Sunday, March 27, 2011
web conference reflection
I did not have a very good experience during the web conference. I attended the March 20th conference. I have attended numerous other conferences, but this one had too many people attending. I could not keep up with the text and who was responding to what questions. In fact, Dr. Abernathy closed the conference twenty minutes into it and told us to just email all questions to her. Like I said, I have attended a lot of these conferences, so I know not all of them are like this one. From now on, I think I will start attending the ones that are not on Sunday afternoon.
Sunday, March 20, 2011
Action Plan
Superintendent is the spokesperson of the district. One of his/her main objectives is to create an effective learning environment across the entire district which includes improvements in technology.
Technology Administrators run the technology department by staying up-to-date on the latest trends in technology. They also help develop the district wide technology plan.
Principals are responsible for establishing a welcoming school environment for all students and teachers. They are responsible that achievement is the first priority of the campus and ensure that the district policies are enforced especially policies in technology.
Technology Instructors attend technology workshops that improve the district’s technology department. After attending these workshops, they report to their specific campus and train faculty and staff of the improvements.
Assistant Principal of Instruction ensures that technology is being adequately implemented in classroom instruction.
Instructional Specialists work with the assistant principals of instruction to make sure teachers in their specific department are implemented technology in the classroom effectively.
Technology Technicians work as a campus troubleshoot department. They report to classroom or computer labs when technical assistance is needed.
Teachers implement technology in the classroom through instruction and/or assessments. They also make sure that students needs are being met and that all district and state requirements are fulfilled.
The principal plays a large role in making sure the organizational chart is implemented and monitored. First of all, the principal is the middle man between central administration and his/her campus. Because of this relationship, the principal should be very familiar with the state and district policies. It is his/her responsibility to make sure these policies are followed at his/her campus especially with regards to technology. One way that the principal ensures that all faculty members understand the campus, district, and state policies is through staff developments. With 21st century learners, staff developments should be focused on effectively implementing technology in the classroom. The principal is the one who schedules and determines the topics of staff developments. According to the principal at my campus, he usually has a staff development every year focused on our area that needs to most improvement according to the STaR Chart and our Technology administrators. Another way that the principal and assistant principals make sure that the organizational chart is implemented is through classroom observations. During these observations, the principal or AP will make sure that the campus, district, and state policies are being implemented and determine what areas still need improvement.
After conducting interviews for week 3’s assignment, my campus’ most important technological need is educator development. One way our campus could improve in the area of gathering, analysis, and use of data would be to share the results with the faculty. For example, every year the whole campus has to fill out the STaR Chart. Most members of the staff never hear our campus results. Although all of these are public documents, most of our faculty does not know where to find the results. I believe having a professional development explaining our results from the AEIS report, the AYP report, and the STaR Chart would be very beneficial to our campus because it would address the areas where we need the most improvement. Also in the professional development, I would include an overview of the Long-Range Plan for Technology which focuses on the 21st Century learner. In order for the 21st century learner to benefit the most with instruction, technology must be integrated throughout the curriculum. I believe integration needs to begin with campus principals, assistant principals, and technology administrators collaborating with instructional specialists. Once the appropriate technology is decided, I think a professional development focused on technology integration is needed between teachers experienced in instruction and teachers experienced in technology. I think this collaboration would develop the most effective technology for the 21st century learner.
In using week 3’s report, there are numerous ways to forms of data that evaluates the campus and districts improvement plans, and local or state technology plans. For example, the Academic Excellence Indicator System (AEIS) measures the proficiency of the campus/district and compares the data to the state levels. After the campus has determined the areas of greatest need, the AEIS report is used to determine if progress is made. Another form of assessment a district has is the STaR chart. The STaR chart evaluates each campus in four areas of technology: Teaching and Learning, Educator Preparation and Development, Leadership, Administration, and Instructional Support, and Infrastructure for Technology. Each one of these areas is broke down into four different competency classifications. By having each area broken down, administrators are able to see what area of technology their campus needs to improve the most and what area do they have the greatest growth from the previous year.
Technology Administrators run the technology department by staying up-to-date on the latest trends in technology. They also help develop the district wide technology plan.
Principals are responsible for establishing a welcoming school environment for all students and teachers. They are responsible that achievement is the first priority of the campus and ensure that the district policies are enforced especially policies in technology.
