I envisioned that we would learn how to lead educators in their classrooms and learning about best practice in all content areas. Once the course work began though, my view changed. With instruction remaining the focus, technology was fused with instruction. I then realized that while I push forward in my career, the world was also pushing forward and growing with technology. When we got to the professional development piece and began to transfer the thoughts of the connections that I was making to students and technology to teachers and technology. I began to take the needs of our students and evaluate how teachers can be more effective in meeting the needs of this 21st Century learner. I looked at the teaching skills that our staff would need to take advantage of the benefits of teaching through technology. I feel that I have received a good foundation in these areas to better enhance student learning and aid in my progression of future administrational skills. This course not only met my expectations as a graduate student, but also challenged my abilities in the field of technology. I am better competent to assist my teachers and students, and I can engage them better in technology.
My job as a curriculum specialist already entails utilizing the Internet, analyzing data from AEIS reports and AYP reports, and training my staff. Because know I feel confident to use almost any program that I come across, I am better able to assist my teachers, and I can engage them better in my trainings. I started to I saw how beneficial the outcomes of the course would be in relevancy to my job as an administrator. I had to understand the needs of our students and look at the needs of our teachers so that they could be formed to meet the needs of our students. I have already begun training staff to post new items onto their school web pages that are relevant to the education of our students. I researched more effective learning tools for our teachers to post so that their sites contain more information than posted homework assignments.
I am sure it probably took me twice as long as a lot of the other students to complete my blogs. I felt way out of my comfort zone. I can remember the night I had to post my assignment to my blog, during week four, we were asked to make a chart for our action plans and post it on our blog. That took me a lot of extra hours to even figure out over trying to get the
action plan to go on the blog. Then I noticed that I missed the section about the programs we had to upload to in order to convert our power point, and then upload it to our blog. I was discouraged to find that my blog would not accept the assignment the way that it was when I attempted to place it in the blog. It would not allow the chart to be on the blog. The words were present, but the chart had been omitted and/or to small. I posted the assignment regardless however it did not reflect the hard-work that I put into the assignment. But I kept trying it out throughout the course, and refused to let it intimidate me- I just had to spend a whole lot of extra hours mastering the technology part first. I am so happy that I stuck with it, because I feel that I have learned so much in this course. Even though I am not completely comfortable with all of the new technologies I have learned about in this course, but I have definitely mastered an understanding of the majority of them. I know now that even though I am a “digital immigrant” vs a “digital native “, I feel confident!
I found that all five assignments that I was responsible for during this course to be challenging .I struggled in carrying out some course assignments. The time spent each week was incomparable when compared to other courses in the program. I was discouraged that I could not complete the assignments by the beginning of the week because all the time spent struggling with them. This did not prevent me from completing or accomplishing my goals but it did slow me down. These assignments tested my technology skills and presented me with new ideas for my future in education or administration. I was able to meet the rigorous demands of the class each week as I strived to do my very best. I found the assignments to be the most difficult [time consuming], interactive and helpful assignments that can actually be applied in the classroom and later on in my administrative career. I found that our assignments and projects were very relevant to work at school.
This class was extremely beneficial and a great learning experience for me. I give more thought to technology applications as I plan lessons. In order for our children to be successful, we have to be aware of the fact that our world has changed and our students are fully integrated into technology, and it is our job to teach them to use these resources responsibly. This course taught me that I need to slow down and give the students small amount of the information, time to learn, time to practice in their classrooms, and then add other small amount. I see now that wherever my path might take me, it will continue to include technology integration.
I also learned about myself that I am truly satisfied with my leadership role. I feel very positive making the decision to pursue the administrator certification that will position me to continue with my leadership role and escalate to the administration position either at the campus or district level where I can contribute more in the area of technology. This class has been a great learning experience for me.
Sunday, March 27, 2011
Action Plan
Development of an organization chart integrating technology
Superintendent
• Create and establish a district technology vision in coordination with the local board of education.
• Ensure that district policy reflects the needs of all stakeholders and align with national and state standards.
• Ensure that funding and resources are available to meet the technology needs of the district.
Curriculum Director
• Documentation and assessment of the integration of technology into the adopted curriculum across the district.
• Ensure access to curriculum program via technology resources
• Monitoring access to curriculum material.
Technology Director
• Monitors technology equipment to individual campuses throughout the district.
• Ensures that district technology equipment (hardware and software). appropriate for district operating systems.
• Collaborates with campus principals to analyze data from campus and teacher STaR chart surveys.
• Collaborates with campus and district administration to ensure the improvement plan technology goals are being achieved.
• Monitors the maintenance of district technology equipment.
