According to Knowles (1980) as cited by Arghode, Brieger, and McLean (2017), adult Learning Theory, also known as Andragogy, adults learn best in problem based scenarios in which learning is relevant, practical, and the learner feels respected. Learning should be more of a partnership. By gathering teacher input and using this information to plan the PD instruction, I can make the PD more relevant and practical for teachers. Terehoff, Irina I. (2002) says that by including teachers in the design process and implementation of the PD, and then asking them to evaluate their learning experiences, school leaders can improve the professional development. Also, by including articles for multiple content areas, the reading will be made more relevant to teachers and what they teach. Allowing teachers to choose which tool they would like to learn more about, choose their teams, their project, and the PD, supports what Androgogy says about providing adult learners with choice and voice as well as meeting teachers' needs and interests (Knowles, 1980).
     According to Terehoff, Irina I. (2002), new experiences are more meaningful when they are connected to past and current experiences. By keeping the PD ongoing, teachers will be able to apply what they have learned about Seesaw to their past and current experiences in the classroom.

     According to Arghode, Brieger, and McLean (2017), adults are also self-motivated and goal oriented. The revised professional development model is goal oriented, as they are focused around setting SMART goals, implementing Seesaw in new ways, and reflecting on their progress and success with fellow teachers. By being a part of an ongoing PLC through the See Saw Classroom, where everyone is working together to meet a common goal, all teacher input and self-guided research becomes a valuable learning experience. According to Jones, W. M., & Dexter, S. (2014), PLCs provide a structured time during which teachers can share, collaborate, and conduct authentic research together. This makes learning relevant because learning is self-guided, authentically motivated, and teachers are learning from professionals that do the same job they do, instead of from corporate people who are promoting a product, or instructional coaches who may be out of touch with real life teaching challenges. While guidance from instructional coaches is very valuable at first, the goal is for learners to move from dependent to independent and self-directed learners (Arghode, Brieger, & McLean, 2017).

          Revision 2: Provide Choice and make learning relevant. Use the survey information, along with research that supports these technology tools to begin a See Saw PD Classroom with several articles and videos linked that support use of these tools for differentiation. Teachers will choose an article or video to view prior to the first professional development day. There will be articles and videos that support the use of each tool in all content areas so that teachers can choose an article that is relevant to their teaching position.
          Revision 3: Social Interaction and Collaboration. Either electronically, or at the opening of the PD day, teachers will discuss what they learned about See Saw from reading the articles and share at least one way their reading connected to a professional development goal that they have by creating a See Saw post, and sharing it with their peers. They may choose to create a video, type their response, post a picture representation, use a Meme, or draw their answers. Then teachers will go in and respond to each other’s post.

            Revision 4: Provide Choice, meet teachers' needs, and goal setting. On their choice of professional development days, the Presenter will provide professional development to model the use of See Saw at the basic level for teachers who have little or no experience with Seesaw. This will be a completely optional session. The presenter will walk teachers through how to set up their classrooms, where they can find video tutorials, activities, link in quizzes, assignments, and connect with parents. In the higher level courses, teachers will choose to learn about creating assignments on Seesaw, app smashing, using Seesaw for assessments and differentiation, or another topic based on the survey results. For fun, and to get to know the programs better, they will work in teams to locate two higher level thinking activities for their students. This will allow them to explore and become familiar with the program in a fun and interactive way.
          Revision 5: Program Evaluation.Teachers will provide feedback on each of the professional development courses provided, and describe how they will use what they have learned in the classroom by setting a personalized goal based on the use of Seesaw in their classroom.

            Revision 6: Ongoing learning and networking. Our school will hold monthly grade level check-ins with their PLC and share out ideas and new ways to implement the programs, and also problem solve any challenges teachers have come across. This can be in the form of teachers sharing their projects to the PD Seesaw classroom, tweeting about their projects using our schools Twitter hashtag, or even incorporating the sharing of teacher success during our monthly faculty meeting celebrations. Teachers will also have the ability to sign up for a time to have the Instructional Technology Support person come into their classroom to model a lesson, or watch them and give non-evaluative feedback.

          Revision 7: Add opportunities for Application, Collaboration, and Assessment.Teachers will then work collaboratively with their PLC teams to create an activity using See Saw, implement it within their classroom, and then present or share it electronically with the staff. The staff will vote on the best projects, and each month the winners will have their project highlighted on the school website.

      At the end of the year, teachers will reflect on their progress using the Competency Based Rubric below.

4- Use of See Saw to differentiate and communicate has become part of the teacher’s weekly routine.

3- The teacher has implemented at least 3 differentiated activities using See Saw 

2- The teacher has implemented 2 or fewer differentiated activities using See Saw 

1- The teacher has not attempted to implement See Saw in the classroom.