Action Plan

     My current action plan consists of three parts that provide needed information for making informed campus desicions. The organizational breakdown section clarifies each position and their corresponding roles. It divides responsibility for intergrating technology and allows for all parties related to the district to be involved. The professional development for technology needs section will teach the needed knowledge and skills to staff and district administrators. There will be professional activities that will aid in the education process for integrating technology.

Professional Development Activities:

-       Review campus and statewide STaR Chart data

-       Review AEIS reports

-       Budget (Funding and cutting down costs)

-       Internet training

-       Discuss how to implement Interactive Classroom Technology

-       Developing of webpage for teachers

-       Smartboard and Elmo training

-       Application training (word, PowerPoint, spreadsheets, e-mail, and smart boards)

-       Training on using blogs or wiki’s for the purpose of creating and communicating information and instruction to the students and teachers on a daily basis.

The final section of this plan is evaluation and assessment. There are several methods that will be utilized to ensure the needs of students, teachers, staff, and administrators are being met.

Evaluation Methods:

-       Campus/Classroom Walk-Throughs (formal and informal)

-       Inventory Lists and Checkout Logs

-       Lesson Plans

-       Use of Labs

-       Websites being used by faculty, staff and students.

-       Presence of presentations being used by faculty, staff and students

-       Student performance assessments

-       Surveys

-        Needs and Beliefs Self-Assessment

-        Teachers Attitudes toward Computers

-        Student surveys on technology use

Evaluations and Assessments

The evaluation process will be an ongoing basis using a variety of assessments. All assessments will be shared with the Board of Trustees, Superintendent, District Administrators, and Technology Director.  The final analysis will be shared with the faculty and staff.  This analysis should correspond with the Campus Improvement Plan and also the Technology Improvement Plan.  The STaR Chart should be reviewed and adjustments should be made so that we can meet the district’s and state’s Technology Plan.  During the middle of the year the Technology Director should do visual evaluations along with surveys to determine if the district is going to meet our Campus Improvement Plan and Technology Improvement plan when dealing with the use of technology. If there seems to be little progress, then adjustments need to be made so the second half of the school year will be more productive.  

To monitor the use of technology, the principals will review the lesson plans of teachers to determine if technology is being implemented and how it is being implemented in their classroom. Principals will also participate in walk-throughs to have visual evidence in whether or not teachers are meeting the goals discussed by the Campus and Technology Improvement Plans.  Student performance will be another key in evaluating the progress helping the students improve in meeting the state’s Technology TEKS.  The technology director along with the principal will also evaluate websites being used, equipment being checked out, lab use and presence of presentations by teachers.

In order to improve the decision making in the integration of technology, there will be professional development for learning how to integrate technology into the classrooms.  There faculty and staff will discuss technology likes, dislikes, and methods on how the use of technology impacts their instruction.  Teachers will participate in a variety of surveys including the STaR chart so that the district can determine where they stand when dealing with the integration of technology and decide on what improvements need to be taken.  Every decision, evaluation and assessment will correspond with the District and Technology Improvement Plan.

Professional Development for Technology Needs

Staff Development Purpose: This particular professional development is intended to teach the knowledge and skills that is necessary for teachers to incorporate technology into their curriculum.  It will also upgrade the learning environment of technology to increase student achievement and effectiveness of school procedures. This plan outlines the vision so the power of technology will meet the needs of the district.

Professional Development Needs Assessment:

District administrators along with the SBDM team will use the STaR Chart and AEIS Report to identify the technology needs in our district in order to rise from developing tech to advanced tech.  These needs are: online training, design of instructional setting, professional development experiences and access to professional development learning, budget, internet access and speed, and distance learning.

District administrators have decided that there needs to be more learning and use of technology for faculty along with incorporation of technology in the classrooms.  Dr. Jenkins discussed in the round table discussion that there must be mobility and technology available for each classroom that can be used at any time (Week 3 Lecture, 2011). Administrators and teachers must also use technology in order to feel comfortable and show students that technology is an excellent resource to use.  Dr. Jenkins also made the comment that that in order to become a digital learning environment, school leaders must model how technology must be used (Week 3 Lecture, 2011).

