SCHOOL VISION:
All students of Nixon-Smiley High School will reach their optimum potential as academic, socially competent, motivated, and accountable citizens.
GOAL: Increased collaboration between school, home, and community to increase student academic achievement.
The school/family/community partnerships are essential to the students’ academic achievement and the overall positive school culture. These partnerships also have the potential to increase the importance that the family places on education due to their greater involvement and understanding of the education process and the role it plays not only in the lives of high school students but also how it affects life after high school. However, these partnerships are lacking at the high school level. Therefore, the action research process will address the following inquiries by giving me the platform to collect the data, analyze the data, to seek out strategies and processes to develop and implement successful school/family/community partnerships on the high school campus.
1. What are the barriers that prevent the school/family/community partnerships and what can be done to reduce or eliminate these barriers?
2. What is the academic achievement relationship between those students and families that are actively involved in the school/family/community partnerships and those that are not?
3. What effects do these partnerships have on the students’ desire to further their education beyond high school?
OUTCOMES: Define barriers to school/family/community partnerships.
ACTIVITIES: School faculty, students, families, community and business members complete written or on-line survey to discover the barriers to the school/family/community partnerships.
RESOURCES: A survey will be created with Survey Monkey and administered on-line or in written form.
RESPONSIBLE PARTY: Jane Iams - Researcher
TIME LINE: August 26, 2010
ASSESSMENT: Completion of the survey and analyze the data gathered.
OUTCOMES: Set the stage for developing school/family/ community partnerships.
ACTIVITIES: Meet with stakeholders(school board, school administrators, faculty, staff, students, family members, community and business members) to discuss the data collected through the survey.
RESOURCES: Schedule a meeting time with stakeholders to discuss and analyze survey data.
RESPONSIBLE PARTY: Jane Iams - Researcher, High School Principal, Lead Teachers, Parents, Students, Community and Business Members
TIME LINE: September 2, 2010
ASSESSMENT: Stakeholder feedback.
OUTCOMES: Set the stage for developing school/family/ community partnerships.
ACTIVITIES: Meet with stakeholders to collaborate on ideas and activities for increasing involvement in partnerships.
RESOURCES: Brainstorming meeting while focusing on data gathered to come up with ideas and activities to be held to increase participation.
RESPONSIBLE PARTY: Jane Iams - Researcher, High School Principal, Lead Teachers, Parents, Students, Community and Business Members
TIME LINE: September 7, 2010
ASSESSMENT: Datelines for ideas and activities determined and responsible parties assigned.
OUTCOMES: Increase participation for School/Family/Community partnerships.
ACTIVITIES: Family/Community Activity Nights
RESOURCES: Resources for the (5) Family/Community Nights will be determined by the teachers planning the activities.
RESPONSIBLE PARTY: Each core subject and all electives will be responsible for selecting a monthly activity night to host.
TIME LINE:One Family/Community Night per month (5) - September, October, January, March, April
ASSESSMENT: Sign-in Sheets with signatures and dates.
OUTCOMES: Increase participation for School/Family/ Community partnerships.
ACTIVITIES: Family/Community Activity Nights that are not academic related.
RESOURCES: Resources for the non-academic Family/ Community Nights will be determined by the school faculty and community members planning the activities.
RESPONSIBLE PARTY:Jane Iams - Researcher, Band Director, F.C.C.L.A. Teacher, Agriculture/Welding Teacher, Technology Teacher, Community/Business Members
TIME LINE: 3 Non-Academic Family/Community Nights per year - November, February, May
ASSESSMENT: Sign-in Sheets with signatures and dates.
OUTCOMES: Determine the relationship of participation in the Family/ Community Nights and student achievement.
ACTIVITIES: Analyze the data gathered based on students’ and their family’s participation in Activity Nights and how it influences their academic achievement.
RESOURCES: Sign-in Sheets from Activity Nights, students’ grades, benchmark grades, attendance records.
RESPONSIBLE PARTY: Jane Iams - Researcher, High School Principal, High School Lead Teachers
TIME LINE: Once a month, usually the first of the month, the students’ information will be compared to the previous months’ data to determine growth.
ASSESSMENT: Student grades, benchmark grades, and attendance records.
OUTCOMES: Asses the students’ attitude toward furthering their education beyond high school.
ACTIVITIES: Student surveyed regarding their attitudes toward higher education.
RESOURCES: On-line Survey created with survey monkey.
RESPONSIBLE PARTY: Jane Iams - Researcher
TIME LINE: September 2, 2010, January 10, 2011, and May 10, 2011
ASSESSMENT: Survey data collected and analyzed
OUTCOMES: Assess Findings
ACTIVITIES: Collect Data: 1) Participation levels – Sign –in Sheets, 2) Student Grades, Attendance, High Stakes Testing,
3) School, family, community survey data
RESOURCES: Time allocated to collecting data.
