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Connecting and Communicating Ideas

Small Teams, Big Impact: The Power of Ongoing Professional Learning

Over the course of this program, I have taken a hard look at the gaps that exist in professional learning for afterschool coordinators. These are gaps I know firsthand from my own experience managing a compliance-heavy, grant-funded ACE program on Title I campuses. I have seen how even small mistakes in budgets, deadlines, or compliance can have serious consequences, yet meaningful support and training are often missing. That reality is what pushed me to create my Call to Action: a plan for building a sustainable, practical, and relevant professional learning system that gives coordinators the knowledge, tools, and confidence they need to do their jobs well and grow in their roles. Using the Five Key Principles of Effective Professional Development (Gulamhussein, 2013) as my guide, I designed a Professional Learning Plan that blends hands-on, ongoing, and collaborative learning with modern tools like Canva and AI. This page brings together every piece of my professional learning strategy, from the urgency for change to detailed session outlines, resources, and a timeline. My goal is to help afterschool teams learn, grow, and build long-term success.

My Call to Action lays the groundwork for rethinking how professional learning can truly support afterschool coordinators in their day-to-day work and long-term growth. I created this digital presentation in Canva because it models the kind of creative, accessible, and collaborative tool our teams should be comfortable using themselves. In my presentation, I outline the urgent need for a structured, sustainable professional learning system, highlighting how small gaps in training can lead to major challenges for compliance, data, budgeting, and program quality. The presentation also connects these real-world issues to research-based best practices, showing that we can move away from one-time workshops and build meaningful, ongoing support instead. My goal is for this Call to Action to spark conversation among leadership and stakeholders so we can start making intentional changes that keep coordinators informed, empowered, and prepared to innovate for our students and families.

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My professional learning outline lays out a clear, multi-year plan to turn my Call to Action into daily practice. After two years in the ACE Afterschool Program, I know that meaningful training must be sustained, relevant, and specific to the unique responsibilities of afterschool coordinators and directors working on Title I campuses. This plan is designed to build foundational knowledge of AI, reduce staff stress, increase efficiency, and foster a culture of ongoing learning and collaboration.

This blueprint is guided by the Five Key Principles of Effective Professional Learning (Gulamhussein, 2013). It includes:

  • A three-year timeline that moves from foundational training to a Train-the-Trainer model and statewide sharing.

  • Hands-on, active learning sessions with clear modeling of AI tools.

  • Custom content that aligns directly with coordinators’ daily tasks and grant requirements.

  • Ongoing peer collaboration, feedback, and reflection cycles.

  • Defined roles for coordinators, directors, and external partners to sustain momentum.

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Key Highlights:

  • Year 1 focuses on building awareness, buy-in, and baseline confidence through monthly training sessions and hands-on practice.

  • Year 2 shifts to a Train-the-Trainer model where site coordinators lead campus-level training for teachers and staff.

  • Year 3 expands impact by sharing outcomes and resources with the larger Texas ACE network through conferences and workshops.

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Coordinators will see new practices modeled in real afterschool contexts and have space to practice, share ideas, and problem-solve together. My plan uses Fink’s (2003) Three Column Table and a BHAG (Big Hairy Audacious Goal) to keep every learning experience focused on real outcomes (Harapnuik, 2016). Ethical and practical AI use will make daily work easier, more efficient, and more sustainable.

Learning Goals

1. Analyze student data (STAAR/MAP) to identify at least 2 priority student needs for program planning.

Learning Activities

Use AI tools to review campus data. Walk & Talk in pairs to compare findings and brainstorm next steps.

Assessment Activities

Post a needs assessment highlighting 2+ clear needs with AI supported evidence.

2. Align at least 3 afterschool activities directly to TEKS standards and scope & sequence.

Collaborative session mapping TEKS to enrichment activities with AI support.

Upload a lesson outline that lists an activity aligned with TEKS to the shared digital drive

3. Develop one complete 14–17 week curriculum outline that includes measurable objectives for each unit.

Hands-on planning using AI tools and peer brainstorming.

Submit the full outline for peer feedback and director approval.

4. Implement 2 AI tools for time-saving tasks (data tracking, parent communication) and share results with peers.

5. Develop one mini-training session for individual site staff on using an AI tool as a curriculum resource.

Guided practice with approved AI tools:

  • Talking Points or Class Dojo for parent communication

  • Chat GPT to generate Google Sheets formulas for attendance

Practice presentations, peer coaching in small groups.

