Saturday, August 7, 2010
Action Research Plan
My action research plan was reviewed and approved in its entirity. I am looking forward to starting the school year and getting started on it! See earlier posts to review the plan.
Monday, July 26, 2010
Action Plan
Of course nothing can be as easy as to cut and paste from my assignment document! Grrrr
My action research project can not take place until the mentorship program is in place. The mentorship program is a national organization called Watch D.O.G.S. It is a program designed to get male role models into the school. We have very little parental involvement in our school and virtually no male volunteers. We are implementing the program in hopes of achieveing the following goals.
Goal: To raise student achievement levels and reduce behavior referrals for the bottom 20% of student as assessed by the previous years TAKS scores.
1. Action Step
2. Person Responsible
3. Timeline
4. Resources
5. Evaluation
1. Action Step - Watch D.O.G.S Training
2. Person Responsible - Faculty Facilitator
3. Timeline - May 17, 2010
Accomplished
Watch D.O.G.S log in and computer
1. Action Step -Meet with Administrator to garner support and permission
2. Person Responsible - Faculty Facilitator and Administrator
3. Timeline - May 20, 2010
Accomplished
4. Resources - Notes from training
1. Action Step -Request funding from PTA to purchase start up kit and purchase start up kit
2. Person Responsible - Administrator and Faculty Facilitator
3. Timeline - May 21, 2010
Accomplished
4. Resources - Notes from training, budget request form
1. Action Step -Select a PTA representative that will work with the Faculty Facilitator
2. Person Responsible - PTA President, Faculty Facilitator and Administrator
3. Timeline - Before August 1, 2010 starts
1. Action Step -Plan Kick off Pizza Party for September/Have event
2. Person Responsible - Watch D.O.G.S President, PTA Board, Faculty Facilitator
3. Timeline - Planned by Aug. 12, 2010. Have kick off party September 9, 2010
4. Resources - Pizza, plates, napkins, drinks, PTA Board volunteers, sign up sheets, wall calendar, power point presentation
1. Action Step -Create a daily schedule for the D.O.G.S
Plan the Donuts for Dads re-kick off party/Have event
2. Person Responsible - Watch D.O.G.S. President, Faculty Facilitator and Administrator
3. Timeline - Done before September 3, 2010
1. Action Step -Plan Donuts for Dads December 1, 2010 and have kick off Jan. 27, 2010
2. Person Responsible - Master schedule, list of volunteers
1. Action Step -Continued meetings as needed and communication with parents
2. Person Responsible - Watch D.O.G.S. President, PTA Board, Faculty Facilitator
3. Timeline - One meeting every eight weeks on or around
October 6, December 1, January 22, March 22, and May 26
4. Resources - Letters or emails to parents, computer, paper,etc
1. Action Step -After benchmarks are taken, mid year, assess student performance as well as run reports for behavior referrals.
2. Person Responsible - Faculty Facilitator and other faculty members
3. Timeline - January 2011
4. Resources - Computers, access to Skyward discipline referral system, AWARE software to run report on benchmarks
1. Action Step -Analyze data and modify D.O.G.S schedules to reflect student need.
2. Person Responsible - Faculty Facilitator, Administrator and other faculty members
3. Timeline - January 2011
4. Resources - Reports that were run from AWARE and Skyward from previous year and current year, original schedules for D.O.G.S, master schedule, data and notes made on students
5. Evaluation - Look at student progress as compared to previous years TAKS scores and discipline referrals. Determine if progress has been made and modify schedules according to student need.
1. Action Step -Continue program through end of year.
2. Person Responsible - Watch D.O.G.S. President, PTA Board, Faculty Facilitator, Watch D.O.G. .members
3. Timeline - January to May 2011
4. Resources - Volunteers
1. Action Step -Student data when TAKS scores are received, run discipline referral report.
2. Person Responsible - Faculty Facilitator and other faculty members
3. Timeline - May 2011 to June 2011
4. Resources - Computers, access to Skyward discipline referral system, AWARE software to run report on TAKS
1. Action Step -Analyze data to see if goals were achieved. Make suggestions for program modifications as needed.
2. Person Responsible - Faculty Facilitator and other faculty members
3. Timeline - June 2011
4. Resources - Reports that have been run from mid year and final reports, goals set at beginning of program
5. Evaluation - Compare data from previous year, mid year, and current data (including discipline referrals and test scores). Determine if goals were met. Were discipline referrals decreased and scores increased as a whole? For individual students? If no, what can we do to modify program to help with success? Was program successful in other ways? If yes, what can we do to maximize effects in year to come?
