Leadership
in Technology Change-- CET 765
Final
Project
Submitted
by:
2007
á
To provide
global access to information
á
To meet the
curricular needs of all learners
á
To provide
access to the general curriculum
á
To refine
critical thinking skills and foster creativity
Activity |
Person(s) Responsible |
Cost |
Timeline |
Assessment/ Evidence of
Progress |
Goal 1: Provide effective staff
development for all teachers and support staff. |
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Objective 1: All instructional K-12 staff and support staff
will use technology as needed to enhance student learning. |
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Technology competencies
will be developed based on national standards and district expectations. |
Committee of teachers,
integrationists, and principals |
Summer curriculum pay or
curriculum school year release |
Completed by May 2006 |
Printed list of
competencies ready for implementation Fall 2006 |
All K-12 instructional
staff will provide evidence of achievement of baseline technology
competencies |
Building principals,
integrationists, and staff |
Minimal |
Spring 2007 |
To be determined by
committee (ideas my include portfolios, checklists, etc.) |
Support staff will have
training in software/hardware needs to enhance student learning |
Building principals,
integrationists, and staff |
Minimal |
On-going |
Support staff attendance
and training held |
Objective 2: Staff development opportunities will be developed
and offered based on district and teacher need. |
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A yearly needs assessment
will be given to all K-12 instructional staff |
District Technology
Committee, Laptop Leadership Team, Integrationists |
Minimal |
2006 |
A completed instrument
that outlines the current needs of staff will be given |
District technology
sessions will be developed and offered based on the needs assessment |
Tech integrationists,
teacher experts, outside experts |
Stipend $250 per day/$500
per credit hour |
On-going |
Classes developed and
offered after school and summers |
Explore on-line learning
opportunities to enhance teacher development (technology and instructional
methodology) |
Assistant Superintendent,
principals, integrationists |
System cost per teacher
(credit/pay) |
Fall 2005 |
Courses offered if feasible |
Teachers will be given the
opportunity to attend out-of-district sessions that teach innovative
technological ideas for integration into curriculum |
Superintendent, Assistant
Superintendent, Principals, Tech Personnel |
Travel budgets, Title IID
budget |
Fall 2005 |
Shared teacher training
session upon returning |
Objective 3: Develop teacher Ð technology experts to
showcase learning. |
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Teachers will be
identified within the district to showcase technology experience. |
Principals,
integrationists |
Stipend for training $250
per day/$500 for one credit offering |
Summer/Fall 2005 |
Identified teachers and
training sessions held |
Activity |
Person(s) Responsible |
Cost |
Timeline |
Assessment/Evidence of
Progress |
Goal 2: Integrate
technology into the curriculum
|
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Objective 1: Technology training will be provided for teachers
on various software and hardware that supports the curriculum. |
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Appropriate technology
tools will be chosen to enhance curriculum objectives |
Curriculum committees,
integrationists, Assistant Superintendent |
Curriculum pay on
curriculum cycle |
(Continue process from
last tech plan) Begin Summer 2005 and subsequent curriculum revisions |
Curriculum documents and
tools in place |
Technology tools will
enhance or replace current conventional/traditional learning tools/activities |
Curriculum committees,
integrationists, Assistant Superintendent, individual teachers |
Curriculum pay for
teachers working on curriculum cycle |
Begin Summer 2005 and
subsequent curriculum revisions |
Curriculum documents |
Training on software will be
provided based upon need |
Integrationists, software
experts, expert teachers |
Curriculum pay for
teachers in the class, pay for instructors, or release time or in-service
time |
Summer training sessions
for pay or for college credit |
Training sessions provided |
Develop support and
training materials |
Integrationists, software
experts, expert teachers |
Pay for instructors,
release time, credit option for class or in-service time |
Fall 2005 |
Support raining materials
produced and posted on school website |
Teacher grade level
meetings to discuss/share integration ideas |
Teachers by grade
level/department/ team integrationists, mentor teachers |
In-service or release time |
