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)