schools(pseudonym) district has chosen to use the Bloomboardsoftware application as the primary tool in the districts teacher evaluation plan. Thissoftware helps administrators and teachers schedule observations, collect and analyze

evidence of teacher effectiveness, and provide a performance rating for the teachers end ofyear review. This year, the district organized a pilot program consisting of one third of ourteachers equally represented from all seven schools. Teachers volunteered to be part of thispilot as they are being given the opportunity to experience the evaluation process withoutany consequences. The teachers performance, as measured during the pilot, wil l not countfor or against them. Next year, all faculty will be formally evaluated under the guidelines ofthe districts teacher evaluation initiative, which includes the use of this program. Teachersin the pilot program are expected to complete a series of predefined tasks using theBloomboard program. This project creates the instructional materials for the professionaldevelopment that will prepare the teachers to accomplish those tasks and satisfy thedistricts requirements. The content will be reused next year when the remaining facultyneed to be trained.

B. Learning goal(s)

Learning Goal: Teachers selected as participants in the Red River Public Schools teacherevaluation pilot program must use the Bloomboard software application to complete a seriesof tasks as defined by the pilot program requirements.

Learning Sub-Goals: Teachers will use Bloomboard to submit student learning objectives,download, edit and upload pre-observation and post-observation forms, and complete aformal observation ratings matrix.

C. Learning Objective(s) and Sub-Objectives

1. Access the Bloomboard sitea. Choose a Bloomboard supported browser

b. State the site URL and be able to enter it in the browser

c. Enter login information

i. Change default password

2. Navigate the software to enter a Student Learning Objective (SLO goal)(teachers have experience creating SLO goals but have never used the Bloombaordtool to do so)

a. Download the System for Educator Evaluation and Development (SEED)document for SLO goal data fields

b. Enter SLO goal header information

c. Enter SLO goal body details

d. Save SLO goal

e. Submit SLO goal for observers review

3. Navigate to Goal Setting Meeting


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Part 2. Analyses

A. Needs Analysis

i. Stakeholder(s): Who are the primary stakeholders? As in, who are the people mostdirectly impacted when the instruction is carried off?

The primary stakeholders in this project are teachers in grades kindergarten to twelveemployed by Red River Public Schools.

For this pilot, volunteer teachers were selected by the seven building principals thatrepresent a cross section of their particular building. All grade levels and content areas arerepresented. Only of the staff are eligible to participate, and all buildings had more thanthe allotted amount of volunteers apply.

ii. Data: Describe the data that has helped inform your design plan

The following sources provided data for this project:

The Red River Public Schools Teacher Evaluationhandbook. Published by theschool district and provided specific details about how the evaluation process isgoing to be conducted (number of teachers, expectations, time frame).

District phone books provided counts of teachers at different schools.

2013 SEED Handbook Connecticuts System for Educator Evaluation and DevelopmentThis document is the model upon which the Red Rivers evaluation plan was based. Itprovided background information not contained in the districts document.

Connecticut Guidelines for Educator Evaluation, Connecticut State Department ofEducation. This document describes the teacher evaluation process as mandated by CTState law.

Discussions with building principals and the Superintendent.

My personal experience and observations.

Data uploaded into the Bloomboard system by our district.

iii. Constraints and Resources: Describe any constraints that might impactaddressing the need, or resources that can help meet it.

One major area of constraint for this project centers on the scheduling and availability ofteachers, which is governed by their employment contracts. The district cannot require thatteachers attend additional professional development sessions outside of their work hours,nor is it easy for the district to include this training during the workday as 100% of theteachers time is already allocated. Each week, teachers must stay after school for oneadditional hour. The building principal has discretion as to how this time is used, and it ismost probable that this is when the training will be offered. Most buildings have theirschedules planned several months in advance. Scheduling this training will require eachbuilding administrator to change their schedules and most likely forgo another activity theyhad planned. Since this training requires at least two hours, a minimum of two sessions arerequired since teachers are only available for one hour each week.

Location is another factor affecting this project. The district has already determined that thistraining will be conducted by a single individual. The district operates on three differentbuilding schedules based on the grade levels, and the travel distance between the seven


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schools can be close to 20 minutes, making it unproductive to combine schools since ofthe total training hour would potentially be allocated to travel. Each building has a room thatcan accommodate the staff of its building, but not the combined staff of any other building.Therefore, the training will take place separately in each school. This requires 14 trainingsessions for the instructor.

As part of the planning, the training location will need abundant access to power strips asmany teachers do not have laptops that can run off their battery for the full session. Internetaccess needs to support large numbers of simultaneous users. Since this activity is mostlikely taking place after students leave the building, this should not be a problem, but couldbe if the training was scheduled during the work day. In addition to batteries and Internetaccess, problems could arise from teacher laptops not working, or not having a Bloomboardsupported internet browser installed prior to the training. Since the district employstechnicians for each of the buildings, this problem could be mitigated ahead of time, butneeds coordination. A teacher survey could be helpful to confirm teacher laptop readiness. Ifnecessary, teachers could share laptops. Access to the Bloomboard site has also provenunreliable at times. If this is the case at any of the sessions, the printed instructions can beused, but teachers will then need to perform the tasks independently.

