This document outlines an action plan for improving technology use in a school district. It includes:
1. An organizational chart showing technology-related job roles and responsibilities from the superintendent down to teachers and parents.
2. A discussion of the need for professional development training to spread best practices in technology integration, including identifying teacher leaders to provide training.
3. Suggestions for evaluating the effectiveness of professional development, such as soliciting ongoing feedback during training sessions and follow-up reflections from participants.
The document outlines the roles and responsibilities of various individuals involved in integrating technology at a school district. It describes the roles of the District Executive Director of Technology, District Director of Technology Operations, principal, assistant principal, technology facilitators, technology facilitator assistant, teachers and other staff members. It also provides details on planned professional development activities for administrators, educators, and staff on various technology tools and resources and how their effectiveness will be assessed through surveys and ongoing communication with technology leaders.
The document outlines the roles and responsibilities of personnel in the Cleburne ISD regarding technology implementation and use. It also describes two proposed professional development activities for teachers to improve technology integration. The first activity focuses on skills like PowerPoint, blogs, and document cameras. The second reviews using data from sources like the STaR Chart and AEIS to assess effectiveness and inform improvement plans. Monitoring methods include surveys, walkthroughs, and tracking goals in improvement plans aligned with the state's long range technology plan.
This document outlines a technology action plan for Cleburne ISD. It describes the roles of personnel in implementing technology and two proposed professional development activities to train teachers on integrating technology into the classroom. It also discusses methods for monitoring and evaluating technology use, including surveys, STaR Chart data, AEIS reports, and campus walkthroughs. The goal is to provide teachers with skills and time to effectively incorporate technology into lessons to improve student performance.
This document outlines the technology roles and responsibilities within Cleburne Independent School District. It then describes two proposed professional development activities to train teachers on integrating technology into the classroom. The first activity would teach teachers how to create PowerPoints, blogs, and use document cameras. The second would train teachers to analyze and utilize student performance data to meet technology goals set in district plans. It concludes with methods to monitor and evaluate the effectiveness of technology implementation and professional development activities, such as teacher surveys and walkthrough observations.
The document outlines the roles and responsibilities of various positions in the Cleburne ISD technology organization, including the board of trustees, superintendent, director of technology, technology committee, and others. It then discusses the principal's role in implementing technology at the campus level and ensuring teachers receive necessary training. The document proposes forming a campus technology committee and providing hands-on, content-specific professional development for teachers. It also suggests various evaluation methods like principal observations, teacher and student surveys, and analyzing data from the STaR technology assessment.
The organizational chart identifies personnel responsible for integrating technology from the district to campus level. It includes the Board of Trustees, Superintendent, Business Administrator, Associate Superintendent for Curriculum, Executive Director of Technology Services, PEIMS Coordinator, Principal, Educational Technology Facilitator, Network Support Specialist, Teachers, and Campus Technology Instructional Specialist.
The professional development plan aims to improve teachers' use of data and technology integration. Activities include training teachers to access and analyze achievement data, forming PLCs to collaborate, and providing progress reports.
The evaluation plan assesses teachers' ability to access and analyze data to individualize instruction. It evaluates the professional development activities and PLC collaboration through monitoring access to data,
The document outlines the organizational chart and roles for integrating technology at Caldwood Elementary School. It discusses how the Superintendent and Board of Trustees oversee technology implementation and budgeting. Other roles discussed include the Assistant Superintendents, Director of Instructional Technology, principals, teachers, and students. It emphasizes the principal's responsibility to implement and monitor technology use through professional development, revising budgets, and accountability.
The document outlines an action plan for implementing technology and professional development at the district and campus levels. Key roles and responsibilities include:
- Superintendent oversees implementation of the Texas Long Range Technology Plan.
- Directors and coordinators at the district level provide instructional technology coaches, assist with benchmark testing and textbook adoption, and oversee career and technology education programs.
- Campus administrators ensure technology is integrated at the campus level and provide staff development.
- Technology staff maintain hardware, software, networks, and troubleshoot issues.
- Teachers attend professional development and implement technology in classrooms.
The principal plays a lead role in modeling technology use and ensuring staff receive content-specific training to confidently
The document outlines the roles and responsibilities of various individuals involved in integrating technology at a school district. It describes the roles of the District Executive Director of Technology, District Director of Technology Operations, principal, assistant principal, technology facilitators, technology facilitator assistant, teachers and other staff members. It also provides details on planned professional development activities for administrators, educators, and staff on various technology tools and resources and how their effectiveness will be assessed through surveys and ongoing communication with technology leaders.
The document outlines the roles and responsibilities of personnel in the Cleburne ISD regarding technology implementation and use. It also describes two proposed professional development activities for teachers to improve technology integration. The first activity focuses on skills like PowerPoint, blogs, and document cameras. The second reviews using data from sources like the STaR Chart and AEIS to assess effectiveness and inform improvement plans. Monitoring methods include surveys, walkthroughs, and tracking goals in improvement plans aligned with the state's long range technology plan.
This document outlines a technology action plan for Cleburne ISD. It describes the roles of personnel in implementing technology and two proposed professional development activities to train teachers on integrating technology into the classroom. It also discusses methods for monitoring and evaluating technology use, including surveys, STaR Chart data, AEIS reports, and campus walkthroughs. The goal is to provide teachers with skills and time to effectively incorporate technology into lessons to improve student performance.
