Portfolio Project

EDUC 765: Trends and Issues in Instructional Design

By:Cynthia CasillasSubmitted

Project Proposal module 2Project Title

Use of the documentation software program TSG (Teaching Strategies Gold) for new Lead Teachers in the Early Childhood Education and Assistance Program (ECEAP).

Sponsoring OrganizationEarly Childhood Education Assistance Program, Department of Early Learning and West Valley School District in Washington State. The main organization responsible for implementing this project is the Early Childhood Education and Assistance Program. ECEAPs mission on using the TSG software is to create data that ensures children in the program are meeting their developmental needs on all levels. Project DescriptionThe TSG software is an everyday use for the lead teacher. In order to meet the deadlines, the lead teacher needs to be able to navigate TSG without any problems. It is important that the teachers have the most basic understand of how to navigate the software to properly document. The problem with TSG software, is that the dashboard is so full of information, teachers have a hard time understanding each section on the dashboard. With not understanding the software, the time is not being efficiently managed because they are trying to navigate through the software. The budgeted working hours do not allow the teachers to actually understand the program fully because of the lack of training to use the TSG program. The TSG is teachers right hand tool to create lesson plans, add activities, document all objectives and dimensions that involve the childrens developmental learning and ratings that show what level the children are developing at. All of these topics are required by the ECEAP organization but without the proper training, all the information can be difficult to navigate on the actual TSG website. Missed deadlines, and having to sub lead teachers out of the classroom to complete data, indicate the need for efficient training.

Based on these goals, the opportunities of training include the following:

Better understanding of what teachers need to complete the TSG documentation.

Better understanding of how to navigate the TSG software efficiently.

Better understanding of accommodating the documentations for data deadlines.Aim

Provide teachers with understanding of the need to know information to navigate the TSG software. Target Audience

ECEAP Lead Teachers

ECEAP Associate Teachers

ECEAP TrainersDelivery Options

The delivery for this project will be based face-to-face with laptops or iPads available. The reason for this delivery option is to give teachers the opportunity to visually see the navigation steps of the most important places on the TSG online dashboard that will be used the most.

Front-End Analysis: Instructional Need module 3Instructional Need

Due to the problem identification and Aim, instructional intervention is needed for teachers in the ECEAP program that will be or are using the TSG Software. The need assessment identified would be Felt Needs. As the target audience are teachers for the ECEAP program, the expressed need is based on the gap from the current performance skill and the desired performance skill that is needed to effectively use the TSG Software. Beginning and current teachers for the ECEAP Program need to continuously document data into the TSG software. With appropriate instructional intervention, teachers will be able to navigate the software and have a better understanding of what information they need to gather for their documentation and data. Providing the instructional intervention will also produce desired performance skills when using the software as well as effective time management for documentation and classroom preparations. The instructional intervention needed would be coaching ECEAP Teachers on the software that will be using the program upon hire, or coaching teachers that are currently using TSG that had not been properly trained to use the program to provide better results on all levels of the agency.

Some of the other problems associated with the TSG software besides not being able to navigate the site include; not rating the students properly according to the inputted data because of lack of understanding the TSG rating requirements which leads to either rating the students to high or below their specific educational level. Which then leads to inaccurate data submitted for the school site. This can be a problem as the data is used for implementing instruction for students, assessing how teachers are doing with meeting the instructional needs of the students, how the school site is performing as a whole and the state requirements needed to receive funding from sources to continue the ECEAP program.

Front-End Analysis: Learner Characteristics module 3Learner Analysis

Primary Audience (training will be mandatory for these employees)

New ECEAP Teachers

ECEAP Teachers that have not had the proper training

ECEAP Associate Teachers that are looking to become promoted as LeadsSecondary Audience (training will be voluntary for these employees) ECEAP Trainers

ECEAP Program Directors

ECEAP Interns

ECEAP classroom assistants

General Learner Characteristics

Age: 18-65

Gender: 95% women, 5% men

Education: Associates degree through graduate degree (all have taken basic early childhood education documentation/observation courses)

Work experience: 1 week to 5 years+

Entry Characteristics

Most are familiar with the concepts of documenting

Most are familiar with the concept of continuous observation during childs classroom routine

Most are familiar with concepts of child development levels and stages

All are familiar with concepts of basic functions of a computer and internet use

Attitudinal and motivational characteristics:

