Week 4 Assignment, Part 1: Development of an organization chart integrating technology
Using the campus and district improvement plans, and any suggested technology improvements, develop an organization chart that includes the following:
· Identify by title or job description all personnel/stakeholders responsible for integrating technology and instructional and organization leadership from the district office to the campus and classroom;
· Provide a brief description of the role and responsibilities of all identified personnel in your organizational chart;
· Discuss the role of the principal in making sure the organizational chart is implemented and monitored.
Educational Technology Specialist: To support the District’s goal of improving instruction for all students by creating engaging activities, programs, tasks, assignments, and opportunities that result in high levels of student achievement.
Campus Technology Committee: To provide leadership on campus and a voice for teachers and students regarding technology issues and needs. The CTC will report to the campus principal and technology specialist.
Academic Deans: To support the classroom teacher in the discovery and integration of technology into the classroom.
Grade Level Principals: To support teachers in the implementation of technology goals listed on the campus instructional plan.
Teachers: To integrate and instruct students in the technology provided by the campus/district. They are the direct link to our most important stakeholder, our students.
Week 4 Assignment, Part 2: Professional Development Planning
Using the campus and district improvement plans, and any suggested technology improvements, develop professional development activities that include the following:
· Reference analysis and lessons learned about the technology needs from the Week 3 report;
· Addresses professional development designed to improve the gathering, analysis and use of data from a variety of sources;
· Includes professional development to improve decision making in the integration of technology with instructional and organizational leadership.
A major push in our district and in the state is to look at the information found in the STaR Chart survey. However, I do feel that it is important for teachers to understand the significance of this survey. I do feel that its entire purpose is not completely understood. With that said, a professional development opportunity that would aid teachers and the district would be to use the STaR Chart in planning, instruction and reflection of our lessons. This could easily be monitored by classroom observations and lesson planning. This would easily involve all members of a campus in the implementation process. It will also allow for the campus to begin to meet our goal of achieving 100% completion of our district technology proficiency exam. Any extra help that teachers could have at utilizing the information that the STaR Chart may provide will be significant in closing the gap for many educators who are “digital immigrants”, searching to become “digital citizens”.
Week 4 Assignment, Part 3: Evaluation Planning for Action Plan
The technology action plan integrating instructional an organizational leadership must include evaluation components that provide measurable outcomes designed to address the following:
· Uses data and other analysis from the Week 3 report, including using the campus and district improvement plans, and local or state technology plans;
· Provides assessments and/or monitoring reports measuring professional development designed to use technology to improve the gathering, analysis and use of data from a variety of sources;
· Provides assessments and/or monitoring evaluating professional development to improve decision making in the integration of technology with instructional and organizational leadership.
We will use the information from our STaR Chart evaluation to evaluate the status of our campus technology uses.
We will analyze the success of our district technology proficiency exams by campus to see the progress being made in the technology IQ of our teachers.
Set a campus goal that 100% of all teachers will pass the district technology proficiency exams by the end of the school year.
Identify STaR Chart evaluations to plan lessons and provide evidence of these lessons to our grade level principal.
Identify campus technology standards for each department to implement.
Provide district wide technology curriculum training using our teachers to promote technology in the classroom.
Monday, March 21, 2011
Sunday, March 6, 2011
Rethinking Technology in the Classroom
The U.S. Department of Education published a plan to integrate technology into the American classroom. As we dive deeper into the 21st century we continue to see how technology advances and it is only natural that our education system advance with it. With that, we must generate a plan or course of action on how we do this. In a 100 plus page draft, the department of education has charted its course for our technology plan. Like many drafts of a new plan, there are very lofty expectations and goals. As we read, we wonder if these goals are attainable. We will focus on learning, teaching and training. These will be the keys to moving from a draft to a final copy of a plan.