This document outlines the technology roles and responsibilities within Cleburne Independent School District. It then describes two proposed professional development activities to train teachers on integrating technology into the classroom. The first activity would teach teachers how to create PowerPoints, blogs, and use document cameras. The second would train teachers to analyze and utilize student performance data to meet technology goals set in district plans. It concludes with methods to monitor and evaluate the effectiveness of technology implementation and professional development activities, such as teacher surveys and walkthrough observations.
The document outlines the roles and responsibilities of various positions in the Cleburne ISD technology organization, including the board of trustees, superintendent, director of technology, technology committee, and others. It then discusses the principal's role in implementing technology at the campus level and ensuring teachers receive necessary training. The document proposes forming a campus technology committee and providing hands-on, content-specific professional development for teachers. It also suggests various evaluation methods like principal observations, teacher and student surveys, and analyzing data from the STaR technology assessment.
The organizational chart identifies personnel responsible for integrating technology from the district to campus level. It includes the Board of Trustees, Superintendent, Business Administrator, Associate Superintendent for Curriculum, Executive Director of Technology Services, PEIMS Coordinator, Principal, Educational Technology Facilitator, Network Support Specialist, Teachers, and Campus Technology Instructional Specialist.
The professional development plan aims to improve teachers' use of data and technology integration. Activities include training teachers to access and analyze achievement data, forming PLCs to collaborate, and providing progress reports.
The evaluation plan assesses teachers' ability to access and analyze data to individualize instruction. It evaluates the professional development activities and PLC collaboration through monitoring access to data,
The document outlines the organizational chart and roles for integrating technology at Caldwood Elementary School. It discusses how the Superintendent and Board of Trustees oversee technology implementation and budgeting. Other roles discussed include the Assistant Superintendents, Director of Instructional Technology, principals, teachers, and students. It emphasizes the principal's responsibility to implement and monitor technology use through professional development, revising budgets, and accountability.
The document outlines an action plan for implementing technology and professional development at the district and campus levels. Key roles and responsibilities include:
- Superintendent oversees implementation of the Texas Long Range Technology Plan.
- Directors and coordinators at the district level provide instructional technology coaches, assist with benchmark testing and textbook adoption, and oversee career and technology education programs.
- Campus administrators ensure technology is integrated at the campus level and provide staff development.
- Technology staff maintain hardware, software, networks, and troubleshoot issues.
- Teachers attend professional development and implement technology in classrooms.
The principal plays a lead role in modeling technology use and ensuring staff receive content-specific training to confidently
The document outlines the roles and responsibilities of various positions related to technology in a school district. It discusses the roles of the superintendent, director of instructional technology, network administrator, technology specialist, principals, technology help desk secretary, instructional technology specialist, and technology facilitators. It also discusses the role of teachers in implementing technology and attending professional development. The document then provides an example staff development agenda and outlines five sessions aimed at improving teachers' ability to incorporate technology into lessons through activities like reviewing data, setting goals, pairing novice and advanced teachers, demonstrating technology-integrated lessons, and collaborating to add technology to existing lesson plans.
The document outlines a technology action plan for Cleburne ISD. It includes an organizational chart showing personnel roles and responsibilities related to technology. It then describes two proposed professional development activities to train teachers on integrating technology into instruction through tools like PowerPoint, blogs and document cameras. It recommends monitoring implementation through surveys, teacher reports and walkthroughs. The goal is to utilize available data to increase classroom technology use and better meet technology goals in the district and state long range plans.
This proposal aims to ensure quality in the IT department of Middle East College in Oman. The author will assess three dimensions - personnel, curriculum, and environment - through various tools like interviews, surveys, checklists, and expert reviews. The goals are to improve personnel skills, curriculum quality, and teaching/learning environment. Recommendations will be made to further enhance quality in the IT department.
This document summarizes a professional development plan for teachers on integrating technology into the classroom. It includes a schedule of activities over one day that introduces teachers to different technologies like smart boards, blogs, and data analysis software. Sessions are divided by subject area and include demonstrations and hands-on use. Evaluation includes an end-of-day web conference for teachers to share experiences, an ongoing wiki for discussion, and the principal monitoring technology implementation and student achievement over 6 weeks to assess the impact of the professional development.
The document outlines an action plan to improve technology integration at a school by gathering data on current technology use, providing targeted professional development, and evaluating the results. Specifically, it proposes:
1) Collecting data on technology use from lesson plans, equipment sign-up calendars, and classroom observations to identify strengths and weaknesses.
2) Analyzing the data with teachers and looking for correlations between technology use and student performance.
3) Providing professional development like teacher-led sharing of best practices, administrative modeling of technology, and required technology training courses.
4) Evaluating the success of these measures through formal teacher evaluations and informal teacher feedback.
The document outlines the roles and responsibilities of various positions related to technology within a school district. It discusses the superintendent overseeing technology compliance and budgets. It also describes the director of IT developing the technology plan and supervising staff. Campus roles like principals, teachers, and technology specialists are outlined in supporting classroom integration of technology. The document emphasizes providing professional development for teachers on using technology to enhance learning. Evaluation of technology use and collecting data on integration is discussed to assess needs and guide future planning.
The document outlines the key personnel and their roles needed to implement technology in an educational setting. It discusses the roles of the executive director, instructional technology, network support, campus technicians, campus principals, classroom teachers, and students. It also provides details about a professional development plan and evaluation criteria for a school's technology implementation including analyzing STaR Chart data, AEIS reports, surveys, lesson plans, and student performance.
The document presents the technology plan for Fish Net High School for 2008-2010. The plan aims to provide high-quality technology services to enhance teaching, learning, and community outreach. It outlines goals for infrastructure, student learning outcomes, staff training, and evaluating and maintaining hardware, software, and network resources. The technology coordinator will oversee an annual review committee to evaluate effectiveness and make improvements or upgrades.
