Saturday, March 26, 2011

web conference

My first web conference was Sunday, 3/20/11, and left me very confused. The conference started at 7:30 and ended at 7:43. The professor ended the conference early and told us to individually send her questions. I do not know if this happened because too many people attended the web conference or if questions were irrelevant. Many people seemed to be confused about the message regarding the copying and pasting of plans to blogs.

Sunday, March 20, 2011

Action Research Plan

Action Research Plan
  • Goal: To ensure teachers and staff can effectively use technology to improve student learning and simplify tasks.
Action Steps(s):
Person(s) Responsible:
Timeline: Start/End
Needed Resources
(The campus technology specialists will frequently lead staff development sessions to ensure that current and innovative forms of technology can be effectively used by the staff to bring positive results).

1. The principal will provide teachers with campus AEIS reports and StaR chart results.

2. Data from the AEIS report will be displayed through the use of an Elmo and projector as teachers view their own copies. Together, the technology specialist and staff will analyze the data by comparing and contrasting our results to other campuses.

3. I will pass out copies of STaR Chart results from our campus and the campuses that performed better than us. Then, I will reveal the correlation between results and performance.

4. Teachers will realize that the campuses that received higher technology ratings scored better than our campus on the TAKS exams.

5. The StaR Chart reveals our campuses’ weaknesses and strengths. The administrator will provide teachers with an opportunity to openly express what needs they would like to see addressed in regards to technology. 

6. Together, everyone will come up with feasible solutions to address these needs.

7. Teachers that
received high passing percentages on the TAKS test, for each subject, will briefly collaborate with the staff by sharing effective instructional strategies. (I will inform them that they will be required to this in advance so that they can be prepared).  Some may explain how they used Eduphoria and INOVA data to address students’ weak areas. Others will explain classroom activities or successful websites that impacted student performance.  

8. I will ask these teachers how they tailored instruction to meet every student needs (after viewing the data that revealed the objectives each student were weak in).

9. One or two teachers will have the opportunity to respond and enlighten others of their practices. (Many teachers know their students’ weaknesses, but they do not know how to effectively address them.)

10. I will close my session by passing out evaluation forms and thanking everyone for attending.

Campus Administrators

Technology specialists

Curriculum Coordinators

Roberta Nonette (classroom teacher)

AEIS Rating

STaR Chart Results

Technology TEKS

Campus Improvement Plan

Campus Technology Plan

District Improvement Plan

District Technology Plan

Texas Long-Range Plan for Technology 2006-2020

Star Chart Results

Teacher Surveys

During sessions teachers will have the opportunity to collaborate and explain what form of technology they used and what impact it had on their class.

Teachers will explain technology use in their lesson plans and document the amount of technology they use in their classrooms. They should also note how the technology improved student learning.

My goal for this technology development session is to provide teachers with the opportunity to collaborate. Many teachers do not grow from technology development sessions because they are accustomed to listening to administrators, who are not in the classroom, make unrealistic or irrelevant demands. Sometimes, teachers do not want to be just told what to do. They cannot change if they are not told how to do it. The best people to train or give teachers advice are people, other teachers, who are successful in their profession. Just like students, teachers learn better from their peers. We do not have many moments to collaborate, so I will use my professional development session as an opportunity to achieve this as we view important data. 

Saturday, March 5, 2011

5352 Blog Posting #3

        The beginning of the plan identifies the 21st century leaner and how he/she learns. Critical thinking, complex problem solving skills, collaboration, and multimedia communication in all content areas is needed to intellectually stimulate the modern learner. Technology based assessments should be considered when measuring skills and the data can be used to reach continuous improvement. The 21st century teacher should use data to boost performance and shift to a model of connected teaching. By using this model, teachers fully utilize learning data and tools to impact instruction and teach concepts. Teachers also form learning communities that include more individuals than just the students in their classrooms. Other students, colleagues, professional experts, members of community organizations, and basically anyone can become part of the learning community. By being a part of this learning community, teachers can learn from various individuals and improve their own instructional practices. Teachers should also participate in many professional development trainings. If a teacher has difficulty integrating digital tools in the classroom, they should communicate their concerns with their principal. Most-likely, he/she will be pleased that you shared your dilemma and are working towards improving it. Educational goals in the plan focus on improving learning, assessment, teaching and infrastructure. The plan states, “All learners will have engaging and empowering learning experiences both in and outside of the school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society.” This goal can be achieved in many ways. Teachers can relate concepts to students through the use of digital tools like the STaR board, Power Point Slides, You Tube videos, etc. They should also use learning resources that students can use outside of the classroom as well. I found the quotes regarding teaching and learning from Barack Obama to be very relevant. The quote that I liked the most was stated in the beginning of the plan. It states, “By 2020, America will once again have the highest proportion of college graduates in the world” (1). This prediction assures me that there is hope in America’s education system and its’ impact on students. It also reveals the faith of the president in America’s children, teachers, and the educational system as a whole.              