We start with our Learning Goals first. The draft states as its goal: "All learners will have engaging and empowering learning experiences both in and outside of school that prepare them to be active, creative, knowledgable and ethical participants in our globally networked society." (National Educational Technology Plan 2010, pg. 9) Like any good objective, we start off with "all learners". It is crucial to undertand the expectations of that statement. It does not distinguish one type of learner from the next. With that statement we must use every available resource to meet this goal. As long as we focus on the first two words in this statement, every goal will be attainable. We have to put all of our resources into the learning experiences of all of our learners.
Next, we look to the teaching. "Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise and learning experiences that can empower and inspire them to provide more effective teaching for all learners." (National Educational Technology Plan 2010, pg. 39) As an educator, we must strive to be lifelong learners. By having the individual support, we really do not have any excuse not to learn. To teach you must first be able to learn. We must strive to use all of the available resources so that we can become the most effective teachers possible.
Last, we look at the process or production. The goals stated for this area are, "Our education system at all levels will redesign process and structures to take advantage of the power of technology to improve learning outcomes while making more efficent use of time, money and staff." (National Educational Technology Plan 2010, pg. 63) In a time where our state is struggling to find a way to fund schools, I feel that this plan has "hit the nail on the head." We must be efficent in our time, money and staff. In the area of professional development we have to utilize these opportunities. There is a fine balance between having educators attend these development lectures and making them attend these development lectures. We as administrators must find ways to encourage our staff to attend and understand the importance of adding technology into our classrooms.
So what is in a plan? According to the draft, we must rethink our basic assumptions. We have to get out of our comfort zones and teach kids with the best resources available. Does every school have a Smart Board or even an ELMO? Probably not. What we do have are many available resources and opportunities that go untouched. We cannot wait for them to come to us. As a school leader we have to seek out the best for our children to have the best. As a teacher, we must use every resource available to us to reach every child possible. This is a summary of a draft, let's make it a summary of a reality.
We start with our Learning Goals first. The draft states as its goal: "All learners will have engaging and empowering learning experiences both in and outside of school that prepare them to be active, creative, knowledgable and ethical participants in our globally networked society." (National Educational Technology Plan 2010, pg. 9) Like any good objective, we start off with "all learners". It is crucial to undertand the expectations of that statement. It does not distinguish one type of learner from the next. With that statement we must use every available resource to meet this goal. As long as we focus on the first two words in this statement, every goal will be attainable. We have to put all of our resources into the learning experiences of all of our learners.
Next, we look to the teaching. "Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise and learning experiences that can empower and inspire them to provide more effective teaching for all learners." (National Educational Technology Plan 2010, pg. 39) As an educator, we must strive to be lifelong learners. By having the individual support, we really do not have any excuse not to learn. To teach you must first be able to learn. We must strive to use all of the available resources so that we can become the most effective teachers possible.
Last, we look at the process or production. The goals stated for this area are, "Our education system at all levels will redesign process and structures to take advantage of the power of technology to improve learning outcomes while making more efficent use of time, money and staff." (National Educational Technology Plan 2010, pg. 63) In a time where our state is struggling to find a way to fund schools, I feel that this plan has "hit the nail on the head." We must be efficent in our time, money and staff. In the area of professional development we have to utilize these opportunities. There is a fine balance between having educators attend these development lectures and making them attend these development lectures. We as administrators must find ways to encourage our staff to attend and understand the importance of adding technology into our classrooms.
So what is in a plan? According to the draft, we must rethink our basic assumptions. We have to get out of our comfort zones and teach kids with the best resources available. Does every school have a Smart Board or even an ELMO? Probably not. What we do have are many available resources and opportunities that go untouched. We cannot wait for them to come to us. As a school leader we have to seek out the best for our children to have the best. As a teacher, we must use every resource available to us to reach every child possible. This is a summary of a draft, let's make it a summary of a reality.
So how are we doing?
Texas has done an incredible job of looking to the future and incorportating technology. The School Technology and Readiness (STaR) Chart has listed as its key areas: Teaching and Learning, Educator Prepartation and Development, Administration and Instructional Support and Infrastructure for Technology. The following will be a summary of the advancements made and the place we are headed.
