After School Professional Development Program

ASPDP@schools.nyc.gov

After School Professional Development Program Syllabus

Summer 2017: July 5, 2017 – August 18, 2017

Title of Course:  Google Apps for School Operations

Number of Sessions:  3

Total Hours:  12

Total Number of Credits:  1

Course Start Date: August 21, 2017

Course End Date: August 23, 2017

Course Location:  Academy for Careers in Television & Film at 1-50 51st Ave #411, Long Island City, NY 11101

Maximum Course Enrollment: 30

Instructor’s Name: Danieta Morgan

Instructor’s Telephone: 212-645-5110

Instructor’s Email: microcert@newvisions.org

Education Partner Fee: $25

Materials Fee (if applicable): N/A

Registration Deadline (ASPDP will add):

Instructions for completing registration and payment through education partner:

Your enrollment will be complete when you register with New Visions for Public Schools at https://advance.newvisions.org/microcert/ 

Dates and Locations (for In-Person and Synchronous Online Courses Only): 

Date (mm/dd/yyyy)

Time

Location

08/21/2017

9:00am - 1:00pm

In person

08/22/2017

10:00am - 1:00pm

In person

08/23/2017

9:00am - 1:00pm

In person


Course Information

  1. Course Description

Do you believe that how a school functions can directly impact how a student learns? Are your school’s operational systems slow and cumbersome? Have you been meaning to develop a new system for attendance tracking, promoting intervisitations, or supporting family engagement? If you know there must be a better way, then this is the course for you. This is an in-person project-based foundations course that focuses on how Google Apps for Education/G-Suite for Education--a popular cloud productivity suite used in many schools, universities and modern workplaces--can be used as a powerful tool to build efficient, effective, better operations systems for your schools.

We will begin by: identifying areas of need/problem areas within our schools, examining how our schools operate, defining which relationships, roles, responsibilities and expectations exist in our schools, and identifying opportunities to improve productivity. Over the course of this 3-day class and through a combination of interactive workshops, we will design systems that use applications such as Drive, Docs, Forms, Sheets, and Sites. And we will introduce participants to sophisticated Add-ons like FormMule and AutoCrat.  By the end of the course, participants will have gained the technical skills to build a customized system using Google Apps to support various aspects of school operations. Participants will be assessed based on their demonstration of the competencies and skills required to employ GAFE’s most powerful features (to create, share, collaborate and organize). Five skill benchmarks will scaffold these skills so participants can successfully set up two significant projects that can be implemented in their schools in the upcoming school year.

  1. Target Grade Levels: K-12

  1. Integration of Danielson Framework for Teaching Components

This course will deepen participants’ understanding of the following components in Danielson’s Framework for Teaching in the domain of Professional Responsibilities:

  • 4b. Maintaining Accurate Records - Participants will gain experience with best practice for maintaining documents and spreadsheet based records that are both secure and easy to collaborate on with colleagues;
  • 4d. Participating in the Professional Community - Participants will build structures that foster professional learning and collaboration;
  • 4e. Growing and Developing Professionally - Participants will gain a technical skill set that will represent a tremendous contribution to the participant’s school community
  • 4f. Showing Professionalism - Participants will learn privacy and security best practices that ensure a school’s domain is safe for staff communication, student data, and school operations

  1. Integration of Standards

Participants in this course will model and apply these ISTE Standards (formerly NETS):

National Educational Technology Standards for Teachers

  • 3a. Model digital age work and learning: Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations

National Educational Technology Standards for Administrators

  • 3c. Excellence in professional practice: Promote and model effective communication and collaboration among stakeholders using digital age tools
  • 4a. Systemic improvement: Lead purposeful change to maximize the achievement of learning goals through the appropriate use of technology
  • 4e. Systemic improvement: Establish and maintain a robust infrastructure for technology including integrated, interoperable technology systems to support management, operations, teaching, and learning

  1. Pedagogical Approach

The instructional model will be primarily project-based where participants demonstrate skills and competencies in a series of assessments for each Google App platform explored. Participants will receive instruction through a two-pronged approach:

  • (4) asynchronous “lectures” (pre-recorded videos) will explore Google Apps features, and demonstrate the technical skills to effectively use each platform. Providing the initial technical instruction of the skills, lectures also serve as resources that participants can revisit later in the course and beyond the final project. Participants will watch these lectures independently prior to the first (lectures 1 &2) and second (lectures 3 & 4) session. The topics of each video will be:
  • Lecture 1: Gmail (Tasks) & Calendar  (15 minutes)
  • Lecture 2: Docs & Drive (30 minutes)
  • Lecture 3: Forms & Sheets (20 minutes)
  • Lecture 4: Google Add-ons (e.g. formmule, autocrat, etc.) (20 minutes)
  • (3) 4 hour-long in-person “labs” will facilitate group discussion and activities to the lectures around each of the Google Apps platforms. Labs will build upon the topics discussed in the lectures by identifying plans for and contexts in which Google Apps could be used to support school operations. Lastly, labs will also provide the time and space for additional support with technical skills through Q&A and peer engagement. Participants will have the opportunity to collaborate and provide meaningful feedback to one another as they work on projects.