Fall 2005 |
Portfolio of ideas posted
on school website by grade, subject and/or tool |
Objective 2: Technology competencies will be developed and
implemented for students. |
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Minimum competencies will
be developed for each grade level based on 21st century skills |
Committee with teachers
(elementary, middle school, high school), integrationists, Assistant Superintendent |
Release time, curriculum
pay |
Fall 2006 |
Competency list for each
grade level |
Explore the creation of a
measurement tool |
Committee with teachers
(elementary, middle school, high school), integrationists, Assistant Superintendent |
Release time, curriculum
pay |
Spring 2007 completed |
Committee report with
measurement options, pros and cons for each option |
Objective 3: Continue to fund technology enhancements
(advancements) for curriculum. |
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Solicit board support for
technology financial needs to support curriculum now and in the future |
Principals and Assistant
Superintendent, teachers |
Time for classroom visits
by board-- $150,000 |
Ongoing |
Board minutes, needs are
being met |
Explore grant
opportunities for new technology |
Grant Writer, individual
teachers, Arrow Foundation |
Salary for grant writer |
Ongoing |
Successful grant
procurement |
Activity |
Person(s) Responsible |
Cost |
Timeline |
Assessment/Evidence of
Progress |
Goal 3: Provide
relevant student learning and assessment using technology |
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Objective 1: Explore the potential of on-line learning
opportunities for students. |
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For a committee to
research potential on-line courses for non-credit at the K-8 level |
Committee of teachers,
counselors, and administrators |
No cost |
Ongoing |
Recommendations to policy
committee |
Form a committee to
research potential on-line opportunities for credit at the high
school/college level |
Committee of teachers,
counselors, and administrators |
No cost |
Ongoing |
Recommendations to policy
committee |
Develop
policies/procedures based on committee findings |
Superintendent, policy
committee, School Board |
No cost |
May 2006/ ongoing |
On-line learning policy in
place |
Objective 2: Utilize textbooks in an electronic format where
appropriate. |
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Purchase textbooks in a CD
and/or on-line format for grade 4-12 students |
Curriculum committee
decision |
Utilize district textbook
fund |
Ongoing per curriculum
cycle |
On-line/CD based textbooks |
Purchase CD and/or on-line
teacher resource kits for all levels/subject areas |
Curriculum committee
decision |
Utilize district textbook
fund |
Ongoing per curriculum
cycle |
On-line/CD based textbooks |
Objective 3: Utilize technology-based assessment to enhance
teaching and learning. |
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Dedicate district funds to
maintain current and procure future technology-based assessment tools/programs
(ex. Dibels, Achieve 3000, Writing Roadmaps, etc.) |
Administrators during the
funding process |
$50,000 |
Yearly |
Technology- based
assessments in place |
Update ABACUS with Concert
Assessment (on-line) for K-12 testing |
Assistant Superintendent,
integrationists, building principals, classroom teachers |
$28,000 (Title IID,
special ed, school improvement grant |
Fall 2005, ongoing |
Concert Assessment on-line
tool in use |
Activity |
Person(s) Responsible |
Cost |
Timeline |
Assessment/Evidence of
Progress |
Goal 4: Provide
equitable technology opportunities across the district
|
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Objective 1: A computer ratio is established and funding will
support the ratio. |
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High school 1:1 Continue
with the laptop initiative at the high school |
Superintendent, School
Board, High School principal, High School staff |
$500,000 per year, new
lease agreement in 2008 |
2008 |
Laptops are in place, TIE
Evaluation |
Middle School access to
computers will be 2:1 |
Superintendent, School
Board, Middle School principal, Middle School staff, technology staff |
Technology budget cycle |
Present and continuing |
Computers in place |
Elementary access to
computers will be 3:1 |
Superintendent, School
Board, Elementary Principal, Elementary Staff, technology staff |
Technology budget cycle |
Present and continuing |
Computers in place |
All classroom teachers
will have a laptop for school use |
Superintendent, School
Board, Elementary Principal, Elementary Staff, technology staff |
Technology budget cycle |
2005-06 funding for K-3
teacher laptops and wireless lab; 2006-07 4-6th teacher laptops and wireless