My action research project can not take place until the mentorship program is in place. The mentorship program is a national organization called Watch D.O.G.S. It is a program designed to get male role models into the school. We have very little parental involvement in our school and virtually no male volunteers. We are implementing the program in hopes of achieveing the following goals.
Goal: To raise student achievement levels and reduce behavior referrals for the bottom 20% of student as assessed by the previous years TAKS scores.
1. Action Step
2. Person Responsible
3. Timeline
4. Resources
5. Evaluation
1. Action Step - Watch D.O.G.S Training
2. Person Responsible - Faculty Facilitator
3. Timeline - May 17, 2010
Accomplished
Watch D.O.G.S log in and computer
1. Action Step -Meet with Administrator to garner support and permission
2. Person Responsible - Faculty Facilitator and Administrator
3. Timeline - May 20, 2010
Accomplished
4. Resources - Notes from training
1. Action Step -Request funding from PTA to purchase start up kit and purchase start up kit
2. Person Responsible - Administrator and Faculty Facilitator
3. Timeline - May 21, 2010
Accomplished
4. Resources - Notes from training, budget request form
1. Action Step -Select a PTA representative that will work with the Faculty Facilitator
2. Person Responsible - PTA President, Faculty Facilitator and Administrator
3. Timeline - Before August 1, 2010 starts
1. Action Step -Plan Kick off Pizza Party for September/Have event
2. Person Responsible - Watch D.O.G.S President, PTA Board, Faculty Facilitator
3. Timeline - Planned by Aug. 12, 2010. Have kick off party September 9, 2010
4. Resources - Pizza, plates, napkins, drinks, PTA Board volunteers, sign up sheets, wall calendar, power point presentation
1. Action Step -Create a daily schedule for the D.O.G.S
Plan the Donuts for Dads re-kick off party/Have event
2. Person Responsible - Watch D.O.G.S. President, Faculty Facilitator and Administrator
3. Timeline - Done before September 3, 2010
1. Action Step -Plan Donuts for Dads December 1, 2010 and have kick off Jan. 27, 2010
2. Person Responsible - Master schedule, list of volunteers
1. Action Step -Continued meetings as needed and communication with parents
2. Person Responsible - Watch D.O.G.S. President, PTA Board, Faculty Facilitator
3. Timeline - One meeting every eight weeks on or around
October 6, December 1, January 22, March 22, and May 26
4. Resources - Letters or emails to parents, computer, paper,etc
1. Action Step -After benchmarks are taken, mid year, assess student performance as well as run reports for behavior referrals.
2. Person Responsible - Faculty Facilitator and other faculty members
3. Timeline - January 2011
4. Resources - Computers, access to Skyward discipline referral system, AWARE software to run report on benchmarks
1. Action Step -Analyze data and modify D.O.G.S schedules to reflect student need.
2. Person Responsible - Faculty Facilitator, Administrator and other faculty members
3. Timeline - January 2011
4. Resources - Reports that were run from AWARE and Skyward from previous year and current year, original schedules for D.O.G.S, master schedule, data and notes made on students
5. Evaluation - Look at student progress as compared to previous years TAKS scores and discipline referrals. Determine if progress has been made and modify schedules according to student need.
1. Action Step -Continue program through end of year.
2. Person Responsible - Watch D.O.G.S. President, PTA Board, Faculty Facilitator, Watch D.O.G. .members
3. Timeline - January to May 2011
4. Resources - Volunteers
1. Action Step -Student data when TAKS scores are received, run discipline referral report.
2. Person Responsible - Faculty Facilitator and other faculty members
3. Timeline - May 2011 to June 2011
4. Resources - Computers, access to Skyward discipline referral system, AWARE software to run report on TAKS
1. Action Step -Analyze data to see if goals were achieved. Make suggestions for program modifications as needed.
2. Person Responsible - Faculty Facilitator and other faculty members
3. Timeline - June 2011
4. Resources - Reports that have been run from mid year and final reports, goals set at beginning of program
5. Evaluation - Compare data from previous year, mid year, and current data (including discipline referrals and test scores). Determine if goals were met. Were discipline referrals decreased and scores increased as a whole? For individual students? If no, what can we do to modify program to help with success? Was program successful in other ways? If yes, what can we do to maximize effects in year to come?