This report presents the findings of an evaluation by the Inspectorate of the Department of Education and Science on the impact of information and communications technology (ICT) on teaching and learning in Irish primary and post-primary schools. The evaluation was based on surveys of principals and teachers, case studies of over 50 schools, and observations of over 180 schools. It found that while ICT infrastructure has expanded, challenges remain around supporting teachers' professional development and integrating ICT into the curriculum. Recommendations focus on providing adequate and sustainable ICT infrastructure, supporting teachers to develop necessary ICT skills, and promoting planning to effectively embed ICT in teaching and learning.
This needs assessment was created by a teacher to evaluate the technology needs of Morehead City Middle School. The assessment included surveys of teachers, students, and parents to understand current technology use and identify gaps. Documents reviewed included the school and county technology plans, budget information, and examples of how teachers integrate technology. Focus groups with teachers were also proposed to gather qualitative data on successes and areas for improvement. The goal was to analyze all available information to update the school's technology plan and ensure it is meeting objectives.
This document outlines a technology action plan with three main parts: 1) an organizational chart showing the roles and responsibilities of different positions in integrating technology, 2) a discussion of professional development planning based on assessing student skills, and 3) an evaluation plan to monitor progress and share lessons across the district. Key positions include the Assistant Superintendent for Technology, principals, technology directors, and staff development coordinators who communicate across levels to coordinate technology goals.
This document outlines a technology action plan for a school district. It proposes developing a comprehensive plan that includes leadership roles to design and implement the plan, professional development for staff, and evaluation of the technology integration. An organizational chart is presented that assigns roles and responsibilities to positions like the superintendent, principal, teachers and technology coordinators to ensure effective implementation of the plan across the district. Professional development and evaluation components are also described to continuously improve technology integration into classroom learning.
The document outlines the key personnel needed to implement technology in an educational setting. It discusses the roles of the executive director, instructional technology facilitator, network/server support, PEIMS/records staff, campus technicians, campus principals, campus technology teachers, classroom teachers, and students. It also provides details about developing a professional development plan, conducting needs assessments, setting technology goals and objectives, and evaluating technology implementation through tools like the campus STaR Chart and AEIS data.
The document provides a technology development plan for Visionary High School with the goal of ensuring equal opportunities for students to learn in a safe environment using innovative technologies. It discusses focusing on infrastructure, teaching, learning, assessment, and productivity. The plan outlines strategies and timelines for improving internet access, a one-to-one laptop initiative, and professional development for teachers on integrating technology into the curriculum.
The document provides a technology development plan for Visionary High School with the goal of ensuring equal opportunities for students to learn in a safe environment using innovative technologies. The plan focuses on 5 areas: infrastructure, teaching, learning, assessment, and productivity. For infrastructure, the plan aims to provide internet access for students and teachers both in and out of school. For teaching, it focuses on supporting educators to inspire more effective teaching. The learning focus is on engaging experiences to prepare students for a globally connected society. Assessment will measure and assess data for continuous improvement. Productivity intends for all to benefit from technology through improved learning outcomes. The plan also outlines professional development strategies to help staff integrate new technologies.
The document provides a technology development plan for Visionary High School focusing on infrastructure, teaching, learning, assessment, and productivity. It outlines goals, strategies, responsibilities, funding, and timelines to improve access to technology for students and staff. Key aspects include providing wireless connectivity, a laptop initiative, online learning resources, using data to inform instruction, and ongoing professional development for educators on integrating technology. The plan's implementation and impact will be evaluated periodically to ensure it meets the evolving needs of 21st century learning.
This document proposes a presentation on using information and communication technologies (ICT) to enhance the quality of evaluation processes. It suggests outlining how ICT can be used at various stages of the traditional end-of-term university examination process, including developing question papers, examining answer books, and using software tools. The presentation would describe some available software packages, and discuss the feasibility and effectiveness of ICT use in examinations based on literature and experience, concluding that ICT can help address challenges in the Indian educational system.
The document discusses the personnel necessary to implement technology in an educational setting. It outlines several key roles including the executive director of technology, who oversees the technology department. It also discusses the roles of campus technicians, principals, teachers, and students. The principal must lead staff in integrating technology and providing support for technology needs. Teachers must implement technology into their lesson designs.
This document outlines the organizational chart and roles for technology integration at Montgomery Junior High School. It describes positions like the Superintendent, Principal, and Assistant Principals who are responsible for developing the district technology plan, allocating funds, and ensuring standards are implemented. It also discusses the need to provide teachers training to effectively integrate technology into lessons and use tools to track student data and assessments. Evaluations of technology integration, like teacher logs and student surveys, will assess progress towards goals.
During week 3, the author realized there were several technology needs at the school that should be addressed. These included the need for more classroom technology, improved professional development for teachers on technology, and encouraging teachers to continue trying new technologies even when mistakes are made. The author felt the school's technology goals aligned with addressing these needs.
Facebook is a leading social network with over 300 million users that provides an effective platform for advertising. The document provides tips for creating targeted Facebook ads through customizing ads based on user profiles and interests. It also recommends improving click-through rates by testing different ad content and timing, and starting with a lower daily bid to optimize ad performance over time. Guidelines and options for payment models like cost-per-click versus impression-based ads are also outlined.
