Technology Action Plan


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Technology Action Plan

  1. 1. Technology Action Plan—2009-2010 High School Plan Gordon Ivers Source: Smithson Valley High School Website December 2009 Organizational Chart:
  2. 2. Job Description Roles & Responsibilities Administrator Role Personnel/Stakeholders Technology Integration Oversee the technology • Ensure technology Increase Administrator department; is enhancing, communication • District website supporting, and with links to all facilitating learning, departments and instruction, campuses. communication and • Campus websites administration in maintained by the district campus webmaster, with links to teacher websites • (First Class). • Communications platform (First Class) for district wide communication (email, file sharing, calendar) • Network and email accounts for every employee. • Data storage (I: Drive and X Drive) for all network accounts and students • Web based grade book and parent portal • Web based student management system • Distance learning opportunities • Variety of other resources and programs Instructional Work collaboratively • To improve the Technology Coordinator with technology capacity of all integration teachers to administrator and integrate instructional technology technology specialist to provide effectively into leadership curriculum and instruction • To provide training
  3. 3. that identifies and promotes curricula and teaching strategies that integrate technology effectively into curricula and instruction, based on a review of relevant research, and leading to improvements in student academic achievement. • To provide ongoing, sustained professional development for: teachers, principals, administrators, and school library media personnel to further the effective use of technology in the classroom and the library media center Instructional Provide leadership, • Provide ongoing Review technology Technology Specialist coordination, and staff sustained staff training offering and development to ensure development in the work collaboratively an aligned and integration of with specialists to articulated instructional technology into the provide technology program in regards to a curriculum for training to their campus variety of technology teachers, principals, tools, applications and administrators and programs school library personnel to further the effective use of technology in the classroom and library media centers Curriculum Specialist AEISIT, TMSDS, CSCOPE • Provide educators Communicate and work and Benchmark Testing access to a district collaboratively to scan data disaggregation and score campus data systems to analyze on benchmark testing student performance Director of Elementary General Education • Ensure content area Attend meetings to
  4. 4. Education Curriculum K-6, specialists are increase collaboration ESL/Bilingual Education provided time and between other campus PK-12, Federal resources to administrators Programs and State become properly Compensatory trained in assisting Education, Migrant teachers integration Education, Gifted and technology into Talented Education K-6, specific content Dyslexia K-6 areas, work directly with campus principals on a variety of topics related to job description • Encourage relationship building between technology department and the curriculum and instruction department Director of Secondary General Education • Ensure content area Attend meetings to Education Curriculum 7-12, Gifted specialists are increase collaboration and Talented Education provided time and between other campus 7-12, Dyslexia 7-12, resources to administrators Advanced Placement become properly 7-12, Career and trained in assisting Technology 7-12, teachers integration International technology into Baccalaureate Program specific content 9-12 areas, work directly with campus principals on a variety of topics related to job description • Encourage relationship building between technology department and the curriculum and instruction department Content Area Provide leadership, • Work Establish a positive Coordinators coordination, and staff collaboratively with relationship with development to ensure teachers to content area an aligned and integrate coordinators, discuss articulated instructional technology into campus/teacher needs
  5. 5. program in the subject classroom practices and support, share area assigned • Provide ideas regarding professional integration of content development specific technology, directly related to include coordinators in the integration of campus communication technology in the and invite to key content areas meetings • Serve as a liaison between the teachers and technology to ensure needs are being met • Work collaboratively with the technology department to stay abreast of current technology and its uses District Testing TAKS and all related • Ensure basic Work collaboratively to Coordinator assessments technology skills are ensure all state testing evaluated K-12 is conducted properly Campus Administrator Create a • Provide support for Personally evaluate shared vision, teachers and staff their use of technology encourage and sustain in the integration of to effectively run their the appropriate technology to campus, asses and integration of enhance teaching, complete the Texas technology, use modern learning and STaR Chart for their information technology communication campus, meet with tools to embrace • Model the use of district coordinators accountability and technology to regularly, collaborate hence use data for enhance campus with other principals sound decision-making communication regarding technology, and continual with staff, parents, attend professional assessment of effective and the community development related to technology for • Provide policies integration of improving student that encourages technology to enhance learning innovative use of teaching and learning, technology hold meetings (wiki, blog or video conference) with key personal regularly, model the use of technology Campus Technology Serve as the liaison • Provide campus Hold meetings with the Support (Tech Mates) between the campus support for a Tech Mates to asses and technology variety of technology needs of the department technology needs, campus
