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.

Progress Report for the Texas Long Range Plan

The growth of online learning, digital content, curriculum and student management systems, and online professional development has made a significant difference in how schools implement the recommendations of the Long-Range Plan for Technology, 2006-2020. The overall goal of the plan is to prepare young students to work and prosper in the 21^st century. Data from the Texas campus and Teacher STaR Charts provide information into the progress of schools, teachers, and students in meeting the requirements of the plan.

One important process of the Texas Long Range Plan is distance learning. This is a process supported by technology and it allows the teacher and student to be in different locations. Distance learning is one approach to the many challenges facing our public education system. It provides an equal access to quality education and instruction despite a district’s or student’s wealth or location. This eliminates the advantage bigger schools have over smaller schools with resources. This process also helps teachers and administrators in the area of professional development. Teachers are a simple web conference or chat away from developing needed professional development hours.  

The Texas Teachers STaR Chart provides a goal for all teachers to reach. The highest attainable level is target tech. On a target tech campus, the campus plan is focused on student success, supported by the board and administration. An effective professional development plan must be a continuous process. The goals of this plan provide a positive impact on students and schools.

Educator Preparation and Development

     The first category of educator preparation and development is professional development experiences. In order for teachers to meet the standards of this category, teachers must have completed professional development in internet use, district information systems, and basic software applications. The next category includes large group professional development that focuses on skills development and basic technology integrations. The capability of educators is the third category of educator preparation and development. The more SBEC technology standards an educator applies with the higher the rating on the STaR Chart scale. Access to professional development is the next category, and it focuses on the number of development hours teachers are getting. The range is from 9 hours to 30 or more. The fifth level consists of the understanding of patterns and use levels. A basic understanding of technology will yield an early tech score, and the more creative and innovative educator will range from advanced to target tech. The final area of educator and preparation development is professional development for online learning.

            The Milford ISD campus has made tremendous strides since the low developing tech score of 2007-2008. The campus is currently at a developing tech stage and has been there since the low score was last recorded. The state of Texas has taken steps to improve educator development by providing grants to schools for attending workshops and introducing new curriculum.

            More accountability for administrators in small districts will greatly increase educator preparation and development. If there is more local responsibility taken, then perhaps state and national entities could step back and place resources used in this area elsewhere.