lab; 2007-08 Industrial Tech; 2008-2009 High School laptops; 2009-2010 Middle
School replacement |
Computers in place,
technology competencies are met for staff |
Objective 2: Peripheral hardware will be purchased to support
the hardware/ curriculum needs. |
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Each classroom will be
equipped with an LCD projector |
Administration, technology
staff |
$1300 per LCD |
2008Ñall classrooms will
have an LCD |
Hardware in place |
Other peripheral materials
will be purchased as needed by building principals |
Building principal, tech
staff, teachers |
Building budgets |
As needed |
Hardware in place |
Objective 3: The School Board will provide adequate funding
each year to complete the ratio, keep computers up-to-date, provide
peripheral hardware, software, and curriculum materials |
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Adequate budget will be in
place for district technology purchases |
Administration and School
Board |
$500,000 per year plus
laptop lease continuation |
On-going |
Budget needs met |
Objective 4: Update and upgrade infrastructure each year as necessary. |
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Increase wireless coverage
at the elementary level |
Tech Department, School
Board, Administration |
$600 per access point |
2008 |
Wireless coverage adequate
(speed up network) |
Replace and upgrade
switches, servers |
Tech Department, School
Board, Administration |
$30,000-$40,000 per year |
On-going |
Adequate connectivity in
place |
Objective 5: Monitor on a yearly basis the technology support
in order to meet the goals and vision of technology. |
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Each building will have a
technology integrationists |
Tech Department, School
Board, Administration |
$40,000/building Tech
Integrationist |
2008 |
Person in every building |
Add a technician at the
K-8 level |
Administration, School
Board |
$30,000 |
Fall 2005 |
Technician hired |
Add a technician at the
9-12 level |
Administration, School
Board |
$30,000 |
Fall 2005 |
Technician hired |
Objective 6: Introduce staff to new technologies at
after school/in-service times with grade level or department. |
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Expose more staff to new
technologies |
Administration,
Integrationists, early adopters |
Cost of new technologies
in budget each year |
On-going |
Different staff attending
in rotation |
Objective 7: Equitable training will be provided for new
technology hardware and software across the district. |
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Coordination of training
for new technology with tech integrationist |
Integrationists |
No cost |
On-going |
Trainings held at each
location |
Inventory
|
Our technology personnel
will do this on an annual basis. There is also a purchasing procedure in
place that the building principal and the technology personnel work on together. |
Infrastructure |
The Network Administrator
and the K-8 Technology coordinator work together to ensure that the
infrastructure is strong and
able to support all of the hardware and software. This is done monthly and
annually. |
Needs Assessment |
The needs assessment for
the laptop initiative is done each spring. The K-12 technology assessment
will also be done each spring in order to plan staff development. |
Goals and Objectives |
These will be reviewed
monthly at the District Technology Committee, as well as the components
relevant for the Laptop Leadership Team. |
Vision |
The vision continues to be
focused on and reviewed in order to meet the studentÕs needs. |
Professional
Development |
New staff members will
take a technology needs assessment survey beginning in the summer of 2005.
The purpose of this assessment will be to help new teachers gain skills
necessary to advance students in the district. Summer staff development and
in-school integration will also be designed based on the needs assessment. |
Curriculum |
Technology is a part of
the curriculum adoption cycle and will follow that cycle for the district. |
Action Plan |
These plans will be
reviewed monthly at the District Technology Committee as well as the relevant
components for the Laptop Leadership Team. |
Student Performance |
We will continue to look
at studentsÕ performance in light of the 1:1 laptop initiative. The district
is working with TIE as an outside evaluator in order to view student
performance (21st Century skills, equity, etc.) |
Curriculum
Alignment and Instructional Integration
The level of effective
technology integration is at the early to adoption stage of development. Software programs such as Smart music,
Finale notepad, Garage Band are available to teachers and students.