A video demonstrating the basic tasks of accessing the Bloomboard site, changingpasswords, and creating a SLO goal could be used for those teachers who are technicallysavvy and motivated to begin the process on their own. The district cannot require teachersto watch the video on their own time. If some teachers choose to perform these tasks priorto the training, they could assist other teachers that might struggle during the session.

B. Learner Analysis

i. To the greatest extent possible, describe the group of learners who will participatein any instructional intervention. Be sure to provide as much relevant detail as

possible.

In 2013-2013, approximately one third of the certified teaching staff is involved in this pilot.

Teachers K-12 throughout the district:

School Number of Participants-Pilot

Elementary School 1 9




Middle school 1 21

Middle school 2 20High School 43

District Total 123

Note:In 2014-2015, 100% of the certified teaching staff will be using Bloomboard for theirevaluation, and the content for this training will be reused.


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Teacher Profile

Teachers from grades K-12 with one or more years of experience. All teachers are statecertified to teach at their respective grade level. A significant percentage hold MastersDegrees. Very few have earned doctorate degrees. For the past seven years, all teachers inthe district were provided with a Windows or Macintosh based laptop to use. This computer

can go home with the teachers. Internet access via Wi-Fi is available in all school buildings.Teachers use a web based program to enter student grades and record attendance. All staffhave email accounts, and the district uses this as its primary means of communicationbetween staff. Computer proficiency varies, but the majority of teachers are comfortableusing computers and accessing the Internet. Ages range from first year teachers just out ofcollege (22-25 years old), to veteran teachers that might be as high as 70 (the range isestimated). The majority of teachers are middle aged, Caucasian and English speakers.

Physical capabilities: no significant physical disabilities (that I have observed or heard)

Intelligence - Mental Capabilities: Above average; State certified teachers

Prior Knowledge and Experience: All teachers are novices with respect to Bloomboard

and the teacher evaluation initiative, as both of these are still in the initial stages and we arejust beginning to implement the pilot program. Teachers are quite comfortable using laptopsand the Internet.

Motivation, Goals, Interests: All teachers selected for the pilot volunteered to beparticipants. They are highly motivated to participate as they are being given the opportunityto go through the evaluation process without any repercussions. This evaluation is simply atrial exercise for them. Next year, all teachers will be included in the evaluation, and theresults will be used by the district to determine teacher effectiveness.

Gender, Ethnicity, Race, Cultural Background: 70/30 split female / male ratio. Race:primarily Caucasian (70%) Background: The majority of teachers have been teaching for

their entire professional career. All teachers speak English. (data is estimated based on myobservations)

Age and generational differences: there are a wide range of ages (low 20s to 70s) andabout three generations in the district (20-30yrs) (30-45yrs) (45-70rs). Some teachers aremore proficient with technology, but all are expected to use it in their daily activities. A smallgroup of teachers express reluctance to embrace computers, while others are digitalnatives.

Cognitive styles, learning styles, and learning preferences: Most likely varied.

ii. What data source(s) have informed your knowledge about the learners (or what arethe planned instruments for learning more about them)?

My work experience has brought me to every school in the district and I have attendedmany district wide activities such as convocation where the entire teacher body has beenassembled. My analysis is based primarily on my personal observations and my analysis ofthe published staff directories and the district teacher evaluation plan. I have worked closelywith one building principal and she has helped me organize my data. I have conductedprofessional development activities for most of these employees over my seven yearsworking in the district. The districts turnover rate is fairly low. The hiring process for newteachers has become much more rigorous, and most incoming teachers need a Masters


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degree and certified as highly qualified in their subject area. This change within the last twoyears has brought teachers with more computer experience into the district. Each buildingprincipal will provide me with a list of teachers participating in the trial when this project isapproved most likely in early January.

C. Context Analysis

Describe and analyze the performance context

i. Define the learning context and compare it to the performance context

Learning Context: Group instruction will take place at each school, typically in a largeconference room or in the buildings media center. The rooms are all equipped withinteractive boards and projectors as well as Wi-Fi access. Pending approval, training willmost likely take place after school during teacher required staff meetings. The buildingprincipal will release the teachers from their normal responsibilities and direct them to takethis training. Teachers will be instructed to bring their laptops so they can complete therequired tasks during the lesson plan. Training can only last for one hour since this is thelimit of the teachers union contract on these days. Two sessions will be necessary, and will

hopefully be scheduled on consecutive weeks, but this is the decision of the buildingprincipal. An introductory video will allow teachers to familiarize themselves with the loginand SLO goal process at home, but this is at the teachers discretion since the districtcannot mandate this activity.

Performance Context: During the instruction, many of the activities the teacher mustperform will be completed during the lesson. Some tasks typically occur only once, such aschanging the default login password. Other tasks, such as creating and revising the studentlearning objectives will be initiated during the instruction and completed after the instruction.These tasks will take place at the teachers discretion and may occur during the workday(planning periods, lunch) or after school at home. The district will establish deadlines forcertain tasks to be completed, and it is the teachers responsibility to complete their tasks ontime. Teachers that have similar student learning objectives, such as same grade or content

area, may collaborate with one another. Teachers will use the same laptop in the learningand performance contexts.

ii. Analyze the culture and climate of both the performance and learning contexts

Learning Context: Teachers have been expressing anxious feelings regarding the teacherevaluation initiative. The district has not clearly described the process, and there are lots ofquestions. Since this is a pilot year for the evaluation program, answers to many of thequestions are not available, as decisions have not been made, or in the case of theBloomboard software, all the functionality has not been created and released. The district istelling teachers that this years approach is on a best-effort basis, and that the teachers willbe supported in every way possible. There are no penalties for the teachers should

something go wrong, and all evaluation data collected this year will be removed before theinitiative goes into effect next academic year. The district expects that the teachers involvedin the pilot will support and mentor other teachers next year. The teachers in the pilot arevolunteers, eager to learn about the software, and understand that the program is still indevelopment and difficulties may arise.