RESPONSIBLE PARTY: Jane Iams - Researcher
TIME LINE: End of the 2010-2011 school year
ASSESSMENT: Stakeholder Feedback, Student Progress, Increase in school/family/community partnerships
Friday, August 6, 2010
Sunday, July 25, 2010
So Many Opportunities
After completing this week's assignment regarding action research topics, I realized that there are many opportunities for utilizing action research on my own campus. So many in fact, it almost seems overwhelming. It was challenging to decide on one specific topic in which to engage in the action research process. Ultimately, I chose the one in which I was the most passionate about, the one that would address the most issues stated in the campus improvement plan, and hopefully, the one that would have the most beneficial impact on my students. I am looking forward to move past the introduction stage to the action research process and actually begin conducting the research on school/family/community partnerships. I know that the family/school/community partnership action research process will be challenging, time consuming but most of all enlightening and that fuels my flame for learning. I am also excited about the opportunity to share the action research process with other teachers and administrators on my campus and in my district so that we can all benefit from the process.
Sunday, July 18, 2010
Blogging for Educational Benefits
Blogging has opened up the door for collaboration for students, teachers and administrators alike. With the use of blogging, professional development opportunities know no boundaries. Professional Learning Communities can discuss relevant articles, campus policies, study reflective learning and teaching strategies, and share practices that are working without taking time out of the workday to meet.
Blogging will also increase the benefits of action research. Principals will be able to share their finding from their research with other principals from various geographic locations. This will allow principals to learn from each other without leaving their campus or district. Blogging also has the potential to decrease the feeling of isolation among principals because they will be able to share their practices, frustrations and finding so as to benefit others.
Blogging will also increase the benefits of action research. Principals will be able to share their finding from their research with other principals from various geographic locations. This will allow principals to learn from each other without leaving their campus or district. Blogging also has the potential to decrease the feeling of isolation among principals because they will be able to share their practices, frustrations and finding so as to benefit others.
Action Research: What is it?
Action research is a cyclical process that focuses on providing insight into an administrator’s own practice in an effort to make change and improve their school. Therefore, action research places the burden on the individual involved in the research to clarify and diagnose a practical situation or problem on their campus that needs to be improved or resolved. This causes the principal, administrator or educational leaders to play an integral role in the research process by collecting and interpreting data to formulate the action strategies to address the necessary changes. In addition, action research forces those involved to take ownership of what is occurring on their campus and the practices and processes that need to be adjusted. No longer are the campus leaders disseminating data and programs that "outsiders" have told them but rather they are making decisions for their campus based on their campus data.
I am looking forward to utilizing action research to discover why there is a lack of parental/family involvement at the high school level. Research shows that positive parent/family/community/school partnerships increase student achievement. If this is the case, then why are these relationships lacking at high school? What are the barriers that keep these individuals from volunteering and participating in school activities? How do the teachers feel towards these partnerships? Why is the high school administration not reaching out to the families and the community to create and nourish these partnerships? The high school students of today and the future desperately need every opportunity to be successful both in and out of the classroom. As administrators, it is our responsibility to facilitate these opportunities for their success.
I am looking forward to utilizing action research to discover why there is a lack of parental/family involvement at the high school level. Research shows that positive parent/family/community/school partnerships increase student achievement. If this is the case, then why are these relationships lacking at high school? What are the barriers that keep these individuals from volunteering and participating in school activities? How do the teachers feel towards these partnerships? Why is the high school administration not reaching out to the families and the community to create and nourish these partnerships? The high school students of today and the future desperately need every opportunity to be successful both in and out of the classroom. As administrators, it is our responsibility to facilitate these opportunities for their success.
Wednesday, December 16, 2009
Educational Technology Reflection
This course allowed me to review technology that I had previously thought was unavailable for the masses as well as introduced me to a variety of new ways to communicate through different types of technology. Prior to the start of this course, I desired to learn more about the Texas Long Range Plan for Technology, the Texas STaR Chart, document management tools, ways for teachers and students to collaborate and share their projects using technology and Internet safety. In the areas of the Texas STaR chart, Long Range Plan for Technology and collaboration opportunities using blogging, wikis and podcasting and Internet safety, I feel like I have been exposed to and learned a lot that is applicable to a leadership role. The course addressed a variety of information that is essential to be aware of when developing a technology integrated campus.
The coursework that I completed has given me the much needed information related to technology and its benefits. The in depth study of both the Long Range Plan for Technology and the Texas STaR Chart will benefit me greatly with relation to my job as the Vision 2020 grant manager as both of these programs played a vital role in our receiving the grant. Both of these programs are also part of the on going evaluation of our use of the grant funds. Also, with the implementation of the laptop grant, the knowledge I gained regarding the collaboration opportunities with the use of blogging, podcasting and wikis will allow me to train teachers and students on how to use these great technological applications to improve the communication between all individuals. With these new communication and collaboration tools also comes the responsibility to utilize the Internet safely. The Internet safety articles gave me many resources to share with the teachers, students and their parents to help teach and reinforce proper cyber ethics and safety when utilizing the Internet. This is vital now that each freshman student has 24/7 access to a laptop.
