Tuesday, January 31, 2012
The Educator Preparation and Development area of the Texas STaR chart I feel is one of the most critical aspects of the Long- Range Plan for Technology 2006-2020. This area is crucial because it does not matter how great the technology is in the classroom, if teachers are not given the level of training needed to understand how to use the technology, it will be a waste of money. The Texas Teacher STaR Chart provides teachers with a self-assessment tools to help them identify areas of weaknesses to focus on to improve their level of instruction in the classroom. This chart also allows teachers the data needed to make informed decisions regarding technology needs and how best to use resources. This gives the teacher with opportunities to see areas of their teaching where professional growth may be needed.
Knowing that every student is to be "technology literate" by the end of the 8th grade, makes every teachers job in regards to technology more challenging. This has also made the use of technology in the classroom increase with many teachers moving from Developing Tech level to Advanced Tech level. However, there is still the ultimate level to reach of Target Tech, where teachers will design lessons that are project centered for students to be able apply their own way of learning. In recent years, staff development has been targeted around technology and the opportunities it provides for teachers and students. Federal and state money have been given to districts to help equip every school with technology that is applicable for the classroom. Every school is to have broadband internet and students are to instructional opportunities to be able to use the internet.
The business world, state and federal government, and students themselves are pushing teachers to learn more about technology. It is my opinion that the most significant change in instruction will occur when teachers are given opportunities to learn how to use technology and how to effectively instruct students in how to use it. Teachers need to be given ample opportunities to practice the new learning and to make it their own. They just like students need to be given time to work with the technology and with the STaR Chart surveys and results, teachers can see where they need to focus their attentions and where they are compared to the rest of the campus. This helps the principal then determine where to target the staff development opportunities to meet the needs of his staff. In meeting those needs, he will be working toward meeting the technological needs of the students as well.
Knowing that every student is to be "technology literate" by the end of the 8th grade, makes every teachers job in regards to technology more challenging. This has also made the use of technology in the classroom increase with many teachers moving from Developing Tech level to Advanced Tech level. However, there is still the ultimate level to reach of Target Tech, where teachers will design lessons that are project centered for students to be able apply their own way of learning. In recent years, staff development has been targeted around technology and the opportunities it provides for teachers and students. Federal and state money have been given to districts to help equip every school with technology that is applicable for the classroom. Every school is to have broadband internet and students are to instructional opportunities to be able to use the internet.
The business world, state and federal government, and students themselves are pushing teachers to learn more about technology. It is my opinion that the most significant change in instruction will occur when teachers are given opportunities to learn how to use technology and how to effectively instruct students in how to use it. Teachers need to be given ample opportunities to practice the new learning and to make it their own. They just like students need to be given time to work with the technology and with the STaR Chart surveys and results, teachers can see where they need to focus their attentions and where they are compared to the rest of the campus. This helps the principal then determine where to target the staff development opportunities to meet the needs of his staff. In meeting those needs, he will be working toward meeting the technological needs of the students as well.
Should educational leaders be assessed on their technology leadership knowledge and skills? I feel they should. As an instructional leader in the school it is imperative that the principal lead the way in technology training to insure that his/her teachers are receiving the needed resources. Supplying the classrooms with needed computers is only have of the problem. Teachers need to be trained in software to fully implement the technological resources of the classroom. Equipment without thorough training is a wasted resource. Technology has to be seen by the instructional leader not as just a resource to help students improve in areas of weakness or to do the regular classroom work with a different tool, but technology needs to been as a venue into a new classroom. One with no walls and with unlimited opportunities to expand the learning experiences into interactive, globally collaborative lessons to bring about a deeper level of learning and instruct students synthesizing their learning beyond the school.
If school districts are to meet the needs of the 21st century learner it is imperative that the instructional leader of the school lead his/her staff in using technology and having the necessary knowledge to teach students on how to apply the technological tools to enhance their learning experiences. Technology needs to be seen as a tool that must be applied to instruct students in real world learning to prepare them for future experiences.