The document outlines the roles and responsibilities of various positions related to technology in a school district. It discusses the roles of the superintendent, director of instructional technology, network administrator, technology specialist, principals, technology help desk secretary, instructional technology specialist, and technology facilitators. It also discusses the role of teachers in implementing technology and attending professional development. The document then provides an example staff development agenda and outlines five sessions aimed at improving teachers' ability to incorporate technology into lessons through activities like reviewing data, setting goals, pairing novice and advanced teachers, demonstrating technology-integrated lessons, and collaborating to add technology to existing lesson plans.
The document outlines a technology action plan for Cleburne ISD. It includes an organizational chart showing personnel roles and responsibilities related to technology. It then describes two proposed professional development activities to train teachers on integrating technology into instruction through tools like PowerPoint, blogs and document cameras. It recommends monitoring implementation through surveys, teacher reports and walkthroughs. The goal is to utilize available data to increase classroom technology use and better meet technology goals in the district and state long range plans.
This proposal aims to ensure quality in the IT department of Middle East College in Oman. The author will assess three dimensions - personnel, curriculum, and environment - through various tools like interviews, surveys, checklists, and expert reviews. The goals are to improve personnel skills, curriculum quality, and teaching/learning environment. Recommendations will be made to further enhance quality in the IT department.
This document summarizes a professional development plan for teachers on integrating technology into the classroom. It includes a schedule of activities over one day that introduces teachers to different technologies like smart boards, blogs, and data analysis software. Sessions are divided by subject area and include demonstrations and hands-on use. Evaluation includes an end-of-day web conference for teachers to share experiences, an ongoing wiki for discussion, and the principal monitoring technology implementation and student achievement over 6 weeks to assess the impact of the professional development.
The document outlines an action plan to improve technology integration at a school by gathering data on current technology use, providing targeted professional development, and evaluating the results. Specifically, it proposes:
1) Collecting data on technology use from lesson plans, equipment sign-up calendars, and classroom observations to identify strengths and weaknesses.
2) Analyzing the data with teachers and looking for correlations between technology use and student performance.
3) Providing professional development like teacher-led sharing of best practices, administrative modeling of technology, and required technology training courses.
4) Evaluating the success of these measures through formal teacher evaluations and informal teacher feedback.
The document outlines the roles and responsibilities of various positions related to technology within a school district. It discusses the superintendent overseeing technology compliance and budgets. It also describes the director of IT developing the technology plan and supervising staff. Campus roles like principals, teachers, and technology specialists are outlined in supporting classroom integration of technology. The document emphasizes providing professional development for teachers on using technology to enhance learning. Evaluation of technology use and collecting data on integration is discussed to assess needs and guide future planning.
The document outlines the key personnel and their roles needed to implement technology in an educational setting. It discusses the roles of the executive director, instructional technology, network support, campus technicians, campus principals, classroom teachers, and students. It also provides details about a professional development plan and evaluation criteria for a school's technology implementation including analyzing STaR Chart data, AEIS reports, surveys, lesson plans, and student performance.
The document presents the technology plan for Fish Net High School for 2008-2010. The plan aims to provide high-quality technology services to enhance teaching, learning, and community outreach. It outlines goals for infrastructure, student learning outcomes, staff training, and evaluating and maintaining hardware, software, and network resources. The technology coordinator will oversee an annual review committee to evaluate effectiveness and make improvements or upgrades.
This report presents the findings of an evaluation by the Inspectorate of the Department of Education and Science on the impact of information and communications technology (ICT) on teaching and learning in Irish primary and post-primary schools. The evaluation was based on surveys of principals and teachers, case studies of over 50 schools, and observations of over 180 schools. It found that while ICT infrastructure has expanded, challenges remain around supporting teachers' professional development and integrating ICT into the curriculum. Recommendations focus on providing adequate and sustainable ICT infrastructure, supporting teachers to develop necessary ICT skills, and promoting planning to effectively embed ICT in teaching and learning.
This needs assessment was created by a teacher to evaluate the technology needs of Morehead City Middle School. The assessment included surveys of teachers, students, and parents to understand current technology use and identify gaps. Documents reviewed included the school and county technology plans, budget information, and examples of how teachers integrate technology. Focus groups with teachers were also proposed to gather qualitative data on successes and areas for improvement. The goal was to analyze all available information to update the school's technology plan and ensure it is meeting objectives.
This document outlines a technology action plan with three main parts: 1) an organizational chart showing the roles and responsibilities of different positions in integrating technology, 2) a discussion of professional development planning based on assessing student skills, and 3) an evaluation plan to monitor progress and share lessons across the district. Key positions include the Assistant Superintendent for Technology, principals, technology directors, and staff development coordinators who communicate across levels to coordinate technology goals.
This document outlines a technology action plan for a school district. It proposes developing a comprehensive plan that includes leadership roles to design and implement the plan, professional development for staff, and evaluation of the technology integration. An organizational chart is presented that assigns roles and responsibilities to positions like the superintendent, principal, teachers and technology coordinators to ensure effective implementation of the plan across the district. Professional development and evaluation components are also described to continuously improve technology integration into classroom learning.
The document outlines the key personnel needed to implement technology in an educational setting. It discusses the roles of the executive director, instructional technology facilitator, network/server support, PEIMS/records staff, campus technicians, campus principals, campus technology teachers, classroom teachers, and students. It also provides details about developing a professional development plan, conducting needs assessments, setting technology goals and objectives, and evaluating technology implementation through tools like the campus STaR Chart and AEIS data.
The document provides a technology development plan for Visionary High School with the goal of ensuring equal opportunities for students to learn in a safe environment using innovative technologies. It discusses focusing on infrastructure, teaching, learning, assessment, and productivity. The plan outlines strategies and timelines for improving internet access, a one-to-one laptop initiative, and professional development for teachers on integrating technology into the curriculum.