I struggled with more of the technical concept such as the document management tools, open source software and managing and assessing IT assets. These areas are things that I was neither familiar with nor able to wrap my mind around easily. I need more time to research and learn about these concepts in order to feel comfortable trying to implement them. Working with someone who is proficient in these areas would be a great place to begin my training.
Although I struggled with some of the information that was presented, I was successful in carrying out all the course assignments. All of the assignments were challenging in different ways and forced me to research the topics and discuss them with a variety of individuals on my campus. Seeking clarification and discussing what my campus had and didn’t have with regards to a long range technology plan was eye opening. These discussions prompted me to begin thinking of all the areas in which my recent knowledge due to this course would benefit many others especially those involved in the Vision 2020 grant. Although I was familiar with some of the content such as the Long Range Plan for Technology and the Texas STaR Chart in the assignments, it became evident that I did not have the required level of understanding or knowledge which is necessary for an individual in a leadership position.
Throughout this course I was made aware that many different styles and types of individuals are necessary in order for the use of technology to be successful on my campus. Success with regards to technology shouldn’t always be measured according to owning the latest gadgets but rather it is a team whose goal is to utilize technology to create positive learning opportunities for students. The team of teachers that I work with on the Vision 2020 laptop grant is full of these types of individuals. This course has given me plenty of information to share and discuss with them. Because we are working together, I do not feel that I have to know more than they do but rather I must be willing to share these new ideas and then collaborate to reach the best outcome. The leadership role may change hands many different times as those individuals with the most expertise share and teach their peers. This includes both teachers teaching students and teachers as well as students teaching students and teachers. As long as I maintain a positive attitude and am willing to expand my views concerning technology and leadership, the possibilities are endless.
Blogging has a wonderful educational value for the 21st century learner. It is an exciting way for individuals to share their projects and communicate with others both in and out of their normal circle. Blogging also allows for easy peer review for students and teachers and makes bringing in experts and mentors from outside the classroom easier (Richardson, 2004, p. 11). Often students are not excited about peer reviews but when done on the computer for others to see changes their attitudes more times than not. In addition, many times resources are limited but with blogging many new opportunities to “bring in” professionals arise.
There are concerns that present themselves when the discussion of blogging is brought up. Safety is a key concern when presenting and sharing information over the internet. It is essential that both students and teachers understand and embrace the responsibility of posting their information on the internet for all to see. We must protect our students with thoughtful teaching and clear policy (Richardson, 2005, p. 48).
Blogging is an easy and accessible way to communicate with my school stakeholders. It allows for collaboration with a large group of individuals without them being in the same room. Being able to share information and ideas wherever the Internet is available, allows for more individuals to be involved. At school, input from a diverse group of individuals will ensure that more of the community base is represented regularly. It also gives a way to track comments so as to change and build based on the input provided by the stakeholders. If the stakeholders see how technology can be used to better both their children and the district which they attend, their support of technology integrated instruction will soar. The stakeholders commitment to and support of technology will encourage school administrators to continue to add to and build the school’s technology resources.
Richarson, W. (2004). Blogging AND RSS. MultiMedia & Internet @ Schools, 11(1), 10-13.
Richardson, W. (2005). Blog Revolution. Technology & Learning, 26(3), 48.
The coursework that I completed has given me the much needed information related to technology and its benefits. The in depth study of both the Long Range Plan for Technology and the Texas STaR Chart will benefit me greatly with relation to my job as the Vision 2020 grant manager as both of these programs played a vital role in our receiving the grant. Both of these programs are also part of the on going evaluation of our use of the grant funds. Also, with the implementation of the laptop grant, the knowledge I gained regarding the collaboration opportunities with the use of blogging, podcasting and wikis will allow me to train teachers and students on how to use these great technological applications to improve the communication between all individuals. With these new communication and collaboration tools also comes the responsibility to utilize the Internet safely. The Internet safety articles gave me many resources to share with the teachers, students and their parents to help teach and reinforce proper cyber ethics and safety when utilizing the Internet. This is vital now that each freshman student has 24/7 access to a laptop.
I struggled with more of the technical concept such as the document management tools, open source software and managing and assessing IT assets. These areas are things that I was neither familiar with nor able to wrap my mind around easily. I need more time to research and learn about these concepts in order to feel comfortable trying to implement them. Working with someone who is proficient in these areas would be a great place to begin my training.
Although I struggled with some of the information that was presented, I was successful in carrying out all the course assignments. All of the assignments were challenging in different ways and forced me to research the topics and discuss them with a variety of individuals on my campus. Seeking clarification and discussing what my campus had and didn’t have with regards to a long range technology plan was eye opening. These discussions prompted me to begin thinking of all the areas in which my recent knowledge due to this course would benefit many others especially those involved in the Vision 2020 grant. Although I was familiar with some of the content such as the Long Range Plan for Technology and the Texas STaR Chart in the assignments, it became evident that I did not have the required level of understanding or knowledge which is necessary for an individual in a leadership position.