Performance Context: The culture and climate of the learning and performance contextsare similar. While the teachers can choose to work at home, these types of activitiestypically take place during Professional Learning Community (PLC) meetings. Teachers


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meet weekly with peers in content or grade level areas. Collaboration is embedded in thedistrict's culture. Many of the tasks will get completed during the training.

iii. Determine the assumptions about learning held by all key stakeholders

All stakeholders are certified teachers and are actively involved in education. They

understand learning theory and practices, and apply these in their daily work. Each teachermay have different beliefs as to what they feel are the most appropriate and/or effectiveteaching technique within their classroom, but all stakeholders value the learning process.With respect to the teacher evaluation process, teachers also understand that this initiativewill directly impact their yearly performance review and perhaps their salary scale (nextyear). Teachers are accustomed to software application training that combinesdemonstrations with hands-on activities. The instructor is expected to walk around the roomto address individual questions while the teachers work on their tasks.

iv. Analyze the contextual relationships and compile recommendations

The learning and performance contexts are properly aligned, and the district culture ofcollaboration and peer support will help achieve the learning objectives. The stakeholders

have the necessary foundational computer skills and are motivated to be involved in theproject. The biggest obstacles appear to be the time allocated for the training, and how toaddress teachers who are absent for the training. My recommendation to the superintendentand the building principals would be to offer separate training sessions for each of the sevenschools, since the schools have different operating hours and building objectives that relateto their particular teachers. There should be two classes held on consecutive weeks, andeach session should be one hour long (the maximum time permissible by teacher contract).Teachers who miss the training, either one or both sessions, should do one of the following:attend training sessions at other schools if possible, or be assigned by the school principalto work privately with a teacher in their building that understands how to use Bloomboard.

An instructivist approach will be used to lead the teachers through the Bloomboard software.Lockee and Larson (2013) With an instructivist approachthe instructor presents content,

monitors, and guides learner performance in a practice environment, and providesfeedback (p.78). The middle school and elementary school groups consist of 20 or lessteachers, so group instruction will be easy to accommodate. Through the use of largescreen projectors, the software can be effectively modeled for the teachers. Afterdemonstration of key concepts, the teachers will use their individual laptops to complete thetasks on their own. The instructor will facilitate these activities by walking around the roomand addressing individual questions. Peers may also assist users that are struggling. Thehigh school teachers are a much larger group, and will benefit from splitting the group inhalf, or by making arrangements for an additional support person (such as the SME or ateacher already trained on the software) to assist with questions. This course will serve as amodel for next year when the remaining faculty needs to be trained. It is very likely thatvolunteers from this years pilot will be asked to assist with, or possibly conduct, next years

training. The district has already indicated there will only be a single instructor for this year.

D. Content Analysis

For the past two months, I have worked with the Bloomboard application to learn how itfunctions and how to incorporate it into our districts teacher evaluation plan. I have viewednumerous Bloomboard training videos, practiced on test accounts, and contactedBloomboard support to address questions I could not answer on my own. My currentposition of District Technology Integration Specialist is responsible for trainingadministrators and staff on district initiatives, such as the teacher evaluation project, which


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Bloomboard is a major component. I will be working with an Integration Specialist (mysubject matter expert) from another school district. This person already provided me with afull day of training on the software. He received his training at a Bloomboard sponsoredconference. My professional background, prior to my current position, was in a Research &Development department of a software manufacturer, where I stress tested software, wroteuser documentation and conducted professional development on company products for our

sales force and technicians. The Superintendent of schools is directing my actions, and hisvision for the teacher evaluation program determines the role that Bloomboard will play inour district plan.

Analyses

Needs

Stakeholders

TeacherVolunteers

Data

Evaluation PlanPhone Book

SEED InfoState Ed Dept.

Experiece

Constraints-------------Resources

TimeLocation

-------------Video

Motivation

Learner

Description

ProfessionalTeachers

Data Sources

Observations

Context

LearningContext

ClassroomGroup Setting

PerformanceContext

PLC'sClassroom

Home

Assumptions

ExperiencedEducators

Content

Qualifications

PersonalBloomboard

Training

SME

ExperiencedBloomboard

Trainer


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Part 3. Instructional Content

A. Strategy Narrative

This training will be face to face instruction with software demonstrations. The learners willbe situated in small groups, approximately 4-5 per table. Learner needs to know how toperform a selected group of tasks in the Bloomboard program to satisfy the requirements

defined by the district. Some tasks need to be completed just a single time, while othertasks, such as uploading forms, need to be repeated. The training involves mostly lowerorder thinking skills to accomplish tasks, but higher order thinking skills were required by theteachers to collect student data and create their student learning objectives independent ofthis training (teachers have prior experience with this process). As part of the instruction,teachers will enter their data into the appropriate locations in Bloomboard. This training isstrictly on how to navigate the software and use it to record information.