The document provides a technology development plan for Visionary High School with the goal of ensuring equal opportunities for students to learn in a safe environment using innovative technologies. The plan focuses on 5 areas: infrastructure, teaching, learning, assessment, and productivity. For infrastructure, the plan aims to provide internet access for students and teachers both in and out of school. For teaching, it focuses on supporting educators to inspire more effective teaching. The learning focus is on engaging experiences to prepare students for a globally connected society. Assessment will measure and assess data for continuous improvement. Productivity intends for all to benefit from technology through improved learning outcomes. The plan also outlines professional development strategies to help staff integrate new technologies.
The document provides a technology development plan for Visionary High School focusing on infrastructure, teaching, learning, assessment, and productivity. It outlines goals, strategies, responsibilities, funding, and timelines to improve access to technology for students and staff. Key aspects include providing wireless connectivity, a laptop initiative, online learning resources, using data to inform instruction, and ongoing professional development for educators on integrating technology. The plan's implementation and impact will be evaluated periodically to ensure it meets the evolving needs of 21st century learning.
This document proposes a presentation on using information and communication technologies (ICT) to enhance the quality of evaluation processes. It suggests outlining how ICT can be used at various stages of the traditional end-of-term university examination process, including developing question papers, examining answer books, and using software tools. The presentation would describe some available software packages, and discuss the feasibility and effectiveness of ICT use in examinations based on literature and experience, concluding that ICT can help address challenges in the Indian educational system.
The document discusses the personnel necessary to implement technology in an educational setting. It outlines several key roles including the executive director of technology, who oversees the technology department. It also discusses the roles of campus technicians, principals, teachers, and students. The principal must lead staff in integrating technology and providing support for technology needs. Teachers must implement technology into their lesson designs.
This document outlines the organizational chart and roles for technology integration at Montgomery Junior High School. It describes positions like the Superintendent, Principal, and Assistant Principals who are responsible for developing the district technology plan, allocating funds, and ensuring standards are implemented. It also discusses the need to provide teachers training to effectively integrate technology into lessons and use tools to track student data and assessments. Evaluations of technology integration, like teacher logs and student surveys, will assess progress towards goals.
During week 3, the author realized there were several technology needs at the school that should be addressed. These included the need for more classroom technology, improved professional development for teachers on technology, and encouraging teachers to continue trying new technologies even when mistakes are made. The author felt the school's technology goals aligned with addressing these needs.
Facebook is a leading social network with over 300 million users that provides an effective platform for advertising. The document provides tips for creating targeted Facebook ads through customizing ads based on user profiles and interests. It also recommends improving click-through rates by testing different ad content and timing, and starting with a lower daily bid to optimize ad performance over time. Guidelines and options for payment models like cost-per-click versus impression-based ads are also outlined.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document summarizes Tabasco Elementary School's annual STaR Chart information for technology integration. It shows the school's ratings over three years in four key areas: I) Teaching & Learning II) Educator Preparation & Development III) Leadership & Instructional Support and IV) Infrastructure & Technology. For 2009-2010, the school was rated as "Developing Tech" in areas I, II, and IV, and "Advanced Tech" in area III. The conclusion notes areas for improvement, such as increasing classroom technology and teacher professional development, to advance the school's ratings.
The document provides an introduction to using Facebook for business purposes. It discusses how Facebook represents the shift to Web 2.0 and its emphasis on social networking and community building. The document also outlines some key features of Facebook, how businesses can use it to develop products and customer bases by embracing the social aspects of the platform, and concludes by discussing the importance of building connections and interacting within the Facebook community.
The document promotes the Sandler Franchise Program, which provides exclusive rights to deploy the Sandler Selling System training programs within a given market. As a franchise owner, one gains access to Sandler's proven sales training methodology and materials, as well as marketing and business support. Sandler offers innovative sales, management, and leadership training that has been tested and refined over decades to drive permanent behavioral change rather than quick fixes.
1) The document outlines Richardson Heights Elementary's technology action plan, with activities, responsible parties, timelines, and evaluations listed.
2) Goals include assessing current technology use, improving teachers' skills in critical thinking, collaboration, and technology tools, sharing lesson plans, and developing online collaboration for students.
3) Progress will be evaluated through surveys, student performance data, and administrative observations to ensure the plan's successful implementation.
This document summarizes a presentation about Richardson Heights Elementary School's results on the Texas STaR Chart, a tool used to measure school technology readiness. It explains that the STaR Chart assesses four key areas and provides scoring classifications. It also shows Richardson Heights' 2006-2009 results and compares them to other Texas schools.
This document summarizes a presentation on the Texas STaR Chart, a self-assessment tool for schools to evaluate their technology integration progress in key areas. The STaR Chart measures four levels of technology proficiency and can help schools create technology plans, set goals, and track funding. The summary shows Weimar High School is developing in teaching/learning and educator development but advanced in leadership/support and infrastructure, with priorities being more technology use in classrooms and ongoing educator professional development.
This document provides statistics and information about Alzheimer's disease. It states that over 5 million Americans have Alzheimer's and that the risk of developing the disease doubles every 5 years after age 65. It then lists and explains common signs and symptoms of the disease such as memory loss, confusion, mood changes, and difficulties with tasks. The document also discusses current FDA-approved treatments and provides information about the Alzheimer's Foundation of America, including the services they offer and ways to donate to support their efforts.
