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Using Bloomboard for Teacher Evaluations:

Learner Training
Edtech 503 Final Project





The content of this paper is not to be redistributed or used by anyone
other than Dr. Perkins. While none of this material is considered
confidential, it is also not intended for public use.




By: Jim Murtagh
Dr. Ross Perkins
December 12, 2013
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Table of Contents

Reflection Paper ......................................................................................................................................... 3
Part 1. Topic ................................................................................................................................................ 5
A. Rationale ............................................................................................................................................. 5
B. Learning goal(s) ................................................................................................................................. 5
C. Learning Objective(s) and Sub-Objectives .................................................................................... 5
Part 2. Analyses ......................................................................................................................................... 7
A. Needs Analysis .................................................................................................................................. 7
B. Learner Analysis ................................................................................................................................ 8
C. Context Analysis .............................................................................................................................. 10
D. Content Analysis ............................................................................................................................. 11
Part 3. Instructional Content ................................................................................................................... 13
A. Strategy Narrative ........................................................................................................................... 13
B. Learning Materials ........................................................................................................................... 15
Introductory Video ........................................................................................................................... 15
Student Handouts / Instructions: ................................................................................................... 15
C. Motivation Plan ................................................................................................................................ 51
D. Delivery Mechanism(s) ................................................................................................................... 52
E. Assessment Materials ..................................................................................................................... 52
Part 4. Formative Evaluation Plan ......................................................................................................... 53
A. Expert Review .................................................................................................................................. 53
B. One-to-One Evaluation ................................................................................................................... 53
D. Field Trial (Implementation) ........................................................................................................... 54
Part 5. Instructor Guide ........................................................................................................................... 55
References ................................................................................................................................................ 60
Appendices ................................................................................................................................................ 61


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Reflection Paper

When I began reading Lockee and Larson, I wasnt quite sure what I was in for. My
professional education and work experience is not in the education field, and I was
nervous that the material would be completely foreign to me. As I read through the first
few pages of Streamlined ID, I started to think to myself I heard of this. By the time the
ADDIE model was presented, I said to myself I do this. For the next 200 pages of the
book, I read about techniques that were surprisingly familiar to me, but applied to a
completely new context.
Instructional design is like writing software code, a process I have been involved in for
over two decades. According to Lockee and Larson (2013) Planning for a successful
design means beginning with the end in mind (p.10). Every good programmer knows
the importance of thoroughly understanding and documenting the final outcome of the
code they were hired to write. Even though the development process can present all
sorts of hurdles, the end goal is always a reliable measure that one can use to evaluate
progress. The ADDIE concept of analyze, design, develop, implement, and evaluate is
the technique I used while I was programming, even if I didnt know it by that name.
Instructional designers and programmers apply this approach in an iterative fashion,
constantly reviewing their design and making adjustments to satisfy the project
requirements.
The parallels between writing code and writing instructional materials is amazing similar.
Both groups need to have a thorough understanding of the projects desired outcomes,
the stakeholders expectations, and be able to create content that is written in a precise
and clear manner. The major difference between the two is that the final product for
instructional designers is written for humans, while for programmers, they write for
microprocessors.
This course expanded my general understanding of good design principles, and
focused my attention on its importance for creating effective educational material. The
first mini-project I created in the class focused on a needs and learner analysis for a
Google drive implementation in my school district. Had I not followed the detailed
analysis process described by Lockee and Larson, I dont believe I would have gone to
the same depth in my analysis. The text served as a great guide by identifying
milestones, and posing questions which forced me to evaluate the situation from
multiple perspectives. By the time I completed the project, I had a comprehensive view
of the districts current situation, its anticipated future needs, and a thorough design plan
for how to accomplish the project. I had the opportunity to apply my knowledge about a
month ago, when I interviewed for the position as the lead person for this project. My
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clear explanation of stakeholders needs, and proposal on how the district should
proceed, helped land me the assignment.
Case Study 20, Cross-Cultural Challenges in Designing Instruction (Etmer, Quinn, &
Glazewski, 2013 p.190) also had a strong impact on my learning. I recognized several
similarities in that case which mirrored problems I experienced in my professional
career, specifically, the extended roles that an instructional designer must assume to
ensure a project is completed properly. In this case study, the ID had to address cultural
and personality differences between the major players to keep the project moving
forward. Sometimes, I think an instructional designer, like a programmer, can get so
focused on the creation process that they can be blind to larger problems that could
derail the entire project. I learned that part of good design involves an awareness of the
project in its entirety, addressing all stakeholders needs as best as possible, and a
willingness to assume multiple roles as needed.
Chapter 9 (Streamlined ID), Selecting Technologies that Support Instruction has
proven an invaluable tool for my newly acquired role as my districts technology
integration specialist. On several occasions, I found myself quoting Lockee and Larson
(2013) When a technology is not clearly supporting a learning strategy and there is no
solid reason, basis, or justification for its use, it obscures the purpose of instruction
rather than enhancing it (p. 184). This simple statement has already helped me focus
multiple discussions involving administrators who were trying to develop our districts
technology plan. This chapter really clarified the role that technology plays in the
education process, as well as the role I must play as person who can influence my
districts decisions regarding how technology is adopted and used in the classroom.