Friday, July 23, 2010
Week 2 Research
I really enjoyed the interviews that were contained in the weeks lesson. Being able to hear the opinions and ideas of administrators who use action research on a regular basis was a good learning experience. I also was challenged by coming up with different research areas in the nine "passions." It also helped me narrow down and clarify ideas for my own action research project.
Sunday, July 18, 2010
Blogs and Journals: How Can They Help Today's Administrator?
I think the biggest way a journal or blog can help an administrator today is by helping an administrator gather and collect their thoughts as well as capture the thinking process as they walk through a crisis, problem and/or an action research inquiry. Also, a blog can solicit outside opinions and ideas from other professionals that have already experienced the situation or are currently in the same place. All of this can be effective in creating a positive environment for change in the educational setting.
What I Have Learned About Action Reseach
The biggest realization I experienced this week in EDLD 5301 is that as a teacher I have been taught by my current administrator to actively engage in action research as a regular practice. I just didn't know what I was doing was called action research! The readings in the Dana text gave my a clear picture and explanation of what action research is (thus the realization that we engage in the process on my campus), the benefits of action research, and other avenues besides Professional Learning Communities in which action research can be utilized. I currently engage in action research on a regular basis in my campus PLC. We regulary analyze data that is a result of Curriculum Based Assessments in the four core subjects. After analyzing data we discuss areas of concern, including subpopulation scores and TEKS that were not understood. This resulsts in discussions on best practices and how we implement curriculum. In turn we develop implications for change which result in reteaching and action plans for the next year when teaching the same concepts. This process is action research. It can be time consuming and difficult when beginning the process, but the more I have engaged in the process, the easier it has become. Having been familiar with the process in this context was a definite building block for understanding as I read the articles and listened to the lecture. I now understand also how this process can be used by Superintendents and districts, not just at the classroom level. Also, an understanding of the history of educational research and the shortcomings of the older theories helped me understand how important the process is to the current diversity filled, every changing educational setting we are required to perform in currently. The action research process will enable me as a future administrator to keep up with the changes that are mandated at the federal, state and district levels. Before starting the class I was concerned I would be required to perform complex math equations and processes in the class. How wrong I was! I feel confident about the course and the process which is being taught and am excited I have begun the class.
Saturday, December 19, 2009
Week 5 reflection
This class was definitely not what I expected. I wrongly assumed that this course would discuss how to effectively lead teachers through lesson planning, professional development activities, and leading teachers through instructional activities. Boy, was I wrong! When I realized the class was about technology I was totally intimidated. The most technology I used in my classroom was smart boards, mp3 players and computer with special software. What did I know about blogging..... nothing! As I started to understand what the class was about I found myself thinking about what I could utilize in my classroom constantly. I would literally wake up in the morning thinking about how to use a wiki or a blog in conjunction with certain lesson plans and TEKS. I also started to look for classes I could take in and out of my district to help me develop my technology skills. I was able to develop my own web page and take a class on pod casting in the classroom. I am certainly not an expert after this class, but I definitely developed some skill and got creative juices flowing in regards to technology. I was also able to talk to some of my peers and colleagues in the technology departments and understand their point of view and how their skill set can be utilized. I learned that if I have an idea that is feasible, the tech department loves a challenge and will rise to any occasion. How cool is that?
I believe that I learned more in this class, and have been more challenged by the content than in any of my previous classes. I definitely was challenged by the reading and all of the discussion board postings. I didn't know if I would make it through the course after that first week. The creating of the blog was interesting and outside my comfort zone. I was pretty frustrated when I had to convert my PowerPoint and post it. I had to read the directions, then read them again, then get frustrated, then achieve my goal. It would have been much easier to simply press the "submit" button like I had been able to previously! Everything I learned in the course is completely relevant to my job. My area of expertise is in special education and my students respond particularly well to any kind of technology to which they are exposed. The aspect of technology in an assignment is less intimidating to them than a pen and paper assignment. Blogging, creating websites, and having a class wiki (posting their own definitions for vocabulary) are of extreme interest to all of my students, and to me!