Based on my analysis (the details of which are below), and the supporting information inTable 8.3 of Lockee & Larson (2013 p.158), an instructivist approach is the most appropriatestrategy for my learning objectives and contexts. Teachers need to demonstrate mastery ofspecific low order thinking skills with no prior knowledge. The content is highly scripted and

time is limited. Learners do not have a choice in how to complete these tasks as they arebased on district mandates and the software interface. The instructor will present contentand lead the learners in the practice environment. Feedback and assessment will take placeimmediately as the teachers use Bloomboard to accomplish the learning objectives.Lockeeand Larson (2013) Instruction is structured and organized (p.80).

My Analysis to Determine Pedagogical App roach

Learner tocontent

Teachers must navigate the Bloomboard software and be able touse the appropriate tools to satisfy the districts requirements.Bloomboard is a program which collects and organizes teacher datafor administrators. The teachers are expected to perform a series oftasks within the application.

Learner toinstructor

For many teachers, the instructor will be a familiar person who isperceived as an authority regarding software programs.

Learner tocontext

Unique application that is unfamiliar to all teachers. Language usedin the application is understood by teachers, but the particularprocess to complete an activity is new. Individual steps will befamiliar, such as filling out a form box, copying/pasting text, pressingbuttons and using drop down controls.

Learner toLearner

Each teacher is responsible for creating their own student learningobjective, but all teachers are going through a similar process. Thereare strong bonds between faculty members, and teachers will self-organize in small groups that are supportive of each other.

Learner to Self Learners are motivated to complete tasks on time and to theexpectations of the district policy. The volunteers are working withtheir superiors and want to be seen as cooperative and thorough.

Scaffolding

All learners must complete the same tasks. Depending on thelearners computer skills, this may present a bigger challenge tosome users and they will require more time to complete their tasks.The tasks will not be modified. The learner can seek additionalsupport from peers or the instructor during or after the training.


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LearningOutcomes

Teachers must perform a specific skill, such as login to Bloomboardor submit their student learning objective. They must perform thetask as required by the software application, and to the guidelinesestablished by the district in the teacher evaluation plan. The tasksdo not require the learner to draw on background skills (except forbasic computer skills like typing, copy/paste, etc.) or perform any

higher order thinking.Content Highly scripted content

PriorKnowledge

Low level skills

SupplantiveStrategy

Time is limited and the tasks do not have long term value. Teacherswill be shown step by step how to perform a task, and then will beasked to perform that task on their own within the lesson.

StructureProvide immediate practice and formative feedback throughobservation and completion of tasks.

ControlThe instructor will lead the students through the process for everystep. Learners will complete tasks on their own, but the group willadvance when everyone has completed the task.

TechnologyEach teacher will have their own laptop to complete their tasks andfollow along with the instructor.


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B. Learning materials

Teachers will be provided with printed and electronic versions of detailed instructions on how toperform the five major tasks in this lesson. This material includes screen captures from theBloomboard software, and step-by-step explanations of the process. In addition, teachers will besent an email containing a link to an introductory video that describes how to login toBloomboard and create a SLO goal. This short video is posted on the screencast.com website

and is available to anyone with Internet access. Teachers can be urged to view the video, butthe district cannot mandate they watch it unless the district specifically allocates time for thisactivity in their work day. Many teachers will probably view the video on their own initiative.There would be no reason to show the video within the training session as the instructor will becovering the same content.

Introductory Video: http://www.screencast.com/t/YtpF4Teml

This video is the combined efforts of my SME, Mr. Rivers (pseudonym) (Integration Specialistfor Old Lyme School District) and myself. It was created specifically for Red River PublicSchools.

Double click the link below to play an embedded version of this video. (if the video does notplay, use the link above to open in your browser.

Bloomboard1.mp4

Student Handouts / Instructions:

Access the Bloomboard site

To access the Bloomboard website, you need to use a compatible web browser. InternetExplorer (IE) is NOTcompatible. Please use one of the browsers listed below. If you do not

have one of these browsers installed on your laptop, your building technician can assist you, or

if you feel comfortable, you can install it yourself.

Windows users can choose from:

Google Chrome

Mozilla Firefox

MAC users can choose from:

Google Chrome Safari

Mozilla Firefox

1. Open your supported browser and enter the Bloomboard URL :

www.bloomboard.com
http://www.screencast.com/t/YtpF4Temlhttp://www.screencast.com/t/YtpF4Teml


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2. Enter login information

Use your standard school Email Address:

Password: gps (this is the default password for all users)

Press the blue button labeled Sign In


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3. Complete initial login steps

The following items appear only on your initial login to Bloomboard.

Accept Terms of Service: left mouse click on the checkbox

Set a New Password: You might want to use your school email password

Want to help Bloomboard Bloom? Select No Thankscheckbox

Press blue button labeled Take me to my dashboard


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Create a Student Learning Objective (SLO)

1. Left mouse click on the blue text Ready to plan your goals or SLOs?


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2. Left mouse click on the blue text Student Learning Objectives


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3. Left mouse click the text +add your first assessment The SLO goal entry screen

appears.