We as educator wear many hats. We must learn to adapt to the changing technological advancements in our world. We must be mentors to our students and even co-workers. We cannot be afraid to access the new technology and look for ways to integrate it into our lessons. We do know that we must find ways to have students use the internet safely. Plus we can continue to look for ways to increase distance education. There are many advancements in the realm of Teaching and Learning. The key is remembering that both are lifelong endeavors.
In order to prepare ourselves for technology, we have to secure time to get better at using it. Our administrators continue to be tasked with finding time for their teachers to plan. It is crucial that this time is used wisely. We must also take advantage of the professional development that is set up for us. In the college and university educator preparation programs they are being instructed to provide applicable training with technology. One continued task is to serve the veteran teachers with various technology advancements. Websites like the Technology Application Teachers Network, provide teachers with opportunities to incorportate technology into the classroom.
As an administrator, you must continue to provide opportunities for teachers to develop their technology savvy. Administrators do this by facilitating and implementing technology into the campus structure. Also allocating budget for new technology has been extremely beneficial to the classroom and its students. STaR also provide administrators with data regarding the needs of the campus along with setting goals for each teacher to accomplish.
With the all of the above improvements, we cannot get anywhere without the development of the technology infrastructure. This does mean more than cables and computers. The human element will be vital to the success of any technology innitiative. By school districts hiring technology positions to support faculty and students, they are showing a committment to the goals of the state. This infrastructure can be unlimited! Connecting schools, districts or even bigger than that.
Each region 1 thourgh 20 are all setting goals for their regions to meet. They have alloted time and professional development opportunities that will provide for the necessary training in technology advancement.
We as educator wear many hats. We must learn to adapt to the changing technological advancements in our world. We must be mentors to our students and even co-workers. We cannot be afraid to access the new technology and look for ways to integrate it into our lessons. We do know that we must find ways to have students use the internet safely. Plus we can continue to look for ways to increase distance education. There are many advancements in the realm of Teaching and Learning. The key is remembering that both are lifelong endeavors.
In order to prepare ourselves for technology, we have to secure time to get better at using it. Our administrators continue to be tasked with finding time for their teachers to plan. It is crucial that this time is used wisely. We must also take advantage of the professional development that is set up for us. In the college and university educator preparation programs they are being instructed to provide applicable training with technology. One continued task is to serve the veteran teachers with various technology advancements. Websites like the Technology Application Teachers Network, provide teachers with opportunities to incorportate technology into the classroom.
As an administrator, you must continue to provide opportunities for teachers to develop their technology savvy. Administrators do this by facilitating and implementing technology into the campus structure. Also allocating budget for new technology has been extremely beneficial to the classroom and its students. STaR also provide administrators with data regarding the needs of the campus along with setting goals for each teacher to accomplish.
With the all of the above improvements, we cannot get anywhere without the development of the technology infrastructure. This does mean more than cables and computers. The human element will be vital to the success of any technology innitiative. By school districts hiring technology positions to support faculty and students, they are showing a committment to the goals of the state. This infrastructure can be unlimited! Connecting schools, districts or even bigger than that.
Each region 1 thourgh 20 are all setting goals for their regions to meet. They have alloted time and professional development opportunities that will provide for the necessary training in technology advancement.
Yes, I love technology...
Kip from the movie "Napoleon Dynamite" said it best when he seronaded his bride with his ode to technology. So do the teachers of Texas share the same passion for technology? Well that is why the state of Texas has come up with the STaR Chart. I have to admit, the first few times I received the email stating that I needed to complete this chart, I scoffed and went on checking my parent emails. It was not until I wised up and spoke with an administrator that I found out the meaning behind this survey. So when we started up our most recent class at Lamar University (Go Cardinals!) I was anxious to find out more about this STaR survey.
