GOAL
The goal of my research is to determine ways to provide a seamless transition from DAEP to the home campus so students will be current in the curriculum and not behind their peers.
OUTCOME: To view the current DAEP Academic Transition Plan of Houston ISD
ACTIVITY: Interview the AEP Director of Houston ISD to obtain strategies they use for the successful transition of students from DAEP to the home campus. Talk to the DAEP Principal for details in implementing those strategies and to obtain a copy of the transition plan.
PERSON RESPONSIBLE: Amanda Clark
TIMELINE: 1st Six weeks of school
EVALUATION: Interview with AEP Director and DAEP Principal for Houston ISD. Copy of HISD DAEP Transition Plan
OUTCOME: To determine how the DAEP curriculum compares to the home campus curriculum
ACTIVITY: Review current curriculum (the four core at all grade levels) at the DAEP and compare it to the curriculum used on the home campus.
PERSON RESPONSIBLE: Amanda Clark
TIMELINE: August 23, 2010—Sept. 6, 2010
RESOURCES: C-Scope, Textbooks, PLATO, computer, Internet access
EVALUATION: Study curriculum
OUTCOME: To determine if the TIMELINE for teaching specific TEKS are the same on the DAEP campus and the home campus
ACTIVITY: Compare lesson plans of teachers at the DAEP campus and the home campus of the same subjects and grade levels
PERSON RESPONSIBLE: Amanda Clark, classroom teachers
TIMELINE: 1st and 2nd Six Weeks of school year
RESOURCES: Lesson Plans, Syllabi from all subjects of all grade levels
EVALUATION: Chart/calendar showing when specific TEKS are being taught on the DAEP campus and the home campus.
OUTCOME: To determine the key stakeholders’ insight as to the reasons students fall behind while enrolled at the DAEP campus.
ACTIVITY: Compile a survey for stakeholders to complete that will allow them to express their concerns and beliefs regarding the current curriculum and other observations at the DAEP campus
PERSON RESPONSIBLE: Amanda Clark, DAEP campus stakeholders
TIMELINE: 1st six weeks of school
RESOURCES: Surveys, computer with internet connection
EVALUATION: Results from the surveys
OUTCOME: To determine if teachers on the DAEP campus meet the Highly Qualified Status as stated by TEA.
ACTIVITY: Review the qualifications of teachers at the DAEP campus.
PERSON RESPONSIBLE: Debbie Crooms, Human Resource Director
TIMELINE: September 13—September 15
RESOURCES: Computer with internet access
EVALUATION: Report from Human Resource Director
OUTCOME: To determine if teachers on the DAEP campus have received training in behavior management of students with behavior problems.
ACTIVITY: Review workshop documentation of DAEP staff. Survey DAEP staff to determine the need for behavior management staff development
PERSON RESPONSIBLE: Amanda Clark, all DAEP staff
TIMELINE: September 16
RESOURCES: Survey
EVALUATION: Compilation of survey results
OUTCOME: To determine if reading ability has any bearing on the academic performance of students placed at the DAEP campus
ACTIVITY: When students are admitted to the DAEP program they will be given a reading test to determine their current reading level.
PERSON RESPONSIBLE: DonNya Robinson
TIMELINE: This assessment will be given on the first day of the student’s placement.
RESOURCES: STAR reading assessment
EVALUATION: Star reading results
OUTCOME: To determine the academic ability/progress of each student placed at the DAEP campus
ACTIVITY: When students are admitted to the DAEP program, their academic profiles (grades, benchmark results, TAKS results)
PERSON RESPONSIBLE: Counselor, Amanda Clark
RESOURCES: Computer, AEIS report, PEIMS report
EVALUATION: Study individual student profiles
Friday, July 30, 2010
Friday, July 23, 2010
Data: The Truth Behind Success (5301 Week 2)
It is very important to look at data to determine reasons certain groups of students are not successful. Teachers should have access to that data for their students, so interventions can be put in place as necessary to make sure all students are succeed. When a teacher has a strategy that works, and no one else is using it, the teacher, rather than the principal should share it with the staff. That type of staff development is better received because it is peer-to-peer.