I do not feel that there were any outcomes that I desired to achieve that I didn't accomplish. This is because, honestly, I did not know what to expect from this course. I was able to successfully accomplish all of my assignments (written portion) on time (except the final assignment) because I worked hard. I found I had to pace myself with all of the readings and try to respond to my peers in the early part of the week, so I could accomplish the lengthy assignments, including interviews on time. This became very challenging the final two weeks because of responsibilities at work. Everyone knows how busy it is trying to work those final weeks before the holiday break! Yikes! I did become discouraged at times with the discussion board. Often I would post and there would only be a few other posts to respond to at the time. This made it difficult for me to post the required numbers of posts every week. However, I also realized that others were struggling with the same problem. However, the discussion board was also a place to learn that many other teachers believe the same things that I do about technology - including the challenges and the excitement it will bring to the classroom. I also learned from these discussions that I am extremely lucky to work for the district I work for because we have so much available to us. We also have a great tech department that rises to the occasion.
I learned so much from this course, but most of all I learned that I need to challenge myself in the area of integrating technology into my classroom, and encouraging my colleagues to do the same. I think that one of the biggest things I learned is not to be intimidated by blogging, or really by any piece of technology. There is always some place or someone to help me acquire the information and knowledge that I need. I just need to look, ask, and work hard. Also, I was reminded by how much my students can teach me. If I struggle with technology, they struggle with math or maybe writing, so we can share information and work as a team to build our knowledge base. That is so cool! My attitude about technology in the classroom is positive and I embrace the concepts presented in this class. I love the blogging, the wiki, the discussion boards, the ideas about filtering. With the knowledge I have acquired I can ask intelligent questions, help with policy changes, and help my peers integrate technology into our school at a much faster, efficient pace. I do know that you can't lead others where you haven't been or where you aren't willing to go. So, that is my attitude - to go where I need to to achieve the technological gains that our students need.
The educational value in blogging is the expression of ideas that is allowed. Blogging inspires creativity, independence and time for thought. It stimulates the mind, in a way that a pen and paper can't, just by the nature of the idea that thousands of people can read what you write. That is independence and power in students that feel powerless in their education. Some of the concerns that blogging may cause is inappropriate postings. This can be fully addressed by clear expectations being taught in the classroom. It also is addressed by proper monitoring of the blog by adults. The key to all of this is clear, concise policy that is enforced properly. The bottom line is that the opportunity that blogging will give our students is worth the effort on our part. Happy blogging!
I believe that I learned more in this class, and have been more challenged by the content than in any of my previous classes. I definitely was challenged by the reading and all of the discussion board postings. I didn't know if I would make it through the course after that first week. The creating of the blog was interesting and outside my comfort zone. I was pretty frustrated when I had to convert my PowerPoint and post it. I had to read the directions, then read them again, then get frustrated, then achieve my goal. It would have been much easier to simply press the "submit" button like I had been able to previously! Everything I learned in the course is completely relevant to my job. My area of expertise is in special education and my students respond particularly well to any kind of technology to which they are exposed. The aspect of technology in an assignment is less intimidating to them than a pen and paper assignment. Blogging, creating websites, and having a class wiki (posting their own definitions for vocabulary) are of extreme interest to all of my students, and to me!
I do not feel that there were any outcomes that I desired to achieve that I didn't accomplish. This is because, honestly, I did not know what to expect from this course. I was able to successfully accomplish all of my assignments (written portion) on time (except the final assignment) because I worked hard. I found I had to pace myself with all of the readings and try to respond to my peers in the early part of the week, so I could accomplish the lengthy assignments, including interviews on time. This became very challenging the final two weeks because of responsibilities at work. Everyone knows how busy it is trying to work those final weeks before the holiday break! Yikes! I did become discouraged at times with the discussion board. Often I would post and there would only be a few other posts to respond to at the time. This made it difficult for me to post the required numbers of posts every week. However, I also realized that others were struggling with the same problem. However, the discussion board was also a place to learn that many other teachers believe the same things that I do about technology - including the challenges and the excitement it will bring to the classroom. I also learned from these discussions that I am extremely lucky to work for the district I work for because we have so much available to us. We also have a great tech department that rises to the occasion.
