Post on 16-Dec-2014
description
Technology Action Plan—2009-2010
High School Plan
Gordon Ivers
Source: Smithson Valley High School Website December 2009
Organizational Chart:
Personnel/StakeholdersJob Description Roles & Responsibilities Administrator Role
Technology Integration Administrator
Oversee the technology department; District website
with links to all departments and campuses.
Campus websites maintained by campus webmaster, with links to teacher websites
(First Class). Communications
platform (First Class) for district wide communication (email, file sharing, calendar)
Network and email accounts for every employee.
Data storage (I: Drive and X Drive) for all network accounts and students
Web based grade book and parent portal
Web based student management system
Distance learning opportunities
Variety of other resources and programs
Ensure technology is enhancing, supporting, and facilitating learning, instruction, communication and administration in the district
Increase communication
Instructional Technology Coordinator
Work collaboratively with technology integration administrator and instructional technology specialist to provide leadership
To improve the capacity of all teachers to integrate technology effectively into curriculum and
instruction To provide training
that identifies and promotes curricula and teaching strategies that integrate technology effectively into curricula and instruction, based on a review of relevant research, and leading to improvements in student academic achievement.
To provide ongoing, sustained professional development for: teachers, principals, administrators, and school library media personnel to further the effective use of technology in the classroom and the library media center
Instructional Technology Specialist
Provide leadership, coordination, and staff development to ensure an aligned and articulated instructional program in regards to a variety of technology tools, applications and programs
Provide ongoing sustained staff development in the integration of technology into the curriculum for teachers, principals, administrators and school library personnel to further the effective use of technology in the classroom and library media centers
Review technology training offering and work collaboratively with specialists to provide technology training to their campus
Curriculum Specialist AEISIT, TMSDS, CSCOPE and Benchmark Testing
Provide educators access to a district data disaggregation systems to analyze student
Communicate and work collaboratively to scan and score campus data on benchmark testing
performanceDirector of Elementary Education
General Education Curriculum K-6, ESL/Bilingual Education PK-12, Federal Programs and State Compensatory Education, Migrant Education, Gifted and Talented Education K-6, Dyslexia K-6
Ensure content area specialists are provided time and resources to become properly trained in assisting teachers integration technology into specific content areas, work directly with campus principals on a variety of topics related to job description
Encourage relationship building between technology department and the curriculum and instruction department
Attend meetings to increase collaboration between other campus administrators
Director of Secondary Education
General Education Curriculum 7-12, Gifted and Talented Education 7-12, Dyslexia 7-12, Advanced Placement 7-12, Career and Technology 7-12, International Baccalaureate Program 9-12
Ensure content area specialists are provided time and resources to become properly trained in assisting teachers integration technology into specific content areas, work directly with campus principals on a variety of topics related to job description
Encourage relationship building between technology department and the curriculum and instruction department
Attend meetings to increase collaboration between other campus administrators
Content Area Coordinators
Provide leadership, coordination, and staff development to ensure
Work collaboratively with teachers to
Establish a positive relationship with content area
an aligned and articulated instructional program in the subject area assigned
integrate technology into classroom practices
Provide professional development directly related to the integration of technology in the content areas
Serve as a liaison between the teachers and technology to ensure needs are being met
Work collaboratively with the technology department to stay abreast of current technology and its uses
coordinators, discuss campus/teacher needs and support, share ideas regarding integration of content specific technology, include coordinators in campus communication and invite to key meetings
District Testing Coordinator
TAKS and all related assessments
Ensure basic technology skills are evaluated K-12
Work collaboratively to ensure all state testing is conducted properly
Campus Administrator Create ashared vision, encourage and sustain the appropriate integration of technology, use moderninformation technology tools to embrace accountability and hence use data for sound decision-making and continual assessment of effective technology for improving student learning
Provide support for teachers and staff in the integration of technology to enhance teaching, learning and communication
Model the use of technology to enhance campus communication with staff, parents, and the community
Provide policies that encourages innovative use of technology
Personally evaluate their use of technology to effectively run their campus, asses and complete the Texas STaR Chart for their campus, meet with district coordinators regularly, collaborate with other principals regarding technology, attend professional development related to integration of technology to enhance teaching and learning, hold meetings (wiki, blog or video conference) with key personal regularly, model the use of technology
Campus Technology Support (Tech Mates)
Serve as the liaison between the campus
Provide campus support for a
Hold meetings with the Tech Mates to asses
and technology department
variety of technology needs, technology department is contacted as needed
technology needs of the campus
Librarian Oversee the management of the campus multimedia center
Provide students with a variety of opportunities to utilize technology for information acquisition, problem-solving, and oral and written communication
Assist teachers in utilization of the library to enhance classroom instruction related to technology
Provide additional high quality support for students to integration technology into their school day
Meet with campus librarian to discuss needs and budgeting in an effort to provide additional high quality support for students to integration technology into their school day
All Teachers Integrate technology effectively into curriculum and instruction, thus improving academic achievement and technology literacy for all students
Provide students with a variety of opportunities to utilize technology for information acquisition, problem-solving, and oral and written communication
Walkthroughs and PDAS evaluations, ensure teachers attend one technology professional development a year
Background Information:
The district’s primary data gathering sources include STaR charts, the LoTi Profile, and
DETAILS for the 21st Century Profile. The LoTi (Level of Technology Implementation)
questionnaire measures components related to supporting or implementing the instructional
use of computers like PCU (personal computer use) and CIP (Current Instructional Practices).
