Professional Growth and Leadership with G-Suite: Advanced

Professional Growth and Leadership with G-Suite: Advanced

0.25 USBE Credits
This microcredential focuses on the many G-Suite online tools and resources that support educators in successfully integrating technology in their practice, leveraging school-wide support models, keeping school communities well-informed, sharing beyond their classrooms, and connecting with colleagues. It is important that educators understand the value of personalized learning, and know how to align G-Suite tools with personalized learning objectives and models such as Project Based Learning, Flipped Learning, and Blended Learning.

DESCRIPTION

To earn this 0.25 credit microcredential you will submit one type of evidence from the list below to demonstrate your competency in using advanced G-Suite tools to support your professional growth and leadership. You will also complete a short written or video reflective analysis. Click Earn This Microcredential to learn more!

FEES

You will be charged $20 by the badge provider. You'll be charged at the point you submit your badge for final review.

CLARIFICATIONS

This microcredential and the others in the Google Advanced stack are meant for educators to earn after completing the Google Fundamentals stack. Educators completing this microcredential will demonstrate their understanding of how to use various advanced G-Suite resources for professional growth and leadership.

IMPORTANT TERMS

G-Suite:  A suite of online tools designed to help increase opportunities for critical thinking, communication, collaboration, and creativity while also supporting the learning objectives. G-Suite includes a number of Google products that promote collaboration and tools that can be used to save time and increase student engagement.

School-wide Support Models : Instructional coaches, school site mentors, staff-development workshops, student-led support, and self-guided professional development are examples of school-wide support models.

Personalized Learning : Refers to instruction in which the pace of learning and the instructional approach are optimized for the needs of each learner. Learning objectives, instructional approaches, and instructional content (and its sequencing) may vary based on learner needs. The learning activities are meaningful and relevant to learners, driven by their interests, and often self-initiated.

Flipped Learning : An instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home while engaging in concepts in the classroom with the guidance of a mentor.

Blended Learning : Combines online educational materials and opportunities for interaction online with traditional classroom methods. It requires the physical presence of both teacher and student, with some elements of student control over time, place, path, or pace. Blended Learning practices are combined with computer-mediated activities regarding content and delivery.

Problem Based Learning (PBL) : A student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution, but it allows for the development of other desirable skills and attributes.

Text Sets : a collection of resources from different genre, media, and levels of difficulty that are designed to be supportive of the learning of students with a range of experiences and interests.

BACKGROUND SCENARIO

Scenario 1
Mr. Peterson is planning to introduce volcanoes to his 5th grade students.. He finds one YouTube video and 5 other websites/applications that his students can use to explore the concept of volcanoes. He is trying to decide the best way to deliver and share the digital content to his students so that it is at the correct level for his students and also excites and motivates them.

Scenario 2
Mrs. Waters is a 9th grade ELA teacher and she loves working together with her department, yet they have a limited time to meet each week. When her and her team do meet the time is usually spent going over school business. Rarely do they have time to share lesson ideas and best practices. Mrs. Waters and her department are looking for ways in which they can share lessons, documents, and even ideas without having to do so through email.

Scenario 3
Sarah is a new technology coach in her school district and is looking for a way to share the latest in educational technology for all teachers without filling their inboxes with numerous emails. She would like to be able to share information weekly, and allow teachers to access (or subscribe to) the information on their own without being too overwhelming or invasive and have the content available to them anytime they need or want.

EVIDENCE OPTIONS

Web Site: Submit the Google Site URL for a problem based learning (PBL) project that your students have accessed and completed. Your Google Site must include a driving question and digital resources for your students. Your site must also provide information about what you plan to use to showcase the research, learning, and overall results of the PBL project to an authentic audience. Your PBL site should demonstrate your ability to effectively and consistently use a range of G-Suite resources and tools to create a PBL experience for learners.

Web Site: Submit a lesson plan you have used in your instruction in which you create a personalized learning experience for your learners. Your lesson plan must include the following: (1) Learning intentions (objectives) and success criteria (how will students know they have met the learning intentions); (2) Description of G-Suite tools that will be used to support the personalized learning experience; (3) Description of the learning activities; (4) Assessment.
You may use the Lesson Plan Template included in the resources below, or you may use another format. Your lesson plan should demonstrate your ability to effectively and consistently use a range of G-Suite resources and tools to create a personalized learning experience in your practice.


Other: Submit a Technology Integration Plan which you helped to develop that has been adopted by your school, district, or other institution. The plan should identify institution-wide supports, why it would work at your institution, and methods you use to inform the stakeholder community and encourage buy-in. Your Technology Integration Plan must include and support the integration of various G-Suite tools (e.g., blogs, Google Sites, Google Docs, Sheets, Slides, etc.). This evidence should demonstrate your ability to consistently and effectively lead educators in the use of G-Suite tools.

