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Organizational Chart and Action Plan

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Organ chart

  1. 1. •School Board: make policies; provide control and direction to achieve academic excellence in the district. Superintendent: provides leadership for educational programs and is responsible for the districts operations. Enforce TLRP.District Technology Director: responsible for the technology logistics, operations and TLRP. District Instruction Technology Specialist: responsible for assisting district staff with the integration of technology across the curriculum/TLRP.•Principal: responsible for modeling technology use and integration across the curriculum. Is responsible for NET'S for administrators/TLRP.Campus Technologist and Librarian: provide staff with technology, support, and technology logistics on campus.Teachers: comply with integration of Technology TEKS, SBEC standards and TLRP.Students: benefit from effective integration of technology, responsible for NETS'S for students and technology literate by eighth grade. Valley View Organization Chart:Integrating Technology<br />Session Purpose: Teachers will analyze data, use technology to communicate and enhance learning, visit websites that help integrate technology.Learning Objective to Be Addressed: Assess technology needs from analyzing data from Data Sources: STaR Chart, AEIS report, Campus Improvement Plan, Technology TEKS, and SBEC Standards.Teacher will learn to use Gaggle. Net has curriculum integration, gaggle training courses, CyberSmart, e-mail, blogs etc.Learn about other websites that integrated technology into everyday lessons.Note: All participants need their Lap Tops and asked to read: Failure is NOT an Option by Alan M. Blankstein before the professional development meeting.Facilitator #1 Whaley Berry #2 Miguel MolinaFacilitator #3 Sandra Saucedo #4 Barbara BorundaCampus StaffPersons Responsible:Principal/APLocation:Valley View Start Time: 8:00End-Time: 4:00Learner-Centered ActivityPurposeDescriptionStepsEstimated TimeNormsSet expectationsCell phonesand taking care of “your needs.”Read the established norms for the campus.“Parking Lot” for questions.5 minutesConduct a survey(Survey will be placed on campus website)Self-evaluationItems from the learning objectivesAll participants take the survey.Answer questions from a scale of 1-5 points1 not familiar to 5being able to teach othersTotal the points 10 minutesKWL ChartLearner-CenteredActivate background knowledgeWhat I know.What I want to know.What I learned. Chart paper/ with three columns.Each group will have some chart paper and a color crayola.All participants must give the scribe one thing for the first two columns.Post the Charts around the room.30 minutesShow Power Point Presentation“STaR Chart”Federal and state laws require that we use data to make informed decisions.Power Point will have information about the STaR Chart, SBEC standards, TEKS, and NCLB.WebsitesShow the Power Point PresentationVisit the links20 minutesData Sourcesand Disaggregation of DataFind all areas of need (weaknesses).Are these areas the same as in previous years?SBEC standards,TEKS being addressed in the classroom? Goals in CIP being accomplished?All teams analyze: AEIS report, CIP, STaR Chart etc. Participants have hard copies of each of the documents 1 hour“Think about“Thinking Are we serving the needs of all our students?How can we increase student achievement?Reflect, collaborate and share with the whole group.30 minutesTeaching online Safety withCSI: YsletaWe need to educate our students and ourselves on Cyber Safety. Help prevent our students from being cyber-bullied or from predators.Have participants go online to: different links that are available and lesson plans1 hour“Thinking about Thinking”Ticket Out(Lunch)Reflect and CollaborateReflect and CollaborateParticipants willWrite a reflection with paper and pencil.Note: (after Lunch)Later participants will post their reflection on a blog.10 minutesNote: Participants will be grouped.Learner-Centered instructionCreate a blogEarly Tech, Developing Tech, Advanced Tech and Target Tech.Based on the STaR ChartBased on the numbers in each group the location will be announced.Library, Lab 1 and Mrs. Saucedo’s room.Participants log on to the district website: of Gaggle. NetFind Training Videos: BloggingTeachers will create a blog.1 hr. 30 minutesLearner-Centered instructionBook Study:Failure is NOT an OptionWrite a Reflection from Chapter 5“Goals”Participants will write their Reflection and respond to two other colleagues.15 minutes “Thinking about Thinking”Reflect and CollaborateKWLWhat did you learn?Write a Reflection on What did you learn? 30 minutesUseful websites:Lesson PlanningIntegration of TechnologyNetTrekkar Planet training: Streaming do not have to “reinvent the wheel.” There are lessons that they can use in these websites and there are more websites in our district web page.Contact our campus CT for help.<br />Evaluation Process:<br />Teachers need time to implement newly acquired technology and they need continual support from administration and the campus computer technologist. The administrator’s duty is to monitor the implementation and be aware and correct any problems that may arise. Assessment can be done through walkthroughs, PDAS, web pages, hit counters, blogs, Texas STaR Chart, surveys and/or student projects. Teachers must have adequate time to plan and continually attend professional development and the evaluation process ensures that the participants are implementing new learning. For this particular Action Plan, the administrator will keep track of the teachers’ participation for the book study from their reflections on their blogs. To receive credit for this professional development, participants must complete the online survey in Eduphoria. Evaluation is an on-going process.<br />“Just as we urge teachers to plan carefully, and to make ongoing assessments of student learning an integral part of the instructional process, evaluation needs to become an integral part of the professional development process.” (p. 43)<br />Citation:<br />Guskey. T. R. (1998). The age of our accountability. Journal of Staff Development, 19(4), 36-44. <br />