Update on therapeutic temperature managementEmilian Necula
It is a pleasure to announce the 2nd Innsbruck Hypothermia Symposium.
We are very happy that Critical Care has agreed to publish extended
abstracts submitted by invited renowned scientists from all over the world;
that is, Europe, the Americas, Asia
Aerobic exercise involves activities that can be sustained for more than a few minutes while elevating the heart rate, such as walking, swimming, and biking. It provides numerous health benefits by strengthening the heart and increasing the muscles' and mitochondria's ability to consume oxygen, which allows the body to burn more fat and calories. Public health guidelines recommend at least 150 minutes of moderate aerobic exercise per week.
The document outlines an action plan to integrate technology like Smart Boards, iPads, and clickers at a school. It assigns roles and responsibilities to personnel like developing curriculum, providing teacher training, selecting technology, and more. The plan involves surveying teachers on technology use, providing training sessions, and evaluating the effectiveness on student learning through student and teacher feedback. The goal is to improve instruction and assess student mastery using educational technologies.
The document outlines the roles and responsibilities of different individuals involved in technology at Allen High School, including the superintendent, assistant superintendent, district technology officer, high school principal, technology supervisor, campus improvement team members, classroom teachers, and technology liaison. It then discusses the need to analyze professional development to better utilize student technology expertise and bring the district into the 21st century. A plan is proposed to survey students, train teachers, and certify teachers in software to evaluate the success of professional development.
This document summarizes the HMS STaR Chart for the 2009-2010 school year. It identifies the four key areas of technology integration: Teaching and Learning, Educator Preparation & Development, Leadership, Administration & Instructional Support, and Infrastructure for Technology. Data shows teachers are effectively using technology for instruction and students are using it for higher-level thinking. Infrastructure strongly supports technology access. The campus aims to help students use technology to drive their own learning and assessments.
Polly Snipes has created an action plan to improve the technological skills of teachers and students at her campus. She will provide monthly professional development trainings for teachers focused on skills like using smartboards, PowerPoint, and video conferencing. Snipes will also have an outside expert speak to staff and students about internet safety. Teachers will be asked to integrate the new skills into lessons to develop students' technological abilities. The campus will monitor teachers' trainings and technology use in classrooms. Progress will be evaluated through student performance data and discussions with teacher teams. The goal is for teachers and students to better utilize available technology.
Polly Snipes has created an action plan to improve the technological skills of teachers and students at her campus. She will provide monthly professional development trainings for teachers focused on skills like using smartboards, PowerPoint, and video conferencing. Snipes will also have an outside expert speak to staff and students about internet safety. Teachers will be asked to integrate the new skills into lessons to develop students' technological abilities. The campus will monitor teachers' trainings and technology use in classrooms. Progress will be evaluated through student performance data and discussions with teacher teams. The goal is for teachers and students to better utilize available technology.
This document outlines a technology action plan and professional development plan for a school district. It includes:
1) An organizational chart showing the roles and responsibilities of different technology leaders in the district and on campuses, including the school board, superintendent, technology department, principals, and teachers.
2) Recommended professional development activities to help the district and campuses reach their technology goals, such as training staff on technology tools and long-range technology plans, aligning curriculum to technology standards, and creating professional learning communities.
3) A professional development action plan specifying when the activities will occur, who is responsible for them, and how they will be evaluated based on technology assessment results and feedback.
Polly Snipes has created an action plan to improve the technological skills of teachers and students at her campus. She will provide monthly professional development trainings for teachers focused on skills like using smartboards, PowerPoint, and video conferencing. Snipes will also have teachers complete a survey to identify weaknesses and will bring in an outside speaker on internet safety. The goal is to help teachers integrate technology into lessons to develop students' thinking skills and meet requirements of the district and campus improvement plans. Progress will be evaluated through student achievement data and discussions with teacher teams.
The document outlines a technology integration organizational chart and action plan for a school district. The organizational chart shows the roles and responsibilities of administrators, technology staff, teachers, and others in integrating technology. The action plan sets goals to assess technology needs, provide teacher training, ensure curriculum alignment, and support classroom technology integration through staff development, technical support, and focusing on cyber-safety. Progress will be monitored through surveys, observations, and student achievement data.
- The document outlines a technology action plan for a school that aims to increase teacher skills in integrating technology into classrooms based on a needs assessment showing teachers' current skills are basic level.
- The goal is to train all teachers in proven technology-integrated teaching strategies to increase their skills and student achievement.
- Teachers will attend professional developments on various technologies like Web 2.0 tools, smart boards, and data programs to increase their integration of technology into lessons and understanding of student performance metrics. Their growth will be evaluated through surveys.
The document outlines the roles and responsibilities of various positions related to technology within a school district. It discusses the superintendent overseeing technology budget and compliance. It also describes the director of IT developing the technology plan and supervising staff. Campus roles like principals, teachers and technicians are outlined in supporting classroom technology integration and professional development. The goal is to provide training and resources to effectively implement technology across the district and improve student learning and achievement.
The document discusses the personnel necessary to implement technology in an educational setting. It outlines several key roles including the executive director of technology, who oversees the technology department. It also discusses the roles of campus technicians, principals, teachers, and students. The principal must lead staff in integrating technology and providing support for technology needs. Teachers are responsible for implementing technology in their lesson designs.
This document outlines the roles and responsibilities of various positions in the Montgomery School District organizational chart related to technology integration. It also discusses strategies for teaching and learning, assessment/data, applications, and evaluations related to technology use. Key positions include the Superintendent, Associate Superintendent, principals, assistant principals, and technology directors who oversee infrastructure, networking, instructional technology, and training to support curriculum and technology standards.