Organizational Breakdown for Integrating Technology

Superintendent:

-       Make sure there is a team to implement the technology plan.

-       Oversees that the district technology vision is being implemented.

-       Oversees the Principals and Technology Director.

-       Oversees the budget and make sure that it is aligned with our needs.

Principal/Asst. Principal:

-       Develops a technology team.

-       Makes sure that teachers are informed with technology information .

-       Review data from STaR Chart and AEIS reports.

-       Oversees teachers, gives support, and encourages teachers incorporation of technology into their daily instruction.

-       Finds funding for teachers who need additional resources

-       Managing the change for technology to take place at their campus.

-       Make sure that technology is implemented into the curriculum.

-       Make sure that technology is aligned to follow the vision of the school.

Campus Technology Director:

-       Assists in developing technology plan for the district.

-       Oversees expenditures to meet technology needs.

-       Make sure that technology is keeping pace with the changing world.

-       Oversees Campus Instructional Technology teachers.

-       Develops technology training for district employees.

-       Responsible for purchasing all technology licenses.

-       Responsible for trouble shooting, maintenance, and software.

Campus Instructional Technology Teachers:

-       Reports information from principals and technology director to teachers.

-       Assist in developing technology training for employees.

-       Reports information to technology director and principal.

-       Assist in trouble shooting and maintenance.

Teachers:

-       Responsible for implementation of the Technology TEKS into their curriculum.

-       Teach students how to use technology.

-       Attend professional development training for technology.

-       Collaborate with other teachers to learn new instructional technology strategies.

Students:           

-       Be able to perform to the standards that are set forth by the Technology TEKS

Principal’s play a critical role in the implementation of technology for their campuses. The principal is responsible for making sure the school’s vision is clear and precise with technology being a key part of the vision. Each goal that was adopted must at some point begin to become a reality. Principal’s are accountable for reviewing the data from the STaR Chart and AEIS report to determine what resources and funding the district needs.  The principal oversees everyone involved with the technology plan and should give support and encouragement to the teachers during this whole process. 

February 27, 2011 Web Conference

                There were close to 100 people who took part in this week’s conference.  The conference was a first for me. It was very informative and made me realize how behind I am in the technology category. I believe that web conferencing and blogging are tools that can enhance learning. Web conferencing can give educators valuable insight to improve learning.

                Students were able to communicate with instructors and associates. It made asking questions easy and fun. Everyone’s questions were answered either by the instructor or colleagues which resulted in effective time management. This was my one mandatory post and conference, but because of the positive experience I am sure I will be back for at least one more!

texas star chart

More PowerPoint presentations from larry

National Educational Technology Plan

            The plan has five goals for state, district, and the federal government to comply with. Learning, assessment, teaching, infrastructure, and productivity are the focus of our educational systems. It also includes several recommendations for installing each of the goals.

            The model of learning described in this plan is for the 21^st century learner and calls for engaging and empowering learning experiences. New and improved technology is applied to learning despite background or disabilities. The national educational technology plan abandons the instructional practices and teaching methods of a one size fits all curriculum (Ancess et al., 2010).  More students than ever have access to technology, and because of this they have limitless opportunities. The challenge for the education system is to level learning and technology to create engaging and relevant learning experiences that mirror their lives and reality of their futures.

                The expectation of effective teaching and accountability for professional educators is a critical component of transforming our education system, but equally important is recognizing that we need to strengthen and elevate the teaching profession (Ancess et al., 2010).  A successful way to bridge technology and education is connected teaching. Connected teaching enables our education system to provide access to effective teaching and learning resources that would not otherwise be available and provide more options for all learners at all levels.

            The plan also calls for technology to play a major role in professional development and training. When the plan addressed the issue of time management for teachers, and how professional learning doesn’t have to only be workshop oriented, but could be done in teaching, I was really intrigued by that information. I have never focused on that aspect of professional development before.