Professional Development Action Plan


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Professional Development Action Plan

  1. 1. Lisa Bolte 15021075 EA1113 Dec. 11, 2009 Part I Development of an Organizational Chart Integrating Technology Board of Trustees Approve contracts for technology products and services, Approve District Improvement Plan, Approve district goals, Approve purchases over $25,000 Superintendent Oversees and coordinates all programs, submits district improvement plan and district goals for board approval Assistant Superintendent Business & Oversees budgets and funding of Finance programs and services. Allocates funds for Campus Instructional Technologists External Funding Supervisor Oversees expenditures of external funding sources (SCE, Title I, Title II, Stimulus monies, etc.) Director of Purchasing & Budget Approves purchases orders, coordinates funding and budgets Assistant Superintendent Teaching & Coordinates all instructional programs and Learning student support services. Coordinates with Assistant Superintendent of Technology to determine programming needs. Directors of Elementary & Secondary Works with Technology to determine Curriculum programs for student improvement. Works
  2. 2. Lisa Bolte 15021075 EA1113 Dec. 11, 2009 with Principals, Academic Coordinators, Academic Coaches and Teacher Leaders to improve instruction. Oversee development of District Improvement Plan Curriculum Specialists Works with Academic Coaches, Teacher Leaders and Teachers to improve instruction and integration of technology. Director of Assessment Analyses state assessment results and submits district and campus goals for student improvement to Superintendent and Board for approval. Assistant Superintendent Technology Coordinates all Technology services and funding. Coordinates with Assistant Superintendent of Teaching & Learning to determine programming needs. Director of Technology Services Oversees technology infrastructure, equipment and installation of programs. Determines if new technologies can be supported and will integrate into existing infrastructure. District Technicians Maintain and repair equipment, load and update security and virus protection programs Director of Instructional Technology Oversees technology training of staff, oversee development of technology five year plan, work with Campus Instructional Technologists to improve campus staff technology skills and integration Campus Instructional Technologists (CIT) Train campus staff on technology programs. Work with teachers on integration of technology. Model technology integrated lessons. Co-teach technology integrated lessons. Observe and coach teachers integrating technology. Principals Oversee technology purchases budgets and funding. Monitor all instructional programs, staff development and integration of technology. Develop Campus Improvement Plan. Academic Coordinators Assist Principal with curriculum and instruction program. Work with Academic Coaches and Campus Instructional Technologist to improve instruction. Monitor instruction and technology integration Academic Coaches Coach teachers to improve instruction. Provide model lessons, co-teach lessons, and observe lessons to improve instruction Technology Leaders Identified by Principal and Campus Instructional Technologist. Work with CIT
  3. 3. Lisa Bolte 15021075 EA1113 Dec. 11, 2009 and departments to integrate technology into lessons. Teacher Leaders Work with departments to improve instruction and integrate technology Teachers Work with students to improve academic achievement. Integrate technology as appropriate into lessons and activities to improve instruction. The integration of technology into instruction takes coordination of several divisions at the Central Office level, but without a strong instructional leader on the campus full integration of technology into instruction will not be achieved. The Principal has to determine the needs of the campus, budget for purchases and staff development training on those purchases, oversee the trainings and coaching provided by the Academic Coach and CIT, and monitor classroom instruction and programs. The Academic Coordinator assists the Principal in the day to day planning of trainings and the work of the Coaches and CIT. The Principal sets the tone for the school. By providing a model and demonstrating the importance of technology they let staff know that technology use and integration is a priority issue. The Principal works with the Superintendent of Technology to improve infrastructure and equipment. They work with the Superintendent of Teaching and Learning to determine programs and materials that integrate technology into instruction. And they work with the Department of Business and Finance to be able to fund purchases to support instructional technology needs. Part 2 Professional Development Planning As part of the district technology initiative, all classroom teachers are working on Level 2 of the Technology Proficiency Program. This program is aligned to National Educator Technology Standards (NETS). Level 2 focuses on increasing technology proficiency in six areas: Technology Operations and Concepts; Planning and Designing Learning Environments and Experiences; Teaching, Learning and the Curriculum; Assessment and Evaluation; Productivity and Professional Practice; and Social, Ethical, Legal and Human Issues. From findings in the Week 3 report, teachers also need opportunities to collaborate and develop lessons that integrate technology and provide students opportunities to learn and utilize the Technology Application TEKS. Training needs to move from once a week group trainings to a combination of weekly trainings for specific needs identified by Central Office and Campus Administration, just in time differentiated training for individual teachers, and on line 24/7 access to trainings. Incorporating a variety of training designs will meet the needs of more teachers as they work toward more student centered technology integration. Formal trainings are planned and delivered by the Campus Instructional Technologist (CIT). Just in time training is facilitated by the CIT and department Technology Leaders. The CIT will also design on line trainings that address frequently asked questions, technology productivity tools and student databases. Professional Development Goal #1: Assist teachers in developing lessons that seamlessly integrate technology and level 2 proficiencies. Objective: Guide teams in developing 5 technology goals for the six weeks based on the TA TEKS and Level 2 Proficiencies.