So what does STaR stand for? School Technology and Readiness. The seriousness of this is actually transforming. Ultimately, we as educators must look within ourselves to find out where we stand when it comes to integrating technology to our classroom. Like anything else in education we must be accountable to... well... everyone on what we are doing in the classroom. Are we meeting the needs of the new generation of Texans? I chose to look at one facet of this chart and will seek to grasp the trends behind our Educator Prepartation and Development.
I feel that this portion of the chart deals with two main ideas. First, being that of the new teacher. Are we preparing them for the new world of education. Being only in my seventh year of teaching, it has not been too long since I was on the other side of the desk. Even so, I have seen the integration of technology and education grow leaps and bounds since 1999. One push from the Texas Education Agency is that our educator preparation programs provide appropriat uses of technology to our teachers-in-training. They have to provide coursework that will give these students a chance to work with technology standards and their core subject. This seems to be an easy sell. Plus many of these educators are a product of the technology revolution. Many of these new teachers will be looked upon to educate their soon to be veteran colleagues.
The old dogs and their new tricks. The second part to this is teaching the veteran teachers how to use technology in the classroom. Still being relatively new to the profession I have become a custom to a certain way of doing things. This could be hard. However, if your district/campus provides opportunities for professional development (which they do) you should have no trouble seeking out technology hours. Looking at the SBEC requirements for technology standards should be sufficient for any teacher to have a guideline. Plus, as mentioned before, do not hesitate to share ideas with other teachers... especially the new guy with all the background in technology.
So what does STaR stand for? School Technology and Readiness. The seriousness of this is actually transforming. Ultimately, we as educators must look within ourselves to find out where we stand when it comes to integrating technology to our classroom. Like anything else in education we must be accountable to... well... everyone on what we are doing in the classroom. Are we meeting the needs of the new generation of Texans? I chose to look at one facet of this chart and will seek to grasp the trends behind our Educator Prepartation and Development.
I feel that this portion of the chart deals with two main ideas. First, being that of the new teacher. Are we preparing them for the new world of education. Being only in my seventh year of teaching, it has not been too long since I was on the other side of the desk. Even so, I have seen the integration of technology and education grow leaps and bounds since 1999. One push from the Texas Education Agency is that our educator preparation programs provide appropriat uses of technology to our teachers-in-training. They have to provide coursework that will give these students a chance to work with technology standards and their core subject. This seems to be an easy sell. Plus many of these educators are a product of the technology revolution. Many of these new teachers will be looked upon to educate their soon to be veteran colleagues.
The old dogs and their new tricks. The second part to this is teaching the veteran teachers how to use technology in the classroom. Still being relatively new to the profession I have become a custom to a certain way of doing things. This could be hard. However, if your district/campus provides opportunities for professional development (which they do) you should have no trouble seeking out technology hours. Looking at the SBEC requirements for technology standards should be sufficient for any teacher to have a guideline. Plus, as mentioned before, do not hesitate to share ideas with other teachers... especially the new guy with all the background in technology.
Friday, July 30, 2010
Young man... you have got it!
ACTION RESEARCH PROJECT
PROCESS OVERVIEW REVISIONS
ROLE OF ATHLETICS IN THE OVERALL EDUCATION PROCESS
I. OBJECTIVE- To investigate the correlation of athletic participation and the overall education process. To establish a foundation for continuing research as to whether or not the athletic department is facilitating the academic growth its student-athletes require. Acquire new information on how athletics can support the overall educational mission and standards set by the school.
II. ACTIVITIES- To accomplish the above stated objective, we will need to collaborate with various faculty and staff members on campus.
1. Data processor- We will collect information on athletic period enrollment, as well as, receiving progress report data every three weeks. This will allow us to compare failures across the school. This data will include all student progress at the three weeks mark.
2. Attendance Clerk- We will collect weekly data of school wide attendance. This will allow us to chart the attendance of the athletes versus the regular student. In our athletic policy there are provisions regarding attendance.