Keyboard labs are available
at the high school.
Instructional Integration
|
Where are we now? |
Where do we want to go? |
K-2 |
Some teachers are using
technology to support instruction. |
Get all teachers to
incorporate technology such as websites and other software to support
instruction |
3-4 |
Some teachers are using
technology to support instruction. |
Get all teachers to
incorporate technology using websites such as Quia, to develop music skills
and inquiry, software such as Garage Band, Finale Notepad to create simple
music compositions and experience music concepts. |
5-7 |
Some teachers use
technology to develop concepts using websites and some basic software. |
Get all teachers to use
websites and software programs to create cooperative projects. These projects
would combine programs to explore music history and culture of music with
concepts and creativity of music. Such activities would be to create music
videos of music periods or composers- creating an original composition
combining ideas from many cultures. |
8-10 |
Some teachers are using
software such as Smart Music and Sibbillieus for individual work on solos and
gaining information about instruments |
Get all teachers to use
websites as well as software for students to gain knowledge and explore Use
software to incorporate music information into group projects. Use distance
education techniques to place quizzes, games, projects on an individual
website. |
11-12 |
Teachers use technology at
a more personal level using programs such as Word and Smart Music to produce
information to use or perform. The groups at this level are mostly
performance based. |
Add curriculum to include
other music classes that would allow for development of music creativity,
using web-based products and other software. |
How will we get there?
How will we know weÕre
getting there?
How will we sustain focus
and momentum?
The level of effective
technology integration in the Social Studies is primarily Stage 3, which is the
Adaptation Stage. Overall, technology is being integrated into traditional
classroom practice. Teachers are using technology in ways that are connected to
the curriculum and in ways that are already familiar. Existing practices are
being automated with the use of technology. The Internet is being used as a
research tool. Microsoft Word and PowerPoint are the primary reporting tools.
Nearly all use is teacher-directed with pockets of students being
self-directed, independent learners.
At the high school, all
classroom instructional staff and students have a wireless laptop. The middle
school has a combination of desktop machines in labs and carts of wireless
laptops available with instructional staff each having a wireless laptop. At
the elementary level, classrooms are equipped with 4 desktop machines, carts of
wireless laptops are available at grades 4, 5, and 6. Kindergarten through
grade 3 classrooms shares a wireless laptop cart. All elementary instructional
staff is assigned a wireless laptop. The high school and middle school are
primarily PCÕs while the elementary schools are Macs.
|
Where are we now? |
Where do we want to go? |
K-2 |
Some teachers are using
technology to support instruction in a limited way. Science/Social Studies
are usually taught alternately by days or units of study. Some teachers have
a projection system that is used in the classroom to project worksheets or
textbook pages (ELMO). The teacherÕs laptop can be connected to a ceiling
mounted classroom LCD projector for display and instruction. Some first grade
students begin to save documents to their server location. |
Students will open
applications (web-based and computer based), be able to identify screen
elements and the basic functions of the Internet. All first graders will use software
and Internet sites applicable to the Social Studies standards themselves. All
first and second graders will save to their server location and print to the
correct printer on the network. Students will use Kidspiration as a graphic
organizer to visually organize information. All teachers participate in
on-going technology training. |
3-4 |
Technology is being
integrated into traditional classroom practice. Social Studies is usually
taught daily at this grade level. Teachers and students use the wireless lab
to word process and browse the Internet. Fourth grade accesses Dakota
Pathways and the Weekly South Dakotan on the Internet during their South
Dakota Studies. Fourth grade has a designated wireless lab, which is used for
word processing and Internet access. Most classrooms have an LCD projector
for display and instruction. In some buildings, teachers use a Sympodium or
Smart Board. Third graders learn keyboarding. It is reinforced in fourth.