I learned so much from this course, but most of all I learned that I need to challenge myself in the area of integrating technology into my classroom, and encouraging my colleagues to do the same. I think that one of the biggest things I learned is not to be intimidated by blogging, or really by any piece of technology. There is always some place or someone to help me acquire the information and knowledge that I need. I just need to look, ask, and work hard. Also, I was reminded by how much my students can teach me. If I struggle with technology, they struggle with math or maybe writing, so we can share information and work as a team to build our knowledge base. That is so cool! My attitude about technology in the classroom is positive and I embrace the concepts presented in this class. I love the blogging, the wiki, the discussion boards, the ideas about filtering. With the knowledge I have acquired I can ask intelligent questions, help with policy changes, and help my peers integrate technology into our school at a much faster, efficient pace. I do know that you can't lead others where you haven't been or where you aren't willing to go. So, that is my attitude - to go where I need to to achieve the technological gains that our students need.
The educational value in blogging is the expression of ideas that is allowed. Blogging inspires creativity, independence and time for thought. It stimulates the mind, in a way that a pen and paper can't, just by the nature of the idea that thousands of people can read what you write. That is independence and power in students that feel powerless in their education. Some of the concerns that blogging may cause is inappropriate postings. This can be fully addressed by clear expectations being taught in the classroom. It also is addressed by proper monitoring of the blog by adults. The key to all of this is clear, concise policy that is enforced properly. The bottom line is that the opportunity that blogging will give our students is worth the effort on our part. Happy blogging!
Sunday, December 13, 2009
Technology Action Plan
Technology Action Plan/ Assignment Week 4
Terra Mathers
Organization:
The organizational flow chart for technology is dynamic, as well as fluid. Every stakeholder must give input and communicated effectively regarding the needs of the district, campus, community, teacher and student. Refer to the chart below to see roles and responsibilities of the key stakeholders. The principal’s role in maintaining the integrity of technology at the campus level is multi-faceted. He or she has the responsibility of overseeing techonology use at the teacher and student level, insuring that the campus technology is adequate, and mananging the budget effectively. Seeking outside funding in the form of grants, etc is also important. They must communicate with parents, community members, students and teachers and then make decisions regarding this input. The principal must also effectively communicate with the director, superintendent and board members the technology needs of the campus. According to C. Gilmore, Technology Services Coordinator, the district technology needs are driven by the principals in the district (personal communication, Dec. 9, 2009). The technology department relies on the principals to communicate needs and drive software purchase decisions. The technology department is there to implement the technology chosen by the individual campus and district.
Position
Responsibility
Board of Education/Superintendent
Determines financial needs of district, writes and works to pass bonds, helps establish budget for district technology and campus technology
Director of Technology/Chief Information Officer
Supervises and assigns/coordinates district technology team. Insures quality control of technology work orders to insure technology is working properly. Insures budget is used appropriately, looks for additional funding sources such as grants. Supervises technology upgrades. Researches and helps make decisions about district level technology installs and upgrades. Hires appropriate personnel as needed.
Technology Services Coordinator/Network Administrator
Manages and assigns technology tickets (work orders). Supervises campus level technicians, assists with hiring personnel, works on new installs and upgrades, gives input into purchases and upgrades. Keeps network in working order, manages upgrades and installs, communicates network upgrades, outages, and password changes to district employees, investigates reports of improper network usage.
Network Technician
Makes changes to network as needed, works in centeral office upgrading, changing network equipment, addresses network issues at the campus level.
Computer Technician
Keeps computers, smart boards, document cameras, (all technology equipment etc.) in working order. Installs software on individual computers.
Student Technician
Assists campus computer technicians with computer maintenance and software installs and upgrades on individual machines.
Principal
Utilizes budget in a responsible manner to allow for technology integration and updates at a campus level. Seeks out additional funding in the form of grants and fundraising to increase technology upgrades and use. Monitors and encourages technology use in the classroom. Seeks and provides staff development on technology use in the classroom, technology integration, etc. Makes campus level decisions on software and technology needs. Encourages communication among staff, students and parents regarding technology needs.