Throughout this course I was made aware that many different styles and types of individuals are necessary in order for the use of technology to be successful on my campus. Success with regards to technology shouldn’t always be measured according to owning the latest gadgets but rather it is a team whose goal is to utilize technology to create positive learning opportunities for students. The team of teachers that I work with on the Vision 2020 laptop grant is full of these types of individuals. This course has given me plenty of information to share and discuss with them. Because we are working together, I do not feel that I have to know more than they do but rather I must be willing to share these new ideas and then collaborate to reach the best outcome. The leadership role may change hands many different times as those individuals with the most expertise share and teach their peers. This includes both teachers teaching students and teachers as well as students teaching students and teachers. As long as I maintain a positive attitude and am willing to expand my views concerning technology and leadership, the possibilities are endless.
Blogging has a wonderful educational value for the 21st century learner. It is an exciting way for individuals to share their projects and communicate with others both in and out of their normal circle. Blogging also allows for easy peer review for students and teachers and makes bringing in experts and mentors from outside the classroom easier (Richardson, 2004, p. 11). Often students are not excited about peer reviews but when done on the computer for others to see changes their attitudes more times than not. In addition, many times resources are limited but with blogging many new opportunities to “bring in” professionals arise.
There are concerns that present themselves when the discussion of blogging is brought up. Safety is a key concern when presenting and sharing information over the internet. It is essential that both students and teachers understand and embrace the responsibility of posting their information on the internet for all to see. We must protect our students with thoughtful teaching and clear policy (Richardson, 2005, p. 48).
Blogging is an easy and accessible way to communicate with my school stakeholders. It allows for collaboration with a large group of individuals without them being in the same room. Being able to share information and ideas wherever the Internet is available, allows for more individuals to be involved. At school, input from a diverse group of individuals will ensure that more of the community base is represented regularly. It also gives a way to track comments so as to change and build based on the input provided by the stakeholders. If the stakeholders see how technology can be used to better both their children and the district which they attend, their support of technology integrated instruction will soar. The stakeholders commitment to and support of technology will encourage school administrators to continue to add to and build the school’s technology resources.
Richarson, W. (2004). Blogging AND RSS. MultiMedia & Internet @ Schools, 11(1), 10-13.
Richardson, W. (2005). Blog Revolution. Technology & Learning, 26(3), 48.
Sunday, December 13, 2009
Technology Action Plan
Nixon-Smiley High School Technology Action Plan
Vision
Our school strives to provide a quality education so that every student will be equipped for life-long learning, responsible citizenship, and productive employment in a rapidly changing and diverse society. We realize that technology integration can be a powerful tool for teaching, learning, and educating our students for the 21st century and beyond. We believe all students will be motivated to learn through the addition of technology to all content areas.
Goal
Our goal is to prepare the students of Nixon-Smiley High School to meet the challenges of their future by implementing a curriculum that integrates the use of technology as a teaching and learning tool into all academic subject areas.
To attain this goal, every student will:
· Become familiar with a variety of technology devices and applications.
· Use technology devices that will maximize instructional time.
· Conduct research, gather data, and share findings using technology tools.
· Create multi-media projects based on TEKS objectives.
· Use technology to remediate, enrich, and individualize student instruction.
To attain this goal, every teacher will:
· Engage in on-going technology professional development sessions.
· Incorporate technology into planning and instruction.
· Model the appropriate use of technology.
· Ensure that students understand and comply with technology etiquette and
follow appropriate cyber ethics.· Showcase student technology projects throughout the school
and district.
Needs Assessment
The District Technology Committee has identified the needs of the district and needs on individual campuses by disaggregating data on provided by the Texas STaR Chart surveys. According to the STaR Chart, there is a need for on-going, relevant professional development and training in the area of technology integration. To more accurately pinpoint the needs of individual teachers, the district is developing a Teacher Self-Assessment of Technology Proficiency survey, which will be taken on SurveyMonkey.com. The results of this survey will identify specific deficiencies in teacher technology proficiency so that appropriate training and staff development sessions can be planned.
Nixon-Smiley High School STaR Chart Summary
School Year '06-'07 '07-'08 '08-'09
Teaching & Learning 12 14 12
Educator Preparation & Development 11 11 12
Leadership, Administration & Instruct. Support 13 15 13
Infrastructure for Technology 14 16 16
The Nixon-Smiley High School Campus Improvement Committee (CIC) has considered the data from the Texas STaR Chart for Nixon-Smiley High School to determine areas of need on our campus. The areas of concern identified from the STaR Chart data were in Educator Preparation and Development and Teaching and Learning. The teacher responses indicated that they participate in minimal amounts of technology professional development each year, demonstrate only two to three of the SBEC Technology Applications Standards, use technology for content area instruction only and have not had the opportunity to participate in web-based or online learning. In reference to Teaching and Learning, instruction is teacher-directed, students use technology on an individual basis to access electronic information and there is a minimal use of technology in foundation TEKS. The committee further investigated the specific professional development needs of the teachers at Nixon-Smiley High School by interviewing, surveying, and observing teachers. This information was used to formulate a plan for training opportunities for teachers.
