Technology Action Plan- Week 4-EDLD 5352

Dirk Funk, district, On-line Instructor/Design Facilitator	His responsibilities include researching data-based best practices and applications of technology usage.
Tammy White, cluster, Technology Coordinator	She makes sure technology and training is available for schools.
Tim Mathew, cluster, PC Technician	Work orders are sent to him and he fixes technology issues.
Debbie Byrd, campus, Curriculum Specialist	She takes inventory on technology that teachers are using.
Rowdy Bryan, campus, Instruction Technology Coordinator	He is the in-house person to go to for computer problems (for instance, helping with students’ log-ins).
Terry Mead and Debbie Knezek, campus, Technology Teachers	Both teachers have computer labs and teach computer/technology classes.
Jody Potts, campus, On-line/E-combo Classes for Students	She is the overseer for students to complete assignments given to them by the on-line professor.

Principal’s duties include aligning the budget to the technology needs of the campus (using the data from the STaR Chart for instance), to purchase appropriate technology, and to provide training for new technology (initial and on-going).  The principal will also turn to Dirk Funk when wanting to implement new technology, will ask Tammy White to help set up trainings, will ask Debbie Byrd to monitor the usage of technology within the classrooms, will ask teachers to turn in work orders when their technology is not working properly, will provide an extra period for Mr. Bryan to assist teachers, and will monitor Ms. Mead’s and Ms. Knezek’s students’ performance in class.

Within the one hundred and twelve pages Long Term Plan for Technology, 2006-2020 (Adopted by the State Board of Education) document, the goals and vision are outlined and detailed.  Specifically all learners should:

• have access to relevant technologies, tools, resources and services for

   individualized instruction 24 hours a day/7 days a week.

• use information and communication technologies to collaborate, construct

   knowledge and provide solutions to real-world problems and situations that are

   encountered.

• use research-based strategies in all subject areas to improve academic

   achievement.

• communicate effectively in a variety of formats for diverse audiences (p. 33).

It is important for teachers to be aware of what is expected of them.  Teachers need training relating to the Long Term Plan for Technology, 2006-2020, NETS*A Standards, as well as AYP results, and AEIS results.  Teachers also need to be aware of the campus and district improvement plans.  How can teachers be accountable for data, standards, and improvements that they are not aware of?  It is the responsibility of administration to provide training and data to teachers in order to make informed, collaborative decisions.

There seems to be a gap between technology and teachers’ usage.  Technology is available and even in the classrooms, but teachers’ feelings of inadequacy due to not being knowledgeable on how to use available technology is dampening the opportunities for learning to occur- both teachers and students are missing out.

Teachers need to be surveyed throughout the year.  The initial survey at the beginning of the year should ask teachers what technology they have available in their classrooms, ask if they use it and if so, how often.  The survey should also ask what types of training they would prefer.  Then the professional development can meet the needs of the teachers.  Several professional development opportunities, as well as, different levels of training will then be available.  As data provided by the teachers is being evaluated, the principal can also discuss the results of the STaR Chart from the previous year.  At this time, areas of strengths and weaknesses can be discussed.

Initial training is provided when new technology is placed in the classroom; however, according to the STaR Chart (three years in a row), professional development is a weak area for my campus (scored as developing in Key Area II: Educator Preparation and Development).  When the Smart Boards were installed last year, an initial training was given to teachers in the form of a half day from two technology department members.  The technology instructors showed different functions and aspects of the equipment; however, no further training has been offered.  According to Mrs. Galloway, Curriculum Specialist (retired last year), “More training is definitely needed.  We are not lacking the equipment, just lacking the knowledge to use it”.  I asked Mrs. Sandefer (8^th Grade Assistant Principal) if she knows if any technology training or professional development is planned and she said “the focus is getting prepared for the STAAR test, so at this time, we are not scheduling any professional development”.

The NETS*A Standard 4 mentioned in Video 3 (Week 3) pertain to “organizational leadership- every component of curriculum, assessment, and campus improvement should have a technology component”.  The student acceptable use policy for my district is outdated.  Students have access to the policy through the Student Code of Conduct manual (Appendix C).  Certain sites that would benefit education are blocked for teachers and students.  This area needs to be addressed and then bigger issues can be discussed, like the use of cell phones for educational purposes.  One uncertainty is how to assess this new way of doing things.  Also in video 3, the professors suggested that “we need to find new ways for outcome and process as well”.  This in itself is intimidating.  Teachers like assessments, how are we going to accurately measure student success?