Campus Technology Teacher
Responsible for teaching all technology classes on campus, assists students with creating morning announcements, assists teachers with finding websites and information about technology in the classroom
Classroom Teacher
Helps implement technology TEKS into lesson plans, introduces and utilizes technology in classroom on a regular basis. Supervises student technology use to insure proper use and safety.
Student
Utilizes technology in classroom assignments in a responsible manner.
According to analysis completed in week 3 of this course, the technology infrastructure and equipment available in the district is very adequate to address the needs of our students. Every campus has numerous computers, iPods, laptop minis, and sufficient bandwidth available. The district needs to insure that the budget continues to reflect the needs of the campuses and provides for the continual updating of technology, both at the district and campus level. The most pressing needs of the district, in regards to technology lie in the area of professional development and communication. Teachers must constantly look for and participate in professional development to insure that they are learning and up to date on the current technology. After the professional development is also crucial that the administration provide the support for the integration of what the teachers have learned. One of the first areas of professional development that needs to be addresses is insuring that teachers understand the STaR Chart and how it is used to help make budget and professional development decisions. Another area of need in professional development is the actual implementation of technology in the classroom, and in lesson plans. This professional development should include the use of the internet, podcasts, IPods, blogs, WIKIS, websites, and computer use in conjunction with the TEKS and engaging activities. The following table gives suggestions for professional development that will increase technology use in the classroom, assist teachers in using data to drive decisions, and technology integration.
Professional Development
Outcome
STaR Chart Training
Teachers will understand the purpose of the Star Chart and how it drives district decisions in budget and pertains to AYP.
Use of blogs in and out of the classroom
Teachers will understand how blogs can be integrated into the classroom. Teachers will be given the opportunity to set up and practice “blogging” in regards to actual TEKS and lessons. Teachers will also be given the opportunity to explore how blogging with students outside the classroom can be utilized to increase student learning through tutorials and homework help.
Creating your own website
Teachers will create actual websites that are connected to the campus website. They will explore how websites can create better communication with teachers and students.
Podcasts and how to use them in lessons
Teachers will take a lesson that they have already created and learn how to create a video podcast that can actually be used in the lesson to increase engagement and student activity. This development can be extended to a second session in how to help students create their own video podcasts for presentations and use in future classes.
IPods and how to utilize them in the classroom
Teachers will explore the use of IPods in a lesson in regards to searching the internet, viewing podcasts, listening to podcasts, audio books, sharing files and sending instant messages in the classroom setting.
Technology and assessments
Teachers will explore how to utilize technology in assessments. They will also practice analyzing data that is provided through technology
Analyzing data from TAKS and CBA’s (Curriculum Bases Assessments) to drive instruction.
Teachers will bring data from their students and learn how to disaggregate data provided from TAKS and CBA’s in a way that can be utilized to make decisions regarding lesson plans and the way TEKS are taught.
Decision making in regards to technology integration in the classroom
Administrators and teacher leaders will learn how to research and gather data in regards to integrating technology in the classroom. They will also look at their campus and district STaR charts in conjunction with the Texas Long Range Plan for Technology and create an action plan to increase accountability ratings in the area of technology.
While the above provides some ideas for professional development, the lack of communication in regards to available technology needs to be addressed. At the campus level, it is important for there to be a campus technology point of contact for the teachers. This could possibly be the technology teacher, or another teacher leader, chosen as the principals sees fit. This person would be responsible for knowing what technology and professional development is available for use by campus teachers and then communicating this in a continuous, effective manner.
In order to see the results of the Action Plan that is based on the organizational system and professional development plans the following data sources would be utilized to update the action plan on a yearly basis.
Data Source
Information Provided
Campus STaR Chart
Determines progress towards meeting the objectives and goals of the Texas Long-Range Plan for Technology. This drives campus decisions for budget and technology planning
Teacher STaR Chart
Determines how well equipped teachers are to integrate technology into the classroom and teach students the skills they need to thrive in the 21st century. This drives decisions regarding professional development.
AEIS
Disaggregated data showing performance of students in regards to ethnicity, sex, special education, economically disadvantaged, LEP and at risk.
CBA (Curriculum Bases Assessments)
Determines progress of student acquiring the TEKS. Drives instruction and guides technology integrating in lesson plans.
