Part 1: Development of Organizational Chart integrating technology The Action Plan was designed and developed from interviews conducted with Dr. Kyle Collier – Superintendent, Dr. Mathews - Pottsboro High School Principal, Wendi Russell – Pottsboro Middle School Principal, Mary Malear – Technology Director, Bart Williams – Classroom teacher. Superintendent Technology Coordinator Instructional Technology Specialist Technician High School Principal Classroom Teacher Superintendent, Dr. Kyle Collier – To lead, guide, and direct every member of the administrative, instructional, and support services teams in setting and achieving the highest standards of excellence in educational programs and operating systems. Technology Coordinator, Mary Malear - To lead, guide, and direct every member of the administrative, instructional, and support services teams in setting and achieving the highest standards of excellence in educational programs and operating systems. Instructional Technology, Sheila Robinson - provides technology support for curriculum areas through implementation of technology TEKS and support of staff as they integrate technology into instruction. Technician, Sherrie Tew - This person is responsible for the installation, maintenance, and support of the district's computing systems, networks, and data communications technologies, including hardware and software. Principal, Dr. Kevin Matthews – develop and implement plans to address technology needs, including evaluation of hardware and software and management of information relating to attendance, grade reporting, scheduling, demographic data, and budgetary information. Effectively match software designs with curriculum goals, and to motivate and equip teachers to link technology with improved student learning. Classroom Teacher – Implement technology TEKS and support students as they integrate technology into the learning process. Part two: Professional Development Planning: Pottsboro Independent School District is committed to developing, facilitating, and providing different models of professional development including “just-in-time” immediate access to relevant, high-quality professional development. A combination on-line “just-in-time” resource and peer teaching model will be implemented to guide the staff in integrating technology into all facets of teaching and learning, management and planning. Every classroom in our district has at least 3 computers, a ceiling mounted projector, an interactive Smartboard, and a document camera that are used by the teacher to deliver instruction. Teachers use these tools to enrich instruction by integrating Discovery Education United Streaming videos, educational websites, Smartboard on-line interactive lessons, C-scope lessons and teacher made interactive lessons into their whole class instruction. Student computers and lab computers are also used to deliver individual instruction with software such as FastFoword, Compass Learning, Rosetta Stone, and A+LS. We offer weekly technology integration professional development and we use “just in time” remote control training sessions on an individual basis. We have a full time district technology integrator that sets up technology professional development classes as necessary and she even visits the classrooms and does one-on-one training with teachers as often as possible. We also publish documents pertaining to instructional websites and teaching materials on our own in-house knowledgebase. We are fortunate enough to have Smartboards in every classroom. The Smartboards were installed at the beginning of the school year using money obtained from stimulus funds. These technology tools were installed before teachers were trained how to use them. Over the last few months we have had numerous professional development trainings for staff to become more advanced with the use and integration of technology lessons using the new equipment and to ask questions that have arose over the use of the Smartboards. Our staff is continually working together to discover new uses and websites found available to enhance the use of this technology.
Part 3: Planning for Action The Technology Action Plan at Pottsboro ISD will be assessed by a systematic ongoing process. All aspects of the plan will be evaluated formally four times each year: September………………………………..2009, 2010, 2011 December………………………………...2009, 2010, 2011 March…………………………………….2010, 2011, 2012 June………………………………………2010, 2011, 2012 A subcommittee of the technology committee will be responsible for the ongoing evaluation and will utilize whatever resources deemed necessary in the process. The type of evaluation, and the detail, will depend on the part of the plan being evaluated. The intention of the evaluation will be to make decisions on the impact that technology has on the learning process for all students. A report will be given to the Superintendent and the Board of Trustees after each formal evaluation occurs. The Texas STaR Chart, has been developed around the four key areas of the Texas Long-Range Plan for Technology, 1996-1210: Teaching and Learning, Educator Preparation and Development, Administration and Support Services, and Infrastructure for Technology. The Pottsboro ISD’s STaR Chart results will be used to help Pottsboro ISD assess its progress toward meeting the goals of the Long Range Plan for Technology. The STaR chart will also be used to compare Pottsboro ISD’s results with other Texas districts. By using the STaR chart as a monitoring tool, Pottsboro ISD will be able to accurately assess technical growth on an annual basis. Each campus principal will monitor staff by using walk-throughs, lesson plans and PDAS evaluations to check and recheck on the implementation and uses of new technology. This will allow administrators to make sure the district and campus improvement plans are being met by implementing and utilizing the Smartboard technology in the classrooms to increase student learning by the addition of new hands-on technology. Student assessments will also be used to determine the affects of the new technology and the benefits gained from the implementation. Benchmark assessment will be given throughout the year, at least one assessment per six weeks, to determine the areas and levels of improvement in student learning.