All recognize the data entry requirement

Some personnel may believe the training does not apply to them

Some learners may be motivated to take the course for promotion or advancement in the agency

Prior Experience:

Although many employees may have general knowledge of other software programs, few have actually become familiar with how to navigate the TSG software

Common errors made by novice learners:

Inputting data/documentation incorrectly

Inputting data/documentation in incorrect objective/dimension

Rating students too high or below their actual development

Not accurately accumulating documenting data that needs to be documented for each objective/dimension

Contextual Analysis

Orienting Context

Learner goals for attending this course or instruction is based on the desired performing skill by ensuring the appropriate knowledge and understanding of the TSG software

Learners perceived utility of instruction is considered useful information to becoming proficient with the navigation of the software which will allow teachers to fulfill their data timeline requirements in a time effective manner

Learners perception of accountability is based on the overall data analysis from the documentation that is required through the ECEAP programInstructional Context

Scheduling: Instruction will take place on a Friday as teachers do not have students. Time frame would be in August before school starts or within a month that a new lead teacher has been hired. Hours: 4 hour Instructional one time course

Lighting: Lighting in the presentation room are controllable and easy to access, windows and shades are easily accessible, controls are easily available

Noise: The noise level in the presentation room is controllable, building is small and access to placing a sign outside is available, no students will be in the building while course is taking place, access to shutting the door is available to eliminate noise level if needed

Temperature: The temperature can be adjusted through the building custodian if need

Seating: The presentation room is equipped with comfortable chairs and tables to be able to place laptops on, electrical outlets are available to charge laptops if needed, seating is available for 25 employees, chairs and tables are accessible to be moved around, all participants have a clear view of the screen and presenters

Accommodations: Participants have access to a staff room if lunch is brought, the location of the building is close to many restaurants if choosing to eat lunch off facility, bathrooms are in close proximity of the training room

Equipment: Projector, screen, laptops, connections are readily available for presenter and participants taking the course

Transportation: Instructor and participants have easy access to building, parking and meeting area

Transfer Context

Transferability: Context will be applied as teachers are required to input documentation, plan weekly lessons and rate students continuously throughout the year

Opportunities for Using Learned Information: Teachers will have opportunities daily to use the learned information from the course

Support: Teachers will be given extra hours to navigate the software to implement skills and knowledge provided in the trainingInstructional Impact Based Upon Learner Characteristics

Application of Adult Learning Theories Adult learning theories will be applied to the project by taking a close look at the target audience, the general characteristics, specific entry characteristic and learning styles of the specific group. By gathering the data that verifies how the ECEAP teachers feel they learn best, I will design my instruction accordingly with the modifications needed for all learning types involved. The instruction will be delivered through visual, manipulative and group activities. Some of the things that I plan to include in my project that will apply to the adult learning theories are:

Clearly stating the objective of the training (How to Navigate TSG)

Identifying how the course will assist them with TSG and documenting accurately

Offering the course on a 4 hour schedule with clear descriptions of what will be discussed during the course

Giving the participants an opportunity to write down what experience they have with documentation software and what they found most challenging about it

Giving the participants an opportunity to declare their goals and expectations from the course

Giving participants an opportunity to engage in small groups

Application of Motivational Theories

Motivational theories will be applied by informing the teachers that once there is a basic understanding of the TSG software, they will

1) Have a better understanding of what specific information is needed to be documented throughout the day

2) Have better time management to document and rate the information for deadlines

3) Have an overall assessment of where their children are developmentally

4) Easily make corrections and modifications to the weekly lessons

5) Have documentation information for each childs developmental portfolio

With achieving these task, teachers will be motivated to use the software as a learning, teaching and assessment tool for the classroom. The application of motivation would also include understanding and using the appropriate information to measure their students development to assess their own teaching skills. This will give teachers the satisfaction to see where the students are developing and the growth that the children have demonstrated through the guidance given in the classroom. The training is relevant to what needs to be completed to be considered a teacher that is proactive in her position.