5352 Blog Posting# 2

The Progress Report on the Long-Range Plan for Technology, 2006-2020, ensures technology is available in public schools (grades k-12), teachers have professional development opportunities to develop technology skills, students are computer literate by the time they leave high school, and information on emerging technology is identified and distributed in public schools. There are three phases to aide in carrying out the plan. Phase one covered years two thousand and six through two thousand and ten. Some of the details in the plan include: curriculum alignment, providing quality instructional materials, aligning assessment instruments to content standards, providing technical support, and increasing funds in this area. Of course, professional development was listed in this phase as well. I was not surprised because professional development is needed for teachers to effectively integrate new digital tools into the classroom.  I am very interested to see what technology plans will be included in phase two (years 2011-2015) and phase three (years 2016-2020). These phases will be developed after reflecting on the previous stage.  The summary areas from the chart in our first assignment, teaching and learning, educator preparation and development, leadership administration and instructional support, and infrastructure for technology, are listed and thoroughly explained with its relevance to the plan. I found the visions and TEA, SBEC, local, and state recommendations to be very clear and well-written for every area. The priority needs are funding, computer availability for students, technical support, and professional development. All of these areas are important for achieving technology goals, but funding is the most crucial need. If the district does not have enough funds to purchase different forms of technology for students, this creates a problem with progress. To solve this dilemma, funds are saved and allocated for technology use. Amounts are broken down, in detail, in written documents, charts, and graphs within the plan. Indeed, the technology plan is very thought out and organized. It is easy to see why districts are making such a big fuss about STaR charts and integrating technology in the classroom.                

5352 Blog Posting #1

Technology explains the technology standards that are required for beginning teachers along with several recommendations in different areas.
      I think the requirements and recommendations are very relevant and necessary for the 21st century teacher. The world is completely different from what most teachers experienced when they were The Educator Preparation and Development section of the Texas Long Range Plan for in grade school. Technology for many consisted of an overhead projector, type writer, or a slow booting computer. At the time, few students had computers at home, and the district did not provide computers in the classrooms for students to use. The plan states, “Teachers must be able to prepare students for their future in a manner that assures that all students will not simply survive, but truly thrive in the world that awaits them” (23).  In order for students to thrive in the future, they must know how to use various forms of technology. Therefore, current and future teachers must know how to appropriately use technology in the classroom to support curriculum. State, local, and national recommendations requires educators to receive professional development opportunities.  Local Education Agencies hold districts responsible for developing strategies for teachers, campus administrators, and librarians, to master Standards I-V. This will lead to progress in regards to technology integration inside and outside the classroom. Two other forms of progress include teachers being encouraged to participate in Master Technology Teacher programs and TEKS being replaced with the STAR chart (as a direct attempt to integrate technology in the classroom). My campus received an advanced classification and a key area total of eighteen in the Educator Preparation and Development area for the past three years. Sadly, this area lacks trends because there is no change. For the past three documented years, the score have remained the same. However, I hope that my campus can eventually receive a perfect score in this area. Then, the administrators can feel confident that every educator is prepared and capable of effectively integrating technology in the classroom.
To improve this area, teachers should continue to take on as many professional development opportunities as possible and collaborate. I have received great content-based Power Point slides, helpful sites to display on my STaR board, and many other effective technology-based ideas just by collaborating with teachers within my department.

Texas STaR Chart and how it relates to shools

Star Chart Assessments of Vincent Middle School

Tuesday, September 14, 2010

Action research plan

If my research plan is effective, I will share my strategies with the principal and all of the Reading teachers on the campus. I will use Power Point to present my research plan. First, I will provide background information by stating the number of students I have who did not pass TAKS and how this affects the passing percentage rate at my campus. Next, I will share my implementation plan which will consist of various steps and different forms of data and research. Teachers will fill out surveys so that I can consider different teaching techniques and styles, and  low achieving students will receive mentors. Then, tutorials and pullout programs will begin. I will measure students’ achievement by viewing TAKS scores. Even if the student still fails the TAKS exam, I will look to see if the student made any progress on their grade. For example, if the student made a forty the previous year, I will consider that the student has made progress if he makes a sixty-eight for the current year. Then, I will explain and reveal the progress of my students by providing improved TAKS scores. Finally, I will close my presentation by stating the importance and value of raising students Reading Achievement. This will not only bring success in Reading. Students will perform better in other subjects as their literacy improves. My primary goal is to raise TAKS Reading scores along with student achievement. If my plan turns out to be a great success, I will be very excited and thrilled to share my strategies with the district. I will also check with my Reading supervisor to see if I could share my plan on a professional development day.