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Part 1. Topic
A. Rationale
The Red River Public Schools (pseudonym) district has chosen to use the Bloomboard
software application as the primary tool in the districts teacher evaluation plan. This
software helps administrators and teachers schedule observations, collect and analyze
evidence of teacher effectiveness, and provide a performance rating for the teachers end of
year review. This year, the district organized a pilot program consisting of one third of our
teachers equally represented from all seven schools. Teachers volunteered to be part of this
pilot as they are being given the opportunity to experience the evaluation process without
any consequences. The teachers performance, as measured during the pilot, will not count
for or against them. Next year, all faculty will be formally evaluated under the guidelines of
the districts teacher evaluation initiative, which includes the use of this program. Teachers
in the pilot program are expected to complete a series of predefined tasks using the
Bloomboard program. This project creates the instructional materials for the professional
development that will prepare the teachers to accomplish those tasks and satisfy the
districts requirements. The content will be reused next year when the remaining faculty
need to be trained.
B. Learning goal(s)
Learning Goal: Teachers selected as participants in the Red River Public Schools teacher
evaluation pilot program must use the Bloomboard software application to complete a series
of tasks as defined by the pilot program requirements.
Learning Sub-Goals: Teachers will use Bloomboard to submit student learning objectives,
download, edit and upload pre-observation and post-observation forms, and complete a
formal observation ratings matrix.
C. Learning Objective(s) and Sub-Objectives

1. Access the Bloomboard site
a. Choose a Bloomboard supported browser
b. State the site URL and be able to enter it in the browser
c. Enter login information
i. Change default password
2. Navigate the software to enter a Student Learning Objective (SLO goal)
(teachers have experience creating SLO goals but have never used the Bloombaord
tool to do so)
a. Download the System for Educator Evaluation and Development (SEED)
document for SLO goal data fields
b. Enter SLO goal header information
c. Enter SLO goal body details
d. Save SLO goal
e. Submit SLO goal for observers review
3. Navigate to Goal Setting Meeting
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a. Verify the status of SLO goal (accepted/awaiting approval)
4. Navigate to Formal Observation
a. Download pre-observation form
b. Compete pre-observation form
c. Upload completed pre-observation form
d. Download post-observation form
e. Complete post-observation form
f. Upload completed post-observation form
5. Navigate to Ratings Matrix
a. Enter ratings


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Part 2. Analyses
A. Needs Analysis

i. Stakeholder(s): Who are the primary stakeholders? As in, who are the people most
directly impacted when the instruction is carried off?
The primary stakeholders in this project are teachers in grades kindergarten to twelve
employed by Red River Public Schools.
For this pilot, volunteer teachers were selected by the seven building principals that
represent a cross section of their particular building. All grade levels and content areas are
represented. Only of the staff are eligible to participate, and all buildings had more than
the allotted amount of volunteers apply.
ii. Data: Describe the data that has helped inform your design plan
The following sources provided data for this project:
The Red River Public Schools Teacher Evaluation handbook. Published by the
school district and provided specific details about how the evaluation process is
going to be conducted (number of teachers, expectations, time frame).
District phone books provided counts of teachers at different schools.
2013 SEED Handbook Connecticuts System for Educator Evaluation and Development
This document is the model upon which the Red Rivers evaluation plan was based. It
provided background information not contained in the districts document.
Connecticut Guidelines for Educator Evaluation, Connecticut State Department of
Education. This document describes the teacher evaluation process as mandated by CT
State law.
Discussions with building principals and the Superintendent.
My personal experience and observations.
Data uploaded into the Bloomboard system by our district.
iii. Constraints and Resources: Describe any constraints that might impact
addressing the need, or resources that can help meet it.
One major area of constraint for this project centers on the scheduling and availability of
teachers, which is governed by their employment contracts. The district cannot require that
teachers attend additional professional development sessions outside of their work hours,
nor is it easy for the district to include this training during the workday as 100% of the
teachers time is already allocated. Each week, teachers must stay after school for one
additional hour. The building principal has discretion as to how this time is used, and it is
most probable that this is when the training will be offered. Most buildings have their
schedules planned several months in advance. Scheduling this training will require each
building administrator to change their schedules and most likely forgo another activity they
had planned. Since this training requires at least two hours, a minimum of two sessions are
required since teachers are only available for one hour each week.
Location is another factor affecting this project. The district has already determined that this
training will be conducted by a single individual. The district operates on three different
building schedules based on the grade levels, and the travel distance between the seven
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schools can be close to 20 minutes, making it unproductive to combine schools since of
the total training hour would potentially be allocated to travel. Each building has a room that
can accommodate the staff of its building, but not the combined staff of any other building.
Therefore, the training will take place separately in each school. This requires 14 training
sessions for the instructor.
As part of the planning, the training location will need abundant access to power strips as
many teachers do not have laptops that can run off their battery for the full session. Internet
access needs to support large numbers of simultaneous users. Since this activity is most
likely taking place after students leave the building, this should not be a problem, but could
be if the training was scheduled during the work day. In addition to batteries and Internet
access, problems could arise from teacher laptops not working, or not having a Bloomboard
supported internet browser installed prior to the training. Since the district employs
technicians for each of the buildings, this problem could be mitigated ahead of time, but
needs coordination. A teacher survey could be helpful to confirm teacher laptop readiness. If
necessary, teachers could share laptops. Access to the Bloomboard site has also proven
unreliable at times. If this is the case at any of the sessions, the printed instructions can be
used, but teachers will then need to perform the tasks independently.
A video demonstrating the basic tasks of accessing the Bloomboard site, changing
passwords, and creating a SLO goal could be used for those teachers who are technically
savvy and motivated to begin the process on their own. The district cannot require teachers
to watch the video on their own time. If some teachers choose to perform these tasks prior
to the training, they could assist other teachers that might struggle during the session.

B. Learner Analysis

i. To the greatest extent possible, describe the group of learners who will participate
in any instructional intervention. Be sure to provide as much relevant detail as
possible.
In 2013-2013, approximately one third of the certified teaching staff is involved in this pilot.
Teachers K-12 throughout the district:
School Number of Participants-Pilot
Elementary School 1 9
Elementary School 2 10
Elementary School 3 10
Elementary School 4 10
Middle school 1 21
Middle school 2 20
High School 43
District Total 123

Note: In 2014-2015, 100% of the certified teaching staff will be using Bloomboard for their
evaluation, and the content for this training will be reused.