3. Principal’s office- We will collect discipline data on all students and determine how many athletes were seen by a principal for discipline reasons. This will help us to determine the amount of time student-athletes are spending outside of the classroom due to discipline issues.
4. Counseling office- We will collect TAKS data of all of the students in the athletic periods. This will give us an opportunity to study their scores as a whole compared to the rest of the school population.
III. RESOURCES- We will use a variety of resources to collect our data. As stated above, we will use various faculty and staff members in collecting our data.
1. Parent Portal- This is an online grade book that will allow us to stay updated on student performance. As an educator we will have access to our student’s grades for every class and set up and alert when those students have grades fall below our specified perimeters.
2. Data Processor- Our Data Processor will be able to provide progress report information for all students in the school. These reports will be set to only show the students who are failing a minimum of one class during the grading period. We will be able to separate any athlete that is on this report and have an accurate count of both athlete and non-athlete failing at this grading period.
3. Principal- By collaborating with our grade level principal, we will be able to monitor any discipline activity that occurs with our athletes. This information will only need to show the ratio between athlete referrals and non-athlete referrals.
4. Counselors- Our counselors will be able to provide us information on the latest TAKS data. We also will be able to pull athlete information using a program called COMPASS to check on TAKS data for the student-athletes assigned to each coach. We will also use Benchmark Exam data to monitor the progress of the athlete and non-athlete. This testing tool gives us an opportunity to see how the students are progressing in their courses. This data is also provides information concerning students district wide.
5. Attendance- Our Attendance Clerk will set us up with daily/weekly reports that will show school attendance data. This will allow us to see the number of athletes that are missing school versus the number of non-athletes that are not attending school. This data could also serve as a correlation between attendance and grades.
IV. TIMELINE FOR COMPLETION- Due to nature of our research we will be studying this topic into the end of the school year. However, we will be able to collect vital data throughout the fall and spring semesters. The attendance data and the three weeks progress reports will allow us to compile valuable information. This will also give us time for self reflection throughout the year allowing us to find ways to improve our parts in the education process.
V. PERSONS RESPONSIBLE- Ultimately, myself as the Athletic Coordinator will take on the brunt of this project. There will be many other players involved in our research. Coaches, teachers, administrators and counselors will all aid in the compiling of our data as well as the implementation of any changes that may come about as a result of our findings. Our findings will also make it possible for further research on the district level. This will serve as a tool to improve the role of athletics in all the district secondary schools.
VI. PROCESS FOR MONITORING DATA- There will be many avenues in which to monitor our data. One such way will be through the use of three week progress reports. We will be able to have data online and in a hard copy format. Every three weeks there is a progress report given regarding the current status of all students in the school. The use of Benchmark Testing will also allow us the opportunity to have more information available throughout the year. Through collaboration with our data processor, I will have access to this data and will be able to decipher its information.
VII. ASSESSMENT OF ACTION RESEARCH- With the ability to monitor most of the data coming in throughout the year we will be able to keep track our research more thoroughly. With the weekly attendance records and three weeks progress reports, we will have a constant turnover of information. This will not allow the study to become stagnant or incomplete. By the end of the school year we will have the preliminary TAKS data available to us. This will allow us to compile the data and report our findings. Most importantly this study can be performed multiple times. It will allow us as athletic administrators a chance to evaluate our performance and our overall contributions to the education process.
PROCESS OVERVIEW REVISIONS
ROLE OF ATHLETICS IN THE OVERALL EDUCATION PROCESS
I. OBJECTIVE- To investigate the correlation of athletic participation and the overall education process. To establish a foundation for continuing research as to whether or not the athletic department is facilitating the academic growth its student-athletes require. Acquire new information on how athletics can support the overall educational mission and standards set by the school.
II. ACTIVITIES- To accomplish the above stated objective, we will need to collaborate with various faculty and staff members on campus.