In addition, the CIC reviewed the Nixon-Smiley CISD District Improvement Plan (NSCISD-DIP) paying special attention to the areas relating to technology and technology integration. One of the target areas of the NBISD-DIP is the improvement of instructional practice by improving the integration of technology into authentic instruction. The district is developing model lessons using technology tools effectively in the classroom. The freshman teachers involved in the Vision 2020 Grant are currently leading the way in developing these lessons.
The campus principal is concerned with the lack of technology integration that he has observed at Nixon-Smiley High School. The campus principal has determined that the teachers of Nixon-Smiley High School are in need of on-going technology professional development and guidance in constructing technology rich lessons. He feels that the small amount of technology professional development provided in the summer is not enough. Therefore, he will offer the opportunity for teachers to volunteer to be a part of a small cadre of teachers that will receive training so they will be able to train, mentor and model best practices for others on the campus throughout the year. “Training is embedded in instruction, not isolated from it, and is driven by the skills that teachers need to use technology in the classroom, not by the technology itself” (Jones, 2007, p. 35).
Nixon-Smiley High School is also expanding its technology integration through the Vision 2020 Grant. The Vision 2020 Grant is a one-to-one laptop immersion program. This grant provided for the purchase of Apple laptops and relevant software for each freshman student and teacher. Each freshman course teacher is receiving 50 hours worth of professional development in the next two years. This professional development focuses on integrating technology in to their lesson plans and best practices for using technology in the classroom. The teachers are also required to post a minimum of one technology integrated lesson per week as well as the student product from the lesson. The increase of laptops will allow for the increased use of technology throughout the ninth grade.
The CIC reviewed the Technology Applications TEKS for eighth grade, which covers the basic technology applications, and found that there was currently no system in place to ensure that these objectives were being reinforced at the high school level other than in the BCIS classes. Since some students take BCIS classes later in their high school career but we want the students to use the technology skills on a daily basis, there is a need for the Technology Applications TEKS to be revisited and reinforced by all teachers as the students enter high school from eighth grade.The CIC also requested a list of all computer applications software, hardware and technology equipment available on the campus. The teachers were provide the list and were surveyed using SurveyMonkey.com regarding their use of and/or proficiency in using each application. The CIC recommends that mini-sessions (1 hour after school) be offered for teachers to explore the features of software already available to them. In addition the teachers will receive time for technology-related preparation. (Wahl & Duffield, 2005, p. 8).
Organizational Chart for Nixon-Smiley High School Technology Integration
Responsibilities
NSCISD School Board:
Approve Technology Action Plan, new personnel positions, technology budget, and District Technology Plan.
NSCISD Superintendent: Mediates between schools and school board.
Director of Technology: Member of District Technology Committee, controls district technology budget, responsible for district technology infrastructure, district technology maintenance, computer inventory, and software licensing.
Technology Specialists:
Member of District Technology Committee, help maintain district technology infrastructure, help maintain district technology, provide “just-in-time” help for the district, and work with Vision 2020 laptop immersion program.
District Technology Committee:
Reviews and revises District Technology Plan. Makes recommendations for professional development and equipment purchases.
Campus Principal:
Head of Campus Improvement Committee and High School Technology Committee directs spending of campus technology funds, evaluates campus needs, evaluates campus teaching staff, and plans campus staff development.
Vision 2020 Grant Manager:
Director of Vision 2020 laptop immersion grant, responsible for Vision 2020 budget, provides “just-in-time” help for teachers and students, plans and provides professional development for 9th grade teachers involved in the grant, and member of the District Technology Committee and High School Technology Committee.
Technology Integration Specialist: Contracted Services
Community Communication Services is a contracted service for the Vision 2020 grant that provides professional development which includes modeling best practices in integrating technology into all curricular areas for freshman classroom teachers. They are also responsible for training professional staff in the use of programs and devices relating to Apple laptops.
Model Teachers:
Responsible for assisting classroom teachers in planning technology integration lessons, modeling lessons demonstrating effective technology integration, facilitating before, during, and after school mini-sessions as well as Saturday sessions when necessary, and provide “just-in-time” help for fellow teachers. These teachers will be identified by the campus principal.
Teachers:
Responsible for integrating Technology TEKS and technology integration into lessons across the curriculum into classroom experiences for students. May make technology professional development requests and purchasing requests.
NSCISD Technology Professional Development Goals
· Technology Integration Specialists, Model Teachers, and Vision 2020 Grant Manager will construct model lessons and demonstrate these lessons on campuses in actual classroom settings.
· Technology Integration Specialists and Vision 2020 Grant Manager will offer on-going technology integration professional development ‘mini-sessions’ throughout the school year.
· All teachers will maintain a teacher webpage and be provided professional development credit for updating these pages.
· NSCISD will implement teacher peer-tutoring in which teachers will be encouraged to share their technology enriched lessons with others.