  4. 4. Lisa Bolte 15021075 EA1113 Dec. 11, 2009 Activity Timeline Documentation Facilitate a PLC training where January 7 Sign In Sheets teachers explore the TA TEKS January 14 and Level 2 Proficiencies. During this time the team will set 5 goals and create a roadmap to achieve these goals. “Exploring Technology Tools” “Creating 21st Century Lessons” Develop and deliver training that December 17 Sign In Sheets focuses on the uses of First Class, Webpages and Podcasts “Effective Communication & First Class” Creating activities and reviews January 21 Sign In Sheets of lessons for independent study and/or webpages. “Digital Storytelling is a Breeze” Creating activities and reviews On-going Sign In Sheets of lessons for independent study and/or webpages. Develop weekly trainings On going Sign In Sheets delivered during Tech PLC time to support team goals. Goal #2: Develop tech leaders that are innovative and collaborative. Objective: Provide training and support for tech leaders to teach 21st century skills and share successes with colleagues. Strategy Timeline Documentation Utilizing the tech leader area in Weekly Copies of Updates First Class, deliver weekly updates on technology uses and strategies. Also provide answers to frequently asked questions so they can share with their team. Monthly training sessions Ongoing Sign In Sheets focusing on using more Completion of Activities advanced technology skills. in Wiki Learning the features of the SMART board and Notebook Software. Technology Leaders will use the features during January and share with their team during February. Bi-Weekly face to face meetings Bi-Weekly Sign In Sheet with each tech leader. A brief (Wednesday meeting to provide support and conference time) address questions and concerns. Goal #3: Create self-motivated and guided technology learners (teachers). Objective: Create wikis that address common technology questions. Encourage and
  5. 5. Lisa Bolte 15021075 EA1113 Dec. 11, 2009 train teachers to look here for answers and ask questions using this format. Strategy Timeline Documentation Create the “Technology FAQ January 4 Copy of wiki / link Wiki.” Each page will address a different topic Gradespeed FAQ January 4 Coy of wiki / link This page will address questions such as how to change categories, transfer grades, export rosters, add comment codes, etc. TA TEKS Correlations Wiki February 4 Copy of wiki / link Technology leaders will create and maintain a wiki that identifies the TA TEKS addressed in various lesson activities. Proficiency Program February 4 Copy of wiki / link Correlations Wiki Ongoing Tech leaders will create and maintain a wiki that identifies the Teacher Tech Proficiencies addressed in various lesson activities On-line Technology Trainings February 4 Copy of wiki / link Create Breeze training presentations for commonly asked questions, Level 1 Proficiencies, AWARE, Forethought and GradeSpeed. Part 3: Evaluation Planning for Action Plan One evaluation method that will be used is to have the teachers complete a pre and post self-evaluation rubric on the skills and competencies in the Level 2 Technology Proficiencies. Teachers should demonstrate an increase in the number of proficiencies they can demonstrate and are confident in incorporating in the classroom. Results from the Teacher STaR chart will also be analyzed to determine what areas have grown and if any areas have advanced to the next level as a result of the professional development action plan. Reports from Forethought will be analyzed to determine what types of technology are being incorporated into lessons. This data will help determine if additional hardware needs to be purchased for the campus and what software resources are being utilized. Data from the AEIS report will also be analyzed along with data reports from AWARE to determine if increases in overall data and in specific content objectives have been obtained. Data from these sources will also be used to determine if technology goals in the Campus Improvement Plan have been met.