Surveys regarding Professional Development – short term
Within 72 of attending professional development attendees fill out a survey rating the quality of the professional development. The outcomes determine future presenters, content and subjects presented.
Surveys regarding Professional Development – long term
Approximately 8 weeks after attending professional development attendees fill out survey that helps determine if the learning that took place carried into the classroom. This will drive decisions regarding professional development presenters, format, size of class, subjects, etc.
Informal Assessments regarding technology in the classroom
Principals and teacher leaders informally assess how they see technology being used on the campus, and how it should be used in regards to the other sources of data (AEIS, STaR, etc). This will help drive decisions in conjunction with the data.
In order to insure that students receive the best 21st century education as possible it is imperative to constantly monitor and evaluate the organizational system, professional development, budget, and the available data sources charting student progress. Since technology is changing so quickly it is important to keep striving to learn about and follow through with the integration of technology into the classroom.
Terra Mathers
Organization:
The organizational flow chart for technology is dynamic, as well as fluid. Every stakeholder must give input and communicated effectively regarding the needs of the district, campus, community, teacher and student. Refer to the chart below to see roles and responsibilities of the key stakeholders. The principal’s role in maintaining the integrity of technology at the campus level is multi-faceted. He or she has the responsibility of overseeing techonology use at the teacher and student level, insuring that the campus technology is adequate, and mananging the budget effectively. Seeking outside funding in the form of grants, etc is also important. They must communicate with parents, community members, students and teachers and then make decisions regarding this input. The principal must also effectively communicate with the director, superintendent and board members the technology needs of the campus. According to C. Gilmore, Technology Services Coordinator, the district technology needs are driven by the principals in the district (personal communication, Dec. 9, 2009). The technology department relies on the principals to communicate needs and drive software purchase decisions. The technology department is there to implement the technology chosen by the individual campus and district.
Position
Responsibility
Board of Education/Superintendent
Determines financial needs of district, writes and works to pass bonds, helps establish budget for district technology and campus technology
Director of Technology/Chief Information Officer
Supervises and assigns/coordinates district technology team. Insures quality control of technology work orders to insure technology is working properly. Insures budget is used appropriately, looks for additional funding sources such as grants. Supervises technology upgrades. Researches and helps make decisions about district level technology installs and upgrades. Hires appropriate personnel as needed.
Technology Services Coordinator/Network Administrator
Manages and assigns technology tickets (work orders). Supervises campus level technicians, assists with hiring personnel, works on new installs and upgrades, gives input into purchases and upgrades. Keeps network in working order, manages upgrades and installs, communicates network upgrades, outages, and password changes to district employees, investigates reports of improper network usage.
Network Technician
Makes changes to network as needed, works in centeral office upgrading, changing network equipment, addresses network issues at the campus level.
Computer Technician
Keeps computers, smart boards, document cameras, (all technology equipment etc.) in working order. Installs software on individual computers.
Student Technician
Assists campus computer technicians with computer maintenance and software installs and upgrades on individual machines.
Principal
Utilizes budget in a responsible manner to allow for technology integration and updates at a campus level. Seeks out additional funding in the form of grants and fundraising to increase technology upgrades and use. Monitors and encourages technology use in the classroom. Seeks and provides staff development on technology use in the classroom, technology integration, etc. Makes campus level decisions on software and technology needs. Encourages communication among staff, students and parents regarding technology needs.
Campus Technology Teacher
Responsible for teaching all technology classes on campus, assists students with creating morning announcements, assists teachers with finding websites and information about technology in the classroom
Classroom Teacher
Helps implement technology TEKS into lesson plans, introduces and utilizes technology in classroom on a regular basis. Supervises student technology use to insure proper use and safety.
Student
Utilizes technology in classroom assignments in a responsible manner.