Impact of a Diverse Audience on InstructionSince the primary audience are new teachers, teachers without training and associate teachers that are in transition for a promotion, the impact of instruction will be carefully considered because of the audience. Although, most teachers in this facility are of the same ethnic background, their training and educational background are at different levels. Because of the different levels and training, I will take the step needed to design the project for culturally diverse learners. The steps that I plan on implementing in the project include:

Designing group activities that will allow all teachers participating in the training to share their proper experiences with documentation and software

Providing TSG software terms, vocabulary for language development, modeling steps through the use of a laptop and screen for visual learners, modeling how to navigate each section in the TSG and allowing opportunity for practice within the small groups

Task/Goal/Performance Analysis module 5Task Analysis MethodThe method is procedural analysis. In order to meet the goals for this project, specific steps are required to be mastered once training is complete.Task Analysis WHAT DOES THE LEARNER DO?

Identify the 6 sections in the TSG online software. Navigate the TSG online software using a computer.

WHAT DOES THE LEARNER NEED TO KNOW TO DO THIS STEP

Operate a computer Use the internet Perform documentation

Identify and apply each section for its appropriate use

Documentation

Checkpoint

Planning

Communication

Reports

Children

WHAT CUES (TACTILE, SMELL, VISUAL) INFORM THE LEARNER THAT THERE IS A PROBLEM, THE STEP IS DONE CORRECTLY OR A DIFFERENT STEP IS NEEDED?

Visual screen of each section will be labeled according to the information you are needing to apply

Apply certain documentation information in each section

Outline

1. Log on to TSG online software

a. Have password available

Visual Cue: The TSG homepage is white and orange on your computer screen once logged on.

2. Locate the 6 orange section tabs on your screen by using your curser

i. Documentation

ii. Checkpoint

iii. Planning

iv. Communication

v. Reports

vi. Children

3. Select Children tab section

a. Select Manage Classes option

Visual Cue: You will see your current classes listed

Concept: This section allows you to make changes to the current class list.

b. Select Manage Children section

Visual clue: On the left side of the screen you will see the contents within the specific tab.

Concept: This section allows you to view and make changes to any child in your class.

4. Select Documentation section

a. Click on Add Documentation Section

Visual Cue: Contents on left side of screen

Visual Cue: You will see the information listed for documentation.

i. Type

ii. Children

iii. Date Observed

iv. Notes

v. Objectives/Dimensions

vi. Save Option

vii. Save and Preliminary Levels (Ratings)

Concept: This section allows you to input documentation and select the objective and

dimension for the observation.

b. Click on View Documentation Section

Visual Cue: Contents on left side of screen

Visual Cue: You will see a list your inputted documentation arranged by date and child/children in the observation.Concept: This section allows you to edit and view any information you have documented and rated.

5. Select Planning section

a. Click on Weekly Planning Form

Visual Cue: Add Weekly Planning Form button

b. Input the week

c. Select what the age group

d. Input the Study/Project (theme)

Example: Feelings Lesson

e. Click No on Weekly Planning Form

f. Click No on Content from Previous Week Form

g. Click the Submit button

Visual Cue: You will see am empty lesson planning form.

Concept: In this section you can edit, add, design, plan and submit lesson plan to your administrator.

h. Click button Back to Weekly Planning Forms to locate sections

6. Select Checkpoint section

a. Click on Checkpoint Dates

Visual Cue: Table with Period, Start Date and End Date for documentation Requirements.

Concept: View deadlines for required documentation.

b. Click on By Multiple Children Content

Visual Cue: List of Objectives will appear on your screen.

c. Click on first Objective

Example: Social-Emotional

d. Click on first dimension

Example: a. Manages Feelings

Visual Cue: Rating Color Coded Levels with AM or PM class students.

e. Click on a student

f. Click on Rating appropriate for childs level from observed documentation

Visual Cue: Previous Documentation Button and Previous Checkpoint data available under each student name

g. Click on Next Dimension to continue ratings

Concept: Enter Ratings for each child in each Objective and Dimension for required Checkpoint Dates

h. Click Save and Close Button

i. Click Finalize Checkpoint

Visual Cue: Finalize Checkpoint is in Blue

Visual Cue: List of student names will pop up in screen

j. Click the OK button and checkpoint for that section is complete

k. Click on next Objective to continue finalizing documentation

Concept: Finalize data required for Checkpoint term due date

7. Select Report section

a. Click on Individual Child

Visual Cue: Contents on left side of screen

b. Select class AM/PM

c. Select child/children

d. Select Period

Example: Fall, Winter, Spring, Summer

e. Select Dimension

f. Click on Dimension/Dimensions

g. Select Level

Example: Preliminary, Finalized, Finalized

h. Select Language

i. Select Format

Example: HTML, PDF, Excel

j. Click on Generate Report

i. Report will open in new tab with list of rating levels for child/children selected

Concept: Obtain data that was finalized for checkpoint requirement and check each childs level of development based off observations documented.