  1. Application to Instruction and Student Learning

Although not all course participants will be teachers, participants who are teachers will learn to use tools such as email groups to effect smart collaboration among students and to create class rosters, cohorts, teaching teams, departments, etc.  Teachers will also learn to manage calendars and add events with important information (homework/project deadlines, meetings, activities, units, exams) that can be shared with students and families.  In addition, teachers will learn the various ways that Google Docs can be used to support collaboration among students and how Google Drive can be used to support students’ organization.

  1. Assessment

Coursework will include five skill benchmarks (formative assessments) as well as a midterm project and a final project (summative assessments). The purpose of each assessment is to document evidence of applied skills, and to reflect on the communication and collaboration shifts afforded by the Google Apps tool set as applied in the school workplace. Benchmarks Assessments 1 and 2 are intended to foster the organizational and systems thinking needed to effectively integrate Google Apps platforms. Benchmark Assessments 3-5 are intended to scaffold the creation of the midterm project and the final project: a digital system to support school operations. The midterm and final projects should be user-friendly and address institutional needs while reinforcing collaboration, transparency, and efficiency.

Major Assignment

Due Date

Participants present a draft “system” to peers.  The system (or digital process system) must use digital tools to support a key operation at their school.

August 22, 2017

Participants present a final “system” to peers.  The system (or digital process system) must use digital tools to support a key operation at their school.

August 23, 2017

  1. Feedback

Benchmark assessments are integrated into the course to provide opportunities for participants to receive formative feedback.

For the midterm and final, the instructor will provide oral and written feedback.  Feedback will include a comprehensive narrative response to the project, in addition to a completed rubric.

  1. Grades

Benchmark Assessments:         30%

Midterm Project:                 30%

Final Project:                        40%


Course Calendar

Pre-Session 1 Work

Date:  Asynchronous to be completed before session 1                                                

Time required to complete: 45 minutes        

To Do:

Watch Lecture 1: Gmail (Tasks) & Calendar  (15 minutes)

Watch Lecture 2: Docs & Drive (30 minutes)

Come to class prepared to discuss two ways you currently use these tools (if applicable) and two ways you imagine these tools could be used to support school operations.

Session #1

Date:   Monday, August 21                                             Time:  9:00am - 1:00pm

Number of hours for this session:   4 hours                Assignments due today: Benchmark Assessments 1-3

Standards and Components Alignment:

National Educational Technology Standards for Administrators

4a. Systemic improvement: Lead purposeful change to maximize the achievement of learning goals through the appropriate use of technology and media-rich resources.

Danielson

4b. Maintaining Accurate Records

4d. Participating in the Professional Community

4f. Showing Professionalism

Objectives: 

Participants will be able to:

  • Identify operational systems in their schools that could be improved by moving the workflow to Google Apps
  • Evaluate the steps and determine their viability to the process

Topics and Agenda:

Intro to Course |  15 mins

  • Why are we here? Goals of the course explained. What do we hope to accomplish? Hopes and Fears (completed via form that is connected to autoCrat slides feature)
  • Share the slide deck with everyone

Transition: Why we created had them complete a form, what that allowed us to do?  

Teaching the Lingo | 90 mins

  • What is a system? Best practices in systems building? Vocab Defined.
  • What does it mean to be a systems thinker? (Coggle Mind Map)
  • What does it mean to be a systems builder? (Google form & Word Sift)
  • Vocab (system, operation, tool, workflow, add-on vs google apps vs extensions)
  • Best Practices (Group learning protocol - “Google Systems Best Practices”)
  • What it is tied to? What is your value? Understanding and being clear on your why?
  • How do we make robust systems? Troubleshooting support - Building a workflow chart. Where do we build our systems?
  • System Buddy-make sure more than one person at your school knows how to use your system.

School Operations  |  45 mins

  • Identify needs/problems at your school (Scale: How many people does your problem affect? Which one do you have the most information to solve now? )
  • Discussion in groups: tedious processes/inefficient workflows at schools

Add On Introductions  |  20 mins

  • Game to introduce add-ons (understanding relationship among the add-ons)

Case Study |  1 hour

  • Live think aloud about how we build a system
  • Participation in group activities using examples of school operations that can be made more efficient and effective through the use of a digital system.

Systems Slide Deck |  10 mins

Application to Instruction and Student Learning: 

Assessment and Feedback: 

There will be one formative assessment distributed.

  • Benchmark Assessment - Systems Slide Deck (30%)

Participants identify an operations processes or system that exists in their school and needs improvement to work on during this course. These systems could be human workflows or paperwork protocols.