Getting to interview two students gave me the chance to do what Cindy Cummings, a visiting Clinical Instructor of Technology, suggested in Video 4 (Week 3) “sit down with students, see how they are using technology at home, ask them the barriers to using technology at school”.  The two students I interviewed agreed that technology is not used enough in the classroom.  They confirmed that they use more technology outside of the classroom than in it.  According to Prensky (2008), “Compared with students’ technology-infused lives outside of school, the traditional classroom is a somber place” (p. 40).

In summary, data needs to be shared with the staff members at all times: before school starts, during the school year, and at the end of a school year.  Data can be taken from Eduphoria, AYP Reports, AEIS Reports, just to name a few.  Teachers need to be provided initial training and on-going training especially concerning technology.  Teachers need to be given professional development that caters to their specific needs (similar to differentiated instruction for students).  The professional development opportunities need to be evaluated.  Staff members were surveyed before school started as to what technological training they have received.  They also need to be given an evaluation to fill out after each training they have received, so that improvements can be made.

.

-Abernathy K., Cummings C.  , & Jenkins S.  Instructional Leadeship: The technology link.  Videos 3 and 4 from week 3.  Retrieved at https://lamar.epiclms.net/resource/1459/web/welcome.htm?LoginPrefix=lamar&ReturnUrl=%2fLearn%2fHome.aspx

-Amarillo Independent School District (2011).  Campus improvement plan.  Retrieved from http://www.amaisd.org/

https://www.amaisd.org/cip2/publish/print.php

-Amarillo Independent School District (2011-2012).  Plan for district improvement..  Retrieved from http://www.amaisd.org/

-Long-Range Plan for Technology (2006-2020).  Instructional Materials and Educational Technology Division.  Texas Education Agency.  Retrieved from http://www.tea.state.tx.us/index2.aspx?id=5082&menu_id=2147483665            

-Prensky, M. (2008).   Turning on the lights. Educational Leadership, 65(6), 40-45.

-Texas STaR Chart. Campus chart.  Retrieved from http://starchart.esc12.net/

2nd Attempt to add Presentation

http://www.authorstream.com/Presentation/llwillia-1318129-power-point-presentation-week-2-edld-5352/

STaR Chart PowerPoint Presentation- 2nd Week Assignment

http://www.authorstream.com/Presentation/llwillia-1318129-power-point-presentation-week-2-edld-5352/

Web Conference for EDLD 5253

I have attended web conferences before.  This one was alittle on the frustrating side.  The professor was unable to see the dialogue box.  And because of that, several students wrote the same thing- asking about the wiki.  It was finally determined that EDLD 5253 doesn't have a wiki.

Then a student was talking about receiving conflicting information on the overview and the professor argued with her.  It was finally discovered by the other professor that the student was right.  The professor did apologize to her. 

Also the professor forgot to record the web conference.  The web conference was not a full hour long (only 50 minutes).

I didn't feel that it was a productive web conference. 

EDLD 5352 -2nd Week Assignment- STaR Chart Presentation

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EDLD 5352 Instructional Leadership- Blog Posting #1

Texas Long Range Plan for Technology,  2006-2020-

Of the four areas listed under this plan, the area of concern that I would like to address is Educator Preparation and Development relating to schools in general.  The No Child Left Behind Act of 2001 (Title II, Part D) states that all teachers should be technology literate and integrate technology across the curriculum.  The legislation also requires that all students should be technology literate by the time they leave the eighth grade (Givens, 2006, p. 1).  Texas teachers are assessed by completing the STaR Chart for their campus each year.  Teachers know that they are required to incorporate technology and in many cases are even given the technology to fulfill that requirement.  The concern lies within the knowledge of the technology and the insecurities of the teachers.  Are teachers given adequate training and follow through?  Are teachers letting the 'fear of the unknown' or their fears of not-knowing-it-all bind them?  According to Mary Burns (2002), "the distance between teachers and students- academic, emotional, and physical- had diminished as teachers became co-learners with students" (p. 296).  Teachers know what is required, they even know some of the benefits, and they are given the technology, but it can't be assumed that they know how to use it and that they will be given support when using the technology.  More professional experiences need to be available, teachers need to be exposed to the technology being used in the 'everyday classroom', and teachers need to have time to work with the new knowledge that they acquired during training.


References:
Burns, M. (2002). From compliance to commitment: Technology as a catalyst for communities of learning. Phi Delta Kappan, (84)4, 295-303.


Givens, A. (2006). Texas star chart instructional materials and educational technology division. Texas Educational Agency, 1. Retrieved from http://starchart.esc12.net

Last Week for this Course (EDLD 5388)

For the first three weeks of this course, I had to select a group to work with.  The group had to take survey relating to our campus, then we discussed results from the survey.  I picked two teachers, a counselor, and a diagnostician to work with me.  The hardest part was getting together to work on the weekly assignments.  We had to correspond mainly through email.  It is hard to rely on others, but overall the experience was eye opening.  It is amazing how different staff members evaluate the same group of students and the same school.

