R herrera edtc6342_project5_staff development plan
• TO DEVELOP A POSITIVE INTERACTIVE LEARNING ENVIRONMENT COMPLETE
WITH TRAINING ON CURRENT APPLICATIONS DESIGNED TO IMPROVE
• 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.
• MAKE STAFF AWARE OF THE PROGRAMS AND APPLICATIONS AVAILABLE FOR USE.
• TRAIN ON THESE PROGRAMS AND DEMONSTRATE HOW TO APPLY THEM IN THE IN
• EXPAND THE AWARENESS OF AND PROMOTE THE USE OF ONLINE LEARNING.
• SUGGEST TEACHERS CREATE AT LEAST ONE ONLINE LESSON PER GRADING
• INCREASE TEACHER’S EXPERTISE OF TECHNOLOGY AND STUDENT USE.
• MAKE EVERY EFFORT TO INCLUDE TEACHERS’ NEEDS WHEN CONSTRUCTING
• CONDUCT INTERACTIVE TRAINING UTILIZING THE LATEST PROGRAMS OR
• CONDUCT FOLLOW-UP FOR IMPLEMENTATION OF TRAINING.
• CONTINUE TO SEEK NEW APPROPRIATE TECHNOLOGIES.
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
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).
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).
Active Participation of
Teachers will collaborate with each other in professional networks emphasizing best practices and new
Teachers will seek technology training opportunities and actively participate sharing knowledge on and
Teachers will practice technology skills throughout the year. Experiment with programs and
applications while refining their skills.
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.
Teachers need access to reliable time-sensitive technical support. When teachers encounter difficulties
they need immediate support otherwise teachers will lose interest (Rodriguez, 2000).
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.
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.
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.
• 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.
RODRIGUEZ, G. (2000). CRITICAL ISSUE: PROVIDING PROFESSIONAL DEVELOPMENT FOR
EFFECTIVE TECHNOLOGY USE. RETRIEVED FROM NORTH CENTRAL REGIONAL