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4. To view the Connecticut's System for Educator Evaluation and Development (SEED)

guidelines, press the See State SLO Instructions button at top right of page.


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4a. Open the SEED document

The guidelines are downloaded as a Microsoft Word document in your browsers default

download folder. Double mouse click on the Word file to open and view the document.


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5. Enter SLO goal header and body information.

Enter the SLO goal header information:

Name of assessment:give the SLO goal a name of your choice

Assessment Type:Choose the most appropriate assessment type from the drop down

list that describes your objective

Weight:Enter 100(All users are creating only one SLO goal this year.)

Attribute:Select SLO1

Enter the SLO goal body information: (use the SEED document as a reference)

SLO Statement

Baseline Trend Data

Student Population

Standards and Learning Content

Interval of Instruction Growth Targets IAGDs

Instructional Strategies and Supports


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6. Save your SLO goal.

Press the blue Savebutton to save you work. If you leave the SLO goal page without saving,

you will lose anything you entered. You can return and edit your SLO goal at any time PRIOR to

submitting your goal to your observer. If you need to modify your SLO goal after submitting for

approval, you need to contact your observer and ask them to unlock your SLO goal.

7. Submit SLO goal for approval by your observer.

After completing your SLO goal, it needs to be submitted to your observer. Press the blue

button labeled Set Objectives & Request Approval.


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7a. Confirm SLO goal submission

Confirm that you want to submit your SLO goal by pressing the blue button labeled Yes, set

objectives. NOTE: If you need to revise your goal after this point, you will need to ask your

observer to unlock your SLO goal.


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8. Check status of SLO goal (accepted/awaiting approval)

To check the status of your SLO goal, return to your home screen and left mouse click on the

Goal-Setting Conferencein your Current Observations panel. The individual steps for the Goal

Setting conference are displayed.


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8a. If your observer accepted your SLO goal, then their name and the date it was

accepted appears beside the Student Learning Objectives step.


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8b. If the SLO goal has not been accepted, the step displays Awaiting Approval.


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Formal Observations

To enter or review material about your formal observation, return to your home screen and left

mouse click on the Formal Observationin your Current Observations panel. The individual

steps for the Formal Observation are displayed.


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Pre-Observation Form

1. Download the Pre-Observation form by left mouse clicking on the Pre-Observation

Planning Form link.


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1a. Left mouse click the Download a blank Pre-Observation Form Template link.


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1b. Open the Pre-Observation Form


download folder. Double mouse click on the Word file to open and edit the document. Save any

changes you make to the Word document.


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1c. Edit the Pre-Observation Form

The Pre-Observation document is a standard Microsoft Word document and is easily edited.

Save any changes.


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1d. Upload your edited Pre-Observation Form

Left mouse click on the Upload your Pre-Observation Planning Form link

1e. Press the Upload button


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A window opens that lets you navigate to the location on your computer where the file is

located. After you select the file, it will upload and a preview appears on the screen.


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Post-Observation Reflection Form

1. Download the Post-Observation Reflection form by left mouse clicking on the Post-

Observation Reflection Form link.


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1a. Left mouse click the Download a blank Post-Observation Reflection Form Template

link.


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1b. Open the Post-Observation Form


download folder. Double mouse click on the Word file to open and edit the document. Save any

changes you make to the Word document.


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1c. Edit the Post-Observation Reflection Form

The Post-Observation document is a standard Microsoft Word document and is easily edited.

Save any changes.


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1d. Upload your edited Post-Observation reflection Form

Left mouse click on the Upload your Post-Observation Reflection Form link


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1e. Press the Upload button


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A window opens that lets you navigate to the location on your computer where the file is

located. After you select the file, it will upload and a preview appears on the screen.


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Enter Formal Observation Ratings

1. Press the ratings link from the Formal Observation


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1a. The Framework for Teaching and Learning is displayed

For each item in the framework, there are four rating boxes.

Below Standard

Developing

Proficient

Exemplary


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1b. View ratings descriptions

Press the down arrow to reveal a description of each rating category.

Press the up arrow to hide the rating descriptions


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1b. Enter ratings

Left mouse click in the rating box which is appropriate. A colored box with your initials appears.

You can change your rating by clicking in another rating box. To remove your rating, left mouse

click on the box with the rating.


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1b.Observers ratings

If your observer entered their ratings and shared them with you, a colored box with the

observers initials appear in the ratings boxes.


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C. Motivation Plan

Use the guide found toward the end of this document to create the motivation plan.

AREA STRATEGY DETAIL

ATTENTIONHumor: The teachers know that using Bloomboard is a district mandate and

that they have no choice but to use it as defined by the teacherevaluation plan. Poking fun at the application and the rigid processmay add levity to the lesson.

Participation Competition to see how fast we can accomplish the required tasks sothat the group can be dismissed early. The understanding is that wecant leave early unless everyone has completed their tasks. Thisshould encourage peer collaboration.

RELEVANCEPresent Worth Teachers were volunteers, so they have expressed an interest in

learning how to use Bloomboard before their peers. Build on the ideathat they are the pilot program and their feedback and results willshape the direction of the initiative for teachers the following year.

Future Usefulness Any skills they master will be used next year when the teacherevaluation initiative is implemented, and they may be eligible to forgorepeat training, giving them potentially early release from work.