· Technology Director and Vision 2020 Grant Manager will provide, via electronic newsletter, wiki or blog technology tips for technology enriched lessons and websites that may be helpful in planning lessons.
Nixon-Smiley High School Technology Professionals Development Plan
· Require all professional staff to become familiar with the Technology TEKS, especially through eighth grade, and to cite these TEKS in their lesson plans.
· Require teachers to attend a technology orientation session for ELMOs, projectors, Clickers, and interactive whiteboards prior to being issued the technology equipment for classroom use.
· Require all professional staff to create and share a minimum of one technology enriched and project-based lessons. Vision 2020 teachers will share a minimum of one technology enriched and project-based lessons per week.
· Require all professional staff to attend 10 or more hours of technology professional development annually.
· Recruit teachers to plan and facilitate mini-sessions to familiarize teachers with computer software and devices already available on campus.
· Require all teachers to demonstrate proficiency in the use of the Windows programs such as Power Point, Excel and Movie Maker on PCs. Freshman teachers will demonstrate proficiency in the use of the Apple programs such as Keynote, iWork, iPhoto, iMovie. Those unable to demonstrate proficiency will be required to attend training in addition to the required 9 hours.
· Teachers will attend web-page training and create and maintain a teacher web page that is updated a minimum of once every three weeks. This web page will be used as both a means of communication and an instructional tool.
· Teachers will be provided with 3 hours of release time per semester to observe technology best-practices lessons in model teacher classrooms, or for technology-related preparation with a Technology Integration Specialist, Model Teacher or Vision 2020 Grant Manager.
Evaluation Plan
The CIC and DTC will evaluate the effectiveness of the above mentioned initiatives by comparing STaR Chart data from the 08-09 school year to data gathered in the fall of 2010 and spring 2011. The committees expect to see an improvement in all areas, especially in the areas of Educator Preparation as well as Teaching and Learning. The CIC and DTC will also compare the data gathered from the 2009 Teacher Self-Assessment of Technology Proficiency survey to the results that will be gathered in 2010. The committees expect to see improvement in all areas. The CIC will compare the results of the 2009 Student Technology Survey and other student technology proficiency data gathered. The committees expect to see improvement in all areas and all grade levels.
The CIC will look for improvement in the Texas STaR Chart, AEIS report, TAKS scores, and District Benchmark scores in 2010. While improvement cannot definitively be linked to increased technology integration, any improvement will be assumed to be a reflection of enriching the curriculum with technology and adding opportunities for student collaboration and use of technology to solve authentic problems.
The Campus Principal will evaluate lesson plans to ensure that Technology Applications TEKS are being addressed by all the classroom teachers. In addition, he will ask teachers to submit a self-report of technology enriched lessons conducted each 3-week grading period. Classroom teachers must also provide evidence of conducting a minimum of 1 research and technology based project per semester. These technology based projects must culminate in a multi-media presentation. These presentations as well as the lesson plans will be posted on the school’s network server so as to be available to be the inspiration for the ideas for others.
References
Yonker, John. Personal interview. 7 Dec. 2009.
Duffield, J., & Wahl, L. (2005). Using flexible technology to meet the needs of diverse learners: What teachers can do. http://www.wested.org/cs/we/view/rs/763.
Jones, E. (2007). Strategies to put instruction ahead of technology. Principal Leadership, 7(6), 35-38.
Nixon-Smiley CISD. (2009). District Improvement Plan Nixon-Smiley Consolidated Independent School District. Nixon, Texas.
School Technology and Readiness: A teacher tool for planning and self-assessing aligned with the Long-range plan for technology. (2006). Retrieved December 1, 2009, from http://starchart.esc12.net/docs/TxTSC.pdf
Vision
Our school strives to provide a quality education so that every student will be equipped for life-long learning, responsible citizenship, and productive employment in a rapidly changing and diverse society. We realize that technology integration can be a powerful tool for teaching, learning, and educating our students for the 21st century and beyond. We believe all students will be motivated to learn through the addition of technology to all content areas.
Goal
Our goal is to prepare the students of Nixon-Smiley High School to meet the challenges of their future by implementing a curriculum that integrates the use of technology as a teaching and learning tool into all academic subject areas.
To attain this goal, every student will:
· Become familiar with a variety of technology devices and applications.
· Use technology devices that will maximize instructional time.
· Conduct research, gather data, and share findings using technology tools.
· Create multi-media projects based on TEKS objectives.
· Use technology to remediate, enrich, and individualize student instruction.
To attain this goal, every teacher will:
· Engage in on-going technology professional development sessions.
· Incorporate technology into planning and instruction.
· Model the appropriate use of technology.
· Ensure that students understand and comply with technology etiquette and
follow appropriate cyber ethics.· Showcase student technology projects throughout the school
and district.
Needs Assessment
The District Technology Committee has identified the needs of the district and needs on individual campuses by disaggregating data on provided by the Texas STaR Chart surveys. According to the STaR Chart, there is a need for on-going, relevant professional development and training in the area of technology integration. To more accurately pinpoint the needs of individual teachers, the district is developing a Teacher Self-Assessment of Technology Proficiency survey, which will be taken on SurveyMonkey.com. The results of this survey will identify specific deficiencies in teacher technology proficiency so that appropriate training and staff development sessions can be planned.
