This is a summary of how to develop a technology staff development program. Provides some review of the Individual Technology Learning Plan recognized by NBSA as one of the best programs in the nation.

1. Organizing Professional
Development
ETT 570
Steven Baule, Ph.D., Ed.D.
steve@stevenbaule.net

2. Overview
• Setting training goals & objectives
• Training the trainers
• Training sessions
• Develop support materials
• Follow up and evaluation

3. Setting Overall Technology
Goals
• How can technology support your
organizational mission(s)?
• What technologies are presently available?
• What technologies need to be made
available?
• What are basic or essential skills for each
group?
• What are specific areas of concern?

4. STAR: Professional Development
• Entry and Adoption
Skill Stages
• Adaptation Stage
• Appropriation Stage
• Invention Stage
• None to 3 months (up
to 30 hours)
• 3 months to 2 years
(31-50 hours)
• 2 to 4 years (51-70
hours)
• 4+ years (71+ hours)

5. Setting Staff Development Goals
• Whom do you wish to train?
– Leadership
– Pioneers
– Key positions
– Department by department
• What training models do you wish to use?
– Train the trainer, immersion, self-directed

6. Staff Technology Expectations
• Were finalized in conjunction with both the
faculty and ESP associations
• Covered basic technology use in several
areas:
– Word Processing - Admin. software
– Presentations - Library resources
– Basic troubleshooting - Spreadsheets
– AV equipment - Phone & fax use

7. Levels of Training
• Awareness or familiarization
– “the basics”
• Skill building
– Many sub-levels
• Novice
• Experienced/intermediate
• Advanced
• Expertise

8. Priorities
• What are the training priorities?
– Mission critical
– Need to have
– Nice to have
• Who is involved in the decisions?

9. Scheduling Training Sessions
(Year)
• Determine “time sensitive” skills
• Determine frequency required to handle
need
• Determine basic skills for orientation of
each staff group
• Determine cycle of offerings
– M, Bi-M, Q, S, A and orientation

10. Scheduling Training Sessions
(Day)
• Schedule multiple time
throughout the day
• Keep student to
instructor ratio 12:1 or
less
• Provide for breaks &, of
course, food

11. Developing Support Materials
• Create unique materials to
support your school’s needs
• Handouts should include:
– Step by step directions
– Additional info for self-
directed learners
– Where to go for help

12. Instructor development
• Classroom teachers have credibility with
classroom teachers
• Recruit good teachers not “technophiles”
• Support subject matter expertise with
technical expertise
• Provide instructor incentives to teach

13. Instructor Development II
• Provide periodicals &
journals
– Learning & Leading
with Technology
– Classroom Connect
– National Staff
Development Council
• Conference attendance

14. Preparing Training
• Ensure equipment is ready
• Provide for flexibility/have a back-up
• Survey learners ahead of time if possible
• Run through the session in the space and
time that will be allowed

15. Conducting the Training Session
• Begin with an overview
– How does it tie to other training?
– What can these skills be used to do?
• Explanation
• Demonstration
• Practical application

16. Follow- up
• Provide participants with a contact for
problem solving
• Discuss options for further training
• Trainer should follow up with participants
• Honest forthright information is important
• Update & fine tune goals
• Did the learning effect the organization

17. Evaluation
• Provide for course evaluation
• Summarize issues with the instructor(s)
• Provide for long term evaluation of the
program in addition to course evaluation

18. Staff Development Curriculum
• Based upon staff skill
expectations
• Developed to provide the range of
skills from novice to expert
• Based on 30-minute modules
• Every staff member welcome to
take classes

19. Staff Development Options
• Technical staff given salary lane changes
for certification
• Staff computer purchase reimbursed for up
to 45 hours of training
• Access to 80 staff development courses per
month
• Individual Technology Learning Plan
(ITLP) Program

20. ITLP Program
• Faculty assigned an individual mentor
• Mentor and mentee meet to assess present
skills and desired outcomes
• Mentor
– tracks staff member through courses
– provides individual training
– assists in the classroom or computer lab
– helps develop portfolio

21. Participants to Date
• 165 Staff members
• 118 “Graduates”
• Administrators,
faculty, ESP, &
technical staff
• 0 to 30+ years of
experience
• All subject areas

22. Staff Development Methods
• 30-minute course modules
• Extended summer courses, etc.
• Individual instruction
• Outside courses, workshops, & conferences
• Online courses (ElementK.com)
• Self-study

23. Course Materials
• Packet for each
course
• Created to meet our
specific needs
• Include three items:
– Step by step
instructions
– Built in exercises
– Who to call for help

24. ITLP Completion
• One or two year program
• Develop a portfolio
– Shows skills gained
– How they are applied in the classroom
• Instructional Technology Department Chair
then evaluates the portfolios
• A stipend is presented based upon original
scope of work

25. Record Keeping
• All mentors add their mentee skills to a
single database
• IT D/C can then schedule courses based
upon needs and available times
• Mentors update database as skills are
obtained
• Keep attendance for each course session

26. Program Evaluation
• Staff Survey 2000:
– 90% felt staff development is helpful
– 98% found staff development materials helpful
– 95% found course content appropriate
• Presently 3.5% drop out rate
• Waiting list of 60+ staff members
• Each course session is also evaluated
• Mentors informally assess program

27. Impact on the Classroom
Check out my class every day...see the black box in
action. I use it on a daily basis for just about everything
I do. If it is not working, however, I can shift gears. I
love it, but I like the chance to vary. No matter what, I
use the black box to display my lesson plan database.
It is great! I have also cut down on paper...sometimes
giving quizzes via screen or sending assignments via e-
mail. It's great!
Rich Koerner, French Teacher

28. Impact on the Classroom
For me, it confirmed my interest in
exploring better, more meaningful uses of
technology in the classroom, while also
teaching me to work smarter by using
technology.
Greg Harris, English
teacher

29. Impact on Administrative
Functions
The benefit, to me, in having participated in the ITLP
program is that I have increased my knowledge and my
ability to use many computer programs, the Internet and our
e-mail system very effectively to process information for the
Science Department. I have made myself a more productive,
knowledgeable, and confident employee. (I can and have
helped to "troubleshoot" and to instruct others) I am
impressed with New Trier’s offering this program.
Peg Wurzburg, Senior Office Assoc.

30. Conclusions