Educator and Professional Development

The area of Educator and Professional Development in the STaR Chart is an area that is concerned with how an educator is prepared, through professional development, to utilize technology in the learning environment. First and second, this area scores the quality of the content that is contained in the professional development, a well as the models used in the development. For example, it answers questions like, "Have most teachers completed professional development? Has the development given them skills such as integration of technology? Is the development done in a large group or small group?" Third, this key area also explores what the teachers are capable of in regards to the SBEC technology standards. Ideally, teachers should be able to demonstrate all of the standards. Fourth, this area also explores the educators access to the professional development. Fifth, this area is concerned with the educators levels of understanding and patterns of use of technology in the classroom. The sixth and final area this key area explores is if professional development is available in the area of online learning.
The progress for this area at the campus level and district level (Wylie ISD) has been minimal. The scores for this area are consistently in the 14 to 15 range. The most recent scores, at the district level, actually dropped to a 14 from a 15. So, progress has been minimal. At the state level there has been a steady decrease of schools that are at the Target Tech level. For example the data from 2005-2006 had 2.4% at the Target Tech level. In 2007-2008 a mere .6% fell into this category.
The trends in this area, at the state level, appear to be an increase of schools moving into the Developing Tech level from Early Tech. On the other hand, there has been a decrease in the percentages of schools that are at the Target Tech level. Most schools in the state of Texas are staying in the Developing Tech level. At the district and campus levels (in Wylie ISD) the district trend has been to maintain this key area in the Developing Tech level.
My recommendations for improvement in this area is to offer more quality professional development on how to use technology in the classroom. All teachers on my campus use email, Internet, and basic software programs regularly. However, there are many programs and pieces of equipment that go unused in the classroom environment because teachers are not comfortable with using them in conjunction with the TEKS. In order to have teachers take the first step into implementing this available items in the classroom, they must have the opportunity to truly know how to use the equipment and be comfortable with its use in the classroom. This will happen through adequate professional development. Also, time to collaborate with peers that are already using technology in the classroom is a key to helping teachers implement technology. To watch another teacher use technology in the classroom is an inspiration and should not be overlooked as a tool to improve the area. Another key to improving this area is to allocate a larger budget to the purchase and implementation of technology in the classroom. This should be done at the state, district and campus levels. The more money that is available for training and purchase, the more likely technology will be used in the classroom.