The document outlines a plan to provide professional development training to teachers on using virtual field trips to engage economically disadvantaged students. It proposes a one hour training where teachers will experience virtual field trips in small groups and discuss how to incorporate the technology into lessons. The training aims to expose students to opportunities they may not otherwise have access to and improve student engagement and learning. It includes an evaluation plan to assess the effectiveness of the training through surveys of teacher's implementation of the strategies and impact on students.
This action plan aims to improve teaching, learning, and the use of technology across Wharton Elementary School. It establishes four main goals: 1) improve student achievement and teaching effectiveness through technology integration; 2) improve campus staff technology skills through professional development; 3) provide instructional leadership to support curriculum integration of technology and increase efficiency; and 4) effectively evaluate technology use and infrastructure to meet long-term plans. Evaluation at all levels will be key to monitoring success, ensuring access to current technologies, and meeting 21st century learning needs through an evolving plan.
The document outlines the technology implementation plan for a school district. It describes the roles and responsibilities of various administrators and teachers in integrating technology. It then details a professional development plan for teachers focused on PowerPoint, blogs, wikis, and discussion boards. Teachers will participate in initial training, implement the skills in their classrooms, and receive ongoing online support and evaluation to ensure technology integration into lessons. The goal is to enhance teaching and learning through effective technology use.
As I Pondered The Most Appropriate Way To Address The Technology Issuechet deaver
The document discusses technology use at a small, rural school district. It notes that while the district has made efforts to integrate technology into classrooms, there is still room for improvement. Specifically, there is not enough access to computers for all students. The document outlines several areas that need to be addressed, such as providing additional training for teachers, evaluating technology use, and ensuring computers are updated. It suggests using faculty meetings and committees to discuss technology initiatives and determine how to enhance technology-driven learning.
This document outlines the roles and responsibilities of various positions related to instructional technology in a school district. It also describes a professional development plan to increase educators' understanding and use of technology tools to improve student performance. Key positions include the superintendent, directors of instructional technology and career education/technology systems, coordinator of instructional technology, technology systems staff, campus administrators, technology coaches, and teachers. The professional development plan includes weekly schoolwide meetings, daily lessons from the technology coach, departmental meetings, and establishing communication through blogs to increase educators' proficiency with tools like the Texas Long Range Plan, Star Chart, AEIS, Eduphoria, Lynx, Study Island, and United Streaming. Student performance and technology
The document outlines a technology plan created by the Scotia School District to improve technology use among teachers and students. The plan was developed through surveys of technology needs and goals to enrich the curriculum with technology over the next few years. A planning team consisting of teachers, administrators, parents, students, and technology staff collaborated on the plan, which includes infrastructure improvements, professional development for teachers, and integrating technology into the existing curriculum. Progress will be evaluated through classroom observations and surveys to ensure the goals of the plan are being met.
This document outlines an action plan for technology integration and professional development in a school district. It includes:
1) An organizational chart describing the roles of technology staff like coordinators, specialists, and directors who oversee areas like instructional support, operations, and data management.
2) A plan for needs-based professional development focused on job-embedded training to help teachers implement technology in their instruction and analyze student data.
3) Guidelines for evaluating professional development based on analyzing its goals, context, potential to drive student outcomes, and gathering feedback from participants.
1. Action Plan for Technology<br />By Thomas Eaves<br />Part 1: District Organizational Chart for Technology<br />JobResponsibilitySuperintendentKeeps abreast of the latest trends regarding technology and education, and disseminates this information to stakeholders. Evaluates the effectiveness of technology and its integration into classroom instructional initiatives. Asst. SuperintendentAssists the superintendent with evaluating programs. Gathers feedback from relevant parties, especially at the campus level.District TechnologyCoordinatorInforms superintendents of latest ideas in technology. Oversees implementation of technology on the campuses, and provides troubleshooting services for the network. Evaluates the district’s progress towards the Texas Long Range Plan.District ProfessionalDevelopment CoordinatorCoordinates the implementation of staff development in the area of technology, such as the recent Smart Board in-service. Evaluates the effectiveness of the training and reports the results to the superintendents.Curriculum SupervisorsProvides information to classroom teachers and principals regarding technology innovations in their particular subject area. Provides feedback to teachers and principals regarding effectiveness of technology use.PrincipalsMonitors and encourages the use of technology on his/her campus. Identifies teacher leaders that are proficient with technology use.Asst. PrincipalsAssists the principal in meeting the campus’ technology goals, such as all teachers having Internet access and multiple computers in each room.Campus Technology CoordinatorHelps set up the network on his/her campus. Troubleshoots and corrects network problems as they occur. Takes the lead role in getting teachers to complete the STaR Charts. Head technology instructor for the campus.TeachersOn the front lines when it comes to merging technology and instruction. Creates lesson plans and facilitates the use of technology to enhance the effectiveness of instruction.Parents and TeachersSupports the school and its technology use by following the guidelines set forth by the school regarding appropriate technology use.<br />Role of principal in making sure the organizational chart is implemented<br />As campus instructional leader, the principal is at the forefront when it comes to implementing and evaluating campus technology initiatives. He/she will interact with the various parties on the organizational chart, and will provide valuable feedback regarding campus programs. For example, if our computers are encountering a virus, he/she will coordinate with the district and campus technology coordinator to begin solving the problem. The principal will meet with the superintendents and staff development coordinator to give updates on the training’s dissemination. The principal then is a key component to ensuring successful technology use at the individual schools.