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R herrera edtc6342_project5_staff development plan
 

R herrera edtc6342_project5_staff development plan

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EDTC 6342

EDTC 6342
Project 5
Staff Development Plan

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    R herrera edtc6342_project5_staff development plan R herrera edtc6342_project5_staff development plan Presentation Transcript

    • VISION • TO DEVELOP A POSITIVE INTERACTIVE LEARNING ENVIRONMENT COMPLETE WITH TRAINING ON CURRENT APPLICATIONS DESIGNED TO IMPROVE CLASSROOM PERFORMANCE.
    • ASSESSMENT • CURRENT STAFF DEVELOPMENT PROVIDES TRAINING ON PROGRAMS CURRENTLY IN USE AND IS VERY LIMITED ON TIME AND EQUIPMENT. • SPACE IS AVAILABLE TO INCREASE THE AMOUNT OF PARTICIPANTS AND EXPLORE MORE RELEVANT PROGRAMS.
    • GOALS • MAKE STAFF AWARE OF THE PROGRAMS AND APPLICATIONS AVAILABLE FOR USE. • TRAIN ON THESE PROGRAMS AND DEMONSTRATE HOW TO APPLY THEM IN THE IN CLASSROOM. • EXPAND THE AWARENESS OF AND PROMOTE THE USE OF ONLINE LEARNING. • SUGGEST TEACHERS CREATE AT LEAST ONE ONLINE LESSON PER GRADING PERIOD. • INCREASE TEACHER’S EXPERTISE OF TECHNOLOGY AND STUDENT USE.
    • ACTIONS • MAKE EVERY EFFORT TO INCLUDE TEACHERS’ NEEDS WHEN CONSTRUCTING TRAINING PLANS. • CONDUCT INTERACTIVE TRAINING UTILIZING THE LATEST PROGRAMS OR APPLICATIONS. • CONDUCT FOLLOW-UP FOR IMPLEMENTATION OF TRAINING. • CONTINUE TO SEEK NEW APPROPRIATE TECHNOLOGIES.
    • IMPLEMENTATION Connection to student learning Teachers will show how their style of instruction allows flexibility to address the individual learning styles, while engaging higher-order thinking skills and providing opportunities for collaboration. Hands-On Technology Use Demonstrate how to use technology. Teachers will participate in interactive training sessions in order to develop their confidence and acquire new skills. Variety of Learning Experiences Provide teachers access to a variety of learning opportunities. Exposure to various learning experiences such as mentoring, modeling, workshops, and structured observations (as cited in Rodriguez, 2000). Curriculum-Specific Applications New Roles for Teachers Teachers learn how to identify and infuse technology into curriculum. They will research and apply selected applications designed to enhance curriculum. Not only will teachers use technology in the classroom, but also outside the classroom environment. Teachers will find themselves collaborating on school-wide projects, distance education, and cross-school peer groups (Rodriguez, 2000).
    • IMPLEMENTATION Collegial Learning Active Participation of Teachers Teachers will collaborate with each other in professional networks emphasizing best practices and new found technologies. Teachers will seek technology training opportunities and actively participate sharing knowledge on and around campus. Ongoing Process Teachers will practice technology skills throughout the year. Experiment with programs and applications while refining their skills. Sufficient time Administration will create a climate that works to fit technology training into the training schedule. One of the biggest obstacles to overcome is finding enough time to participate in technology training. The campus will consider dedicating one-fourth of staff development time to technology training. Technical assistance and support Teachers need access to reliable time-sensitive technical support. When teachers encounter difficulties they need immediate support otherwise teachers will lose interest (Rodriguez, 2000).
    • IMPLEMENTATION Administrative support Adequate resources Administration must be willing to take an aggressive role in promoting technology training and use throughout the campus. Administrators must have a clear vision of technology to support student learning (Rodriguez, 2000). The campus will continue to provide each teacher with a networked computer capable of delivering instruction. The district will also provide enough trained technical professionals in order to maintain and upgrade the equipment. Continuous funding The district will secure alternative methods to secure funding. Applying for additional grants inline with local, state, and national technology objectives. In addition, soliciting local businesses or creating partnerships with willing participants. Built-in evaluation Conducting formative and summative evaluations will determine where improvements can be made. During the school year, technology training and use will be evaluated for effectiveness. Increased teacher implementation and student use rates will validate findings.
    • CONCLUSION • TECHNOLOGY FALLS INTO THE HANDS OF EVERYONE ON CAMPUS. • FROM ADMINISTRATION, TO TECHNICAL SUPPORT, TO THE TEACHERS AND ULTIMATELY THE STUDENTS. • IN ORDER TO MEET OUR TECHNOLOGY GOALS, WE MUST TAKE AN AGGRESSIVE APPROACH TO LEARNING MORE ABOUT TECHNOLOGY AND HOW TO APPLY IT. • THEN WE MUST VALIDATE OUR TRAINING PROGRAMS WITH THE END RESULT OF INCREASED STUDENT AWARENESS.
    • REFERENCES RODRIGUEZ, G. (2000). CRITICAL ISSUE: PROVIDING PROFESSIONAL DEVELOPMENT FOR EFFECTIVE TECHNOLOGY USE. RETRIEVED FROM NORTH CENTRAL REGIONAL EDUCATIONAL LABORATORY: HTTP://WWW.NCREL.ORG/SDRS/AREAS/ISSUES/METHODS/TECHNLGY/TE1000.HTM