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Teacher Profile
Teachers from grades K-12 with one or more years of experience. All teachers are state
certified to teach at their respective grade level. A significant percentage hold Masters
Degrees. Very few have earned doctorate degrees. For the past seven years, all teachers in
the district were provided with a Windows or Macintosh based laptop to use. This computer
can go home with the teachers. Internet access via Wi-Fi is available in all school buildings.
Teachers use a web based program to enter student grades and record attendance. All staff
have email accounts, and the district uses this as its primary means of communication
between staff. Computer proficiency varies, but the majority of teachers are comfortable
using computers and accessing the Internet. Ages range from first year teachers just out of
college (22-25 years old), to veteran teachers that might be as high as 70 (the range is
estimated). The majority of teachers are middle aged, Caucasian and English speakers.
Physical capabilities: no significant physical disabilities (that I have observed or heard)
Intelligence - Mental Capabilities: Above average; State certified teachers
Prior Knowledge and Experience: All teachers are novices with respect to Bloomboard
and the teacher evaluation initiative, as both of these are still in the initial stages and we are
just beginning to implement the pilot program. Teachers are quite comfortable using laptops
and the Internet.
Motivation, Goals, Interests: All teachers selected for the pilot volunteered to be
participants. They are highly motivated to participate as they are being given the opportunity
to go through the evaluation process without any repercussions. This evaluation is simply a
trial exercise for them. Next year, all teachers will be included in the evaluation, and the
results will be used by the district to determine teacher effectiveness.
Gender, Ethnicity, Race, Cultural Background: 70/30 split female / male ratio. Race:
primarily Caucasian (70%) Background: The majority of teachers have been teaching for
their entire professional career. All teachers speak English. (data is estimated based on my
observations)
Age and generational differences: there are a wide range of ages (low 20s to 70s) and
about three generations in the district (20-30yrs) (30-45yrs) (45-70rs). Some teachers are
more proficient with technology, but all are expected to use it in their daily activities. A small
group of teachers express reluctance to embrace computers, while others are digital
natives.
Cognitive styles, learning styles, and learning preferences: Most likely varied.
ii. What data source(s) have informed your knowledge about the learners (or what are
the planned instruments for learning more about them)?
My work experience has brought me to every school in the district and I have attended
many district wide activities such as convocation where the entire teacher body has been
assembled. My analysis is based primarily on my personal observations and my analysis of
the published staff directories and the district teacher evaluation plan. I have worked closely
with one building principal and she has helped me organize my data. I have conducted
professional development activities for most of these employees over my seven years
working in the district. The districts turnover rate is fairly low. The hiring process for new
teachers has become much more rigorous, and most incoming teachers need a Masters
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degree and certified as highly qualified in their subject area. This change within the last two
years has brought teachers with more computer experience into the district. Each building
principal will provide me with a list of teachers participating in the trial when this project is
approved most likely in early January.
C. Context Analysis
Describe and analyze the performance context
i. Define the learning context and compare it to the performance context
Learning Context: Group instruction will take place at each school, typically in a large
conference room or in the buildings media center. The rooms are all equipped with
interactive boards and projectors as well as Wi-Fi access. Pending approval, training will
most likely take place after school during teacher required staff meetings. The building
principal will release the teachers from their normal responsibilities and direct them to take
this training. Teachers will be instructed to bring their laptops so they can complete the
required tasks during the lesson plan. Training can only last for one hour since this is the
limit of the teachers union contract on these days. Two sessions will be necessary, and will
hopefully be scheduled on consecutive weeks, but this is the decision of the building
principal. An introductory video will allow teachers to familiarize themselves with the login
and SLO goal process at home, but this is at the teachers discretion since the district
cannot mandate this activity.
Performance Context: During the instruction, many of the activities the teacher must
perform will be completed during the lesson. Some tasks typically occur only once, such as
changing the default login password. Other tasks, such as creating and revising the student
learning objectives will be initiated during the instruction and completed after the instruction.
These tasks will take place at the teachers discretion and may occur during the workday
(planning periods, lunch) or after school at home. The district will establish deadlines for
certain tasks to be completed, and it is the teachers responsibility to complete their tasks on
time. Teachers that have similar student learning objectives, such as same grade or content
area, may collaborate with one another. Teachers will use the same laptop in the learning
and performance contexts.
ii. Analyze the culture and climate of both the performance and learning contexts
Learning Context: Teachers have been expressing anxious feelings regarding the teacher
evaluation initiative. The district has not clearly described the process, and there are lots of
questions. Since this is a pilot year for the evaluation program, answers to many of the
questions are not available, as decisions have not been made, or in the case of the
Bloomboard software, all the functionality has not been created and released. The district is
telling teachers that this years approach is on a best-effort basis, and that the teachers will
be supported in every way possible. There are no penalties for the teachers should
something go wrong, and all evaluation data collected this year will be removed before the
initiative goes into effect next academic year. The district expects that the teachers involved
in the pilot will support and mentor other teachers next year. The teachers in the pilot are
volunteers, eager to learn about the software, and understand that the program is still in
development and difficulties may arise.
Performance Context: The culture and climate of the learning and performance contexts
are similar. While the teachers can choose to work at home, these types of activities
typically take place during Professional Learning Community (PLC) meetings. Teachers
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meet weekly with peers in content or grade level areas. Collaboration is embedded in the
district's culture. Many of the tasks will get completed during the training.
iii. Determine the assumptions about learning held by all key stakeholders
All stakeholders are certified teachers and are actively involved in education. They
understand learning theory and practices, and apply these in their daily work. Each teacher
may have different beliefs as to what they feel are the most appropriate and/or effective
teaching technique within their classroom, but all stakeholders value the learning process.
With respect to the teacher evaluation process, teachers also understand that this initiative
will directly impact their yearly performance review and perhaps their salary scale (next
year). Teachers are accustomed to software application training that combines
demonstrations with hands-on activities. The instructor is expected to walk around the room
to address individual questions while the teachers work on their tasks.
iv. Analyze the contextual relationships and compile recommendations
The learning and performance contexts are properly aligned, and the district culture of
collaboration and peer support will help achieve the learning objectives. The stakeholders
have the necessary foundational computer skills and are motivated to be involved in the
project. The biggest obstacles appear to be the time allocated for the training, and how to
address teachers who are absent for the training. My recommendation to the superintendent
and the building principals would be to offer separate training sessions for each of the seven
schools, since the schools have different operating hours and building objectives that relate
to their particular teachers. There should be two classes held on consecutive weeks, and
each session should be one hour long (the maximum time permissible by teacher contract).
Teachers who miss the training, either one or both sessions, should do one of the following:
attend training sessions at other schools if possible, or be assigned by the school principal
to work privately with a teacher in their building that understands how to use Bloomboard.
An instructivist approach will be used to lead the teachers through the Bloomboard software.
Lockee and Larson (2013) With an instructivist approachthe instructor presents content,
monitors, and guides learner performance in a practice environment, and provides
feedback (p.78). The middle school and elementary school groups consist of 20 or less
teachers, so group instruction will be easy to accommodate. Through the use of large
screen projectors, the software can be effectively modeled for the teachers. After
demonstration of key concepts, the teachers will use their individual laptops to complete the
tasks on their own. The instructor will facilitate these activities by walking around the room
and addressing individual questions. Peers may also assist users that are struggling. The
high school teachers are a much larger group, and will benefit from splitting the group in
half, or by making arrangements for an additional support person (such as the SME or a
teacher already trained on the software) to assist with questions. This course will serve as a
model for next year when the remaining faculty needs to be trained. It is very likely that
volunteers from this years pilot will be asked to assist with, or possibly conduct, next years
training. The district has already indicated there will only be a single instructor for this year.
D. Content Analysis
For the past two months, I have worked with the Bloomboard application to learn how it
functions and how to incorporate it into our districts teacher evaluation plan. I have viewed
numerous Bloomboard training videos, practiced on test accounts, and contacted
Bloomboard support to address questions I could not answer on my own. My current
position of District Technology Integration Specialist is responsible for training
administrators and staff on district initiatives, such as the teacher evaluation project, which
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Bloomboard is a major component. I will be working with an Integration Specialist (my
subject matter expert) from another school district. This person already provided me with a
full day of training on the software. He received his training at a Bloomboard sponsored
conference. My professional background, prior to my current position, was in a Research &
Development department of a software manufacturer, where I stress tested software, wrote
user documentation and conducted professional development on company products for our
sales force and technicians. The Superintendent of schools is directing my actions, and his
vision for the teacher evaluation program determines the role that Bloomboard will play in
our district plan.