The real question lies in how to assess leaders in this area? The level of technological resources differ with every school. Many principals are limited by budget constraints in their ability to supply teachers with cutting edge technology that will be outdated in 3 years. Some are fortunate enough to work for districts that can afford the "newest and the latest" in technology. For that principal the challenge would be staying up to date in his own training with technology always in such a fluid field. Every district has it own stories, which makes it difficult to fairly assess a principal's technology leadership skills. Because of varying degrees of technology in school and the different degrees of staff ability in technology it would be difficult to truly determine the needs. However, that does not mean it should not be done.
If the instructional leadership does not lead the way in technology schools will remain far behind where we need to be right now. It is up to the principal to do everything with his control to prepare his teachers for the 21st century classroom and to prepare students to be 21st century. The principal through the campus plan and the cite base committee should identify areas
If school districts are to meet the needs of the 21st century learner it is imperative that the instructional leader of the school lead his/her staff in using technology and having the necessary knowledge to teach students on how to apply the technological tools to enhance their learning experiences. Technology needs to be seen as a tool that must be applied to instruct students in real world learning to prepare them for future experiences.
The real question lies in how to assess leaders in this area? The level of technological resources differ with every school. Many principals are limited by budget constraints in their ability to supply teachers with cutting edge technology that will be outdated in 3 years. Some are fortunate enough to work for districts that can afford the "newest and the latest" in technology. For that principal the challenge would be staying up to date in his own training with technology always in such a fluid field. Every district has it own stories, which makes it difficult to fairly assess a principal's technology leadership skills. Because of varying degrees of technology in school and the different degrees of staff ability in technology it would be difficult to truly determine the needs. However, that does not mean it should not be done.
If the instructional leadership does not lead the way in technology schools will remain far behind where we need to be right now. It is up to the principal to do everything with his control to prepare his teachers for the 21st century classroom and to prepare students to be 21st century. The principal through the campus plan and the cite base committee should identify areas
Monday, April 4, 2011
During this time...
I have sent out the request for committee member nominations. So during this time of waiting for a response I will be creating the purpose statement, the timeline and some sample questions to help get the process moving. I think I will also begin looking to see what studies have been done over school cultures and ways they affect student performance. I need to take advantage of this break and make the most of it.
Friday, March 25, 2011
Here We Go
Now the journey really begins. Now I start the process this course has taught me. The professors did such an excellent job guiding us through the planning process. This course has taught me the importance of action research in helping with professional development as an educator. It has given me some wonderful examples of action research, and introduced me to some wonderful professionals who will help shape the future of our educational system. I feel very fortunate to have been able to share my wonderings and thoughts about my research plan with my fellow colleagues to be able to have benefited from their expertise. I look forward to sharing my research with these fellow researchers and following their research as I continue through on this journey of Action Research. The last week has taught me how to begin the process of the research and planning it out.
The eight step model provided in the Harris text, (2010), was very beneficial in helping to think out the research project. The CARE Model: Planning Tool was very helpful in organizing the thought process in developing the action research plan. This model provided four specific areas that needed to be addressed in order to have a well developed plan. The first step focuses the researcher’s thinking on the future. It is important as a principal to always be looking for ways to make improvements and ways to improve efficiency. The second step is just as important because if a program is working it needs to be managed and maintained. The third step is the center of the research project making sure the data is clearly understood, interpreted and reported in a timely fashion. The final step of the CARE Model is evaluation. It is important that whatever changes are made they monitored and evaluated on a regular basis to maintain growth and aid in future research.
I am excited about beginning my research project and I never thought I would here myself say that. I will just have to see where there journey takes me.
Friday, March 18, 2011
Revised Plan-This time I included the dates
After reviewing the comments and suggestions of my fellow bloggers I went back and included dates for my project. This has given me a starting date and helps me to stay on target with everything I need to be doing in order to be ready to begin by my start date. Some of the "things" include sending out requests for committee members, researching different survey instruments to present to the committee and forming my goal statement for the committee. I want to be sure I have carefully considered every aspect of the first meeting because I want the first meeting to be a pleasant and positive experience for everyone. I want every member to feel this project is important to our school and its development.