Campus Principal
• Collaborates with teachers and the technology department personnel to determine and address technology needs of the campus
• Collects and analyzes data from the campus and teacher STaR chart surveys
• Uses data to develop campus improvement plan goals through collaboration with the campus and district team.
• Models technology expectations for campus personnel to ensure a modern vision for the 21st Century technological world.
• Allocates campus resources to integrate technology into classroom curriculum..
• Develops a comprehensive staff development plan to promote an environment of life-long learning
• Provides instructional leadership by monitoring and evaluating the integration of technology by teachers to positively affect student achievement.
Campus Technicians
• Maintain and monitors technology hardware and software at the district and campus level.
• Assist teachers and administration with application of technology in the classroom. Provide opportunity for parent training in Power Parent.
Campus Teachers
• Integrate technology into classroom curriculum to ensure the 21st Century needs of students are being met.
• Collaborate with campus administration to ensure campus improvement plan technology goals are being met.
• Provide data-driven, student-centered instruction to meet the diverse needs of all students.
The role of the principal
A principal’s responsibility as a instructional leader is to guarantee that technology is integrated into the curriculum. A principal evaluates and assesses the integration of technology on the campus by collecting and analyzing data from various sources The principal must model the use of technology to develop a vision for all campus personnel. The data sources include STaR chart surveys, AEIS reports, team meetings, and annual summative evaluations that are used to make data-driven decisions. The principal should develop a comprehensive professional development plan to ensure life-lone learning and modern instructional techniques are being implemented at the campus level. The ultimate responsibility is to create a learning environment that meets the diverse needs of all learners on the campus allocating budgetary funds to ensure that the technology needs of the campus are being met in accordance to campus improvement goals.
Professional Development Planning
Improved Staff Confidence in Usage of Technology and Technology Troubleshooting
Needs
• Gather data from STaR chart surveys, PDAS evaluations, teacher interviews, and collaborative PLC teams to identify the needs of staff members
• Continually identify the needs of the staff to update professional development activities to meet the needs of staff members
• Technology will log technology requests from campus staff to create a data base that will be used to identify areas of needed improvement
Participants
• Campus Administration, technology department personnel and teachers
Professional Development Activities
• Distrit technology department staff will development online and small group trainings to assist staff members
• Learner-centered training that allow staff peers to lead activities to help teachers gain confidence with the use of technology and create a level of comfort for learners
• Accessible software programs that allow staff members to engage in learning activities in an anytime, anywhere setting
Create More Efficient System for Student Usage of Technology Equipment
Needs
• Identify needs through the use of data from STaR chart surveys and interviews with teachers and students
• Access the existing systems and evaluate the effectiveness of the impact on student usage and achievement
Participants
• Campus Administration, technology department personnel and teachers
Professional Development Activities
• Training district leaders and technology department personnel on techniques that allow for more effective use of the existing systems
• Professionals that provide district and campus leaders with solutions to existing systems
• Teachers will participate in PLC learning groups to identify ways to improve student use of technology in all disciplines and identify possible changes that the campus needs to explore.
Integrate Technology into School-Wide Curriculum to Enhance Instruction
Needs
• Administration will gather data from STaR chart surveys, campus technology surveys, interview with teachers and students.
• Administration and teachers will analyze data from surveys and interview and incorporate performance data sources that include PEIMS, AEIS, and AYP.
• Identify professional development activities that will help teachers to integrate technology across all disciplines.
Participants
• Campus Administration, technology department personnel and teachers
Professional Development Activities
• Peer teacher training in PLC’s to incorporate techniques that existing staff members currently use on the campus.
• Teachers will participate in content specific trainings that allow for integration of technology in the specific disciplines and appropriate for student skill level.
• District technology experts will train staff members in use of existing technology components that are available for use in the district.
• Purchase of software
Evaluation Planning for Action Plan
The plan for evaluating the professional development activities to improve the integration of technology into all disciplines to enhance instruction, increase staff confidence in usage of technology and technology troubleshooting, and create a more efficient system for student usage of technology equipment will involve constant, ongoing evaluation. The evaluation will use data from various sources to accurately assess the effectiveness of the activities. The effects of the activities on student achievement will be assessed through the use of data from AEIS, AYP, and 9 weeks grading reports. The effect of the professional development on teacher instruction will be identified by the data gathered in yearly STaR chart surveys and evaluations of classroom practices. Teachers will meet regularly as PLC teams to assess the level that professional development is addressing the areas of need. Team leaders will meet with administrative leaders to provide data that allows the campus leaders to address the effectiveness of the plan. Effective campus leadership will provide evaluation that is regular and ongoing in an attempt to constantly assess the integration of technology in a modern 21st Century campus. The campus instructional leaders will evaluate the effectiveness of the plan by collecting and analyzing data sources that include: STaR chart surveys, staff interviews, team meetings, AEIS and AYP reports. The principal will seek evidence that will identify the effect of the learning on teachers and students through gathered data. The principal will measure state data and national standards. These standards are established in the Long-Range Technology Plan, Local Technology Plan, NETC standards, TEKS, and the Texas STaR chart areas.