Analyses
Needs
Stakeholders
Teacher
Volunteers
Data
Evaluation Plan
Phone Book
SEED Info
State Ed Dept.
Experiece
Constraints
-------------
Resources
Time
Location
-------------
Video
Motivation
Learner
Description
Professional
Teachers
Data Sources
Observations
Context
Learning
Context
Classroom
Group Setting
Performance
Context
PLC's
Classroom
Home

Assumptions
Experienced
Educators
Content
Qualifications
Personal
Bloomboard
Training
SME
Experienced
Bloomboard
Trainer
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Part 3. Instructional Content
A. Strategy Narrative
This training will be face to face instruction with software demonstrations. The learners will
be situated in small groups, approximately 4-5 per table. Learner needs to know how to
perform a selected group of tasks in the Bloomboard program to satisfy the requirements
defined by the district. Some tasks need to be completed just a single time, while other
tasks, such as uploading forms, need to be repeated. The training involves mostly lower
order thinking skills to accomplish tasks, but higher order thinking skills were required by the
teachers to collect student data and create their student learning objectives independent of
this training (teachers have prior experience with this process). As part of the instruction,
teachers will enter their data into the appropriate locations in Bloomboard. This training is
strictly on how to navigate the software and use it to record information.
Based on my analysis (the details of which are below), and the supporting information in
Table 8.3 of Lockee & Larson (2013 p.158), an instructivist approach is the most appropriate
strategy for my learning objectives and contexts. Teachers need to demonstrate mastery of
specific low order thinking skills with no prior knowledge. The content is highly scripted and
time is limited. Learners do not have a choice in how to complete these tasks as they are
based on district mandates and the software interface. The instructor will present content
and lead the learners in the practice environment. Feedback and assessment will take place
immediately as the teachers use Bloomboard to accomplish the learning objectives. Lockee
and Larson (2013) Instruction is structured and organized (p.80).
My Analysis to Determine Pedagogical Approach
Learner to
content
Teachers must navigate the Bloomboard software and be able to
use the appropriate tools to satisfy the districts requirements.
Bloomboard is a program which collects and organizes teacher data
for administrators. The teachers are expected to perform a series of
tasks within the application.
Learner to
instructor
For many teachers, the instructor will be a familiar person who is
perceived as an authority regarding software programs.
Learner to
context
Unique application that is unfamiliar to all teachers. Language used
in the application is understood by teachers, but the particular
process to complete an activity is new. Individual steps will be
familiar, such as filling out a form box, copying/pasting text, pressing
buttons and using drop down controls.
Learner to
Learner
Each teacher is responsible for creating their own student learning
objective, but all teachers are going through a similar process. There
are strong bonds between faculty members, and teachers will self-
organize in small groups that are supportive of each other.
Learner to Self
Learners are motivated to complete tasks on time and to the
expectations of the district policy. The volunteers are working with
their superiors and want to be seen as cooperative and thorough.
Scaffolding
All learners must complete the same tasks. Depending on the
learners computer skills, this may present a bigger challenge to
some users and they will require more time to complete their tasks.
The tasks will not be modified. The learner can seek additional
support from peers or the instructor during or after the training.