I must remember that I do not have to reinvent the wheel when looking for answers to wonderings/questions. Articles, books, and proven strategies from other campuses are excellent resources for ways to help students learn and reach their greatest potential.
We have to move beyond just learning pedagogy and become data driven. Eventually we will be able to look at data regarding teachers. We will be able to connect the teachers’ years of experience, their certifications, degrees, practices, and strategies to determine what may impact instruction tomorrow. Everything we do must be geared toward producing results and increasing student performance. No longer can we, as educators, be excited when we make a difference in one child’s life. The bottom line is all students must be taught and experience success.
I must remember that I do not have to reinvent the wheel when looking for answers to wonderings/questions. Articles, books, and proven strategies from other campuses are excellent resources for ways to help students learn and reach their greatest potential.
We have to move beyond just learning pedagogy and become data driven. Eventually we will be able to look at data regarding teachers. We will be able to connect the teachers’ years of experience, their certifications, degrees, practices, and strategies to determine what may impact instruction tomorrow. Everything we do must be geared toward producing results and increasing student performance. No longer can we, as educators, be excited when we make a difference in one child’s life. The bottom line is all students must be taught and experience success.
Wednesday, July 14, 2010
Action Research Works
Action research, also known as inquiry, is investigating in a systematic way. It is the process of a principal engaging in this systematic, intentional study of her administrative practice and taking action for change based on what she learns from the inquiry. During this inquiry, the principal looks for change and reflect on her practice by asking questions, collecting data to obtain insight into those questions, analyzing data along with reading relevant literature, making changes in practice based on new understandings gained during the inquiry, and sharing findings with others. Action research is effective as a professional development tool because effective staff development for administrators is long-term, planned and job-embedded; focuses on student achievement, supports reflective practice; and provides opportunities to work, discuss, and solve problems with peers.
Many educators are familiar with traditional educational research as opposed to action research. Traditional educational research is ineffective. It is where an “expert” comes into the school and teaches everyone a new and improved technique that should be implemented in the classroom. Many times these “experts” are college professors who have conducted research and are alien to the everyday occurrences in the school. In this case, the principal is required to negotiate the dilemmas framed by outsiders and is asked to implement with fidelity a curriculum designed by someone outside of the school. Teachers and administrators in this situation are reluctant to admit their difficult experiences because to do so would be an admission of failure. Action research involves everyone. It affords the opportunity for the principal and teachers to work together to pose questions about current practices, analyze data and literature, and collectively determine better practices which will mean success for the students.
Action research is a very valuable tool in today’s educational setting. As an administrator, I could use action research to formulate a solution to problems that exist at the high school. For example, when the tardy bell rings at the high school, many students remain in the hallways meandering around. This takes away from instructional time as teachers must take minutes from teaching to document tardies and fill out tardy slips to be sent to the principal.
Blogging can be used by educational leaders to communicate with school stakeholders. Administrators could use blogs to communicate school information or news to parents and people in the community. In lieu of email, administrators could utilize blogs to communicate vital information to everyone on the campus as well. Teachers could use blogs to communicate with parents to provide them with information about the class. By incorporating an RSS feed, stakeholders would not have to search for the blog site. As the blog is updated, the feed would automatically be sent to the stakeholder making it easy to remain current.
Many educators are familiar with traditional educational research as opposed to action research. Traditional educational research is ineffective. It is where an “expert” comes into the school and teaches everyone a new and improved technique that should be implemented in the classroom. Many times these “experts” are college professors who have conducted research and are alien to the everyday occurrences in the school. In this case, the principal is required to negotiate the dilemmas framed by outsiders and is asked to implement with fidelity a curriculum designed by someone outside of the school. Teachers and administrators in this situation are reluctant to admit their difficult experiences because to do so would be an admission of failure. Action research involves everyone. It affords the opportunity for the principal and teachers to work together to pose questions about current practices, analyze data and literature, and collectively determine better practices which will mean success for the students.
Action research is a very valuable tool in today’s educational setting. As an administrator, I could use action research to formulate a solution to problems that exist at the high school. For example, when the tardy bell rings at the high school, many students remain in the hallways meandering around. This takes away from instructional time as teachers must take minutes from teaching to document tardies and fill out tardy slips to be sent to the principal.