Nixon-Smiley High School STaR Chart Summary
School Year '06-'07 '07-'08 '08-'09
Teaching & Learning 12 14 12
Educator Preparation & Development 11 11 12
Leadership, Administration & Instruct. Support 13 15 13
Infrastructure for Technology 14 16 16
The Nixon-Smiley High School Campus Improvement Committee (CIC) has considered the data from the Texas STaR Chart for Nixon-Smiley High School to determine areas of need on our campus. The areas of concern identified from the STaR Chart data were in Educator Preparation and Development and Teaching and Learning. The teacher responses indicated that they participate in minimal amounts of technology professional development each year, demonstrate only two to three of the SBEC Technology Applications Standards, use technology for content area instruction only and have not had the opportunity to participate in web-based or online learning. In reference to Teaching and Learning, instruction is teacher-directed, students use technology on an individual basis to access electronic information and there is a minimal use of technology in foundation TEKS. The committee further investigated the specific professional development needs of the teachers at Nixon-Smiley High School by interviewing, surveying, and observing teachers. This information was used to formulate a plan for training opportunities for teachers.
In addition, the CIC reviewed the Nixon-Smiley CISD District Improvement Plan (NSCISD-DIP) paying special attention to the areas relating to technology and technology integration. One of the target areas of the NBISD-DIP is the improvement of instructional practice by improving the integration of technology into authentic instruction. The district is developing model lessons using technology tools effectively in the classroom. The freshman teachers involved in the Vision 2020 Grant are currently leading the way in developing these lessons.
The campus principal is concerned with the lack of technology integration that he has observed at Nixon-Smiley High School. The campus principal has determined that the teachers of Nixon-Smiley High School are in need of on-going technology professional development and guidance in constructing technology rich lessons. He feels that the small amount of technology professional development provided in the summer is not enough. Therefore, he will offer the opportunity for teachers to volunteer to be a part of a small cadre of teachers that will receive training so they will be able to train, mentor and model best practices for others on the campus throughout the year. “Training is embedded in instruction, not isolated from it, and is driven by the skills that teachers need to use technology in the classroom, not by the technology itself” (Jones, 2007, p. 35).
Nixon-Smiley High School is also expanding its technology integration through the Vision 2020 Grant. The Vision 2020 Grant is a one-to-one laptop immersion program. This grant provided for the purchase of Apple laptops and relevant software for each freshman student and teacher. Each freshman course teacher is receiving 50 hours worth of professional development in the next two years. This professional development focuses on integrating technology in to their lesson plans and best practices for using technology in the classroom. The teachers are also required to post a minimum of one technology integrated lesson per week as well as the student product from the lesson. The increase of laptops will allow for the increased use of technology throughout the ninth grade.
The CIC reviewed the Technology Applications TEKS for eighth grade, which covers the basic technology applications, and found that there was currently no system in place to ensure that these objectives were being reinforced at the high school level other than in the BCIS classes. Since some students take BCIS classes later in their high school career but we want the students to use the technology skills on a daily basis, there is a need for the Technology Applications TEKS to be revisited and reinforced by all teachers as the students enter high school from eighth grade.The CIC also requested a list of all computer applications software, hardware and technology equipment available on the campus. The teachers were provide the list and were surveyed using SurveyMonkey.com regarding their use of and/or proficiency in using each application. The CIC recommends that mini-sessions (1 hour after school) be offered for teachers to explore the features of software already available to them. In addition the teachers will receive time for technology-related preparation. (Wahl & Duffield, 2005, p. 8).
Organizational Chart for Nixon-Smiley High School Technology Integration
Responsibilities
NSCISD School Board:
Approve Technology Action Plan, new personnel positions, technology budget, and District Technology Plan.
NSCISD Superintendent: Mediates between schools and school board.
Director of Technology: Member of District Technology Committee, controls district technology budget, responsible for district technology infrastructure, district technology maintenance, computer inventory, and software licensing.
Technology Specialists:
Member of District Technology Committee, help maintain district technology infrastructure, help maintain district technology, provide “just-in-time” help for the district, and work with Vision 2020 laptop immersion program.
District Technology Committee:
Reviews and revises District Technology Plan. Makes recommendations for professional development and equipment purchases.
Campus Principal:
Head of Campus Improvement Committee and High School Technology Committee directs spending of campus technology funds, evaluates campus needs, evaluates campus teaching staff, and plans campus staff development.
Vision 2020 Grant Manager:
Director of Vision 2020 laptop immersion grant, responsible for Vision 2020 budget, provides “just-in-time” help for teachers and students, plans and provides professional development for 9th grade teachers involved in the grant, and member of the District Technology Committee and High School Technology Committee.