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Learning
Outcomes
Teachers must perform a specific skill, such as login to Bloomboard
or submit their student learning objective. They must perform the
task as required by the software application, and to the guidelines
established by the district in the teacher evaluation plan. The tasks
do not require the learner to draw on background skills (except for
basic computer skills like typing, copy/paste, etc.) or perform any
higher order thinking.
Content Highly scripted content
Prior
Knowledge
Low level skills
Supplantive
Strategy
Time is limited and the tasks do not have long term value. Teachers
will be shown step by step how to perform a task, and then will be
asked to perform that task on their own within the lesson.
Structure
Provide immediate practice and formative feedback through
observation and completion of tasks.
Control
The instructor will lead the students through the process for every
step. Learners will complete tasks on their own, but the group will
advance when everyone has completed the task.
Technology
Each teacher will have their own laptop to complete their tasks and
follow along with the instructor.


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B. Learning materials
Teachers will be provided with printed and electronic versions of detailed instructions on how to
perform the five major tasks in this lesson. This material includes screen captures from the
Bloomboard software, and step-by-step explanations of the process. In addition, teachers will be
sent an email containing a link to an introductory video that describes how to login to
Bloomboard and create a SLO goal. This short video is posted on the screencast.com website
and is available to anyone with Internet access. Teachers can be urged to view the video, but
the district cannot mandate they watch it unless the district specifically allocates time for this
activity in their work day. Many teachers will probably view the video on their own initiative.
There would be no reason to show the video within the training session as the instructor will be
covering the same content.

Introductory Video: http://www.screencast.com/t/YtpF4Teml

This video is the combined efforts of my SME, Mr. Rivers (pseudonym) (Integration Specialist
for Old Lyme School District) and myself. It was created specifically for Red River Public
Schools.

Double click the link below to play an embedded version of this video. (if the video does not
play, use the link above to open in your browser.

Bloomboard1.mp4

Student Handouts / Instructions:

Access the Bloomboard site
To access the Bloomboard website, you need to use a compatible web browser. Internet
Explorer (IE) is NOT compatible. Please use one of the browsers listed below. If you do not
have one of these browsers installed on your laptop, your building technician can assist you, or
if you feel comfortable, you can install it yourself.
Windows users can choose from:
Google Chrome
Mozilla Firefox
MAC users can choose from:
Google Chrome
Safari
Mozilla Firefox
1. Open your supported browser and enter the Bloomboard URL:
www.bloomboard.com
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2. Enter login information
Use your standard school Email Address:
Password: gps (this is the default password for all users)
Press the blue button labeled Sign In



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3. Complete initial login steps
The following items appear only on your initial login to Bloomboard.
Accept Terms of Service: left mouse click on the checkbox
Set a New Password: You might want to use your school email password
Want to help Bloomboard Bloom? Select No Thanks checkbox
Press blue button labeled Take me to my dashboard


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Create a Student Learning Objective (SLO)

1. Left mouse click on the blue text Ready to plan your goals or SLOs?


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2. Left mouse click on the blue text Student Learning Objectives


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3. Left mouse click the text +add your first assessment The SLO goal entry screen
appears.


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4. To view the Connecticut's System for Educator Evaluation and Development (SEED)
guidelines, press the See State SLO Instructions button at top right of page.



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4a. Open the SEED document

The guidelines are downloaded as a Microsoft Word document in your browsers default
download folder. Double mouse click on the Word file to open and view the document.


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5. Enter SLO goal header and body information.
Enter the SLO goal header information:
Name of assessment: give the SLO goal a name of your choice
Assessment Type: Choose the most appropriate assessment type from the drop down
list that describes your objective
Weight: Enter 100 (All users are creating only one SLO goal this year.)
Attribute: Select SLO1
Enter the SLO goal body information: (use the SEED document as a reference)
SLO Statement
Baseline Trend Data
Student Population
Standards and Learning Content
Interval of Instruction
Growth Targets IAGDs
Instructional Strategies and Supports

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6. Save your SLO goal.
Press the blue Save button to save you work. If you leave the SLO goal page without saving,
you will lose anything you entered. You can return and edit your SLO goal at any time PRIOR to
submitting your goal to your observer. If you need to modify your SLO goal after submitting for
approval, you need to contact your observer and ask them to unlock your SLO goal.

7. Submit SLO goal for approval by your observer.
After completing your SLO goal, it needs to be submitted to your observer. Press the blue
button labeled Set Objectives & Request Approval.



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7a. Confirm SLO goal submission
Confirm that you want to submit your SLO goal by pressing the blue button labeled Yes, set
objectives. NOTE: If you need to revise your goal after this point, you will need to ask your
observer to unlock your SLO goal.


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8. Check status of SLO goal (accepted/awaiting approval)
To check the status of your SLO goal, return to your home screen and left mouse click on the
Goal-Setting Conference in your Current Observations panel. The individual steps for the Goal
Setting conference are displayed.


29

8a. If your observer accepted your SLO goal, then their name and the date it was
accepted appears beside the Student Learning Objectives step.


30

8b. If the SLO goal has not been accepted, the step displays Awaiting Approval.


31

Formal Observations
To enter or review material about your formal observation, return to your home screen and left
mouse click on the Formal Observation in your Current Observations panel. The individual
steps for the Formal Observation are displayed.

32



33

Pre-Observation Form
1. Download the Pre-Observation form by left mouse clicking on the Pre-Observation
Planning Form link.


