Ogl 554 final

This report is a full needs assessment done for EmpowerEd, a non-profit group that works to improve the professional development of K–12 teachers in the U.S. EmpowerEd wants to make sure that teachers have the skills they need to create learning environments that are inclusive, creative, and effective as the world of education changes with new technologies and changing teaching needs. This needs assessment is about figuring out what kind of training teachers need to adopt technology-enhanced teaching methods in their classrooms. This is in line with EmpowerEd's goal of giving teachers the tools they need to help their students succeed.

The assessment was created to fill in the holes in current training programs, especially when it comes to using digital technologies for teaching. This was a key topic that came up during early talks with stakeholders. This study checks to see if the planned training fits with EmpowerEd's aims by looking at the organization's purpose, vision, and strategic goals. The assessment uses a mixed-methods approach, which includes questionnaires and focus groups, to get strong data from teachers and administrators. The results are shown in a simple, visual way, and the report ends with a complete requirements analysis at the organizational, personal, and task levels to help create a customized training module.

Mission Statement: EmpowerEd wants to change education by giving teachers new ways to improve their teaching, make classrooms more inclusive, and help students do better. Vision Statement: To make the world a better place by giving every teacher the tools, knowledge, and skills they need to motivate and prepare students for a future that is always changing. EmpowerEd's mission and vision stress how important it is to give teachers the most up-to-date skills they need to satisfy the needs of modern education. The organization makes sure that its resources, such as a network of experienced trainers, collaborations with ed-tech businesses, and a strong online learning platform, are in line with its strategic plan for high-impact professional development. This needs assessment's focus on integrating technology directly supports EmpowerEd's goal of encouraging new teaching methods that improve student results, especially in underserved areas where access to digital resources is limited (EmpowerEd, 2025).

The reason for this needs assessment is that EmpowerEd's existing professional development offerings have several areas that require improvement. Recent input from teachers showed that they are not very confident in adopting technology to improve teaching, especially in areas like blended learning, digital assessment tools, and virtual collaboration platforms. This gap is important since technology is being used more and more in K-12 education, especially since the COVID-19 pandemic (Autin et al., 2020). EmpowerEd's strategic plan puts bridging this gap at the top of its list of goals. This will let teachers use technology to make learning more fun and fairer, which is in line with the organization's goal of creating welcoming classrooms. The needs assessment was made to get answers to these questions: 1. What particular technology-related competencies are educators deficient in their present practice? 2. What do teachers think about how ready they are to use digital technologies in their lessons? 3. What things (such as access, training, or assistance) stop people from using technology well? 4. How might training fill these gaps to help EmpowerEd reach its goals?

A mixed-methods strategy was chosen to make the most of the strengths and weaknesses of multiple ways to collect data (Noe, 2018). Surveys were selected for their capacity to gather quantitative data from a substantial sample, yielding generalizable insights regarding skill deficiencies and preparedness. Focus groups were used to investigate qualitative nuances, including barriers and preferences, facilitating a more profound comprehension of intricate difficulties (Noe, 2018). This combination ensures that the dataset is complete so that it can be used to plan training.

The needs assessment included two tools: 1. Survey: o Target Population: K-12 teachers who are taking part in EmpowerEd's activities (n=200).

· Format: An online survey sent out through Google Forms that had 15 questions (10 Likert-scale and 5 open-ended).

· Content: The questions asked about how often people used technology, how good they thought they were at using it (e.g., Learning Management Systems, virtual whiteboards), what they thought were the biggest obstacles, and what kind of training they would prefer.

· Sample Questions: On a scale of 1 to 5, how sure are you that you can use Google Classroom to teach? (1=Not Sure, 5=Very Sure) What is the main thing that stops you from using technology in your classroom?

· Reason: Surveys are cheap, let you collect much data, and give you summary data that you can use to make graphs (Noe, 2018).

2. Focus Groups: o Target Population: A group of 20 people who answered the poll, split into four groups of five.

· Format: 60-minute virtual sessions using Zoom and led by a certified moderator.

· Content: The discussions looked at the survey results in more detail, focusing on specific problems (such as not enough training or poor infrastructure) and the kind of training that people wanted.

· Sample Questions: Can you give an example of a time when you had trouble using technology in your teaching?

What kind of training would help you the most? Rationale: Focus groups facilitate a comprehensive examination of intricate subjects and yield unforeseen insights, hence enhancing survey data (Noe, 2018).

The questions for the survey and focus group were made based on EmpowerEd's strategic goals and were in line with the organization's goal of using technology to teach. A small group (n=10) tried out the instruments to make sure they were clear and useful.

The needs assessment was sent to stakeholders in the following ways:

· Educators (n=200): They got the survey by email through EmpowerEd's mailing list. These teachers come from different parts of the country, different types of schools (urban, rural, suburban), and different degrees of experience (1–20 years). They were chosen because they are the main people who will benefit from EmpowerEd's training and have a direct effect on how well students do.

· Administrators (n=20): Included in the survey to give information about how well the organization supports the use of technology. Administrators were chosen to evaluate resource accessibility and leadership viewpoints.

· Focus Group Participants (n=20): Chosen from survey respondents who expressed a willingness to participate. Selection made sure that people from all parts of the country and with different levels of teaching experience were included.

The poll was open for two weeks, from May 15 to May 29, 2025. To get more people to answer, reminders were sent out after one week. From June 1 to June 3, 2025, focus groups were held at different times so that everyone could take part. Everyone who took part gave their informed consent, and the data were made anonymous to protect privacy.