8. Select Communication section

a. Click on Family Conference Form

b. Select Class

Visual Cue: Left side Switch Class Gray Button

Visual Cue: List of child/childrens names will appear on screen

c. Click Orange Go Button

Visual Cue: Name of child, date section and family member name section will appear on the screen.

d. Select date

e. Input parent name in family member section

f. Click Save Button

g. Select section for family conference form plan

Example: Describe this child's strengths in social-emotional, physical, language, and cognitive development Describe this child's strengths learning literacy, math, science and technology, social studies, and the arts, Plan for this child's development & learning:

h. Click Edit Button to make changes

i. Click Save Button with each completed section

j. Click on Back to Family Conference Forms to create another conference form

Concept: Develop plan for support for childs development during parent teacher conferences based on level documentation.Instructional Objectives module 5

Project (Instructional) Goal

Given a computer, teachers will perform the steps necessary to navigate and identify the 6 sections needed for documentation in TSG online.

Locate the TSG online website. Teachers will correctly find each of the sections: documentation, checkpoint, planning, communication, reports, and children 100% of the time.

Teachers will use the appropriate section based off specific documentation at least 3 out of 4 times.

The teacher will place the information in the correct TSG section at least 3 out of 4 times.

The teacher will select the section that is used to document information 100% of the time.

The teacher will select the planning section to input the weekly lesson plan 100% of the time.

The teacher will use the edit option to make any modifications to the weekly plan 3 out of 4 of the times.

The teacher will locate where the data is documented 100% of the time.

The teacher will input information in the documentation section 100% of the time.

The teacher will locate the inputted information and make any changes necessary 3 out of 4 times.

The teacher will locate where each objective and domain can be found 100% of the time.

The teacher will locate the conference communication form section 100% of the time.

The teacher will locate the class list under the children section 100% of the time.

The teacher will use the rating scale once the observed documentation has been entered 3 out of 4 times.

The teacher will manage the child list by identifying a child in her class and enrolling a new child 3 out of 4 times.

Content Development Locate the TSG online website.

Identify the 6 sections in the TSG online software using a computer.Measure of Success: The information presented through TSG training will be used appropriately by the teachers for the documentation requirements and deadlines.

Content Delivery Identify each section in the TSG online software.

Properly locate what section is needed for documentation in TSG online. Measure of Success: Teachers demonstrate steps to navigate and identify each of the required sections in TSG online software.

Content Development: The TSG content presented to teachers is based on desirable information for guidelines and goals in their existing position.

Content Delivery: The materials are presented using webinar technology features that assist teachers with getting familiar with TSG online, through step by step instructions, with both hands on learning and instructor modeling of site navigation.

Content Development 1. Who is to do something-ECEAP Teachers

2. What are they to do- navigate TSG online for documentation requirements through webinar training

3. Under what conditions are they expected to do it-webinar technology features and using TSG online software4. How well are they expected to do it- demonstrate ability to navigate to each section in TSG using the computer on the specific website

Given webinar training development guidelines, ECEAP teachers will demonstrate ability to identify each TSG section while performing navigation skills in TSG online software to meet goals of training.

Content Delivery

1. Who is to do something-Instructor facilitating training

2. What are they to do-Facilitate and model step by step webinar training using technology features

3. Under what conditions are they expected to do it- demonstrate TSG online software through modeling

4. How well are they expected to do it- identification and use of each section presented to the class

Goal

Given webinar training guidelines, the SME will prepare step by step outline to assist teachers with navigation and important components of the website, using appropriate technology features that demonstrate important information needed for documentation.