Action Planning Template | ||||
Goal: To conduct research to assess our current campus climate and culture and to identify areas of weakness in order to improve community involvement and student success. | ||||
Action Steps(s): | Person(s) Responsible: | Timeline: Start/End | Needed Resources | Evaluation |
Form a committee of volunteer parents and faculty members to develop a survey to assess the campus climate and culture. | Julie Cummings | Begin May2, 2011 end by May 7, 2011. | Survey Tool to develop survey format | Readability of the survey |
Surveys will be sent out to community. | Julie Cummings | May 16th sent out surveys. Allow 5 days for responses to be returned. | E-mail addresses and mailing addresses for parents, paper supplies and postage for surveys mailed . | Number of survey replies received. |
Based on the results of the surveys, the top three areas of concerns will be researched to determine current practices that may be applied in our district. Present committee’s suggestions to campus principal and superintendent for suggestions and approval. | Julie Cummings Julie Cummings | May 23,2011 June 2011 | Professional journals and research sites These will be based on the results of the survey. | The committee will evaluate the survey responses and research data to evaluate suggested programs and plans. The evaluation of Mr. Smith and Mrs. Garrison |
Plan will be developed and presented to the administration and faculty and parent committee to address the areas of improvement that will be addressed. | Julie Cummings | August 2011 | These will be based on the survey and areas that are yet to be determined. | Approval of administration, school board, faculty, and parent committee. Monitoring of areas that were changed will be completed through out the school year to evaluate their effectiveness and if they are meeting the committee's goals. |
Format based on Tool 7.1 from Examining What We Do to Improve Our Schools
(Harris, Edmonson, and Combs, 2010)
Friday, March 11, 2011
Action Research Plan
I am ready to post my plan for the world to see. The more I thought of this plan, the more it has grown in my mind. I can see a lot of different directions this thing could go. It will be interesting to see how it turns out. Please feel free to comment and offer any suggestions.
In the previous three years our campus has under gone some major organizational and leadership changes. These changes have included a new superintendent, curriculum director, principal and new curriculum. The middle school’s rating went from recognized to exemplary in two years and maintained the exemplary rating the next year. The numerous changes in leadership on the middle school campus and in the district has made it hard to determine the school’s climate and culture both in the district and how it is perceived in the community.
In the previous three years our campus has under gone some major organizational and leadership changes. These changes have included a new superintendent, curriculum director, principal and new curriculum. The middle school’s rating went from recognized to exemplary in two years and maintained the exemplary rating the next year. The numerous changes in leadership on the middle school campus and in the district has made it hard to determine the school’s climate and culture both in the district and how it is perceived in the community.
Research Goal: To conduct research to assess our current campus climate and culture and target areas of weakness to improve community involvement and student success.
1. A committee of volunteer parents and faculty members and I, will meet to develop a survey to be sent out to middle school parents and community leaders. This survey will identify the demographics of the participants, their connection with the school and number of their children (if any), enrolled in the middle school. This will be an anonymous survey to promote participation.
2. After the survey has been developed, it will be sent out via e-mail through a survey program. The questions will based on a rating system and target the goals of the middle school both academically and socially. The participants will be given 5 days to respond. I will then gather the responses together.
3. The data will be analyzed to determine if there are other areas that need to be addressed. What are the major areas of concern? What are we doing well? How can we do better? How can we improve our relationship with the parents and the community? I will present the results to the committee.
4. I will conduct research based on the results of the survey over the top areas of concern and ways to address that need. I will use published articles over school climate and culture and interview principals in the area to gather information concerning ways they may have improved their school climate and culture. I will look for programs that other schools have used and if they were beneficial.
5. After researching these areas, I will present a plan for improvement to the committee. We will discuss the plans and if they feel they would be appropriate for our school. Will the plan meet the goal? How long will it take to determine if our plan is working? How can we monitor the results? How will the plan improve student performance or attitude?
6. Upon their approval and adding any suggestions they might make, I will present the plan to my site supervisor. We will analyze the plan and determine the resources necessary (if any) that are needed to implement the plan the time line for implementation and what it should look like. It will be presented to the faculty for their endorsement.
7. Upon agree upon the plan we will develop a criteria to monitor the plan and make adjustments as it is implemented or as needed based on the goal of the project.
8. The committee will meet periodically to monitor the progress and look for other areas of concern or opportunities for growth.
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