Technology Instructors attend technology workshops that improve the district’s technology department. After attending these workshops, they report to their specific campus and train faculty and staff of the improvements.
Assistant Principal of Instruction ensures that technology is being adequately implemented in classroom instruction.
Instructional Specialists work with the assistant principals of instruction to make sure teachers in their specific department are implemented technology in the classroom effectively.
Technology Technicians work as a campus troubleshoot department. They report to classroom or computer labs when technical assistance is needed.
Teachers implement technology in the classroom through instruction and/or assessments. They also make sure that students needs are being met and that all district and state requirements are fulfilled.
The principal plays a large role in making sure the organizational chart is implemented and monitored. First of all, the principal is the middle man between central administration and his/her campus. Because of this relationship, the principal should be very familiar with the state and district policies. It is his/her responsibility to make sure these policies are followed at his/her campus especially with regards to technology. One way that the principal ensures that all faculty members understand the campus, district, and state policies is through staff developments. With 21st century learners, staff developments should be focused on effectively implementing technology in the classroom. The principal is the one who schedules and determines the topics of staff developments. According to the principal at my campus, he usually has a staff development every year focused on our area that needs to most improvement according to the STaR Chart and our Technology administrators. Another way that the principal and assistant principals make sure that the organizational chart is implemented is through classroom observations. During these observations, the principal or AP will make sure that the campus, district, and state policies are being implemented and determine what areas still need improvement.
After conducting interviews for week 3’s assignment, my campus’ most important technological need is educator development. One way our campus could improve in the area of gathering, analysis, and use of data would be to share the results with the faculty. For example, every year the whole campus has to fill out the STaR Chart. Most members of the staff never hear our campus results. Although all of these are public documents, most of our faculty does not know where to find the results. I believe having a professional development explaining our results from the AEIS report, the AYP report, and the STaR Chart would be very beneficial to our campus because it would address the areas where we need the most improvement. Also in the professional development, I would include an overview of the Long-Range Plan for Technology which focuses on the 21st Century learner. In order for the 21st century learner to benefit the most with instruction, technology must be integrated throughout the curriculum. I believe integration needs to begin with campus principals, assistant principals, and technology administrators collaborating with instructional specialists. Once the appropriate technology is decided, I think a professional development focused on technology integration is needed between teachers experienced in instruction and teachers experienced in technology. I think this collaboration would develop the most effective technology for the 21st century learner.
In using week 3’s report, there are numerous ways to forms of data that evaluates the campus and districts improvement plans, and local or state technology plans. For example, the Academic Excellence Indicator System (AEIS) measures the proficiency of the campus/district and compares the data to the state levels. After the campus has determined the areas of greatest need, the AEIS report is used to determine if progress is made. Another form of assessment a district has is the STaR chart. The STaR chart evaluates each campus in four areas of technology: Teaching and Learning, Educator Preparation and Development, Leadership, Administration, and Instructional Support, and Infrastructure for Technology. Each one of these areas is broke down into four different competency classifications. By having each area broken down, administrators are able to see what area of technology their campus needs to improve the most and what area do they have the greatest growth from the previous year.
Monday, March 7, 2011
National Education Technology Plan 2010
The U.S. Department of Education released The National Educational Technology Plan: Transforming American Education: Learning Powered by Technology in 2010. This plan focuses are two main goals. The first goal is raising the porportion of college graduates. It is currently around 41%, and the goal is have around 60% of our population holding a two-year or four-year degree by 2020. The other goal is to close the achievement gap so that all students graduate from high school ready to succeed in college and careers. I believe these are great goals to have, but I am not sure we are taking the appropriate steps as educators, school districts, and a government to ensure these goals are met.
According to the Department of Education, learning should be engaging and empowering for all learners. They say that educators should focus on what and how we teach material and make sure it matches what people need to know, how they learn, where and when they will learn, and who needs to learn. Although many educators may not implement this ideology, this philosophy is taught in education programs around the country. Also, this technology plans states that technology should be brought into classrooms and school to motivate and inspire all students to achieve.
Just as technology can improve learning, the Department of Education believes incorporating technology in teaching will help increase the abilities of educators. Incorporating technology in teaching will allow teachers to have access to resources that help them respond to certain data, and it will also allow them to collaborate with other teachers and classrooms.