Students in these 2 grades save and access documents on the server. |
All third grade students
will keyboard to 15 or more words per minute. Keyboarding will be reinforced
in all fourth grades. Students will use Kidspiration or Inspiration as a
graphic organizer. Students will learn search strategies for the Internet and
store documents, photos, etc. in the correct folders/directories on the
server. Students will use word processing and presentation software, such as
PowerPoint to create presentations. Students will use peripherals, such as
the digital camera for projects and activities. Students will be taught
ethical computer use and Internet safety as they being simple searches for
small projects. Teachers share ideas on a district developed web site and
project bank. The Technology Integrationist in each building is available to
provide assistance. All teachers participate in on-going technology training. |
5-6 |
Technology is being
integrated into classroom practice. At this level students use the technology
for more research and writing projects. Some instructors utilize PowerPoint
for student presentations. In
some buildings teachers use a Sympodium or Smart Board. Keyboarding is
reinforced and students save and access documents on the server. In isolated
instances, students learn to store and organize documents in folders/directories.
Students save and access documents on the server. |
Keyboarding will be reinforced in all fifth and
sixth grades. Students will use Inspiration as a graphic organizer and
project planner. Students will use search strategies for the Internet and
store documents, photos, etc. in the correct folders/directories on the
server. The Sympodium or Smart Board is standard required equipment in each
classroom. Students will use word processing and presentation software, such
as PowerPoint and iMovie to create presentations. Projects become more
facilitated by the teacher rather than teacher Ðdriven, so students are using
higher level thinking skills. Students will use peripherals, such as the
digital camera for projects and activities. Students continue to be taught
ethical computer use and Internet safety as they search the Internet.
Students are taught how to determine the reliability and appropriateness of
information and begin to cite sources. Teachers share ideas on a district
developed web site and project bank and at grade level meetings. The
Technology Integrationist in each building is available to provide
assistance. Each teacher at this grade level is required to implement one
technology project. All teachers participate in on-going technology training. |
7-8 |
Technology is being
integrated into classroom practice. At this level students use the technology
for more research and writing projects. Some instructors utilize PowerPoint
for student presentations.
Keyboarding is reinforced and students save and access documents on
the server. In isolated instances, students learn to store and organize
documents in folders/directories. Students save and access documents on the
server. Resources are cited. |
All Middle School students
participate in Computer Applications class and an industrial tech course.
Students use Inspiration as a graphic organizer and project planner. Students
use advanced search strategies for the Internet and store documents, photos,
etc. in the correct folders/directories on the server. Students will use word
processing and presentation software, such as PowerPoint, MovieMaker, and web
design to publish projects. Projects continue to be more facilitated by the
teacher rather than teacher Ðdriven, so students are using higher level
thinking skills. Students will use peripherals, such as the digital camera
and scanner for projects and activities. Ethical computer use and Internet
safety are emphasized and required. Students are taught how to determine the
reliability and appropriateness of information and cite sources correctly
Teachers share ideas on a district developed web site and project bank and at
department meetings. The Technology Integrationist in the building is
available to provide assistance. Each middle school team is required to
implement at least one technology project. All teachers participate in
on-going technology training. |
9-12 |
Each student at this grade
level has a laptop due to the 1:1 initiative. Some instructors are
integrating technology into classroom practice. This varies greatly from
instructor to instructor and course to course. Technology is used a great
deal in Science and Math courses. At this level students use the technology
for more research and writing projects. Some instructors utilize PowerPoint for
student presentations.
Keyboarding is reinforced and students save and access documents on
the server. In isolated instances, students learn to store and organize
documents in folders/directories. Students save and access documents on the
server. Resources are cited. Some instructors use WebCT as part of their
coursework. |
All high school students
complete the curriculum for Intro to Computer. Students in grades 10-12 have
course electives available: Advance Office I/II, Visual Basic, C++, Internet
Fundamentals & Electronic Publishing, Computer Hardware Basics,
Multimedia, etc. A Technology Club is formed. These students create an
electronic yearbook, live Internet and public access channel broadcasts of
high school events, etc.