CONFIDENCELearning Requirements Describe a very clear process of what the learner must

accomplish and provide time estimates as to how long individual tasksmight take.

Self-Confidence Compare the skills required to complete the Bloomboard activity withother common tasks that teachers perform routinely, such as emailand browsing the Internet.

SATISFACTIONPositive Outcomes Learners will receive immediate feedback from the instructor as each

task is completed. Instructor will interact with an energetic and

supportive tone.

Natural Consequences Learners will apply their skills immediately and feel satisfiedthat they have met the districts goals in a timely manner. Eventhough teachers may not be motivated to use the Bloomboardprogram, they will be motivated to complete the tasks assigned tothem.


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D. Delivery Mechanism(s)

The primary instruction will take place face to face in a group setting. The instructor willdemonstrate how to use the Bloomboard software on an interactive projector. The teacherswill be able to follow along on their individual laptops. Bloomboard is an Internet basedapplication. As a precursor to the face to face instruction, an introductory video is beingprepared showing users how to login to the Bloomboard software so that they can explore

the interface and become acquainted with the application prior to the lesson. This fiveminute video will be posted on a district resource website and the link for it emailed toteachers involved in the pilot prior to the professional development. Handouts will beprovided as a PDF file, a format the teachers are accustom to using, and emailed to theteachers prior to the instruction. Printed copies of the instructions will be available during theinstruction.

E. Assessment Materials

Throughout the instruction, teachers will be given time to complete specific learningactivities. The instructor will walk about the classroom to observe the teachers progress.Participants that are struggling can get help from the instructor or a peer at their table. Partof the instruction requires teachers to submit content and then wait for their observer to

reply. This reply will come over the period of a week or two. Teachers will demonstrate thatthey can get to the appropriate screen to verify the status of the submissions, and thenperform this task independently.

The five major skills that teachers must demonstrate during the training are:

1. Login to their Bloomboard account

2. Create and submit their SLO goal

3. Download and edit the pre-observation form (editing the form will take placeindependently at a later time by the teacher, but they will need to demonstrate thatthey can locate and open the file)

4. Download and edit the post-observation reflection form (editing the form will takeplace independently at a later time by the teacher, but they will need to demonstratethat they can locate and open the file)

5. Enter ratings for the formal observation

After the training, teachers will need to upload their pre and post observation forms. Thesetasks cannot be completed until the teacher undergoes their formal evaluation. During thetraining, the upload process will be demonstrated by the instructor, and the teachers willpractice this procedure up until the final step. They will NOT complete this step during thetraining.


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Part 4. Formative Evaluation Plan

For my formative evaluation plan, I intend to use the following methods:

1. Expert review2. One-to-One Evaluation3. Field trial

This sequence of evaluation will allow me to continually refine the instructional materialbefore exposing it to larger groups. Availability of leaners is a major constraint for thisproject, and my evaluation approach starts with an SME that has the most flexible schedule.My one-to-one evaluation will depend on the good nature of my peers to volunteer their timeafter work, so incorporating the SMEs changes prior to this should help keep thosesessions to a reasonable time. When I get to the field trial, the instructional material shouldbe appropriate.

A. Expert Review

The subject matter expert that I plan to use is Mr. Rivers, an Integration Specialist fromanother school district, and experienced trainer on the Bloomboard product. His involvement

would take place after a working draft of the instructional material is created (at the time thisassignment is submitted). After the districts requirements are explained to him, he canreview the material for completeness, accuracy and engagement. Based upon his feedback,the material will be revised before starting the next formative evaluation. Mr. Riversexperience in conducting Bloomboard training can validate the time allocated for theindividual learning tasks. He can also comment on the appropriateness of the level of detailin the step-by-step instructions. Mr. Rivers was involved in the creation of the introductoryvideo, and this material has already undergone evaluation, so he would not be asked tocomment on it again. I would provide the SME with an outline of the learning objectives, aproposed training schedule which includes the number of participants, and a copy of thedistricts formal teacher evaluation plan highlighted to draw attention to those sectionsdirectly tied to Bloomboard.

B. One-to-One Evaluation

A one-to-one evaluation would take place after the materials have been revised based onthe feedback of the expert review. Two evaluations would be useful, one at the elementarylevel and one at the middle school level, since these schools are significantly different inregard to SLO goals. I would conduct these evaluations myself with a teacher that I amfriendly with, since this activity would most likely take place after school on their personaltime. I would begin by asking the teacher to watch the introductory video and then observehow many tasks they could complete without additional instruction. I would takes notes asthey perform the tasks to identify parts of the video which might have been confusing orincomplete. Next, I would ask the teacher to review a printed copy of the step-by-stepinstructions. Finally, I would ask them to perform the five major tasks to be completed in thistraining. As the teacher attempts the required tasks, I would ask them if the instructions areclear, and if the amount of detail is appropriate. I would also confirm that they understandthe terminology used in Bloomboard and within the training material. When they finish withtheir review, the teacher should be confident that they could perform the upload tasks for thepre and post observation forms independently.

C. Small Group Evaluation

Not using this method.


