Maryland Technology Grant <ul><li>“ Our  goal  is  to  ensure  that  all  Maryland  teacher  candidates  are  proficient  ...
Program  Development  and  Accountability in Maryland <ul><li>MTTS incorporated into policy: </li></ul><ul><li>MD Redesign...
MD  Technology  Consortium <ul><li>Membership: </li></ul><ul><li>Two -  and  four - year  colleges </li></ul><ul><li>Local...
Project  Goal  1: <ul><li>Align  higher  education  curriculum  and  practicum  experiences  with  the  Maryland  Teacher ...
Project   Goal  2: Create  consistent  and  credible  performance  assessments  to  measure  technology  proficiencies.
Project  Goal  3: <ul><li>Incorporate  Maryland  Teacher  Technology Standards   into  teacher candidate  electronic portf...
Maryland  Teacher  Technology  Standards <ul><li>Information  Access,  Evaluation, Processing  and Application  </li></ul>...
Model  Performance Assessments <ul><ul><li>For  institutions  to: </li></ul></ul><ul><ul><ul><li>Ensure  all  teacher  can...
Performance  Assessment  Materials  <ul><li>CD  includes: </li></ul><ul><ul><li>Letter  of  introduction </li></ul></ul><u...
Step  One <ul><li>Establish  a  committee  to  plan  and  oversee  the  implementation  of  the  Maryland  Teacher  Techno...
Step Two <ul><li>Survey  faculty  to  identify where  the  Maryland  Teacher Technology  Standards   are  taught  and  ass...
Developing a Survey  <ul><li>Original online survey developed at Salisbury University (Regina Royer)  </li></ul><ul><li>Un...
Step  Three <ul><li>Plan  faculty  development  on  the  integration  of  the  Maryland  Teacher Technology  Standards. </...
Faculty Development <ul><li>Building Learning with Technology (BLT): </li></ul><ul><li>√  Re-thinking teaching and learnin...
Key BLT Components <ul><li>√ Faculty-student design teams create units </li></ul><ul><li>√ Template for building units usi...
Step  Four <ul><li>Plan  a  timeline  for  integrating  the  Maryland  Teacher  Technology  Standards   and  performance  ...
Timeline <ul><li>Intersession 2001 </li></ul><ul><li>Spring 2001 </li></ul><ul><li>Summer 2001 </li></ul><ul><li>Summer 20...
Timeline <ul><li>Intersession 2002 </li></ul><ul><li>Spring 2002 </li></ul><ul><li>Summer 2002 </li></ul><ul><li>Summer 20...
Timeline <ul><li>Intersession 2003 </li></ul><ul><li>Spring 2003 </li></ul><ul><li>Spring 2003 </li></ul><ul><li>Spring 20...
Timeline <ul><li>Fall 2003 </li></ul><ul><li>Fall 2003 </li></ul><ul><li>Fall 2003 </li></ul><ul><li>Intersession 2004 </l...
Placement of Assessments in Elementary/Early Childhood Program <ul><li>Assessments </li></ul><ul><li>1 </li></ul><ul><li>2...
Step  Five <ul><li>Evaluate,  reflect </li></ul><ul><li>and  revise  your  implementation  plan. </li></ul><ul><li>Frostbu...
Evaluate, Reflect, Revise <ul><li>Skills </li></ul><ul><ul><li>Time to teach skills </li></ul></ul><ul><ul><li>Where skill...
Evaluate, Reflect, Revise <ul><li>Assessments </li></ul><ul><ul><li>Where are they evaluated </li></ul></ul><ul><ul><ul><l...
Evaluate, Reflect, Revise <ul><li>•  Input from K-12 partners </li></ul><ul><ul><li>_  Technology Advisory Council </li></...
Step  Six <ul><li>Collect  evidence  for  state  program  approval  or  joint  NCATE  accreditation/Maryland  approval.  <...
Collect Evidence <ul><li>Statistical data  for each performance assessment </li></ul><ul><li>Samples of products showing r...