EDLD 5388- Schools as Learning Communities

I'm in my 2nd week of this class.  It is quite interesting to discover what learning communities are which includes being part of a team (not just being in a group).  Being part of team is sharing a goal, having accountability, coaches and leaders, cohesion, high level of commitment, and more conflict (more invested) (taken directly from video 2 in week 2). 

I have discovered that I am not part of a team at my school (anyways).  Change needs to be made, but it is hard just for one to two people to make that change. 

EDLD 5397 Supervision Internship

I'm finishing the 3rd week of this class.  I haven't posted weekly due to the fact that many of the assignments have to do with reflection.  I was looking forward to this class because I was under the impression that it would reflect on where I have been so far on this adminstrative preparation journey; however, I feel that I reflect on my reflections.  It is somewhat aggravating.  One of my assignments is to post my action research plan.  I have previously did that in another class. But to fulfill the requirements, I will do it again.  One positive about this class is that I'm spending 4 to 5 hours on the weekly assignments rather than 10 to 15 hours.

ACTION  RESEARCH PLAN Wonderings: How can my campus become a better, working community within the school and what benefits would result?  Is there a correlation between being involved in PLCs (Professional Learning Committees) and feeling a sense of belongingness? Goal:  Examine the purpose of PLCs (Professional Learning Committees) and whether teachers will become more connected once involved in such committees. Action Steps(s): Person(s) Responsible: Timeline: Start/End Needed Resources Evaluation Compile a list of committees and participants in my campus’ PLCs. myself, Secretary – Mrs. Ornelas, Principal – Mr. Guillen March 11, 2011- March 31, 2011 list of committees and list of participants Is each list current and up-to-date? If committee members change, how will that affect my research? Select a group of teachers that are not involved in PLCs. myself, Site Supervisor- Mr. Johnston a selected group of teachers that overall represent the campus March 11, 2011- March 31, 2011 the willingness of teachers  to participate This sample will give me other viewpoints besides those that are directly involved in campus decision making.  Will those not involved in PLCs still have a sense of community? Reflect in my blog weekly. myself March 11, 2011- December 15, 2011 time set aside (weekly), computer Will my reflections help me better comprehend the purpose(s) for this action research? Prepare interview and survey questions. myself, Site Supervisor- Mrs. Johnston March 31, 2011- April 5, 2011 time, questions, survey monkey Will the questions give me a better understanding of how PLCs benefit my campus? Will the questions enhance my action research? Teacher interviews and surveys. myself and selected teachers (participants and non-PLC participants- to compare data) April 5, 2011- May 15, 2011 time, interview questions and survey Will the teachers allow me to ask questions without reacting defensively? Observe committees and fill out my own questionnaire. myself and each member of each committee March 21, 2011- December 15, 2012 time, observation, and observation questionnaire Will the teachers allow me to observe them? Will the observations be a true picture of how the meetings are usually conducted? Compile teacher data and my observations. myself, Site Supervisor-Mrs. Johnston December 15, 2012- December 20, 2012 time, systematic way of compiling data Will the data help me get a sense of how the teachers feel? Do they feel more connected to the campus and campus’ vision? Create report. myself, Site Supervisor-Mrs. Johnston December 15, 2012- December 20, 2012 PowerPoint By analyzing the data, will I have a better understanding of PLCs? Is there a correlation between being part of a PLC and feeling a sense of belonging? Share findings. myself, Principal- Mr. Guillen campus staff January 1, 2012- January 15, 2012 conference or meeting time, blank copies of questions, survey, observations, and PowerPoint Will my findings help others to decide whether or not to join PLCs in order to feel part of the campus community? Identify wonderings and explore new action research topics. myself, Site Supervisor-Mrs. Johnston March 11, 2011-January 20, 2012 reflect on wonderings (blog) Will my blog reflections reveal new findings? Format based on Tool 7.1 from Examining What We Do to Improve Our Schools (Harris, Edmonson, and Combs, 2010)

Last Week of School Community Relations Class

I have enjoyed this class.  It is kind of ironic that I just became the PI (parent involvement) representative at my school this year.  The information from this course has came in handy.  Now I know why we do the things we do as a Title I campus. 

4th Week of EDLD 5326 Class

This week focused on advocacy for all students, parental involvement among diverse groups, site-based decision making committees, and overcoming barriers (roles and responsibilities of stakeholders).

The dots are starting to connect.  The information in this class is helping me understand why we do some of things we do at school.