  6. 6. technology department is contacted as needed Librarian Oversee the • Provide students Meet with campus management of the with a variety of librarian to discuss campus multimedia opportunities to needs and budgeting in center utilize technology an effort to provide for information additional high quality acquisition, support for students to problem-solving, integration technology and oral and into their school day written communication • Assist teachers in utilization of the library to enhance classroom instruction related to technology • Provide additional high quality support for students to integration technology into their school day All Teachers Integrate technology • Provide students Walkthroughs and PDAS effectively into with a variety of evaluations, ensure curriculum and opportunities to teachers attend one instruction, thus utilize technology technology professional improving academic for information development a year achievement and acquisition, technology literacy for problem-solving, all students and oral and written communication Background Information:
  7. 7. The district’s primary data gathering sources include STaR charts, the LoTi Profile, and DETAILS for the 21st Century Profile. The LoTi (Level of Technology Implementation) questionnaire measures components related to supporting or implementing the instructional use of computers like PCU (personal computer use) and CIP (Current Instructional Practices). DETAILS (Determining Educational Technology and Instructional Literacy Skill sets) represents five professional Development categories—1) Proficiency with Technology Use, 2) Student Influences on Instructional Practices, 3) Using Technology for Complex Thinking Projects, 4) Locating Resources and/or Assistance to Increase Existing Classroom Technology Use, and 5) Overcoming Challenges to Beginning Classroom Technology Use. The STaR charts indicate a strong need for ongoing professional development and support for the integration of technology into the curriculum. The LoTi Profile indicates that technology-based tools supplement the existing instructional program (tutorials and basic skills) and complement multimedia and/or web-based projects (like internet research papers and multi-media projects). The DETAILS questionnaire had the highest-level need for professional development while Proficiency with Technology Use was determined to have the lowest level need for professional development. The STaR Charts also indicate levels of proficiency with each of the four categories but indicated a strong and immediate need for professional development that will help to establish a model for 21st century educations. Professional Development Plan: Through the results of the profiles, questionnaires, interviews, round table discussions, and reviews of both campus and district technology plans, some issues become clear. Although the high school campus principal has begun to purchase and provide state-of-the-art equipment for his campus, there’s much work left to do. He must focus on the professional development needs of his teachers. He has not yet brought it to the desktop or made it available 24/7/365. Bringing it to the desktop will solve the problem of reaching each staff member, will provide the immediate support that each teacher needs, and will provide individualized learning for each teacher. Of course, the principal should participate himself so that he becomes the digital citizen that he needs to become.
  8. 8. In order to meet Goal 3 of the District Long-Range Technology Plan (Provide ongoing Professional Development to ensure effective use of emerging technologies with emphasis on instructional programs), Objective 3.1 (Define and implement a professional development program that will instruct professionals in the effective use of technology), the high school campus can begin with professional development in two district and campus initiatives: 1) elevate teacher proficiency using AEIS-IT, the district’s software TAKS and benchmark data program, and 2) increase usage of CSCOPE, the district’s vertical alignment and 5E Lesson Program. To accomplish these two goals, the following steps can be taken: 1) District technology specialists can train campus technology support specialists. This training can be offered at a variety of times in order to provide the flexibility needed to get everyone trained. These trainings can be offered both on campus and at the district tech labs. The district’s Distance Learning Lab can be used to send this training to campus lab desktops. This training can begin on the January inservice day so that department leaders can use the February professional development day to train their teachers. 2) Campus support specialists can train campus department leaders. Department leaders can, in turn, provide training to their department members. They should first survey their teachers about their levels of proficiency. They can then customize their trainings. 3) After February benchmarks, district tech specialists and campus department leaders can be available on campuses to assist teachers as they disaggregate their benchmark data using AEIS-IT. They will also disaggregate their spring 2010 TAKS data. 4) After teachers have received the initial training using CSCOPE, campus leaders can require weekly lessons plans to be submitted using the program. Monitoring these lesson plans will provide data that will guide needed follow-up training. 5) Summer training can provide follow-up for teachers who needed additional training. All new employees to the district should be required to participate in both AEIS-IT and CSCOPE training as part of their contracts. 6) Surveys can be provided at periodic points to asses continued teacher needs.
  9. 9. 7) Administrators and department leaders will conduct classroom observations to determine use of new training. EVALUATION: Methods to evaluate implementation of AEIS-IT and CSCOPE will include: 1) Surveys of the staff in regards to their use of the two programs. 2) Interviews conducted by both district and campus technology specialists and administrators 3) Records of staff member participation in training monitored by sign-in sheets and teacher professional development records 4) Teacher feedback from training evaluation forms 5) Integration of training into instruction as measured by lessons plans and classroom observations 6) Ability of teachers to disaggregate their benchmark and TAKS data 7) STaR Chart, LoTI, and DETAIL survey information