34

1a. Left mouse click the Download a blank Pre-Observation Form Template link.


35

1b. Open the Pre-Observation Form
The guidelines are downloaded as a Microsoft Word document in your browsers default
download folder. Double mouse click on the Word file to open and edit the document. Save any
changes you make to the Word document.


36

1c. Edit the Pre-Observation Form
The Pre-Observation document is a standard Microsoft Word document and is easily edited.
Save any changes.


37

1d. Upload your edited Pre-Observation Form
Left mouse click on the Upload your Pre-Observation Planning Form link


1e. Press the Upload button


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A window opens that lets you navigate to the location on your computer where the file is
located. After you select the file, it will upload and a preview appears on the screen.


39

Post-Observation Reflection Form
1. Download the Post-Observation Reflection form by left mouse clicking on the Post-
Observation Reflection Form link.


40

1a. Left mouse click the Download a blank Post-Observation Reflection Form Template
link.


41

1b. Open the Post-Observation Form
The guidelines are downloaded as a Microsoft Word document in your browsers default
download folder. Double mouse click on the Word file to open and edit the document. Save any
changes you make to the Word document.


42

1c. Edit the Post-Observation Reflection Form
The Post-Observation document is a standard Microsoft Word document and is easily edited.
Save any changes.


43

1d. Upload your edited Post-Observation reflection Form
Left mouse click on the Upload your Post-Observation Reflection Form link


44

1e. Press the Upload button


45

A window opens that lets you navigate to the location on your computer where the file is
located. After you select the file, it will upload and a preview appears on the screen.


46

Enter Formal Observation Ratings
1. Press the ratings link from the Formal Observation


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1a. The Framework for Teaching and Learning is displayed
For each item in the framework, there are four rating boxes.
Below Standard
Developing
Proficient
Exemplary


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1b. View ratings descriptions
Press the down arrow to reveal a description of each rating category.
Press the up arrow to hide the rating descriptions


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1b. Enter ratings
Left mouse click in the rating box which is appropriate. A colored box with your initials appears.
You can change your rating by clicking in another rating box. To remove your rating, left mouse
click on the box with the rating.


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1b.Observers ratings
If your observer entered their ratings and shared them with you, a colored box with the
observers initials appear in the ratings boxes.



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C. Motivation Plan
Use the guide found toward the end of this document to create the motivation plan.
AREA STRATEGY DETAIL
ATTENTION
Humor: The teachers know that using Bloomboard is a district mandate and
that they have no choice but to use it as defined by the teacher
evaluation plan. Poking fun at the application and the rigid process
may add levity to the lesson.
Participation Competition to see how fast we can accomplish the required tasks so
that the group can be dismissed early. The understanding is that we
cant leave early unless everyone has completed their tasks. This
should encourage peer collaboration.


RELEVANCE
Present Worth Teachers were volunteers, so they have expressed an interest in
learning how to use Bloomboard before their peers. Build on the idea
that they are the pilot program and their feedback and results will
shape the direction of the initiative for teachers the following year.
Future Usefulness Any skills they master will be used next year when the teacher
evaluation initiative is implemented, and they may be eligible to forgo
repeat training, giving them potentially early release from work.


CONFIDENCE
Learning Requirements Describe a very clear process of what the learner must
accomplish and provide time estimates as to how long individual tasks
might take.
Self-Confidence Compare the skills required to complete the Bloomboard activity with
other common tasks that teachers perform routinely, such as email
and browsing the Internet.
SATISFACTION
Positive Outcomes Learners will receive immediate feedback from the instructor as each
task is completed. Instructor will interact with an energetic and
supportive tone.
Natural Consequences Learners will apply their skills immediately and feel satisfied
that they have met the districts goals in a timely manner. Even
though teachers may not be motivated to use the Bloomboard
program, they will be motivated to complete the tasks assigned to
them.

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D. Delivery Mechanism(s)
The primary instruction will take place face to face in a group setting. The instructor will
demonstrate how to use the Bloomboard software on an interactive projector. The teachers
will be able to follow along on their individual laptops. Bloomboard is an Internet based
application. As a precursor to the face to face instruction, an introductory video is being
prepared showing users how to login to the Bloomboard software so that they can explore
the interface and become acquainted with the application prior to the lesson. This five
minute video will be posted on a district resource website and the link for it emailed to
teachers involved in the pilot prior to the professional development. Handouts will be
provided as a PDF file, a format the teachers are accustom to using, and emailed to the
teachers prior to the instruction. Printed copies of the instructions will be available during the
instruction.
E. Assessment Materials
Throughout the instruction, teachers will be given time to complete specific learning
activities. The instructor will walk about the classroom to observe the teachers progress.
Participants that are struggling can get help from the instructor or a peer at their table. Part
of the instruction requires teachers to submit content and then wait for their observer to
reply. This reply will come over the period of a week or two. Teachers will demonstrate that
they can get to the appropriate screen to verify the status of the submissions, and then
perform this task independently.
The five major skills that teachers must demonstrate during the training are:
1. Login to their Bloomboard account
2. Create and submit their SLO goal
3. Download and edit the pre-observation form (editing the form will take place
independently at a later time by the teacher, but they will need to demonstrate that
they can locate and open the file)
4. Download and edit the post-observation reflection form (editing the form will take
place independently at a later time by the teacher, but they will need to demonstrate
that they can locate and open the file)
5. Enter ratings for the formal observation
After the training, teachers will need to upload their pre and post observation forms. These
tasks cannot be completed until the teacher undergoes their formal evaluation. During the
training, the upload process will be demonstrated by the instructor, and the teachers will
practice this procedure up until the final step. They will NOT complete this step during the
training.

