1. Signature Assignment:TrainingProgramPlan
Signature Assignment: Training Program Plan
Erica Jones
AET/570
September 30, 2019
Dr. Gale Cossette

2. Signature Assignment:TrainingProgramPlan
Needs Analysis
There is a need for educators to stay abreast of the latest information in education, but
most teachers feel as though their Professional Learning days are squandered away with
information they do not see as relevant, instruction on things not dedicated to the mission or that
they have already engaged in. Improving instruction increases the likelihood of accomplishing
the mission of our school system and the expectations the State has set forth.
A Needs Assessment is the process of collecting information that will drive an
organizational needs, implied or explicit, in order to rectify a deficit an organization may be
facing. The process calls for three steps to be taken, collect, analyze and creation (Barbazette,
2006). The purpose of this needs assessment is to determine the Professional Development
opportunities educators need to increase student engagement, provide rigor, the ability to engage
in authentic assessment, assess the knowledge levels of mastery for their content, and teaching
strategies.
The sample group of educators participated in surveys and focus group questions that
allow for data collection. Upon the collection of this data it was discovered that 13 percent of
educators needed training in Positive Behavioral Interventions and Supports (PBIS), 34 percent
of educators felt they needed more training in STEM education foundations, while an astounding
53 percent of teachers responded with Project/Problem Based Learning being their biggest need.
With Project/Problem Based Learning leading the survey, we have identified it as the greatest
need for our employees.
The mission statement of our district is to prepare students to be college and career ready.
Providing development opportunities that enhance the educators’ depth of knowledge, allows for
support in our mission statement and continuance of equipping our educators with 21st century
skills. The organization currently does not offer a training program on the integration of
Project/Problem Based Learning, but has the expectations of students being able to understand
and execute the use of research methodology skills. Developing a training program for educators
on Project/Problem Based Learning can increase the educator’s ability to provide students with
the necessary skills for research methodology skills. Using Project/Problem Based Learning
educators can engage students with real-world problems, while allowing for them to acquire
ownership over their own learning (Tiwari, Arya, and Bansal, 2017). A training program will
support a positive impact on adult learning in our organization in that providing such training can
alter the teachers’ knowledge, which can alter their teaching and later alter the students learning
(Kennedy, 2016).

3. Signature Assignment:TrainingProgramPlan
Training Program Description
Problem Based Learning (PBL) introduces a methodology designed for educators to build
students that move from basic skills to mastering high order thinking skills. The school district
has a mission of providing rigor to students, while building critical thinking and problem solving
skills (Delisle, 1997). More of our schools are becoming STEM focused schools and educators
could use the training of preparing for state STEM certification in a more authentic manor. PBL
training for educators would allow for that, as teachers would be given the opportunity to learn
how to promote student engagement and promote student learning of principles and concepts.
This structured method could yield better testing results and help a number of schools be
removed from State’s watch list.
Scope of Training
Professional Development will be offered to a multitude of educators, about 1,200 people. This
training program will introduce educators to the pedagogical approach and application in the
classroom for PBL. The training will include curriculum on implementation, in an effort to
prepare educators on how to establish effective collaboration among students, facilitating
student-driven activities, and how to assess a PBL. The course will be offered over a two day
period and will consist of an interactive training with collaboration activities, role-playing,
hands-on learning, group discussions and evaluation of the PBL created.
Intended Audience
The participants in this training program will include a multitude of educators from across the
school system. There will be one administrator, one academic coach, and one teacher from every
grade level from each of the elementary schools in the district. Each middle and high school will
send one representative from each grade and/or subject matter taught. It is at the discretion of the
administration to decide who will represent their school. All teachers that participate in the
Mentoring Teachers program, that are first year teachers, will also be asked to attend.
The assumed current skill set varies, due to the wide range of teachers we will serve and their
diverse backgrounds in education. The current experiences of our teachers are diverse in number
of years taught, gender, race, subject matter taught, age group taught and population they
currently serve. Knowledge for this group is also diversified, as teachers range from novice to
master.

4. Signature Assignment:TrainingProgramPlan
Program Goals
The Training Program Goals are to develop skilled project managers out of educators, build their
capacity for Project/Problem Based Learning (PBL), create deeper learning experiences and
become an exemplary Project/Problem Based Learning (PBL) facilitator.
Program Objectives
1. Creating a Problem Based Learning unit that poses a challenging problem or question,
while engaging them.
2. Creating a Problem Based Learning unit that taps into students’ key knowledge, while
helping students understand the information presented.
3. Improve student learner outcomes by creating a Problem Based Learning unit that allows
for creativity, from both the teacher and students.

