Connecting and Communicating My Ideas
As a Pre-K teacher, I am passionate about enhancing education for preschoolers. I have observed the challenges kindergarten teachers face when students enter with little to no digital literacy skills. I believe that by incorporating technology through the use of iPads, we can better prepare preschoolers for kindergarten while also enriching their academic development by strengthening early literacy and math skills, fostering critical thinking, improving fine motor coordination, and engaging in digital experiences.
To ensure the successful integration of technology in the classroom, I have developed a Professional Learning Development (PL) course. The goal of this PL is to move away from the traditional, passive "sit-and-learn" sessions that are often ineffective and disengaging. Instead, I aim to create an interactive and hands-on PL experience that allows teachers to explore technology in meaningful ways, practice implementation strategies, and collaborate with their peers. By making professional learning more engaging and practical, teachers will feel more confident and prepared to integrate technology effectively into their classrooms, ultimately benefiting both educators and students.
Select the Image to view in detail my Call to Action on PL, which includes my why and my backstory.
One-time workshops are not enough—teachers need ongoing learning, real classroom application, and meaningful collaboration to truly develop their skills (Gulamhussein, 2013). This PL course shifts away from the traditional, passive "sit-and-learn" model and instead offers an interactive, hands-on experience where teachers can explore technology, practice implementation strategies, and collaborate with their peers.
By incorporating the five key principles of effective professional development, this PL ensures that teachers receive continuous support, active engagement, modeling of best practices, and Pre-K-specific training that directly connects to their classroom instruction. This approach aligns with my innovation plan, which focuses on integrating technology through iPads to enhance the academic experiences of preschoolers. Teachers cannot simply be given new technology and expected to adapt—they need structured, ongoing guidance to understand how to apply it effectively to support student learning. By making professional learning more engaging, practical, and collaborative, teachers will feel confident and prepared to integrate technology seamlessly, ultimately improving both educator effectiveness and student academic success.
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View my Innovation Plan
Components of My PL Strategy
Key Features of My PL Strategy:
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Blended Learning Approach – Combines hands-on training, coaching, and online resources.
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Ongoing Coaching & Mentorship – Continuous support beyond initial training.
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Real Classroom Application – Teachers will create and implement activities during training.
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Collaborative Learning Communities (PLCs) – Peer support and shared learning.
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Flexible & Self-Paced Options – Access to digital resources and tutorials.
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Aligned with my innovation plan, this PL model ensures that teachers receive the structured support they need to successfully implement technology in developmentally appropriate ways. This model follows the five key principles of effective professional learning (Gulamhussein, 2013), ensuring training is sustained, interactive, and directly applicable to Pre-K instruction.
By participating in this PL program, teachers will gain the tools and confidence to use technology not as a replacement for hands-on learning, but as an enhancement—helping to build foundational literacy, math, and problem-solving skills while increasing digital literacy for kindergarten readiness.
Professional Learning Sessions
This course is designed to equip teachers with effective strategies for integrating technology into early childhood education while utilizing developmentally appropriate teaching methods. Educators will explore and implement various educational applications to enhance student engagement and learning outcomes in Pre-K classrooms.
Overview of PL Strategy:
This professional learning model is designed to equip Pre-K teachers with the skills, confidence, and resources to effectively integrate iPads into early childhood instruction. By embedding technology into Pre-K classrooms, we aim to enhance student academic readiness, strengthen digital literacy, and prepare students for a seamless transition into kindergarten.
Addressing the Audience Needs:
This PL model is designed to be teacher-centered, providing structured training, real-world application, and continuous feedback, ensuring both teachers and administrators have the necessary tools to foster student success in the digital age.
The primary audience for this professional learning model includes Preschool teachers at RYSS and RYSS district administrators.
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Preschool Teachers: Require classroom-specific professional learning that integrates technology and developmentally appropriate teaching methods to enhance student learning experiences.
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Administrators: Will participate to gain a deeper understanding of the necessary guidance and infrastructure needed to support teachers through coaching, mentoring, and technology integration within early childhood education.
For more detailed information on the planning behind the PL Model, click here.
Fostering Collaboration:
Collaboration is a key component of this professional learning model, ensuring that teachers learn from each other and refine their instructional strategies through shared experiences. The PL model incorporates a few structures to facilitate ongoing collaboration:
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Professional Learning Communities (PLCs): Teachers will engage in regular PLC meetings where they can observe, discuss, and refine instructional practices based on shared experiences (DuFour et al., 2010). These sessions will provide a space for teachers to share successes, problem-solve challenges, and explore new strategies together.
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Peer-Led Coaching Cycles: Teachers will participate in structured coaching cycles, where they observe one another’s lessons, provide feedback, and collaborate on refining instructional strategies for integrating iPads into Pre-K learning.
This model ensures that collaboration is not just encouraged but embedded into the professional learning process, allowing teachers to grow in a supportive, interactive, and community-driven environment.
Leadership Roles:
Effective leadership and facilitation are critical to the success of this professional learning model. This PL initiative will be guided by a structured team of leaders who provide direction, mentorship, and hands-on support to ensure successful implementation of technology integration in Pre-K classrooms. The main roles are:
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Facilitator – Adaliz Barroso, leads the professional learning sessions, provides hands-on training, models best practices, and ensures that teachers receive ongoing support in implementing technology effectively.
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Administrators – Oversee the PL framework, ensure alignment with district goals, allocate necessary resources, and provide structural support to sustain ongoing learning.
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Instructional Coaches – Serve as primary facilitators alongside the lead facilitator, guiding professional learning sessions, modeling best practices, providing real-time coaching, and offering individualized support to teachers.
For more detailed information on leadership roles, view here.
This alternative PL model prioritizes ongoing support, collaboration, and hands-on learning over traditional sit-and-get sessions. By aligning with research-based best practices (Gulamhussein, 2013; Joyce & Showers, 2002; Learning Policy Institute, 2017), this plan ensures that professional development is meaningful, sustainable, and directly beneficial to teachers and students.
References
DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A handbook for professional learning communities at work. Solution Tree Press.
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945. https://doi.org/10.3102/00028312038004915
Gulamhussein, A. (2013). Teaching the teachers: Effective professional development in an era of high stakes accountability. Center for Public Education.
Joyce, B., & Showers, B. (2002). Student achievement through staff development. ASCD.
Learning Policy Institute. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report​