The survey got answers from 75% of the people who took it (150 out of 200 teachers and 18 out of 20 administrators). Focus groups yielded qualitative data from 20 participants. The results are shown in a table below, followed by the most important qualitative findings.

Table 1: Survey Results Summary

· Skill Gaps: Participants said they had trouble with sophisticated elements of Learning Management Systems, like making interactive assignments, and with adding digital resources to lesson plans without slowing down the flow of the classroom.

· Barriers: Teachers in rural areas said that unpredictable internet connectivity was a big problem. In contrast, teachers in cities said that they did not have enough time to train because their schedules were too full.

· Preferences: Teachers preferred practical, hands-on training that let them experiment with equipment in fake classrooms. They also asked for continuing aid, like a helpline or peer mentoring.

The results show that there is a definite need for training in how to integrate technology, especially how to use advanced digital tools and get around infrastructure problems. The desire for hands-on workshops indicates that interactive, immersive learning meets educators' requirements.

The conclusions of the needs assessment are quite similar to EmpowerEd's objective to give teachers new ways to learn and its vision to give teachers the tools they need for a changing future. The skill gaps in technology integration that were found have a direct influence on the organization's goal of creating classrooms that are both inclusive and successful. For example, the fact that 70% of teachers say they have not had enough training shows a major obstacle to giving "meaningful Jewish experiences" through modern teaching methods, which is at the heart of EmpowerEd's purpose (EmpowerEd, 2025). EmpowerEd can improve teachers' ability to work with a wide range of students, especially in places where there are not many resources, by filling in these gaps. This is in line with its goal of being more inclusive.

The results also back up EmpowerEd's strategy to work with ed-tech businesses to get more done. These partners can help create training programs that use resources like Google Classroom and virtual whiteboards, making sure they are in line with industry requirements. The preference also shows the organization's focus on practical, impactful learning experiences for hands-on workshops. This supports its goal of preparing educators for future difficulties (Pabico et al., 2019). The suggested training would help EmpowerEd reach its aim of changing education by giving teachers the skills they need to work in a world where technology is everywhere.

The organizational study looks at whether the planned training fits with EmpowerEd's objective, finds sponsors, and looks at the available resources (Noe, 2018). The training fits with EmpowerEd's objective since it talks about how to use technology in the classroom, which is a vital part of new teaching. It helps the company reach its strategic aim of improving student performance by giving teachers more power. Some of the main supporters are:

· Executive Leadership: Committed to investing in professional development to keep EmpowerEd's reputation as a leader in educating teachers.

· Ed-Tech Partners: Give out resources (such as software licenses and training materials) to help cut costs.

· Program Managers: Will be in charge of putting the training into action and judging its success.

A budget for developing training, access to an online learning platform, and a network of skilled trainers are all resources. One problem is that teachers in different areas have different needs, which may mean that they need different types of training (for example, online training for teachers in rural areas and in-person training for teachers in cities).

The person analysis shows which workers need training and how ready they are for it (Noe, 2018). The survey results show that almost all teachers (90%) need training in at least one area of technology integration. Seventy percent said they did not have enough training before. Teachers with fewer than five years of experience said they were less confident (mean=2.3/5) than teachers with more than five years of experience (mean=3.1/5). This suggests that there should be different degrees of training. Administrators also need to learn how to help schools use technology.

Malcolm Knowles's andragogical model says that adults learn best when the training is relevant and uses their past experiences (Finley, 2010). The training will include case studies and peer-sharing sessions that will help teachers use what they have learned in the classroom, which will make it more interesting and useful. Many teachers (80%) said they were willing to take part in training because they wanted to get students more involved.

The task analysis pinpoints the precise talents and duties that educators must execute (Noe, 2018). The requirements assessment shows that the training should focus on these tasks:

1. Making Interactive Content: Designing quizzes and assignments in Google Classroom.

2. Making it easier for people to work together online: using tools like virtual whiteboards for group work.

3. Checking on Student Progress: Using digital assessment tools to keep track of what students have learned.

4. Fixing Technical Problems: Dealing with common technical problems, such as software bugs.

These tasks are in line with EmpowerEd's purpose of encouraging new ways of teaching. The training will include hands-on simulations to help teachers learn how to do these things in real life. Talking to experienced teachers will help you learn by using their knowledge to help you with problems (Olsen, 2016).

This needs assessment shows that EmpowerEd needs training in technology integration. This fits with the organization's objective to empower teachers and its vision to get them ready for a changing future. The mixed-methods strategy produced strong data that showed skill gaps, obstacles, and training preferences. The results, which are shown in a clear table, show how important it is to fix technology-related problems to make teaching more successful. The suggested training will use EmpowerEd's resources and partnerships to provide effective professional development through hands-on workshops and continuing assistance. The analysis of the organization, people, and tasks shows that the training is in line with the organization's strategic goals and can be done within its limits. This study lays the groundwork for creating a focused training module in the next few steps, making sure that EmpowerEd stays at the top of the field in empowering teachers.

Appendix A: Survey Questions

1. On a scale of 1-5, how confident are you in using Google Classroom to deliver instruction? (1=Not Confident, 5=Very Confident)

2. How often do you use digital tools in your teaching? (Never, Rarely, Weekly, Daily)

3. What is the primary barrier to integrating technology in your classroom? (Open-ended)

4. What type of training would best support your needs? (Hands-on workshop, Online module, Peer mentoring, Other)

Appendix B: Focus Group Protocol

1. Can you describe a specific instance where you struggled to use technology in your teaching?

2. What barriers prevent you from effectively using digital tools?

3. What type of training format would you find most effective, and why?

4. How can EmpowerEd provide ongoing support for technology integration?