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D. Field trial (Implementation)

Since logistically it would be nearly impossible to perform a small group evaluation due tothe teachers employment contract and limited time availability, I will use a Field Trial for mythird evaluation. As the districts integration specialist, I will be expected to deliver thisinstruction. Fourteen training sessions will need to be conducted to complete this training,so I can use the first session as a field trial. Based on the feedback of the teachers and my

observations, the content and course design can be modified before it is repeated to thenext group of teachers. If possible, I might be able to enlist the assistance of the buildingtechnician to serve as an additional observer at the field trial, since I will be delivering theinstruction, as well as observing the teachers. An elementary school would be a goodlocation for this trial since they have the fewest teachers per session. Teachers would beobserved for their successful completion of the required tasks and asked to comment on theclarity and quantity of material presented in the session. They would also be asked todemonstrate their independence on selected tasks such as logging in to the Bloomboardsite and uploading files (tasks the teacher will need to perform after the instruction).


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Part 5. Instructor Guide

This material was created prior to the announcement that it was no longer part of theassignment.

This training consists of two sessions, and it is expected that the entire group will completespecific activities during those sessions. It is the instructors responsibility to ensure that all

participants complete the tasks. Teachers that complete the tasks can assist the instructorto help struggling participants.

Session 1 Learning Outcomes (one hour)

1. Access the Bloomboard sitea. Choose a supported browserb. State the site URL and be able to enter it in browserc. Enter login information

i. Change default password

2. Navigate the software to create a Student Learning Objective (SLO)

a. Download the System for Educator Evaluation and Development (SEED)document for SLO goal data fieldsb. Enter SLO goal header informationc. Enter SLO goal body detailsd. Save SLO goale. Submit SLO goal for observers review

3. Navigate to Goal Setting Meetinga. Verify the status of SLO goal (accepted/awaiting approval)

Session 2 Learning Outcomes (one hour)

1. Navigate to Formal Observationa. Download pre-observation formb. Complete pre-observation formc. Upload completed pre-observation formd. Download post-observation forme. Complete post-observation formf. Upload completed post-observation form

2. Navigate to Ratings Matrixa. Enter ratings

Email Reminders

One week prior to session one, the instructor must send out an email to the teacherscontaining the following:

1. Date, time and location of training

2. A link to the introductory video (http://www.screencast.com/t/YtpF4Teml)

3. Attach the PDF version of the step-by-step instructions
http://www.screencast.com/t/YtpF4Temlhttp://www.screencast.com/t/YtpF4Teml


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4. Remind teachers they are required to bring their laptop

5. Remind teachers to bring their data to enter in the SLO goal

6. Remind teachers that they need have a supported browser on their laptop

a. Link to YouTube video on Google Chrome installation (this video is freely

available on YouTube and was created by Dallon Howes)(http://www.youtube.com/watch?v=X3JbGqwl9SI)

One week prior to session two, the instructor must send out an email to the teacherscontaining the following:

1. Date, time and location of training

2. Attach the PDF version of the step-by-step instructions

3. Remind teachers they are required to bring their laptop

Session One Guidelines

1. As teachers enter the classroom, encourage them to sit with their peers for support.

2. Instruct them to turn on their laptops.

3. Have them sign the required attendance sheet

4. Introduce yourself and explain the sessions learning objectives

5. Ask teachers to open a Bloomboard supported browser, reminding them that InternetExplorer is not supported (anticipate that many users will start IE out of habit)

6. Begin instruction (after each major step, confirm the entire group has completed thetask. Encourage peers to assist struggling students. Make a quick walk through the

classroom to verify all teachers complete the task.) All tasks will be demonstrated bythe instructor using the classroom computer and interactive project display soteachers can follow along.

Task One: Access Bloomboard (this task should take about 10 minutes)

1. Launch the Chrome browser

2. Type inwww.bloomboard.comin the browser. Ask teachers to do the same. Whenthe Bloomboard site opens, ask users to save it to their favorites. Ask the group torecite the URL to ensure they know it.

3. Complete the login process

a. Enter email address and default password gps

b. Accept terms of service

c. Change default password

d. Opt out of feedback

4. All users should be at their Bloomboard dashboard (ask users to confirm they see ascreen similar to the instructors screen)
http://www.youtube.com/watch?v=X3JbGqwl9SIhttp://www.bloomboard.com/http://www.bloomboard.com/http://www.bloomboard.com/http://www.bloomboard.com/http://www.youtube.com/watch?v=X3JbGqwl9SI


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Task Two: Create Student Learning Objective (this task should take about 40minutes)

1. Navigate through the Bloomboard software to create a Student Learning Objective(SLO) (details are included in the step-by-step procedure provided to the teachers

and are not repeated here)2. Perform the following tasks

a. Download the System for Educator Evaluation and Development (SEED)document for SLO goal data fields

i. Confirm teachers can open the file

b. Enter SLO goal header information

i. Confirm teachers enter the required information

c. Enter SLO goal body details

i. This is the bulk of the activity. Teachers should have this informationreadily available from a PD session performed at the start of theschool year. This task requires the teachers to copy/paste theinformation into the appropriate fields in Bloomboard. Teachers mightstruggle with some of the terminology. The SEED document clarifiesthe language. Having a printed copy of the SEED document on eachtable might be helpful, but all teachers can read it on their laptop.

d. Save SLO goal

i. Make sure participants save their SLO goal. It is easy to close thebrowser and lose all work.

e. Submit SLO goal for observers review

i. The primary learning objective for session one is to submit the SLO

goal for approval. All teachers should be able to complete this taskwithin the allotted time. For those that might not finish, they should beable to explain to the instructor exactly what steps need to becompleted.