<br />Part 2: Professional Development Training<br />One of the main needs for my campus and district is to spread the many great ideas in technology instruction throughout the district. As I discussed in my week three reports, my campus has many teachers doing great things with technology. Smart Boards, Elmos, Claymation videos, and the Rapid Response System are some of the ways teachers at Vincent Middle School are using technology. To move us forward in this area, those teachers who are using technology to enhance instruction must be identified and put to good use. <br />To start, we need to know what works, and then develop a way to identify teachers who are using technology successfully. Next, these teachers need to be provided training in the area of in-service leadership and delivery. For example, Smart Board technology has been implemented on my campus. Just recently the staff underwent training in this area led by teachers proficient with the technology. The staff members presenting the training received specialized instruction about how to organize the in-service. As principals, we must harvest the skills demonstrated by those teachers who are strong in technology implementation. <br />In this age of accountability, teachers and administrators must be competent in gathering, analyzing, and reading the data. In-service training focusing on interpretting AEIS data is a necessary skill for my district. It is not enough for the principal to tell us our state rankings. Rather, as instructional leader of the campus, the principal should provide each staff member with the school’s data and explain the data at an in-service training. Another aspect of improving the schools ability to gather and use data would be in-service using a technology search engine. At my school, we all have computers in every classroom. But it should not be assumed that every teacher is an expert in its use. An in-service covering the use of search engines, such as Google or Yahoo Search, could strengthen our school’s data gathering techniques. It would also strengthen the technology skills of our many digital immigrants.<br />Looking back at my school’s STaR Chart score, we gave ourselves an Advanced rating. Having served as assistant principal many times during the past year, I have had the opportunity to visit most of the classrooms. While I have seen teachers putting technology to excellent use, I have also seen just the opposite. I feel my campus and district could benefit from in-service that focuses on basic technology use. Some examples include:<br />1. How to create a blog and the benefits it provides for the teachers and students.<br />2. How to make use of basic tools, such as PowerPoint, Charts, Graphs, Spreadsheets, Cutting/Pasting, and Word Processing. It should not be assumed that everyone is familiar with these items.<br />3. How to create a Web Conference, allowing students to reach outside of the classroom walls. <br />4. Development of On-line lesson planning with evidence of technology usage.<br />5. Grade level mastery of specific software programs.<br />6. Teachers will become proficient in posting items to the district website.<br />7. Teacher leaders will be identified by the SBDM committee, and utilized as technology coaches. Stipends will be provided.<br />Lastly, the staff needs to be heard from when it comes to addressing technology needs. I would use a variety of methods, formal and informal, to survey the teachers and find out what technology training they would like to receive. After receiving that information, I would enlist the help of technology savvy teachers, as mentioned above, to help present the training to our staff.<br />Part 3: Evaluation<br />Getting an accurate picture of the effective of in-service or various programs has been problematic for my district. Over the years, I have attended many in-service workshops where the evaluation tool was a written document asking the teacher to rank the session. These surveys were given out at the end of the in-service when everyone was ready to go. Consequently, I have seen many of them completed in a haphazard fashion. Some new ideas are needed in gathering useful feedback, and technology can play a role.<br />When it comes to evaluating professional development, I would initiate an “after- action” approach to the evaluation process. Following the session, I would instruct the participants to reflect on what they have learned from the training. I would then ask that they email a brief reflection about their feeling the next day. By allowing the information to soak in, a more accurate evaluation may be obtained. <br />Another idea aimed at getting better data on the effectiveness of in-service is to solicit opinions while the training is on-going. An example of this occurred on my campus during the recent Smart Board training. Participants were actively engaged with the technology, and the presenters were gathering their responses as the training was ongoing. There was a written evaluation provided at the session’s conclusion, but the real information was obtained during the actual training. <br />As far as our campus plans go, we are all about getting to Exemplary status. Our school uses technology to help us get to that goal, and provides updates along the way. We begin with the AEIS data, and also the TAKS report for each individual child. Teachers work to improve a student’s weak areas, and testing occurs every 6 weeks. Test results are put into reports and shared with department heads, principals, and curriculum supervisors. Technology is leading the way when it comes to handling this mass of information. These reports are generated electronically and emailed to the interested parties. When it comes to evaluating the effectiveness of our efforts, the principal will take the lead. Are the reports generated in a timely fashion? Are the appropriate personnel given the necessary data? The administrative team will analyze the data to make sure we are working towards our campus goals.<br />When it comes to our technology goals and the Texas Long Range Plan, the administrative team needs to put in place ways to evaluate our progress. Currently at my school, there are two formal methods of evaluating teacher technology use in the classroom: the PDAS evaluation, or Professional Development and Appraisal System, and the STaR Charts. Both of these tools only give us a cursory look at campus technology usage. For it to thrive, technology use needs to be made a priority. Administrators need to look for it as they conduct their walk-throughs. Teachers strong in technology use need to be encouraged to spread their ideas with colleagues. To move towards the goals of the Texas Long Range Technology Plan, my campus has to improve our commitment to its use, going beyond a one- sentence statement in the campus improvement plan. <br />Finally, some obvious sources must be utilized when evaluating our technology usage. They are:<br />1. Students- feedback will consist of how they’ve experienced technology in the classroom.<br />2. Teachers- periodically throughout the year teachers will email to administrators how technology is being used in the classroom.<br />3. Assistant Principals- lesson plans will be analyzed for evidence of tech use, in addition to the classroom walk throughs.<br />4. District Administrators- will visit the building looking for evidence of technology enhancing instruction, and will report the findings to the building administrative team.<br />