Step  Seven <ul><li>Use  data/evidence  to  revise,  improve  and  sustain  your  program </li></ul><ul><li>Frostburg Stat...
Use of Data <ul><li>Review performance of students </li></ul><ul><ul><li>Adequate time spent on skills attainment </li></u...
Common  Strategies  for  Success: <ul><li>Leadership  with  vision  and  </li></ul><ul><li>commitment </li></ul><ul><li>Fa...
For  For more information . . . www.smcm.edu/msde-pt3
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Maryland Technology Grant "Our goal is to ensure that all ...

  1. 2. Maryland Technology Grant <ul><li>“ Our goal is to ensure that all Maryland teacher candidates are proficient in integrating technology in the classroom for teaching and learning.” </li></ul>
  2. 3. Program Development and Accountability in Maryland <ul><li>MTTS incorporated into policy: </li></ul><ul><li>MD Redesign of Teacher Education (1996) </li></ul><ul><ul><li>Improve teacher education; link preparation of teachers to Maryland K-12 schools </li></ul></ul><ul><li>IHEs use either Maryland’s Essential Dimensions of Teaching or the INTASC Standards (both include MTTS) </li></ul><ul><li>HEA Title II Institutional Performance Criteria (MTTS is one of the criteria) </li></ul>
  3. 4. MD Technology Consortium <ul><li>Membership: </li></ul><ul><li>Two - and four - year colleges </li></ul><ul><li>Local school systems </li></ul><ul><li>Maryland Higher Education Commission </li></ul><ul><li>Maryland State Department of Education </li></ul><ul><li>Human Resources Research Organization (HumRRO) </li></ul><ul><li>Mid-Atlantic Regional Technology in Education Consortium (MAR-TEC) </li></ul>
  4. 5. Project Goal 1: <ul><li>Align higher education curriculum and practicum experiences with the Maryland Teacher Technology Standards . </li></ul>
  5. 6. Project Goal 2: Create consistent and credible performance assessments to measure technology proficiencies.
  6. 7. Project Goal 3: <ul><li>Incorporate Maryland Teacher Technology Standards into teacher candidate electronic portfolios . </li></ul>
  7. 8. Maryland Teacher Technology Standards <ul><li>Information Access, Evaluation, Processing and Application </li></ul><ul><li>Communication </li></ul><ul><li>Legal, Social, and Ethical Issues </li></ul><ul><li>Assessment for Administration and Instruction </li></ul><ul><li>Integrating Technology into the Curriculum and Instruction </li></ul><ul><li>Assistive Technology </li></ul><ul><li>Professional Growth </li></ul>
  8. 9. Model Performance Assessments <ul><ul><li>For institutions to: </li></ul></ul><ul><ul><ul><li>Ensure all teacher candidates perform at proficiency levels </li></ul></ul></ul><ul><ul><ul><li>Adopt or adapt with other program requirements </li></ul></ul></ul>
  9. 10. Performance Assessment Materials <ul><li>CD includes: </li></ul><ul><ul><li>Letter of introduction </li></ul></ul><ul><ul><li>Maryland Teacher Technology Standards </li></ul></ul><ul><ul><li>Task summaries </li></ul></ul><ul><ul><li>Performance assessment tasks and scoring tools </li></ul></ul><ul><ul><li>Glossary of terms </li></ul></ul><ul><ul><li>List of Consortium members </li></ul></ul>
  10. 11. Step One <ul><li>Establish a committee to plan and oversee the implementation of the Maryland Teacher Technology Standards . </li></ul><ul><ul><ul><li>Redesign of Teacher Education </li></ul></ul></ul><ul><ul><ul><li>Title II reporting criteria </li></ul></ul></ul><ul><ul><ul><li>Connection to the K-12 community – State Technology Plan </li></ul></ul></ul>
  11. 12. Step Two <ul><li>Survey faculty to identify where the Maryland Teacher Technology Standards are taught and assessed in your program. </li></ul>