Given webinar training development and delivery guidelines, SMEs will prepare and demonstrate step by step procedure of TSG online software, through the use of technology features, presentation and facilitation techniques to conduct the TSG online software required training for appropriate application of documentation and navigation.Terminal Objectives and Enabling Objectives

Terminal Objective 1 : Cognitive DomainUsing the TSG software, the ECEAP teachers will locate, use and identify each section while identifying the information needed for the data requirements to be complete by 70% accuracy.Enabling Objectives: Cognitive Domain

Given the six sections in TSG, ECEAP teachers will identify each section according to the information needed with 100% accuracy.

Given one of the TSG sections, ECEAP teachers will address what information can be found in the specific section within 5 minutes of locating the section while on the site.

Given documentation for two students the ECEAP teachers classified the proper section with 100% accuracy.

Terminal Objective 2 Psychomotor DomainThe ECEAP teacher will use the TSG online software features needed to navigate website appropriately.

Enabling Objectives: Psychomotor Domain

Use TSG website

Use computer to identify each section and contents

Select each section for information

Terminal Objective 3 Cognitive Domain

Given the appropriate tools, the SME will conduct a TSG online software presentation on how to navigate the site for important application of required data.

Enabling Objectives:

Using a computer present each TSG section and the contents within the software with 100% accuracy. (Psychomotor Domain)

Given the technology features, demonstrate step by step use of each section with 100% accuracy. (Psychomotor Domain)

Properly discuss each section identified with 100% accuracy while using TSG. (Cognitive Domain)

Correctly describe each TSG section needing documentation with 100% accuracy. (Cognitive Domain)Enabling Objectives Matrix & Supporting Content Module 6

Navigating TSG GoldTerminal Objective 1: Cognitive DomainUsing the TSG software, the ECEAP teachers will locate, use and identify each section while identifying the information needed for the data requirements to be complete with 100% accuracy.

Behavioral ObjectivesAt the end of the unit you will:

Identify the 6 sections needed to use TSG online

Demonstrate how find each TSG section

Demonstrate which section holds documentation information

Identify documentation needed for use of TSGEnabling ObjectiveLevel on Blooms Taxonomy*Fact, concept, principle, rule, procedure, interpersonal, or attitude?Learner Activity (What would learners do to master this objective?)Delivery Method(Group presentation/lecture, self-paced, or small group)

Teachers will locate the

-documentation

-checkpoint

-planning

-communications -reports

-children

TSG section tabs with 100% accuracyApplication ProcedureLog into TSG and click on each section

-documentation

-checkpoint, planning

-communication

-reports

-children

while on the technology deviceLecture and face to face presentation using a projector and computer technology features

Teachers will be able to recall purpose of each section with 100% accuracyComprehension

ApplicationConcept

RecallGiven examples, teachers will identify which would be the appropriate section to place the informationSmall groups will examine the examples followed by the trainer walking around to each small group in case assistance is needed. Once the small groups have completed the activity, the trainer will go through each example of the section it belongs in and why it would be placed in a specific section

Teachers will be able to arrange appropriate documentation placement based on the TSG section with 100% accuracyApplication

Analysis Principle and Rule Given a section, teachers will state what documentation could be placed in the specific sectionSmall groups will be given materials to create a list of a specific section. The small group will then list the section and create a list of what information can be placed in that section or what documentation can be found in that section

Job Aid Reference Table

I chose this job aid because it gives the audience the ability to review each scenario that might be involved with TSG and the documentation/navigation process. With this job aid, the teachers will be practicing the enabling objectives that leads them to the understanding of the terminal objective. I think another form of job aid is the one with a visual table as you requested. I hope throughout the courses I will have the chance to learn how to complete one with the actual software pictures.

IfAnd Then

Observed information needs to be inputtedThe child needs to be ratedRefer to the Documentation tab and click Edit Documentation

Observed information needs to be editedThe children need to be grouped togetherRefer to the Documentation tab and click on Edit Documentation

Child needs to be rated Checkpoints levels are neededRefer to Checkpoint tab and click on AM/PM Class By Child and by term

Creating a lesson planLesson needs editing and submitting Refer to Planning tab and click Weekly Planning Forms

Assessing the checkpointsParents want more information on the childs development levelRefer to the Communication tab and click Conference Forms

Evaluating the checkpoint data Each child needs to be assessedRefer to the Reports tab and click on individual child

Managing a classNew children need to be enrolledRefer to the Children tab and click Manage Class/ Children

Was still unsure if this needed to be inputted at all in my project

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