Reflection survey describing the tool’s impact on workflow and efficiency.

  • How much time have you saved?

  • Have you made fewer errors in data collection or translating communication?

Video or slide deck of the mini-training, plus peer feedback form.

6. Measure change in workload stress levels pre- and post-training by collecting self-reported stress data.

Baseline survey at the end of training, follow-up survey after 3 months of implementation.

Compare survey data and summarize trends in a short reflection. Collaborate on next steps.

Audience

This professional learning plan is designed for ACE Afterschool site coordinators and program directors working on Title I campuses. These educators are responsible for managing complex, grant-funded programs that require careful budgeting, compliance with state and federal guidelines, timely data reporting, and alignment with district goals often with little formal training or peer support.

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Many site coordinators come into the role with strong community connections and experience working directly with students, but few have access to ongoing professional development that addresses the unique challenges of afterschool programming. This plan directly supports them by providing clear training, practical tools, and structured collaboration that will strengthen confidence, build digital skills, and make daily work more sustainable and efficient.

Roles & Leadership

This professional learning system is designed to grow leadership capacity from within the ACE team:

  • Program Director: Oversees the full rollout, ensures grant alignment, and supports funding for resources.

  • Site Coordinators: Attend monthly training in Year 1, then co-lead campus-level training in Year 2, and present at state conferences in Year 3.

  • External Partners (Tech Coaches, AI Specialists): Provide expert support for tool adoption and help model practical classroom applications.

  • Participants (Staff & Teachers): Engage in site-level learning led by coordinators, giving feedback and sharing best practices.

COLLABORATION & SELF DIRECTED LEARNING

Collaboration is woven throughout this plan in both formal and informal ways:

  • Monthly workshops include peer discussion, walk-and-talks (McCammon, 2016), and small group practice to share ideas and troubleshoot real challenges.

  • Coordinators co-create resources and lesson ideas, building a shared digital library.

  • Self-directed learning is encouraged through choice boards, optional extension activities, and on-demand AI tool tutorials that coordinators can revisit at their own pace.

  • Reflection and peer feedback cycles help build confidence and keep learning practical and relevant.

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Self-directed learning is supported by giving coordinators the opportunity to help shape what they learn and how they apply it. Participants identify their own goals, choose the strategies that work best for their site, and reflect on outcomes with peers. This aligns with best practices for self-directed learning, which emphasize that when learners help set their own goals and take ownership of how they learn, they gain flexibility, deeper engagement, and stronger results (Germeroth, 2024).

TIMELINE

Year 1: Build Awareness & Buy-In

  • Monthly training for all site coordinators (2–3 hours each)

  • Focus on AI basics, data analysis, and curriculum alignment

  • Ongoing coaching check-ins and resource sharing

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Year 2: Train-the-Trainer

  • Coordinators lead mini-PD for campus staff

  • Continue monthly collaborative check-ins

  • Pilot campus-level AI tools and share results

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Year 3: Expand & Share

  • Coordinators present outcomes at state ACE conferences

  • Host showcases to share AI-enhanced curriculum samples

  • Gather feedback for sustainability and improvement

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TOOLS & RESOURCES

To support this plan as a whole:

  • Access to the ​Innovation Plan

  • Access to AI platforms: Magic School AI, ChatGPT, Claude AI

  • Meeting space for in-person training sessions

  • Access to design and presentation tools: Canva Pro (already purchased)

  • Access to communication apps: Talking Points or Class Dojo

  • Hire an external AI trainer or guest expert (pending funding and approval)

To support Participant Learning:

  • Access to district staff portal and campus data.

  • Short how-to videos on AI basics, data analysis, and TEKS alignment.

  • Shared Canva folder for presentations and training materials.

  • A shared digital library for lesson ideas and sample plans (Google Drive).

  • Reflection forms, peer feedback templates, and surveys to gather input and measure success.

References

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Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. University of Oklahoma. https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf

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Germeroth, K. (2024, April 1). What is self-directed learning and what are its benefits? Moodle. https://moodle.com/us/news/what-is-self-directed-learning/

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Gulamhussein, A. (2013). Teaching the teachers effective professional development in an era of high Ssakes accountability. Center for Public Education. http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf

 

Harapnuik, D. (2016, June 13). Why you need a BHAG to design learning environment. It’s About Learning. https://www.harapnuik.org/?s=bhag

 

McCammon, L. (2016). Modeling-based (flipped) professional development at Rutgers University [Video]. YouTube. https://youtu.be/PBAmcveOnIM

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