Task Three: Goal Setting Conference (this task should take about 5 minutes)

1. Demonstrate how to navigate to the Goal Setting conference windowa. Demonstrate that all submitted SLO goals are in the Awaiting Approval

status. Ask each user to confirm their status.b. Explain that teachers will need to return to this page periodically to verify the

status of SLO goal. Once approved by their observer, the status will changeto Accepted.

Wrap-Up

1. Ask users if they have any questions before dismissing2. Ask users to logout of Bloomboard3. Dismiss users


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Session Two Guidelines

1. As teachers enter the classroom, encourage them to sit with their peers for support.

2. Instruct them to turn on their laptops.

3. Have them sign the required attendance sheet.

4. Introduce yourself and explain the sessions learning objectives.

5. Ask teachers to open a Bloomboard supported browser, reminding them that InternetExplorer is not supported (anticipate that many users will start IE out of habit).

6. Ask users to login to their Bloomboard account.

7. Begin instruction (after each major step, confirm the entire group has completed thetask. Encourage peers to assist struggling students. Make a quick walk through theclassroom to verify all teachers complete the task.) All tasks will be demonstrated bythe instructor using the classroom computer and interactive project display soteachers can follow along.

8. Ask user to login to Bloomboard

Task One: Formal Observation (this task should take about 40 minutes)

1. Navigate to Formal Observation and then demonstrate the tasks below. (Details areincluded in the step-by-step procedure provided to the teachers and are notrepeated here). After each step, confirm all participants completed the task.

a. Download pre-observation form

i. Open file in Word (Confirm users know how to edit and save the file.All teachers should be experienced with this process.)

b. Demonstrate how to upload the completed pre-observation form

i. Ask teachers to follow along with the upload process but do NOThave them upload a file as this can only be done after the goalsetting conference has taken place.

c. Download post-observation form

i. Open file in Word (Confirm users know how to edit and save the file.All teachers should be experienced with this process.)

d. Demonstrate how to upload the completed post-observation form

i. Ask teachers to follow along with the upload process but do NOT

have them upload a file as this can only be done after the formalobservation has taken place.

Task Two: Ratings Matrix (this task should take about 10 minutes)

i. Navigate to Ratings Matrix

a. Demonstrate how to Enter ratings

i. Users can practice this activity, but should clear their ratingsafterwards.


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ii. Explain to users that they will rate their formal observation afterconsultation with their observer.

Wrap-Up

1. Ask users if they have any questions before dismissing2. Ask users to logout of Bloomboard3. Dismiss users


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References

Etmer, P., Quinn, J., & Glazewski, J. (2013). The ID casebook: Case studies in instructional

design (4th Ed.). New York, NY: Pearson.

Larson, M.B., & Lockee, B.B. (2013). Streamlined id. New York, NY: Routledge.


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Appendices

2013 SEED Handbook Connecticuts System for Educator Evaluation and Developmenthttp://www.connecticutseed.org/wp-content/uploads/2013/08/2013_SEED_Handbook.pdf

Connecticut Guidelines for Educator Evaluation, Connecticut State Department of Educationhttp://www.connecticutseed.org/wp-

content/uploads/2012/09/Adopted_PEAC_Guidelines_for_Teacher_Evaluation.pdf

Introductory Video: http://www.screencast.com/t/YtpF4Teml

Link to YouTube video on Google Chrome installation (this video is freely available on YouTubeand was created by Dallon Howes) (http://www.youtube.com/watch?v=X3JbGqwl9SI)

The following two sources were used to gather essential data for the analysis conducted in parttwo of this project, but I am unable to include copies in this project as they are proprietarymaterial belonging to the school district and I do not have permission to distribute them.

Red River Public Schools District Phonebook

Red River Public Schools Teacher Evaluation Program
http://www.connecticutseed.org/wp-content/uploads/2013/08/2013_SEED_Handbook.pdfhttp://www.connecticutseed.org/wp-content/uploads/2013/08/2013_SEED_Handbook.pdfhttp://www.connecticutseed.org/wp-content/uploads/2012/09/Adopted_PEAC_Guidelines_for_Teacher_Evaluation.pdfhttp://www.connecticutseed.org/wp-content/uploads/2012/09/Adopted_PEAC_Guidelines_for_Teacher_Evaluation.pdfhttp://www.connecticutseed.org/wp-content/uploads/2012/09/Adopted_PEAC_Guidelines_for_Teacher_Evaluation.pdfhttp://www.screencast.com/t/YtpF4Temlhttp://www.youtube.com/watch?v=X3JbGqwl9SIhttp://www.youtube.com/watch?v=X3JbGqwl9SIhttp://www.screencast.com/t/YtpF4Temlhttp://www.connecticutseed.org/wp-content/uploads/2012/09/Adopted_PEAC_Guidelines_for_Teacher_Evaluation.pdfhttp://www.connecticutseed.org/wp-content/uploads/2012/09/Adopted_PEAC_Guidelines_for_Teacher_Evaluation.pdfhttp://www.connecticutseed.org/wp-content/uploads/2013/08/2013_SEED_Handbook.pdf

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