  12. 13. Developing a Survey <ul><li>Original online survey developed at Salisbury University (Regina Royer) </li></ul><ul><li>University of Maryland Teaching with Technology Database (see handout) </li></ul>
  13. 14. Step Three <ul><li>Plan faculty development on the integration of the Maryland Teacher Technology Standards. </li></ul><ul><li>University of Maryland, College Park </li></ul>
  14. 15. Faculty Development <ul><li>Building Learning with Technology (BLT): </li></ul><ul><li>√ Re-thinking teaching and learning </li></ul><ul><li>√ Building technology-enriched units for courses in which future teachers enroll </li></ul><ul><li>√ Student-faculty mentoring </li></ul><ul><li>√ Learning to use software as needed </li></ul><ul><li>√ Planning how to meet the Maryland Teacher Technology Standards </li></ul>
  15. 16. Key BLT Components <ul><li>√ Faculty-student design teams create units </li></ul><ul><li>√ Template for building units using the 5 E’s: </li></ul><ul><li>Engagement, Exploration, Explanation Extension and Evaluation </li></ul><ul><li>√ January and July Design Institutes </li></ul><ul><li>√ Monthly follow-up team meetings </li></ul><ul><li>√ Implementation and revision of units </li></ul><ul><li>√ Sharing units with other faculty/students </li></ul><ul><li>For more information: http://www.education.umd.edu/blt </li></ul>
  16. 17. Step Four <ul><li>Plan a timeline for integrating the Maryland Teacher Technology Standards and performance assessment tasks into the curricula. </li></ul><ul><li>• Frostburg State University </li></ul>
  17. 18. Timeline <ul><li>Intersession 2001 </li></ul><ul><li>Spring 2001 </li></ul><ul><li>Summer 2001 </li></ul><ul><li>Summer 2001 </li></ul><ul><li>Fall 2001 </li></ul><ul><li>Determine where three of the assessments will be tested </li></ul><ul><li>Pilot the assessments </li></ul><ul><li>Review the results of the pilot and re-examine where skills are taught and assessments are completed </li></ul><ul><li>Work with other faculty to place assessments in courses </li></ul><ul><li>Conduct the three assessments </li></ul>
  18. 19. Timeline <ul><li>Intersession 2002 </li></ul><ul><li>Spring 2002 </li></ul><ul><li>Summer 2002 </li></ul><ul><li>Summer 2002 </li></ul><ul><li>Fall 2002 </li></ul><ul><li>Fall 2002 </li></ul><ul><li>Review results of assessments (scores, administration, and evaluation) </li></ul><ul><li>Pilot 3 more assessments </li></ul><ul><li>Review the results of the pilot and re-examine where skills are taught, assessments completed and by whom </li></ul><ul><li>Work with other faculty to place assessments in courses </li></ul><ul><li>Conduct six assessments </li></ul><ul><li>Design candidate / MTTS database </li></ul>
  19. 20. Timeline <ul><li>Intersession 2003 </li></ul><ul><li>Spring 2003 </li></ul><ul><li>Spring 2003 </li></ul><ul><li>Spring 2003 </li></ul><ul><li>Summer 2003 </li></ul><ul><li>Review results of assessments (scores, administration, and evaluation) </li></ul><ul><li>Conduct six assessments </li></ul><ul><li>Work with other faculty to place final assessment in courses </li></ul><ul><li>Begin to enter candidate / MTTS data in database </li></ul><ul><li>Review the results of the assessments and re-examine where skills are taught, assessments completed and by whom </li></ul>
  20. 21. Timeline <ul><li>Fall 2003 </li></ul><ul><li>Fall 2003 </li></ul><ul><li>Fall 2003 </li></ul><ul><li>Intersession 2004 </li></ul><ul><li>Conduct all assessments </li></ul><ul><li>Collect NCATE Composite Scoring Forms for all candidates </li></ul><ul><li>Update candidate / MTTS database </li></ul><ul><li>Review results of assessments (scores, administration, and evaluation) and make needed adjustments </li></ul>Spring/Fall