DETAILS (Determining Educational Technology and Instructional Literacy Skill sets) represents
five professional Development categories—1) Proficiency with Technology Use, 2) Student Influences
on Instructional Practices, 3) Using Technology for Complex Thinking Projects, 4) Locating
Resources and/or Assistance to Increase Existing Classroom Technology Use, and
5) Overcoming Challenges to Beginning Classroom Technology Use.
The STaR charts indicate a strong need for ongoing professional development and support
for the integration of technology into the curriculum. The LoTi Profile indicates that technology-based
tools supplement the existing instructional program (tutorials and basic skills) and complement
multimedia and/or web-based projects (like internet research papers and multi-media projects).
The DETAILS questionnaire had the highest-level need for professional development while Proficiency
with Technology Use was determined to have the lowest level need for professional development.
The STaR Charts also indicate levels of proficiency with each of the four categories but indicated a strong
and immediate need for professional development that will help to establish a model for 21st century
educations.
Professional Development Plan:
Through the results of the profiles, questionnaires, interviews, round table discussions, and reviews
of both campus and district technology plans, some issues become clear. Although the high school campus
principal has begun to purchase and provide state-of-the-art equipment for his campus, there’s much
work left to do. He must focus on the professional development needs of his teachers. He has not yet
brought it to the desktop or made it available 24/7/365. Bringing it to the desktop will solve the problem
of reaching each staff member, will provide the immediate support that each teacher needs, and will provide
individualized learning for each teacher. Of course, the principal should participate himself so that he
becomes the digital citizen that he needs to become.
In order to meet Goal 3 of the District Long-Range Technology Plan (Provide ongoing Professional
Development to ensure effective use of emerging technologies with emphasis on instructional
programs), Objective 3.1 (Define and implement a professional development program that will
instruct professionals in the effective use of technology), the high school campus can begin with
professional development in two district and campus initiatives:
1) elevate teacher proficiency using AEIS-IT, the district’s software TAKS and benchmark data program, and
2) increase usage of CSCOPE, the district’s vertical alignment and 5E Lesson Program.
To accomplish these two goals, the following steps can be taken:
1) District technology specialists can train campus technology support specialists. This training can be
offered at a variety of times in order to provide the flexibility needed to get everyone trained. These
trainings can be offered both on campus and at the district tech labs. The district’s Distance Learning
Lab can be used to send this training to campus lab desktops. This training can begin on the January
inservice day so that department leaders can use the February professional development day to train
their teachers.
2) Campus support specialists can train campus department leaders. Department leaders can, in turn,
provide training to their department members. They should first survey their teachers about their levels
of proficiency. They can then customize their trainings.
3) After February benchmarks, district tech specialists and campus department leaders can be available
on campuses to assist teachers as they disaggregate their benchmark data using AEIS-IT. They will also
disaggregate their spring 2010 TAKS data.
4) After teachers have received the initial training using CSCOPE, campus leaders can require weekly lessons
plans to be submitted using the program. Monitoring these lesson plans will provide data that will
guide needed follow-up training.
5) Summer training can provide follow-up for teachers who needed additional training. All new employees
to the district should be required to participate in both AEIS-IT and CSCOPE training as part of their contracts.
6) Surveys can be provided at periodic points to asses continued teacher needs.
7) Administrators and department leaders will conduct classroom observations to determine use of new training.
EVALUATION:
Methods to evaluate implementation of AEIS-IT and CSCOPE will include:
1) Surveys of the staff in regards to their use of the two programs.
2) Interviews conducted by both district and campus technology specialists and administrators
3) Records of staff member participation in training monitored by sign-in sheets and
teacher professional development records
4) Teacher feedback from training evaluation forms
5) Integration of training into instruction as measured by lessons plans and classroom
observations
6) Ability of teachers to disaggregate their benchmark and TAKS data
7) STaR Chart, LoTI, and DETAIL survey information