Students and teachers use graphic organizer tools and project
planners. Students use advanced search strategies for the Internet and store
documents, photos, etc. in the correct folders/directories on the server.
Students will use word processing and presentation software, such as
PowerPoint, MovieMaker, and web design to publish projects. More projects are
group based and student driven so students are using higher-level thinking
and life skills. Students will use peripherals, such as the digital camera
and scanner for projects and activities. Ethical computer use and Internet
safety are emphasized and required. Students are taught how to determine the
reliability and appropriateness of information and cite sources correctly
Teachers share ideas on a district developed web site and project bank and at
department meetings. The Technology Integrationist in the building is
available to provide assistance. Senior portfolios are developed. All
teachers receive advanced training in WebCT and over 1/2 of the staff use
WebCT as part of their course. All teachers participate in on-going
technology training. |
How will we get there?
How will we know weÕre
getting there?
How will we sustain focus
and momentum?
Analyzing
District Education Technology Policies
|
Where are we now? |
Where do we want to go? |
A. Electronic Network linking district
with other stakeholders for information exchange, collaboration and distance
education |
á DDN--Adoption á Campus--Transformation |
Transformation |
B. District wide program providing data
or administrative systems to schools (e.g., fiscal databases, student
assessment results) |
á Campus--Transformation á Benchmark--Exploration |
Transformation |
C. Technology-related facilities design
equipment and software. |
A á
Awareness |
Awareness |
D. Technology acquisition and standards |
á
Replacement ScheduleÑExploration á
Standards--Exploration |
Transformation |
E. Research and evaluation of
educational technology initiatives |
á
Laptops &
TIEÑExploration á
K-8--Adoption |
Exploration |
F. Development and
dissemination of educational technology devices, applications and approaches |
á In-service/ Workshops--Exploration |
Transformation |
G. District funding for educational
technology |
á Transformation |
Transformation |
H. Equity and access to technology |
á Transformation |
Transformation |
How do we get there?
GoalsÑ
After looking at the districtÕs current status and
where we want to go, the district needs to adopt goals that will support these
changes in levels of policy planning, development and implementation. These four goals encompass the areas
the district feels are the most attention is needed.
á Goal 1ÑProvide effective staff development of
all teachers and support staff.
1. Technology will be used by all instructional staff as
needed to enhance
student learning.
2. Staff development opportunities will be developed and
offered based on district and teacher needs.
3. Teacher technology experts will showcase learning for
staff at staff development sessions.
¥ Goal 2ÑIntegrate
technology into the curriculum.
1. Technology training will be provided
for teachers on various/new
software
that supports the curriculum.
2. Technology competencies will be
developed and implemented for
students.
4. Continue to fund technology enhancements
(advancements) for
curriculum.
¥ Goal 3ÑProvide
relevant student learning and assessment using technology.
1. Explore potential on-line opportunities for students
K-12.
2. Utilize textbooks in an electronic format where
appropriate.
3. Utilize technology-based assessments to enhance
teaching and learning.
¥ Goal 4ÑProvide
equitable technology opportunities across the district.
1. A
computer ratio is established and funding will support the ratio.
2. Peripheral hardware will be purchased to support the
hardware/curriculum needs.
3. The School Board will provide adequate funding each
year to complete the ratio, keep computers up-to-date, and provide peripheral
hardware, software, and curriculum materials.
4. Update and upgrade infrastructure each year as
necessary.
5. Monitor on a yearly basis the technology support in
order to meet goals and vision of technology.
6. Introduce staff to new technologies at after
school/in-service times with grade level or department.
7. Equitable training will be provided for new
technology hardware and software across the district.
In addition to having these goals, the district also
sees the need to acquire a K-12 Technology Supervisor. Currently, the assistant
superintendent, K-8 Technology Coordinator, and 9-12 Technology Coordinator having
working together to make team decision in regards to technology. By hiring one person to oversee the
entire K-12 environment, the transition from areas of exploration to
transformation will be attainable.