  21. 22. Placement of Assessments in Elementary/Early Childhood Program <ul><li>Assessments </li></ul><ul><li>1 </li></ul><ul><li>2 </li></ul><ul><li>3 </li></ul><ul><li>4 </li></ul><ul><li>5 </li></ul><ul><li>6 </li></ul><ul><li>7 </li></ul><ul><li>Placements </li></ul><ul><li>Ed Tech Lab I </li></ul><ul><li>Ed Tech Labs I & II </li></ul><ul><li>Ed Tech Lab I </li></ul><ul><li>Ed Tech Lab III </li></ul><ul><li>Ed Tech Lab III (Internship I) & Internship II </li></ul><ul><li>Special Education </li></ul><ul><li>Internship II Leadership Seminar </li></ul>
  22. 23. Step Five <ul><li>Evaluate, reflect </li></ul><ul><li>and revise your implementation plan. </li></ul><ul><li>Frostburg State University </li></ul>
  23. 24. Evaluate, Reflect, Revise <ul><li>Skills </li></ul><ul><ul><li>Time to teach skills </li></ul></ul><ul><ul><li>Where skills are taught </li></ul></ul><ul><ul><ul><li>Technology Courses </li></ul></ul></ul><ul><ul><ul><li>Content / methods courses </li></ul></ul></ul>
  24. 25. Evaluate, Reflect, Revise <ul><li>Assessments </li></ul><ul><ul><li>Where are they evaluated </li></ul></ul><ul><ul><ul><li>Technology Courses </li></ul></ul></ul><ul><ul><ul><li>Content / methods courses </li></ul></ul></ul><ul><ul><ul><li>Internships </li></ul></ul></ul><ul><ul><li>Who evaluates the assessments </li></ul></ul><ul><ul><ul><li>Course instructors </li></ul></ul></ul><ul><ul><ul><li>K-12 technology coordinators / tech reps </li></ul></ul></ul><ul><ul><ul><li>Peer groups </li></ul></ul></ul><ul><ul><li>Time needed to evaluate assessments </li></ul></ul><ul><ul><ul><li>Method of evaluation </li></ul></ul></ul><ul><ul><ul><li>Persons completing evaluations </li></ul></ul></ul>
  25. 26. Evaluate, Reflect, Revise <ul><li>• Input from K-12 partners </li></ul><ul><ul><li>_ Technology Advisory Council </li></ul></ul><ul><ul><li>_ Tech Reps </li></ul></ul><ul><li>• Revise implementation plan </li></ul><ul><ul><li>Move placement of skills attainment and assessments </li></ul></ul><ul><ul><li>Change manner in which assessments are evaluated and by whom </li></ul></ul><ul><ul><li>Adjust implementation plan </li></ul></ul>
  26. 27. Step Six <ul><li>Collect evidence for state program approval or joint NCATE accreditation/Maryland approval. </li></ul><ul><li>Frostburg State University </li></ul>
  27. 28. Collect Evidence <ul><li>Statistical data for each performance assessment </li></ul><ul><li>Samples of products showing range in performance </li></ul><ul><li>Database of students/assessments </li></ul><ul><li>Showcase in portfolios </li></ul>
  28. 29. Step Seven <ul><li>Use data/evidence to revise, improve and sustain your program </li></ul><ul><li>Frostburg State University </li></ul>
  29. 30. Use of Data <ul><li>Review performance of students </li></ul><ul><ul><li>Adequate time spent on skills attainment </li></ul></ul><ul><ul><li>Adequate explanation of assessments </li></ul></ul><ul><ul><li>Adequate practice examples integrated into courses </li></ul></ul><ul><li>Review data collection process and media </li></ul>
  30. 31. Common Strategies for Success: <ul><li>Leadership with vision and </li></ul><ul><li>commitment </li></ul><ul><li>Faculty support </li></ul><ul><li>Content integrated with </li></ul><ul><li>technology </li></ul><ul><li>Collaborate with K - 12 partners </li></ul>
  31. 32. For For more information . . . www.smcm.edu/msde-pt3

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