Technology Integration Specialist: Contracted Services
Community Communication Services is a contracted service for the Vision 2020 grant that provides professional development which includes modeling best practices in integrating technology into all curricular areas for freshman classroom teachers. They are also responsible for training professional staff in the use of programs and devices relating to Apple laptops.
Model Teachers:
Responsible for assisting classroom teachers in planning technology integration lessons, modeling lessons demonstrating effective technology integration, facilitating before, during, and after school mini-sessions as well as Saturday sessions when necessary, and provide “just-in-time” help for fellow teachers. These teachers will be identified by the campus principal.
Teachers:
Responsible for integrating Technology TEKS and technology integration into lessons across the curriculum into classroom experiences for students. May make technology professional development requests and purchasing requests.
NSCISD Technology Professional Development Goals
· Technology Integration Specialists, Model Teachers, and Vision 2020 Grant Manager will construct model lessons and demonstrate these lessons on campuses in actual classroom settings.
· Technology Integration Specialists and Vision 2020 Grant Manager will offer on-going technology integration professional development ‘mini-sessions’ throughout the school year.
· All teachers will maintain a teacher webpage and be provided professional development credit for updating these pages.
· NSCISD will implement teacher peer-tutoring in which teachers will be encouraged to share their technology enriched lessons with others.
· Technology Director and Vision 2020 Grant Manager will provide, via electronic newsletter, wiki or blog technology tips for technology enriched lessons and websites that may be helpful in planning lessons.
Nixon-Smiley High School Technology Professionals Development Plan
· Require all professional staff to become familiar with the Technology TEKS, especially through eighth grade, and to cite these TEKS in their lesson plans.
· Require teachers to attend a technology orientation session for ELMOs, projectors, Clickers, and interactive whiteboards prior to being issued the technology equipment for classroom use.
· Require all professional staff to create and share a minimum of one technology enriched and project-based lessons. Vision 2020 teachers will share a minimum of one technology enriched and project-based lessons per week.
· Require all professional staff to attend 10 or more hours of technology professional development annually.
· Recruit teachers to plan and facilitate mini-sessions to familiarize teachers with computer software and devices already available on campus.
· Require all teachers to demonstrate proficiency in the use of the Windows programs such as Power Point, Excel and Movie Maker on PCs. Freshman teachers will demonstrate proficiency in the use of the Apple programs such as Keynote, iWork, iPhoto, iMovie. Those unable to demonstrate proficiency will be required to attend training in addition to the required 9 hours.
· Teachers will attend web-page training and create and maintain a teacher web page that is updated a minimum of once every three weeks. This web page will be used as both a means of communication and an instructional tool.
· Teachers will be provided with 3 hours of release time per semester to observe technology best-practices lessons in model teacher classrooms, or for technology-related preparation with a Technology Integration Specialist, Model Teacher or Vision 2020 Grant Manager.
Evaluation Plan
The CIC and DTC will evaluate the effectiveness of the above mentioned initiatives by comparing STaR Chart data from the 08-09 school year to data gathered in the fall of 2010 and spring 2011. The committees expect to see an improvement in all areas, especially in the areas of Educator Preparation as well as Teaching and Learning. The CIC and DTC will also compare the data gathered from the 2009 Teacher Self-Assessment of Technology Proficiency survey to the results that will be gathered in 2010. The committees expect to see improvement in all areas. The CIC will compare the results of the 2009 Student Technology Survey and other student technology proficiency data gathered. The committees expect to see improvement in all areas and all grade levels.
The CIC will look for improvement in the Texas STaR Chart, AEIS report, TAKS scores, and District Benchmark scores in 2010. While improvement cannot definitively be linked to increased technology integration, any improvement will be assumed to be a reflection of enriching the curriculum with technology and adding opportunities for student collaboration and use of technology to solve authentic problems.
The Campus Principal will evaluate lesson plans to ensure that Technology Applications TEKS are being addressed by all the classroom teachers. In addition, he will ask teachers to submit a self-report of technology enriched lessons conducted each 3-week grading period. Classroom teachers must also provide evidence of conducting a minimum of 1 research and technology based project per semester. These technology based projects must culminate in a multi-media presentation. These presentations as well as the lesson plans will be posted on the school’s network server so as to be available to be the inspiration for the ideas for others.
References
Yonker, John. Personal interview. 7 Dec. 2009.
Duffield, J., & Wahl, L. (2005). Using flexible technology to meet the needs of diverse learners: What teachers can do. http://www.wested.org/cs/we/view/rs/763.
Jones, E. (2007). Strategies to put instruction ahead of technology. Principal Leadership, 7(6), 35-38.
Nixon-Smiley CISD. (2009). District Improvement Plan Nixon-Smiley Consolidated Independent School District. Nixon, Texas.
School Technology and Readiness: A teacher tool for planning and self-assessing aligned with the Long-range plan for technology. (2006). Retrieved December 1, 2009, from http://starchart.esc12.net/docs/TxTSC.pdf
Sunday, November 29, 2009
The Texas STaR Chart: What is it? and How will it effect me?
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STaR Chart
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