According to the Department of Education, learning should be engaging and empowering for all learners. They say that educators should focus on what and how we teach material and make sure it matches what people need to know, how they learn, where and when they will learn, and who needs to learn. Although many educators may not implement this ideology, this philosophy is taught in education programs around the country. Also, this technology plans states that technology should be brought into classrooms and school to motivate and inspire all students to achieve.
Just as technology can improve learning, the Department of Education believes incorporating technology in teaching will help increase the abilities of educators. Incorporating technology in teaching will allow teachers to have access to resources that help them respond to certain data, and it will also allow them to collaborate with other teachers and classrooms.
Progress Report on the Long Range Plan for Technology
The Progress Report on the Long-Rane Plan for Technology highlights legislatively mandated programs that were implemented throughout 2006-2008. These programs include Technology Immersion Pilot (TIP) and the Texas Virtual School Network (TxVSN). Technology Immersion Pilot was introduced to cover the progress made through the third and fourth years of the pilot implementation. There is numerous data that shows that the TIP was successful during 2006-2008.
The provisional report on the Texas Virtual School Network details the implementation of Senate Bill 1788 passed by the 80th Legislature which called for the Commissioner of Education to establish the Texas Virtual School Network (TxVSN) to provide additional opportunities and options for Texas students through access to online courses.
Also included in the Progress Report are the four sections devoted to progress in meeting the recommendations in the Long-Range Plan for Technology, 2006-2020. These four sections are Teaching and Learning, Educator Preparation and Development, Leadership, Administration and Instructional Support, and Infrastructure for Technology. Yearly, campuses complete a STaR Chart which shows each campus how they rank in each section.
The final portion of this progress report is a summary of the wide array of services provided by regional education service centers (ESCs) and their work to implement the recommendations in the Long-Range Plan. Each center provides a variety of programs and technology professional development to support teaching and learning, certification opportunities, and other services to their schools.
The provisional report on the Texas Virtual School Network details the implementation of Senate Bill 1788 passed by the 80th Legislature which called for the Commissioner of Education to establish the Texas Virtual School Network (TxVSN) to provide additional opportunities and options for Texas students through access to online courses.
Also included in the Progress Report are the four sections devoted to progress in meeting the recommendations in the Long-Range Plan for Technology, 2006-2020. These four sections are Teaching and Learning, Educator Preparation and Development, Leadership, Administration and Instructional Support, and Infrastructure for Technology. Yearly, campuses complete a STaR Chart which shows each campus how they rank in each section.
The final portion of this progress report is a summary of the wide array of services provided by regional education service centers (ESCs) and their work to implement the recommendations in the Long-Range Plan. Each center provides a variety of programs and technology professional development to support teaching and learning, certification opportunities, and other services to their schools.
Sunday, March 6, 2011
STar chart
Check out this SlideShare Presentation:
STar chart
View more presentations from mollie5286.
Educator Preparation and Development
I believe the area of the Texas Long Range Plan for Technology that needs the most improvement is Educator Preparation and Development. In order to impact the classroom, educators must be committed to ongoing professional development, be able to model appropriate use of technology, and be able to take the initiative to increase personal learning. I believe this area needs to most attention because currently 69% of our campuses statewide are only achieving a Developing Tech status. This data is consistent with my campus’ local data. Achieving a Developing Tech status means that the use of technology is for administrative tasks and classroom management, only 40% of educators meet SBEC standards, and 6-24% of technology budget allocated for professional development. Over the last three years, the percentage of campuses achieving Developing Tech in the area of Educator Preparation has decreased and the amount of campuses achieving Advanced Tech has increased. Again, this is very consistent to the data at my local campus. Three years ago, our campus was performing at an Early Tech level. Since then, our scores have steadily increased.
If a district wants to improve their scores in the area of Educator Development, I believe they need to start spending more of the technology budget on professional development. I have found by experience that a lot of districts have various types of technology, but a lot of their staff is not familiar with how to effectively incorporate it into their curriculum. I believe having staff development focused on incorporating technology into the classroom is the most effective way to increase the scores of Educator Preparation and Development.
If a district wants to improve their scores in the area of Educator Development, I believe they need to start spending more of the technology budget on professional development. I have found by experience that a lot of districts have various types of technology, but a lot of their staff is not familiar with how to effectively incorporate it into their curriculum. I believe having staff development focused on incorporating technology into the classroom is the most effective way to increase the scores of Educator Preparation and Development.
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