Superintendent
• Create and establish a district technology vision in coordination with the local board of education.
• Ensure that district policy reflects the needs of all stakeholders and align with national and state standards.
• Ensure that funding and resources are available to meet the technology needs of the district.
Curriculum Director
• Documentation and assessment of the integration of technology into the adopted curriculum across the district.
• Ensure access to curriculum program via technology resources
• Monitoring access to curriculum material.
Technology Director
• Monitors technology equipment to individual campuses throughout the district.
• Ensures that district technology equipment (hardware and software). appropriate for district operating systems.
• Collaborates with campus principals to analyze data from campus and teacher STaR chart surveys.
• Collaborates with campus and district administration to ensure the improvement plan technology goals are being achieved.
• Monitors the maintenance of district technology equipment.
Campus Principal
• Collaborates with teachers and the technology department personnel to determine and address technology needs of the campus
• Collects and analyzes data from the campus and teacher STaR chart surveys
• Uses data to develop campus improvement plan goals through collaboration with the campus and district team.
• Models technology expectations for campus personnel to ensure a modern vision for the 21st Century technological world.
• Allocates campus resources to integrate technology into classroom curriculum..
• Develops a comprehensive staff development plan to promote an environment of life-long learning
• Provides instructional leadership by monitoring and evaluating the integration of technology by teachers to positively affect student achievement.
Campus Technicians
• Maintain and monitors technology hardware and software at the district and campus level.
• Assist teachers and administration with application of technology in the classroom. Provide opportunity for parent training in Power Parent.
Campus Teachers
• Integrate technology into classroom curriculum to ensure the 21st Century needs of students are being met.
• Collaborate with campus administration to ensure campus improvement plan technology goals are being met.
• Provide data-driven, student-centered instruction to meet the diverse needs of all students.
The role of the principal
A principal’s responsibility as a instructional leader is to guarantee that technology is integrated into the curriculum. A principal evaluates and assesses the integration of technology on the campus by collecting and analyzing data from various sources The principal must model the use of technology to develop a vision for all campus personnel. The data sources include STaR chart surveys, AEIS reports, team meetings, and annual summative evaluations that are used to make data-driven decisions. The principal should develop a comprehensive professional development plan to ensure life-lone learning and modern instructional techniques are being implemented at the campus level. The ultimate responsibility is to create a learning environment that meets the diverse needs of all learners on the campus allocating budgetary funds to ensure that the technology needs of the campus are being met in accordance to campus improvement goals.
Professional Development Planning
Improved Staff Confidence in Usage of Technology and Technology Troubleshooting
Needs
• Gather data from STaR chart surveys, PDAS evaluations, teacher interviews, and collaborative PLC teams to identify the needs of staff members
• Continually identify the needs of the staff to update professional development activities to meet the needs of staff members
• Technology will log technology requests from campus staff to create a data base that will be used to identify areas of needed improvement
Participants
• Campus Administration, technology department personnel and teachers
Professional Development Activities
• Distrit technology department staff will development online and small group trainings to assist staff members
• Learner-centered training that allow staff peers to lead activities to help teachers gain confidence with the use of technology and create a level of comfort for learners
• Accessible software programs that allow staff members to engage in learning activities in an anytime, anywhere setting
Create More Efficient System for Student Usage of Technology Equipment
Needs
• Identify needs through the use of data from STaR chart surveys and interviews with teachers and students
• Access the existing systems and evaluate the effectiveness of the impact on student usage and achievement
Participants
• Campus Administration, technology department personnel and teachers
Professional Development Activities
• Training district leaders and technology department personnel on techniques that allow for more effective use of the existing systems
• Professionals that provide district and campus leaders with solutions to existing systems
• Teachers will participate in PLC learning groups to identify ways to improve student use of technology in all disciplines and identify possible changes that the campus needs to explore.
Integrate Technology into School-Wide Curriculum to Enhance Instruction
Needs
• Administration will gather data from STaR chart surveys, campus technology surveys, interview with teachers and students.
• Administration and teachers will analyze data from surveys and interview and incorporate performance data sources that include PEIMS, AEIS, and AYP.
• Identify professional development activities that will help teachers to integrate technology across all disciplines.
Participants
• Campus Administration, technology department personnel and teachers
Professional Development Activities
• Peer teacher training in PLC’s to incorporate techniques that existing staff members currently use on the campus.