Other: Submit a multimedia Text Set you have created and used with learners as a part of a blended learning activity. (See the example included in the Resources section.) Your Text Set must be created using a G-Suite tool and contain the following: (1) Clearly defined/identifiable topic, and an image that relates to that topic; (2) “Text/Media to Teach Me” Section; (3) at least 6 different learning activities; (4) Links to various sources, videos, etc.; (5) “I Learned/Makes Me Think” Section; (6) Prompts for learners to answer; (7) Sentence starters (if applicable); (8) Links to documents learners must complete; (8) Space for students to leave comments and thoughts.
Your multimedia text set should demonstrate your ability to effectively and consistently use G-Suite tools to "flip" instruction.


Candidate's Choice: Submit another type of evidence demonstrating your consistent and effective growth and leadership with G-Suite tools.

Candidates are required to make 1 evidence submission(s).

Review Criteria

1. The evidence submitted demonstrates that the educator understands how to use G-Suite resources effectively to provide personalized learning experiences for their students.

2. The evidence submitted demonstrates that the educator understands what G-Suite resources are available and how to use and access them to continuously expand their G-Suite knowledge as well as support their students in their learning.

3. The evidence submitted demonstrates that the educator uses G-Suite resources and Google experts to become a more efficient and effective educator and leader.

REFLECTION PROMPTS

  1. Describe how you maximize G-Suite tools in order to reach your students’ different needs.

  2. The need for good professional development is an ongoing challenge. There never seems to be enough time or money to learn and apply new skills to classroom instruction. Describe what you can do to support colleagues at your school site in creating and curating online resources.

  3. A well-informed school community can create a support system that has an ongoing lasting effect. How do you plan to use G-Suite tools to support your school community and ensure that they continue to have up-to-date information?

Review Criteria

1. The reflection submitted demonstrates that the educator uses G-Suite resources effectively to increase their understanding of the various G-Suite tools, features, and applications in order to provide learning opportunities for their students and accommodate their various needs and skills.

2. The reflection submitted demonstrates that the educator understands what G-Suite resources are available, how to access them, and how to connect with Google experts outside of their schools and district to continuously expand their G-Suite knowledge as well as their PLN.

3. The reflection submitted demonstrates that the educator uses G-Suite resources and Google experts to become a more efficient and effective educator while also continuously supporting their school and community.

RESOURCES

17 Teacher Tech Tools for High Quality Project-Based Learning
https://www.gettingsmart.com/2016/01/17-teacher-tech-tools-for-high-quality-project-based-learning/
This site shares the Gold Standard Project Based Teaching Practices models, and 17 technology tools that can be used to translate each of the standards into rich and rigorous projects.

Continued Progress: Promising Evidence on Personalized Learning
https://www.rand.org/pubs/research_reports/RR1365.html
In partnership with the Bill & Melinda Gates Foundation, RAND Corporation researchers obtained and analyzed data from the 2013-14 school year — including student performance data, teacher logs, student surveys, and teacher surveys — to create a broad picture of schools’ efforts to implement personalized learning and understand the outcomes.

Essentials for Blended Learning
Find it on Amazon.com
Essentials for Blended Learning: A Standards-Based Guide provides a practical, streamlined approach for creating effective learning experiences by blending online activities and the best of face-to-face teaching.

Google Advanced: Lesson Plan Template
https://docs.google.com/document/d/1p6uROeWIgOD214mH2NAT8jS38UJwdNBp6H-Ts2vtSuo/template/preview
You may use this template to submit your lesson plan for personalized learning.

Google Advanced: Multimedia Text Set Example
https://docs.google.com/document/d/1oWKowdYucZZn4SV_F3oMAbMX8BJOS495Ir2OKWFFyNc/edit?usp=sharing
This document is an example of the type of text set you may submit as evidence to earn this badge.

Google Advanced: School Technology Integration Plan Template
https://docs.google.com/document/d/1okB6H5X3lxuVxfkWFunhGIc66stn_NBW-TXqgKJ36nI/template/preview
You may use this template to submit your school Technology Integration Plan.

Google for Education - Teacher Center: Advanced Training
https://teachercenter.withgoogle.com/advanced_training/course
Units 1 and 2 of the Google advanced training support the concepts and skills in this badge. The readings, videos, and activities provided in these two units are designed to help educators understand how to use Google for Education as a resource for support and help, and an avenue to build their capacity as educational leaders.

BADGE EARNERS

Justin Andersen
Justin Andersen
Ashlie Cashin
Ashlie Cashin
Sheri Hardy
Sheri Hardy
Trudy Jack
Trudy Jack

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