5. Signature Assignment:TrainingProgramPlan
Budget
The total budget allocation for this training program is $250,000. A greater portion of the
program budget, 84 percent, is allocated for the K-12 educator training for PBL. The district will
save money by hosting trainings at local schools. Lunch is being provided and a participant
stipend is being provided to encourage participation among educators. The remaining 12 percent
of the budget will be used on training the Continuing Education staff of the district. This includes
20 members participating in the PBL Works Institute, Project Slice Pre-Conference, and PBL
Leadership Conference. Utilizing our in-house staff to learn and return to offer the course saves
the district a significant amount of funds verses bringing in the Buck Institute. It also allows for
the district to continuously provide the training program from year to year.
Budget Item Cost Per participant Total Cost
PBL Works Institute $950 $19,000
Project Slice Pre-Conference (Included in PBL Cost) (Included in PBL Cost)
PBL Leadership Conference (Included in PBL Cost) (Included in PBL Cost)
Air Travel Accommodations $248 RT $4960
Hotel Accommodations $93 a night $5,580
Food Stipend $30(x4) a day per participant $2,400
Total: $31, 940
Budget Item Cost Per participant Total Cost
Lunch Day One $7.50 $15,000
Participant Stipend $50.00 $87, 500
Office Supplies $2.50 $5,000
Lunch Day Two $8.00 $16, 000
Participant Stipend $50.00 $87, 500
Total: $211, 000
Grand Total: $242,940

6. Signature Assignment:TrainingProgramPlan
Stakeholder and Goals
Any person involved in the influence of achieving the goal set forth by the district is
considered a stakeholder (Ulewicz, 2017). Stakeholders can include, but are not limited to,
educators, parents, community members, school board members and etc. The most important
stakeholder a school district serves are the students. Change agent should always know who the
key participants are, what their motivations are and the relationships between them (Cawsey,
Deszca, and Ingols, 2011).
Goal Stakeholder(s) Role of each stakeholder
Become an exemplary
Project/Problem Based
Learning (PBL) facilitator.
Teacher Trainers
(Continued Education
Department)
Create professional learning
opportunities that seek to
close the Achievement Gap.
Support teacher development
and actively participate in
improving school and district
operations.
Create deeper learning
experiences.
Students Take responsibility of their
learning, engage in learning
and participate in the
schooling process.
Build capacity for
Project/Problem Based
Learning (PBL).
Educators/Students Provide strategies for students
to have a chance at success.
Engage in the classroom and
community.
Develop skilled project
managers.
Educators Maintaining rigor and high
standards for students, while
examining their practices
through training and/or
Professional Development.

7. Signature Assignment:TrainingProgramPlan
Training Promotional Materials
Effective writing offers the ability to communicate to an audience. Being a skilled writer
allows for the sender to reach the receiver, on a level that accomplishes the goal of the
organization or individual. Composed messages should always be clear and concise to
effectively reach your audience. The range of options continues to grow, due to the innovations
in which people communicate (Thill & Bovée, 2017). Communicating messages effectively
starts with an Audience- Centered Approach, which suggest messages should be composed in a
way that your receivers will be able to relate because you have appealed to them through respect
and meeting their needs (Thill & Bovée, 2017). Strong relationships are built on trust, respect,
performance, expertise and understanding your audience. The Needs Analysis has provided us
with what the educators need. In selecting their highest need as the training we are moving
forward with allows for trust to be established. We have actively participated in Active Listening
in order to better serve the educators.
Reaching the target audience, of educators, is about the approach in communication. For
this training the organization will communicate through email, flyer, and through administrators,
as they will present our video and flyer during faculty meetings. Accurate and detailed
information will be shared with the educators in the promotional materials in an effort to
maintain ethical communication.