This person will be able to see programs/initiatives are carried
out from beginning to end
throughout the K-12 environment.
Goal
1 relates directly to professional development. The district has in place a number of different ways to
address this area. Currently, the
district has technology integration support at the building level. Technology integrationists provide
support for curriculum through one-on-one meetings, team meetings, and building
level trainings. The technology
integrationists can teach with the classroom teacher, the integrationist can
help the classroom teacher plan individual lesson integrating technology,
and/or the integrationist support the classroom teacher by being visibly
present when technology is used in the lesson implementation.
After school and summer courses are also
offered by the district. The
technology integrationists or classroom teachers typically teach these
classes. These courses are
generally offered for college credit.
The scope and sequence of the technology staff development courses focus
on meeting the individual needs of staff.
The district utilizes the state DDN System
for informational meetings form across the state. Also, courses have been offered to staff members using DDN.
Staff members have the opportunity to
attend the National Technology Learning Conference in Denver, Technology In
Education (TIE) conference, and the National Technology Conference.
How do we know we are
getting there?
MonitorÑ
The
goals and objectives stated above were assembled into an action plan and are
intended to be the districtÕs working document and will assist in monitoring
the progress toward the attainment of the goals.
The
district will evaluate the worth of the professional development activities by
incorporating the five levels including:
ParticipantsÕ reaction, ParticipantsÕ learning, Organization support and
change, ParticipantsÕ use of new knowledge and skills, and Student learning
outcomes.
1.
Options for gathering
information on the participantsÕ reaction to the professional development are
evaluation forms consisting of rating scale items and open-ended response items
specific to the professional development.
2.
Options for gathering
information on the participantsÕ learning include learning logs/reflective
journals or questionnaires.
3.
In order to gather
information on organization support and change focus groups will be formed to
design questionnaires, conduct interviews, and/or analyze district or school
records.
4.
Information on
participantsÕ use of new knowledge and skills will be gathered in a variety of
different ways depending on the type of professional development activity which
may include one of the following:
direct observations, interviews, questionnaires, reflective journals or
portfolios.
5.
Information on student
learning outcomes will also be gathered using a variety of methods
including: variety of standardized
performance, teacher assessments, portfolios, and questionnaires. These methods will focus on three types
of student learning outcomes:
cognitive, affective, and psychomotor.
Information
gathered throughout the process will be used to create an evaluation
report. The evaluation report will
consist of a description of the professional development program or activity
being evaluated, evaluation results, summary and recommendations. This report will be used to determine
if the professional development was effective and met its intended goals.
How do we sustain the
focus and momentum?
TimelinesÑ
As part of the Three Year Action Plan,
timelines were established for each objective. Most objectives have definitive completion date; while
others require an on-going commitment.
BudgetsÑ
The Three Year Action Plan created by the
district includes the cost for each objective. The Watertown School District has several sources for
funding the technology plan. The
district utilizes its capital outlay fund for the purchase of technology each
year. The general budget also
supports the technology for the district, mainly by supporting the personnel,
but also by supporting some of the technology needs such as purchased services,
travel, supplies, and training.
The general fund also supports the salaries and benefits for 7.5 full
time employees. The district also
utilizes Title IIA and Tilt IID funding to support staff development for
technology training.
The Watertown School District has received
several grants from the state of South Dakota and the federal government. These grants have been used for staff
development, evaluation projects, setting up wireless computer labs, and
software.
The school board has committed to support
the need to keep the equipment up-to-date and also to help keep our students
and staff progressing with the use of technology
|
Where
are we now? |
Where do we want to go? |
A.
Instructional leadership, assessment and curriculum |
Adoption |
Exploration |
B.
Competencies/Standards (e.g. ISTE NETS-A) |
Exploration |
Exploration |
C.
