Evaluation and Action Plan
In using week 3’s report, I discussed how there are various ways that technology and information systems are utilized to address and evaluate curriculum, instructional and professional development needs. For example, the Academic Excellence Indicator System allows administrators to get a great deal of performance information about every public school and district in the state Texas (Texas Education Agency). The AEIS report also gives information about staff, finances, and programs from each public school in the state of Texas. This allows campus leaders to get information to drive and direct instruction for successful student achievement. The Adequate Yearly Report is also another system that holds schools accountable at the federal level which in essence helps restructure curriculum or instruction if necessary. The STaR chart is also another informational system tool that is used to assess schools and gives campus leaders an opportunity to review 4 areas (e.g. teaching and learning, educator preparation and development, Leadership/Administration & Instructional Support, and Infrastructure for technology). By doing this, principals along with their Site Based Decision Making teams are able to see how they can better integrate technology into the classroom and better develop their teachers in this area.
Sunday, March 20, 2011
Professional Development Plan
Professional Development Plan
In regards to the report from week 3, I learned that addressing the needs of the 21st learner will be very essential. The 21st century teacher will need to keep updated and trained with technology standards as well as with good teaching practices in incorporating technology into the curriculum. In addition, the week 3 report focused on the importance of the instructional leader being a model and incorporating technology with the faculty and staff (that way teachers can incorporate some of these strategies with their students). Furthermore, the principal will need to be committed to the vision of the state and district in using technology in the classroom.
As the state and the district (NISD) focus on integrating technology, it is essential to teach our teachers the way they can begin doing this. One necessity will be the idea of change. Change for instance in the way we teach the 21st century learner, and change the way we believe 21st century students learn (teacher talks, students listen). It will be important for our Campus Instructional Technologist to assist our campus staff with professional development that helps us gather, analyze and use data from a variety of sources. Our CIT along with administration will have a major role in keeping teachers current with evaluating and using AEIS, AYP, STaR Chart, and district and campus improvement plans to assist in integrating technology in the curriculum. This will allow the campus to determine its technology needs. Currently at out campus, we are need of staff development that focuses on the following: Learning more about the Texas Long Range Plan, reviewing the Technology TEKS, reviewing how promethean boards can be used to engage learners, and brainstorm lesson plans by grade level that integrate technology with all core subject areas.
In regards to the report from week 3, I learned that addressing the needs of the 21st learner will be very essential. The 21st century teacher will need to keep updated and trained with technology standards as well as with good teaching practices in incorporating technology into the curriculum. In addition, the week 3 report focused on the importance of the instructional leader being a model and incorporating technology with the faculty and staff (that way teachers can incorporate some of these strategies with their students). Furthermore, the principal will need to be committed to the vision of the state and district in using technology in the classroom.
As the state and the district (NISD) focus on integrating technology, it is essential to teach our teachers the way they can begin doing this. One necessity will be the idea of change. Change for instance in the way we teach the 21st century learner, and change the way we believe 21st century students learn (teacher talks, students listen). It will be important for our Campus Instructional Technologist to assist our campus staff with professional development that helps us gather, analyze and use data from a variety of sources. Our CIT along with administration will have a major role in keeping teachers current with evaluating and using AEIS, AYP, STaR Chart, and district and campus improvement plans to assist in integrating technology in the curriculum. This will allow the campus to determine its technology needs. Currently at out campus, we are need of staff development that focuses on the following: Learning more about the Texas Long Range Plan, reviewing the Technology TEKS, reviewing how promethean boards can be used to engage learners, and brainstorm lesson plans by grade level that integrate technology with all core subject areas.
Organizational Chart
Organizational Chart for Integrating Technology
1. Superintendent
Responsible for carrying out and implementing the district improvement plan which focuses on supporting technological and human infrastructures that maximize the purposeful use of technology to achieve academic, personal/orginzational excellence and how technology will be used to engage students, differentiate instruction, and strengthen academic achievement.
2. Director of Academic Technology Services
Responsible for state technology curriculum requirements (TEKS for Technology Applications K-12), integration of technology into foundation and enrichment curricula, and technology support for Curriculum and Instruction.
3. Principal
The principal is responsible for implementing the campus improvement plan and for integrating technology along with the mandated state standards (for academics).
4. Vice-Principal
The Vice-Principal will need to support the principal’s vision for integrating technology in the campus curriculum. The VP will also be and instructional leader that models using technology to its staff as well as students.
5. Campus Instructional Technologist
Will be in charge of leading the faculty and staff in providing them with staff development in technology, evaluating campus data for technology needs, and ensures that the campus meets state technology standards.
6. Technology Committee
The Campus Instructional Technologist (CIT) will lead this committee. The CIT will provide information to all grade level representatives regarding technology updates and technology state standards. The committee will also evaluate the campus improvement plan along with the STaR chart in order to emphasize the support and integration needed for technology in the curriculum.
7. Teacher
The classroom teacher will be responsible for integrating technology into the curriculum. He/She (under the direction of the CIT) will initiate projects in order to engage students, provide students with critical thinking skills while using technology and ensure that students begin learning technology skills required for the 21st century.
The Role of the Principal
The principal will be the instructional leader that will need to model and set the tone for how technology will be implemented at the campus and will also need to ensure that teachers are able to integrate technology to engage and instruct learners. The principal will also need to meet with the CIT as well as the technology committee to learn more about what staff development and infrastructure needs that are needed for the campus.
1. Superintendent
Responsible for carrying out and implementing the district improvement plan which focuses on supporting technological and human infrastructures that maximize the purposeful use of technology to achieve academic, personal/orginzational excellence and how technology will be used to engage students, differentiate instruction, and strengthen academic achievement.