1. Data processor- We will collect information on athletic period enrollment, as well as, receiving progress report data every three weeks. This will allow us to compare failures across the school. This data will include all student progress at the three weeks mark.
2. Attendance Clerk- We will collect weekly data of school wide attendance. This will allow us to chart the attendance of the athletes versus the regular student. In our athletic policy there are provisions regarding attendance.
3. Principal’s office- We will collect discipline data on all students and determine how many athletes were seen by a principal for discipline reasons. This will help us to determine the amount of time student-athletes are spending outside of the classroom due to discipline issues.
4. Counseling office- We will collect TAKS data of all of the students in the athletic periods. This will give us an opportunity to study their scores as a whole compared to the rest of the school population.
III. RESOURCES- We will use a variety of resources to collect our data. As stated above, we will use various faculty and staff members in collecting our data.
1. Parent Portal- This is an online grade book that will allow us to stay updated on student performance. As an educator we will have access to our student’s grades for every class and set up and alert when those students have grades fall below our specified perimeters.
2. Data Processor- Our Data Processor will be able to provide progress report information for all students in the school. These reports will be set to only show the students who are failing a minimum of one class during the grading period. We will be able to separate any athlete that is on this report and have an accurate count of both athlete and non-athlete failing at this grading period.
3. Principal- By collaborating with our grade level principal, we will be able to monitor any discipline activity that occurs with our athletes. This information will only need to show the ratio between athlete referrals and non-athlete referrals.
4. Counselors- Our counselors will be able to provide us information on the latest TAKS data. We also will be able to pull athlete information using a program called COMPASS to check on TAKS data for the student-athletes assigned to each coach. We will also use Benchmark Exam data to monitor the progress of the athlete and non-athlete. This testing tool gives us an opportunity to see how the students are progressing in their courses. This data is also provides information concerning students district wide.
5. Attendance- Our Attendance Clerk will set us up with daily/weekly reports that will show school attendance data. This will allow us to see the number of athletes that are missing school versus the number of non-athletes that are not attending school. This data could also serve as a correlation between attendance and grades.
IV. TIMELINE FOR COMPLETION- Due to nature of our research we will be studying this topic into the end of the school year. However, we will be able to collect vital data throughout the fall and spring semesters. The attendance data and the three weeks progress reports will allow us to compile valuable information. This will also give us time for self reflection throughout the year allowing us to find ways to improve our parts in the education process.
V. PERSONS RESPONSIBLE- Ultimately, myself as the Athletic Coordinator will take on the brunt of this project. There will be many other players involved in our research. Coaches, teachers, administrators and counselors will all aid in the compiling of our data as well as the implementation of any changes that may come about as a result of our findings. Our findings will also make it possible for further research on the district level. This will serve as a tool to improve the role of athletics in all the district secondary schools.
VI. PROCESS FOR MONITORING DATA- There will be many avenues in which to monitor our data. One such way will be through the use of three week progress reports. We will be able to have data online and in a hard copy format. Every three weeks there is a progress report given regarding the current status of all students in the school. The use of Benchmark Testing will also allow us the opportunity to have more information available throughout the year. Through collaboration with our data processor, I will have access to this data and will be able to decipher its information.
VII. ASSESSMENT OF ACTION RESEARCH- With the ability to monitor most of the data coming in throughout the year we will be able to keep track our research more thoroughly. With the weekly attendance records and three weeks progress reports, we will have a constant turnover of information. This will not allow the study to become stagnant or incomplete. By the end of the school year we will have the preliminary TAKS data available to us. This will allow us to compile the data and report our findings. Most importantly this study can be performed multiple times. It will allow us as athletic administrators a chance to evaluate our performance and our overall contributions to the education process.
Friday, July 23, 2010
Student-Athletes--- An Oxymoron?
So I am going to tackle the hot button topic of Athletics in the secondary school. Now being a coach I might be a little partial to the whole athletic period but, I still would like to see what the whole hub-ub is about. This will be an interesting week of action research, I can already tell...
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