8. Signature Assignment:TrainingProgramPlan

9. Signature Assignment:TrainingProgramPlan
Program Evaluation
A program evaluation is designed to be an instrument that collects data on the training
program. This program evaluation is a survey that incorporates a mixed-methods approach, as it
contains both qualitative and quantitative questions to retrieve data from participants. There are
21 questions in total, with three questions being qualitative and 18 being quantitative. The
questions range from assessing the learners knowledge, how confident they feel about the work
produce and the overall training program. All of the questions are aligned to the ABCD model
provided below.
Online Survey:
https://form.jotform.com/200296623459156
Challenging Real
World Problem
Key Knowledge Creativity
Audience Teachers/
Administrators
Teachers/
Administrators
Teachers/
Administrators/Students
Behavior Will be able to
appropriately select a
challenging problem
for students, in order to
create a PBL.
Will be able to align
the challenging
problem with State
Standards in order to
create a PBL.
Will be able to improve
the learners’ outcomes
by generating a PBL that
allows for students to
complete task creatively.
Condition By the end of the Fall
training teachers will
have created a PBL
with, that incorporates
a real world problem,
relative to their lives.
By the end of the Fall
training teachers will
have created a PBL
that incorporates Key
Knowledge, in order to
ensure students are in
compliance with the
State and District
standards.
By the end of the PBL
projected end date
(varies based on
conditions set forth by
teachers in the PBL)
teachers will have
allowed for students to
explore their creative
side.
Degree With 100 percent
accuracy.
With 100 percent
accuracy.
With a +20 percent gain
on State Testing.

10. Signature Assignment:TrainingProgramPlan

11. Signature Assignment:TrainingProgramPlan

12. Signature Assignment:TrainingProgramPlan

13. Signature Assignment:TrainingProgramPlan
Implementation
The Problem/Project Based Learning is 16 hours long and spans over a two-day period. It
will be offered on a scheduled Teachers Planning Day, already scheduled by the school district.
Instructional strategies will consist of an interactive training with collaboration activities, role-
playing, hands-on learning, group discussions and evaluation of the PBL created, as teachers are
blend of the Multiple Intelligences. The activity selected the following format:
1. State objectives of activity.
2. Define PBL
3. Review Vocabulary.
4. Display video on a current community issue.
5. Have students select a current issue with their team.
6. Have students to align the current issue to the State Standards.
7. Write a brief activity the educator would create for the current issue.
An example of one of the activities can be found in the link below.
https://www.powtoon.com/c/cy8zCupd1FH/1/m

14. Signature Assignment:TrainingProgramPlan
Conclusion
The trainees’ success will be measured by the quality of units produced by the learners.
The learners’ success will be measured through the unit they create initially and the gains made
on the State- Wide testing. The program success will be measured by the end of term digital
survey and/or questionnaires accessible to learners via their phones, computers or tablets.
This Training Program was designed with the educators in mind. The responsibility of
this organization is to ensure we do all we can to create professional learning opportunities that
seek to close the Achievement Gap, support teacher development and actively participate in
improving school and district operations. This training program will support a positive impact on
adult learning in our organization in that providing such training presents the opportunity to help
our educators improve their knowledge, add to their skill level and alter the way students learn.
All of which benefits all of the stakeholders in this organization.

15. Signature Assignment:TrainingProgramPlan
Reference
Barbazette, J. (2006). Chapter One. In Training needs assessment: Methods, tools, and
techniques. San Francisco, CA: Pfeiffer.
Cawsey, F., T. (., Deszca, Gene, Ingols, A., C. Organizational Change: An Action-Oriented
Toolkit. [University of Phoenix]. Retrieved from
https://phoenix.vitalsource.com/#/books/9781483388441/
Delisle, R. (1997). How to Use Problem-Based Learning in the Classroom. ASCD.
Kennedy, M. M. (2016). How Does Professional Development Improve Teaching?
Review of Educational Research, 86(4), 945–980. doi: 10.3102/0034654315626800
Watanabe-Crockett, L. (2014, April 16). All The Project-Based Learning Terms You Should
Know. Retrieved from https://www.wabisabilearning.com/blog/all-the-project-based-learning-
terms-you-should-know
NEA. (n.d.). Identifying Stakeholders' Responsibilities for Closing Achievement Gaps:
Stakeholder Actions. Retrieved September 30, 2019, from http://www.nea.org/home/12469.htm
Thill, J. V., & Bovee, C. L. (2017). Excellence in Business Communication Student Value
Edition (12th ed.). Retrieved from https://phoenix.vitalsource.com/#/books/9781323400173
Tiwari, R., Arya, R. K., & Bansal, M. (2017). Motivating Students for Project-based Learning
for Application of Research Methodology Skills. International journal of applied & basic
medical research, 7(Suppl 1), S4–S7. doi:10.4103/ijabmr.IJABMR_123_17

16. Signature Assignment:TrainingProgramPlan
Ulewicz, Robert. (2017). THE ROLE OF STAKEHOLDERS IN QUALITY ASSURANCE IN
HIGHER EDUCATION. Human Resources Management and Ergonomics. XI. 93-107.