Advocacy for technology |
Exploration |
Exploration |
D.
Measures and accountability for effective use |
Adoption |
Exploration |
E. Role
model in the use of technology |
Adoption |
Exploration |
F.
Professional development |
Exploration |
Exploration |
G.
Support for educational technology |
Exploration |
Exploration |
H.
Professional practice |
Adoption |
Exploration |
How do we get there?
One of the objectives in our district technology plan
is to develop and offer to staff development opportunities based on district
and teacher need. This objective
can include technology needs for administration as well as educators. To determine the needs within the
district in the area of professional development our technology plan calls for
a yearly needs assessment.
Our
technology plan states that Òthe Watertown School District believes that staff
development is at the heart of student learningÓ. The district offers after school and summer courses. These courses are facilitated by the
technology integrationists, teacher experts, and outside presenters. Teachers
may take these courses for graduate credit, which can be used for certificate
renewal. We also have added into this technology plan a plan for adding teacher
technology competencies and having a committee work at the evaluation of the
competencies in order to guarantee accountability and learning.
How do we know we are
getting there?
Our
technology plan calls for yearly needs assessments. Through this instrument our district is able receive data
that will outline the current needs of our staff. Our administration is a strong advocate for technology
development. Based on the data
received from this needs assessment, administration makes available various
staff development opportunities to meet the needs present in our district.
How will we sustain the
focus and momentum?
Through
continuous needs assessment our administration can monitor where needs have
been met and also become aware of areas that staff members feel that there is a
new or continued need. Based on
these assessments staff development opportunities can be made available to
either explore new areas of technology or continue to build on previous
technology development sessions.
By continuing to make opportunities available to staff our
administration will sustain momentum in the area of technology development.
|
Where
are we now? |
Where
do we want to go? |
Strategic/Project/Action
Planning |
2% |
5% |
Acquisitions/Procurement
|
5% |
10% |
Deployment/Implementation
of Technology |
10% |
9% |
Maintenance
& Repair |
7% |
5% |
End-user
Technical Support & Training |
18% |
5% |
Curriculum
Alignment & Instructional Integration |
2% |
5% |
Fiscal
Management/Grant Applications |
2% |
5% |
Superintendent
Cabinet/Executive/Board Meetings |
2% |
5% |
Tech
Staff Development & Management |
50% |
40% |
Policy
Development, Monitoring & Enforcement |
1% |
3% |
Evaluating
New/Emerging Technologies |
1% |
8% |
Other |
|
|
Total |
100% |
100% |
How do you plan to get
there?
Currently the Watertown School District technology
department consists of a K-12 network administrator, a K-8 technology
coordinator, two technicians, and three technology integrationists. We have a leadership team that is
comprised of our Asst. Superintendent, our K-12 network administrator, and our
K-8 technology coordinator. This
team works together regarding technology issues in our district. Our district is in the process of
reorganizing the technology department.
This reorganization will include the creation of a K-12 technology
director and the elimination of the K-8 technology coordinator. The where do you want to go column on
the chart above is an estimate of direction the technology director role would
be going.
How will you know you are
getting there?
Administration will be able to monitor the new
technology director position through evaluation on a one to one basis.
Surveying the other members of the technology department will provide feedback
on the overall progression of the department. This survey will indicate any further changes/adjustments that
may need to be made to the time allocations of the technology director.
How will you sustain
focus and momentum?
Focus
and momentum can also be sustained through the monitoring process referred to
in the previous paragraph. Meeting
periodically to offer support and continued guidance will also sustain
focus. The availability of
professional development opportunities for the technology director can foster
momentum and create awareness of new areas that can be researched and developed
for the district technology department.
The
Watertown School District has a filtering system in place to prohibit certain
types of material. This material includes obscene, child pornography,
material that is considered harmful to minors, as defined by the ChildrenÕs
Internet Protection Act, as well as any material that promotes or advocates
illegal activities. The District has installed the filtering
protection to protect against access to inappropriate material.