2. Director of Academic Technology Services
Responsible for state technology curriculum requirements (TEKS for Technology Applications K-12), integration of technology into foundation and enrichment curricula, and technology support for Curriculum and Instruction.
3. Principal
The principal is responsible for implementing the campus improvement plan and for integrating technology along with the mandated state standards (for academics).
4. Vice-Principal
The Vice-Principal will need to support the principal’s vision for integrating technology in the campus curriculum. The VP will also be and instructional leader that models using technology to its staff as well as students.
5. Campus Instructional Technologist
Will be in charge of leading the faculty and staff in providing them with staff development in technology, evaluating campus data for technology needs, and ensures that the campus meets state technology standards.
6. Technology Committee
The Campus Instructional Technologist (CIT) will lead this committee. The CIT will provide information to all grade level representatives regarding technology updates and technology state standards. The committee will also evaluate the campus improvement plan along with the STaR chart in order to emphasize the support and integration needed for technology in the curriculum.
7. Teacher
The classroom teacher will be responsible for integrating technology into the curriculum. He/She (under the direction of the CIT) will initiate projects in order to engage students, provide students with critical thinking skills while using technology and ensure that students begin learning technology skills required for the 21st century.
The Role of the Principal
The principal will be the instructional leader that will need to model and set the tone for how technology will be implemented at the campus and will also need to ensure that teachers are able to integrate technology to engage and instruct learners. The principal will also need to meet with the CIT as well as the technology committee to learn more about what staff development and infrastructure needs that are needed for the campus.
Tuesday, March 8, 2011
Blog Posting #2
The Long Range Plan for Technology focuses on the future needs of Texas learners. The plan is designed to remember that technology can help in teaching and learning. Research shows that students are engaged with technology and can be empowered. The idea of the Texas plan is to continue supporting the technological learning of learners and to keep them updated with the skills needed for the 21st century. Some of the goals of the Texas Long Range Plan is providing parents with the opportunity to be more involved with their children’s education. Increasing the opportunity for parents to communicate and keep current with their child’s education. That is having access 24/7 with grades, attendance, and discipline (2010 Report on the Long Range Plan on Texas). There are 4 areas that the plan focuses on. The first one is teaching and learning. In this section, having trained teachers (in technology) can provide a better chance for students to become better problem solvers and innovative thinkers while using technology. The plan also supports that schools implement the TEKS for grades K-12th grade. The STaR Chart is utilized to evaluate the current status in using and teaching with technology.
Monday, March 7, 2011
Blog Posting #1
There is absolutely great value in assessing teachers for their technology knowledge and skills. It is essential as a leader to understand your staff and faculty’s knowledge and development in technology. In this age of information and digital learning, educators must become technology competent and comfortable when planning lessons that integrate technology. The state technology standards provide a guide so teachers can design lessons around the technology TEKS. Some of the cons for doing technology assessment is that even though you have an idea of your needs for technology for your campus, as a leader you can potentially be constrained with district guidelines and budgets designated for technology once you have completed your assessment.
One of the areas of the Texas Long Range Plan that I wanted to further discuss was the Educator Preparation and Development. Professional development is an expectation for all educators. In this case, investing time in learning and training in technology will not only impact the educator, but it will impact curriculum and instruction (Long Range Plan for Technology 2006-2010). If teachers are expected to teach and guide students into the demands of the 21st century, teachers must be able to get the support and training in educational technology. Currently, at my campus, there is an expectation of completing 3 or more hours of educational technology training. Teachers are also expected to complete 6 projects or more while using technology based programs. My recommendations for my campus is to continue utilizing equipment such as projectors, Elmo’s, Promethean Boards and computerized intervention programs to engage learners and differentiate instruction.
One of the areas of the Texas Long Range Plan that I wanted to further discuss was the Educator Preparation and Development. Professional development is an expectation for all educators. In this case, investing time in learning and training in technology will not only impact the educator, but it will impact curriculum and instruction (Long Range Plan for Technology 2006-2010). If teachers are expected to teach and guide students into the demands of the 21st century, teachers must be able to get the support and training in educational technology. Currently, at my campus, there is an expectation of completing 3 or more hours of educational technology training. Teachers are also expected to complete 6 projects or more while using technology based programs. My recommendations for my campus is to continue utilizing equipment such as projectors, Elmo’s, Promethean Boards and computerized intervention programs to engage learners and differentiate instruction.
Sunday, March 6, 2011
Web Conference Experience for March 6.
I had the opportunity to attend one of the web conferences offered on March 6th. It was interesting to see how almost 100 people can log on and be part of a class discussion without having to be in a typical university classroom. I had never participated in a web conference. I was glad to be able to connect with others and saw that many of them had the same questions I did. I was able to learn more about class updates as well as program updates. Some of the frequently asked questions were how does TK20 work? When do we take ILD training? Questions about graduation and questions about the course? It was great to hear the professor provide better input about the course, instead of just reading her postings. I believe that dialogue is essential in learning! Even if it is virtual. The overwhelming part was having too many students asking questions at the same time. There were lots of great questions, but many were not answered. I believe that web conferencing can help me reflect and process. In addition, as a future campus leader, I can connect with staff and set meetings if necessary over the weekends. That is, particulary for new teachers. Typically, new teachers need more guidance and direction. Teaching can be an isolated field, and by monitoring how they are doing and answering questions that new teachers typically have from the convenience of their home could be a wonderful opportunity for collaboration and communication (increasing trust in their leader).
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