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Part 4. Formative Evaluation Plan
For my formative evaluation plan, I intend to use the following methods:
1. Expert review
2. One-to-One Evaluation
3. Field trial
This sequence of evaluation will allow me to continually refine the instructional material
before exposing it to larger groups. Availability of leaners is a major constraint for this
project, and my evaluation approach starts with an SME that has the most flexible schedule.
My one-to-one evaluation will depend on the good nature of my peers to volunteer their time
after work, so incorporating the SMEs changes prior to this should help keep those
sessions to a reasonable time. When I get to the field trial, the instructional material should
be appropriate.
A. Expert Review
The subject matter expert that I plan to use is Mr. Rivers, an Integration Specialist from
another school district, and experienced trainer on the Bloomboard product. His involvement
would take place after a working draft of the instructional material is created (at the time this
assignment is submitted). After the districts requirements are explained to him, he can
review the material for completeness, accuracy and engagement. Based upon his feedback,
the material will be revised before starting the next formative evaluation. Mr. Rivers
experience in conducting Bloomboard training can validate the time allocated for the
individual learning tasks. He can also comment on the appropriateness of the level of detail
in the step-by-step instructions. Mr. Rivers was involved in the creation of the introductory
video, and this material has already undergone evaluation, so he would not be asked to
comment on it again. I would provide the SME with an outline of the learning objectives, a
proposed training schedule which includes the number of participants, and a copy of the
districts formal teacher evaluation plan highlighted to draw attention to those sections
directly tied to Bloomboard.
B. One-to-One Evaluation
A one-to-one evaluation would take place after the materials have been revised based on
the feedback of the expert review. Two evaluations would be useful, one at the elementary
level and one at the middle school level, since these schools are significantly different in
regard to SLO goals. I would conduct these evaluations myself with a teacher that I am
friendly with, since this activity would most likely take place after school on their personal
time. I would begin by asking the teacher to watch the introductory video and then observe
how many tasks they could complete without additional instruction. I would takes notes as
they perform the tasks to identify parts of the video which might have been confusing or
incomplete. Next, I would ask the teacher to review a printed copy of the step-by-step
instructions. Finally, I would ask them to perform the five major tasks to be completed in this
training. As the teacher attempts the required tasks, I would ask them if the instructions are
clear, and if the amount of detail is appropriate. I would also confirm that they understand
the terminology used in Bloomboard and within the training material. When they finish with
their review, the teacher should be confident that they could perform the upload tasks for the
pre and post observation forms independently.
C. Small Group Evaluation
Not using this method.
54

D. Field trial (Implementation)
Since logistically it would be nearly impossible to perform a small group evaluation due to
the teachers employment contract and limited time availability, I will use a Field Trial for my
third evaluation. As the districts integration specialist, I will be expected to deliver this
instruction. Fourteen training sessions will need to be conducted to complete this training,
so I can use the first session as a field trial. Based on the feedback of the teachers and my
observations, the content and course design can be modified before it is repeated to the
next group of teachers. If possible, I might be able to enlist the assistance of the building
technician to serve as an additional observer at the field trial, since I will be delivering the
instruction, as well as observing the teachers. An elementary school would be a good
location for this trial since they have the fewest teachers per session. Teachers would be
observed for their successful completion of the required tasks and asked to comment on the
clarity and quantity of material presented in the session. They would also be asked to
demonstrate their independence on selected tasks such as logging in to the Bloomboard
site and uploading files (tasks the teacher will need to perform after the instruction).


55

Part 5. Instructor Guide
This material was created prior to the announcement that it was no longer part of the
assignment.
This training consists of two sessions, and it is expected that the entire group will complete
specific activities during those sessions. It is the instructors responsibility to ensure that all
participants complete the tasks. Teachers that complete the tasks can assist the instructor
to help struggling participants.
Session 1 Learning Outcomes (one hour)
1. Access the Bloomboard site
a. Choose a supported browser
b. State the site URL and be able to enter it in browser
c. Enter login information
i. Change default password

2. Navigate the software to create a Student Learning Objective (SLO)
a. Download the System for Educator Evaluation and Development (SEED)
document for SLO goal data fields
b. Enter SLO goal header information
c. Enter SLO goal body details
d. Save SLO goal
e. Submit SLO goal for observers review

3. Navigate to Goal Setting Meeting
a. Verify the status of SLO goal (accepted/awaiting approval)

Session 2 Learning Outcomes (one hour)
1. Navigate to Formal Observation
a. Download pre-observation form
b. Complete pre-observation form
c. Upload completed pre-observation form
d. Download post-observation form
e. Complete post-observation form
f. Upload completed post-observation form

2. Navigate to Ratings Matrix
a. Enter ratings

Email Reminders
One week prior to session one, the instructor must send out an email to the teachers
containing the following:
1. Date, time and location of training
2. A link to the introductory video (http://www.screencast.com/t/YtpF4Teml)
3. Attach the PDF version of the step-by-step instructions
56

4. Remind teachers they are required to bring their laptop
5. Remind teachers to bring their data to enter in the SLO goal
6. Remind teachers that they need have a supported browser on their laptop
a. Link to YouTube video on Google Chrome installation (this video is freely
available on YouTube and was created by Dallon Howes)
(http://www.youtube.com/watch?v=X3JbGqwl9SI)

One week prior to session two, the instructor must send out an email to the teachers
containing the following:
1. Date, time and location of training
2. Attach the PDF version of the step-by-step instructions
3. Remind teachers they are required to bring their laptop

Session One Guidelines
1. As teachers enter the classroom, encourage them to sit with their peers for support.
2. Instruct them to turn on their laptops.
3. Have them sign the required attendance sheet
4. Introduce yourself and explain the sessions learning objectives
5. Ask teachers to open a Bloomboard supported browser, reminding them that Internet
Explorer is not supported (anticipate that many users will start IE out of habit)
6. Begin instruction (after each major step, confirm the entire group has completed the
task. Encourage peers to assist struggling students. Make a quick walk through the
classroom to verify all teachers complete the task.) All tasks will be demonstrated by
the instructor using the classroom computer and interactive project display so
teachers can follow along.