Pre-Session 2 Work

Date:  Asynchronous to be completed before session 2  

Time required to complete: 40 minutes        

To Do:

Watch Add-Ons Videos (EdPuzzle)

Session #2

Date:  Tuesday, August 22                                         Time: 9:00am - 1:00pm

Number of hours for this session: 3 hours                        

Assignments due today: Midterm

Standards and Components Alignment:

  • NETS for Teachers, 3c
  • 4b. Maintaining Accurate Records
  • 4d. Participating in the Professional Community

Objectives: 

Participants will be able to:

  • Create, share, and organize in Forms to communicate and collect meaningful data
  • Create, share, and collaborate in Sheets to organize and collaborate on meaningful data
  • Create Forms to efficiently and effectively enter data or submit narrative responses that
  • Create Sheets folders to house important documents to promote transparency and collaboration

Topics and Agenda:

Mini Lecture | 20 mins

  • System Pre Work
  • Vocab (merge tag, cell, data row, sheet, condition, formula, trigger, data set, sheet, workbook)
  • Prerequisite data

#GetYourAddOn - GAFE Q&A |  40 mins

Group Work: Revising workflow  | 30 mins

  • Working in Google Slides - brainstorm and peer review/feedback
  • Finalize decisions regarding add-ons to use in system

Re-Group for Building the System: Workshopping  | 1.25 hours

Share Out & Final Qs | 15 mins

Application to Instruction and Student Learning: 

Assessment and Feedback: 

  • Midterm Project (30%)

Participants develop a draft system that incorporates at least two of Google Apps platforms (Drive folders, Docs, Sheets or Forms) and supports a key operation at their school to streamline work processes and increase schoolwide transparency.

Session #3

Date:     Wednesday, August 23                                          Time: 9:00am - 1:00pm

Number of hours for this session:    4 hours                   Assignments due today: Final Project

Standards and Components Alignment:

  • 4b. Maintaining Accurate Records
  • 4d. Participating in the Professional Community

Objectives: 

Participants will be able to:

  • Create a digital system to support a key operation at their school to streamline work processes and increase schoolwide transparency;
  • Demonstrate understanding of two Google Apps (i.e., Sheets, Forms) and Add-ons such as formMule and autoCrat

Topics and Agenda:

Exit Ticket Concerns & Q&A  |  1 hour

Workshopping|  2 hours

  • Using a protocol provided by the instructor, participants finalize their systems

Final Project Presentations |  1 hour

Application to Instruction and Student Learning: 

Operations systems can be used by teachers to improve student outcomes by engaging students, family members and the school community in the online classroom environment.

Participants will be able to:

  • Create Google-based systems. It could be for organizing courses by integrating a course calendar, course documents folder, course syllabus, and course resources (presentations, vocabulary lists) all in one place.

Assessment and Feedback: 

There will be one summative assessment, the final project:

  • Final Project (40%)

After revising their first draft, participants develop a system that incorporates at least two of Google Apps platforms (Drive folders, Docs, Sheets or Forms) and supports a key operation at their school to streamline work processes and increase school wide transparency.

Appendix

Rubric for Benchmark Assessments

Awesome - exactly what we were looking for

On the right track, but needs work

Unsatisfactory

Skills Benchmark

Participant can describe at least 3 operational processes that occur in his or her school and correctly identifies the personnel involved, the workflow, the deliverables, and the indicators of success.

Participant can describe at least 3 operational processes that occur in his or her school but does not elaborate on the workflow or system.

Participant does not list at least 3 operational processes.


Rubric for Midterm and Final

Awesome - exactly what we were looking for

On the right track, but needs work

Unsatisfactory

Addresses recurring school need

System is designed to support a core, recurring school operation

System is designed to support a marginal school operation or a school operation that happens only once.

System is designed to support one individual’s task.

Dynamism

System is designed so that it can be easily modified to address future unforeseen needs

Future changes in the system, while possible,  will be disruptive.

System is static and cannot be changed.

Low barrier to entry

System is easy to use and requires minimal technical expertise among users

System can be understood after substantial examination.

System is clumsy or complicated and is unlikely to be embraced by users.

Collaboration & transparency

The system promotes  transparency and collaboration among users.

The system does little to change the way people in the school interact.

The system inhibits collaboration among users.  

GAFE App 1: Insert name of app below (e.g., Sheets, Forms,etc.) ____________

App is used successfully and seamlessly to support a core school operation.

App is used to support  school operation

App decreases productivity in or does not affect any current school process.

GAFE App 2:  Insert name of app below (e.g., Sheets, Forms,etc.) ____________

App is used successfully and seamlessly to support a core school operation.

App is used to support  school operation

App decreases productivity in or does not affect any current school process.

Student Success

The system is tied to student success.. Example:  System leads to a decrease in time looking up student phone numbers which leaves more time to call parents and discuss student learning..

The systems is tangentially related to student success.

The system is unrelated to student success.