According to analysis completed in week 3 of this course, the technology infrastructure and equipment available in the district is very adequate to address the needs of our students. Every campus has numerous computers, iPods, laptop minis, and sufficient bandwidth available. The district needs to insure that the budget continues to reflect the needs of the campuses and provides for the continual updating of technology, both at the district and campus level. The most pressing needs of the district, in regards to technology lie in the area of professional development and communication. Teachers must constantly look for and participate in professional development to insure that they are learning and up to date on the current technology. After the professional development is also crucial that the administration provide the support for the integration of what the teachers have learned. One of the first areas of professional development that needs to be addresses is insuring that teachers understand the STaR Chart and how it is used to help make budget and professional development decisions. Another area of need in professional development is the actual implementation of technology in the classroom, and in lesson plans. This professional development should include the use of the internet, podcasts, IPods, blogs, WIKIS, websites, and computer use in conjunction with the TEKS and engaging activities. The following table gives suggestions for professional development that will increase technology use in the classroom, assist teachers in using data to drive decisions, and technology integration.
Professional Development
Outcome
STaR Chart Training
Teachers will understand the purpose of the Star Chart and how it drives district decisions in budget and pertains to AYP.
Use of blogs in and out of the classroom
Teachers will understand how blogs can be integrated into the classroom. Teachers will be given the opportunity to set up and practice “blogging” in regards to actual TEKS and lessons. Teachers will also be given the opportunity to explore how blogging with students outside the classroom can be utilized to increase student learning through tutorials and homework help.
Creating your own website
Teachers will create actual websites that are connected to the campus website. They will explore how websites can create better communication with teachers and students.
Podcasts and how to use them in lessons
Teachers will take a lesson that they have already created and learn how to create a video podcast that can actually be used in the lesson to increase engagement and student activity. This development can be extended to a second session in how to help students create their own video podcasts for presentations and use in future classes.
IPods and how to utilize them in the classroom
Teachers will explore the use of IPods in a lesson in regards to searching the internet, viewing podcasts, listening to podcasts, audio books, sharing files and sending instant messages in the classroom setting.
Technology and assessments
Teachers will explore how to utilize technology in assessments. They will also practice analyzing data that is provided through technology
Analyzing data from TAKS and CBA’s (Curriculum Bases Assessments) to drive instruction.
Teachers will bring data from their students and learn how to disaggregate data provided from TAKS and CBA’s in a way that can be utilized to make decisions regarding lesson plans and the way TEKS are taught.
Decision making in regards to technology integration in the classroom
Administrators and teacher leaders will learn how to research and gather data in regards to integrating technology in the classroom. They will also look at their campus and district STaR charts in conjunction with the Texas Long Range Plan for Technology and create an action plan to increase accountability ratings in the area of technology.
While the above provides some ideas for professional development, the lack of communication in regards to available technology needs to be addressed. At the campus level, it is important for there to be a campus technology point of contact for the teachers. This could possibly be the technology teacher, or another teacher leader, chosen as the principals sees fit. This person would be responsible for knowing what technology and professional development is available for use by campus teachers and then communicating this in a continuous, effective manner.
In order to see the results of the Action Plan that is based on the organizational system and professional development plans the following data sources would be utilized to update the action plan on a yearly basis.
Data Source
Information Provided
Campus STaR Chart
Determines progress towards meeting the objectives and goals of the Texas Long-Range Plan for Technology. This drives campus decisions for budget and technology planning
Teacher STaR Chart
Determines how well equipped teachers are to integrate technology into the classroom and teach students the skills they need to thrive in the 21st century. This drives decisions regarding professional development.
AEIS
Disaggregated data showing performance of students in regards to ethnicity, sex, special education, economically disadvantaged, LEP and at risk.
CBA (Curriculum Bases Assessments)
Determines progress of student acquiring the TEKS. Drives instruction and guides technology integrating in lesson plans.
Surveys regarding Professional Development – short term
Within 72 of attending professional development attendees fill out a survey rating the quality of the professional development. The outcomes determine future presenters, content and subjects presented.
Surveys regarding Professional Development – long term
Approximately 8 weeks after attending professional development attendees fill out survey that helps determine if the learning that took place carried into the classroom. This will drive decisions regarding professional development presenters, format, size of class, subjects, etc.
Informal Assessments regarding technology in the classroom
Principals and teacher leaders informally assess how they see technology being used on the campus, and how it should be used in regards to the other sources of data (AEIS, STaR, etc). This will help drive decisions in conjunction with the data.
In order to insure that students receive the best 21st century education as possible it is imperative to constantly monitor and evaluate the organizational system, professional development, budget, and the available data sources charting student progress. Since technology is changing so quickly it is important to keep striving to learn about and follow through with the integration of technology into the classroom.
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