Task One: Access Bloomboard (this task should take about 10 minutes)
1. Launch the Chrome browser
2. Type in www.bloomboard.com in the browser. Ask teachers to do the same. When
the Bloomboard site opens, ask users to save it to their favorites. Ask the group to
recite the URL to ensure they know it.
3. Complete the login process
a. Enter email address and default password gps
b. Accept terms of service
c. Change default password
d. Opt out of feedback
4. All users should be at their Bloomboard dashboard (ask users to confirm they see a
screen similar to the instructors screen)
57


Task Two: Create Student Learning Objective (this task should take about 40
minutes)
1. Navigate through the Bloomboard software to create a Student Learning Objective
(SLO) (details are included in the step-by-step procedure provided to the teachers
and are not repeated here)
2. Perform the following tasks
a. Download the System for Educator Evaluation and Development (SEED)
document for SLO goal data fields
i. Confirm teachers can open the file
b. Enter SLO goal header information
i. Confirm teachers enter the required information
c. Enter SLO goal body details
i. This is the bulk of the activity. Teachers should have this information
readily available from a PD session performed at the start of the
school year. This task requires the teachers to copy/paste the
information into the appropriate fields in Bloomboard. Teachers might
struggle with some of the terminology. The SEED document clarifies
the language. Having a printed copy of the SEED document on each
table might be helpful, but all teachers can read it on their laptop.
d. Save SLO goal
i. Make sure participants save their SLO goal. It is easy to close the
browser and lose all work.
e. Submit SLO goal for observers review
i. The primary learning objective for session one is to submit the SLO
goal for approval. All teachers should be able to complete this task
within the allotted time. For those that might not finish, they should be
able to explain to the instructor exactly what steps need to be
completed.

Task Three: Goal Setting Conference (this task should take about 5 minutes)
1. Demonstrate how to navigate to the Goal Setting conference window
a. Demonstrate that all submitted SLO goals are in the Awaiting Approval
status. Ask each user to confirm their status.
b. Explain that teachers will need to return to this page periodically to verify the
status of SLO goal. Once approved by their observer, the status will change
to Accepted.

Wrap-Up
1. Ask users if they have any questions before dismissing
2. Ask users to logout of Bloomboard
3. Dismiss users

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Session Two Guidelines
1. As teachers enter the classroom, encourage them to sit with their peers for support.
2. Instruct them to turn on their laptops.
3. Have them sign the required attendance sheet.
4. Introduce yourself and explain the sessions learning objectives.
5. Ask teachers to open a Bloomboard supported browser, reminding them that Internet
Explorer is not supported (anticipate that many users will start IE out of habit).
6. Ask users to login to their Bloomboard account.
7. Begin instruction (after each major step, confirm the entire group has completed the
task. Encourage peers to assist struggling students. Make a quick walk through the
classroom to verify all teachers complete the task.) All tasks will be demonstrated by
the instructor using the classroom computer and interactive project display so
teachers can follow along.
8. Ask user to login to Bloomboard

Task One: Formal Observation (this task should take about 40 minutes)
1. Navigate to Formal Observation and then demonstrate the tasks below. (Details are
included in the step-by-step procedure provided to the teachers and are not
repeated here). After each step, confirm all participants completed the task.
a. Download pre-observation form
i. Open file in Word (Confirm users know how to edit and save the file.
All teachers should be experienced with this process.)
b. Demonstrate how to upload the completed pre-observation form
i. Ask teachers to follow along with the upload process but do NOT
have them upload a file as this can only be done after the goal
setting conference has taken place.
c. Download post-observation form
i. Open file in Word (Confirm users know how to edit and save the file.
All teachers should be experienced with this process.)
d. Demonstrate how to upload the completed post-observation form
i. Ask teachers to follow along with the upload process but do NOT
have them upload a file as this can only be done after the formal
observation has taken place.
Task Two: Ratings Matrix (this task should take about 10 minutes)
i. Navigate to Ratings Matrix
a. Demonstrate how to Enter ratings
i. Users can practice this activity, but should clear their ratings
afterwards.
59

ii. Explain to users that they will rate their formal observation after
consultation with their observer.
Wrap-Up
1. Ask users if they have any questions before dismissing
2. Ask users to logout of Bloomboard
3. Dismiss users
60

References

Etmer, P., Quinn, J., & Glazewski, J. (2013). The ID casebook: Case studies in instructional
design (4th Ed.). New York, NY: Pearson.
Larson, M.B., & Lockee, B.B. (2013). Streamlined id. New York, NY: Routledge.



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Appendices

2013 SEED Handbook Connecticuts System for Educator Evaluation and Development
http://www.connecticutseed.org/wp-content/uploads/2013/08/2013_SEED_Handbook.pdf

Connecticut Guidelines for Educator Evaluation, Connecticut State Department of Education
http://www.connecticutseed.org/wp-
content/uploads/2012/09/Adopted_PEAC_Guidelines_for_Teacher_Evaluation.pdf

Introductory Video: http://www.screencast.com/t/YtpF4Teml

Link to YouTube video on Google Chrome installation (this video is freely available on YouTube
and was created by Dallon Howes) (http://www.youtube.com/watch?v=X3JbGqwl9SI)

The following two sources were used to gather essential data for the analysis conducted in part
two of this project, but I am unable to include copies in this project as they are proprietary
material belonging to the school district and I do not have permission to distribute them.

Red River Public Schools District Phonebook

Red River Public Schools Teacher Evaluation Program