• Teachers will participate in content specific trainings that allow for integration of technology in the specific disciplines and appropriate for student skill level.
• District technology experts will train staff members in use of existing technology components that are available for use in the district.
• Purchase of software
Evaluation Planning for Action Plan
The plan for evaluating the professional development activities to improve the integration of technology into all disciplines to enhance instruction, increase staff confidence in usage of technology and technology troubleshooting, and create a more efficient system for student usage of technology equipment will involve constant, ongoing evaluation. The evaluation will use data from various sources to accurately assess the effectiveness of the activities. The effects of the activities on student achievement will be assessed through the use of data from AEIS, AYP, and 9 weeks grading reports. The effect of the professional development on teacher instruction will be identified by the data gathered in yearly STaR chart surveys and evaluations of classroom practices. Teachers will meet regularly as PLC teams to assess the level that professional development is addressing the areas of need. Team leaders will meet with administrative leaders to provide data that allows the campus leaders to address the effectiveness of the plan. Effective campus leadership will provide evaluation that is regular and ongoing in an attempt to constantly assess the integration of technology in a modern 21st Century campus. The campus instructional leaders will evaluate the effectiveness of the plan by collecting and analyzing data sources that include: STaR chart surveys, staff interviews, team meetings, AEIS and AYP reports. The principal will seek evidence that will identify the effect of the learning on teachers and students through gathered data. The principal will measure state data and national standards. These standards are established in the Long-Range Technology Plan, Local Technology Plan, NETC standards, TEKS, and the Texas STaR chart areas.
Tuesday, March 22, 2011
Monday, March 14, 2011
Texas STaR Chart Presentation-North Star Elementary
The STaR Chart data analysis during the three year period shows our greatest strength and weakness.
Texas STaR Chart
View more presentations from damarispm.
Progress Report on the Texas Long Range Plan for Technology
The Texas Long Range Plan for Technology is our state’s forecast of what technology use in classrooms will look like in the future. Although it was interesting to read and explore the plan, I was left wondering how this plan would be implemented considering the current budget constraints that we face. According to the plan, the infrastructure system will provide 24/7 access to e-learning; technical assistance; secured data; and standards to support all users. Texas campuses provide adequate technology tools however due to the speed that technology undergoes many of these tools need to be upgraded. Furthermore, budgetary constraints make the upgrading of these systems seem remote. For this reason, many districts have passed bonds or have written grants to secure funds to upgrade their technology. State funds for technology have been exchanged for federal dollars. I understand that this plan is a best case scenario, and we should strive for it. I don’t believe it is very realistic. According to the plan, the state will have to increase its contribution for technology from $27 per student per year to $123 per student per year ("Texas Education Agency - Long Range Plan for Technology (LRPT)," 2006. School in Texas rated as Advanced Tech in 2008 increased 3% to a total of 20%. Target Tech schools remained at 1%. The Texas Education Agency was tasked with supporting the implementation of Pre K- technology guidelines, the adoption of technology applications instructional materials, online learning tools for all learners including the disabled, and programs that encourage parent communication and involvement.
http://ritter.tea.state.tx.us/comm/leg%20reports/2008/08pr to 1rpt.pdf.
http://ritter.tea.state.tx.us/comm/leg%20reports/2008/08pr to 1rpt.pdf.
National Educational Technology Plan
The National Educational Technology Plan is an extensive document geared towards the successful implementation of a unified pathway to teaching and learning through the use of technology. The plan calls for commitment by all to ensure success for using technology effectively. Through planning and recommendations from thousands of professionals throughout the nation the plan was born to shape the vision of the future of education. The details of the plan are recommended based on five strategic goals that must be met; Learning, Assessment, Teaching, Infrastructure and Productivity. Each goal is meticulously detailed in order to provide a vision for the nation's future. A 21st century education requires us to give students more power over their own learning, and the ability to tap into the same plugged in world that many experience outside of school. There should be core standards, but all students should be expected and enabled to use their own impetus to go past the core and beyond the classroom, to use technology to access global resources, to connect to people, to create, to experiment, and to learn. Students, teachers, and administrators must have the immediate and continuous feedback to know if students are on track and where any gaps are, and then access to interventions that propel the students forward. This is the ultimate goal of all assessments. And our goal is that by 2020, every student will graduate high school, and be career and college ready, and for those graduates to go on and complete a college degree. The teacher becomes the focus point of a connected teaching team. Teachers are fully connected to content, resources, and systems that empower them to create, manage, and assess engaging and relevant individual and group learning experiences. The plan is a powerful call to the state educational systems, school districts, administrators, educators, students and parents to wake up and do more. It states a clear vision as to where our nation should be and wants to be soon.
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