3rd Week of School Community Relations Class

This class is already half over; I took a midterm exam.  The assignment this week was to establish a project timeline.  The timeline answered the questions: what is realistic timeline for your project?  What are the required tasks?  Who will make sure the timeline is followed and that the tasks are complete? (the questions are taken directly from the assignment sheet).  In addition to establishing a timeline, I also established an evaluation process which answered the question, how will you know that the partnership has met those goals?  (the question was taken directly from the assignment sheet).

2nd Week of EDLD 5326 School Community Relations

This week's assignments were to gather data and come up with an initial partnership proposal in order to design or improve community partnerships.

It is apparent after reading several articles and watching this week's videos that partnerships with parents and other members of the community are important factors in students' success at school.

“Evidence shows a strong connection between parent and family involvement in schools and children’s academic achievement, attendance, attitude, and continued education” (Henderson & Berla, 1994; Hickman, 1996).

Reference:

Comuntizis-Page, G. (1996), Critical issue: Creating the school climate and structures to support parent and family involvement.  Appalachia Educational Laboratory/North Central Regional Educational Laboratory. Washington, DC: Learning Points Associates.  Retrieved January 22, 2009, from http://www.ncrel.org/sdrs/areas/issue/envrnment/famncomm/pa300.htm .

First Week for School Community Relations Class

This class addresses how schools can and do influence their supporting community.  Community is defined as parents, and other family members, businesses, agencies, and organizations.  This week's assignment was to analyze two of my school's involvement programs (one geared toward parent involvement and the other geared toward community involvement).  A SWOT analysis was conducted for both programs.  SWOT stands for Strengths, Weaknesses, Opportunities, and Threats.

Last Week for the EDLD 5345 Class

I have a better understanding of the SBEC Competencies and the supporting standards because of this class.  I enjoyed this Human Resource Management course.  I liked learning about human resource management, campus vision, culture, values, ethics, laws, professional learning, staff evaluations, organizational leadership, decision-making and problem solving, budgeting, resource allocation, and financial management. 

4th Week- Human Resource Management

This week's assignment only had four parts:  human resource organization leadership reflection, article critique, summary of interview with Debra Cannon, and teacher evaluations.

The most interesting part of the assignment were the six steps for teacher evaluations:

1.) Begin the evaluation process early in the school year.

     

2.) Utilize classroom walk-throughs often enough to ensure validity to what you see in

      the designated observation and evaluation visit. 

    

3.) If there are any problem areas, schedule a conference with the teacher to discuss the

     issues and put a synopsis of the conference in writing.

    

4.) Ask the teacher what he/she needs in terms of support in order to meet performance

     expectations.

  

5.) If problems continue, establish a reasonable timeline for the teacher to demonstrate

     improvement and conduct a follow-up evaluation.

     

6.) Complete a third and final evaluation visit prior to making a contract status

      recommendation to the superintendent.

     

I like using guidelines (or steps) to accomplish tasks.  I'm definitely not looking forward to step 6 (as an administrator). 

Week 3- Human Resource Management

The assignments included technology integration, six points of the Cultural Proficiency Continuum, Cultural Proficiency Receptivity Scale, Professional Development Rubric, article critique, HR interviews for professional development and appraisal, merit pay article reflection, and a leaders wear many hats activity.

My favorite activity was 'leaders wear many hats'.  The 'hats' or roles include being a counselor, facilitator, advisor, supervisor, consultant, presenter, mentor, and coach.  I feel that I already assume all of these rolls at one time or another as a teacher.  I can just imagine the responsibilities of being an administrator and the roles that I will undertake in the future.  I'm looking forward to it.

2nd Week of Human Resource Management

There were many parts to the assignment, nine parts to be exact.  The activities included reviewing the Texas Code of Ethics, Code of Ethics Mind Walk (typical school day and how the codes were broken by staff members), reviewing school district policies and procedures, personal interviews (questions to ask and avoid when interviewing teachers), explaining teacher contracts, activities for teacher recruitment and retention, article critique for two articles, and discovering my school's mentor program.  Although, it this assignment was lengthy, I discovered important information and look forward to applying what I have learned when I become a principal.

1st Week of Human Resources Management

I was able to analyze the competencies and supporting standards in a deeper way (by critiquing an article).  Although a little challenging, that was my favorite part of the assignment.  I also liked the Managing Conflicts and Building Consensus section of Video 3 (Communication and Collaboration).  The professor stated that conflicts are constant, you will never have a conflict free campus, and most choices involve the 3 F's of action (fight, flight, or fix). 

This class is interesting and I look forward to learning more.

Leadership of Accountability- End of Final Week

I have truly enjoyed this class.  It has opened my eyes to many aspects of a successful campus.  A campus should be putting the educational needs of students in front of their own wants and desires, clear and open communication, trust, collaboration, accountability, data analysis are all important components of continuous improvement (for the campus as a whole, the students, and individual teachers).