Blogging can be used by educational leaders to communicate with school stakeholders. Administrators could use blogs to communicate school information or news to parents and people in the community. In lieu of email, administrators could utilize blogs to communicate vital information to everyone on the campus as well. Teachers could use blogs to communicate with parents to provide them with information about the class. By incorporating an RSS feed, stakeholders would not have to search for the blog site. As the blog is updated, the feed would automatically be sent to the stakeholder making it easy to remain current.
Friday, December 18, 2009
REFLECTIONS
When I first enrolled in this Instructional Leadership class, I thought it, based on the title, would be about leading instruction through the traditional methodologies that are utilized today. It did not occur to me that the emphasis would be on technology itself. Once the true essence of the class was realized, I envisioned learning methods to facilitate the use of technology on a campus in ways that would improve student success. Knowing that students today are technological gurus, I also envisioned how this class would promote life-long learning for educators. Teachers, in an effort to remain current with their students learning style, must become technologically proficient and willing to make technology a major component of the curriculum. As a result of this class, I have made strides in the aforementioned outcomes; however, it is incumbent upon me to continue to pursue avenues that will advance my skills in technology.
The outcomes I have achieved thus far are relevant to my current teaching assignment as well as to the position I aspire to hold in the future through the attainment of this Masters Degree. Currently, my class consists of grades 6th, 8th, 9th, 10th, and 11th. I am responsible for teaching the four core classes, providing TAKS enrichment, and P.E. on all five levels. In addition, I have three local students who receive assignments from their original teachers and are also enrolled in credit recovery classes for which I am responsible. It is not humanly possible to traditionally teach all of those subjects to 17 students on a daily basis. As a result, it is imperative that I rely heavily on technology to ensure that the students are successful.
In the future, the mastery of these outcomes will enable me, as an administrator, to successfully lead a campus toward 21st century learning. I will encourage the use of varied technology and seek recommendations from students as they are the ones whose learning style is based on technological application.
In varying degrees, I believe I achieved the learning and performance outcomes that were presented in this class. The outcome I would deem wanting is Learning Outcome 10—Identify social, legal, and ethical issues related to technology, teaching, and learning. When I read the article, “Copyright Primer for Administrators,” I realized how easy it is to infringe a copyright. I also became aware of the innumerable amount of times other colleagues and I have committed copyright infringement in the name of educating our students. The reason I have not mastered this learning outcome is reflected in the vast number of copyright laws that exist especially when it comes to software. That which I believed was legal was illegal and vice versa. As an administrator, strict adherence to copyright laws is essential to the integrity of the school and is a reflection of the administrator; therefore, I must continue to pursue mastery in this area.
The course assignments themselves were not difficult to carry out. The discouraging aspect of the course assignments was the amount of time available to complete them. In my opinion, ample time was not allotted to allow us to thoroughly assimilate the vast amount of information presented through the videos and articles. Nor was adequate time granted to devote to producing a quality project which would reflect the material in the readings. As a result, I have a working knowledge of the learning objectives, but will need to revisit the information further to gain mastery of the concepts. On the other hand, rather than viewing the time constraints as a hindrance, I was challenged to absorb as much information as I could in the allocated time. Incorporating a strong presence of technology into the curriculum is critical to student success now and in the future; therefore, I will do whatever it takes to ensure I grasp all of the objectives.
As a result of taking this Instructional Leadership course, I discovered an appreciation for technology that I did not realize I had. I was not aware of the simplicity technology contributed to education. Prior to this course, I was one of those teachers who believed that the cell phone, IPod, and other advances in technology did not have a place in the classroom setting. I viewed each item as an encumbrance because students were more interested in their “gadget” than the curriculum. I now understand that technology is paramount to the education of today’s generation. As “digital natives” this is the way they learn; therefore, educators must teach that way. In reference to my leadership skills, I believe this course strongly enhanced them. As an administrator, it is my responsibility to guarantee that the needs of the 21st century learner are reflected in all aspects of the curriculum. I will lead by example in this area.
Blogs have great educational value when it comes to the 21st century learner. Students can post multiple assignments on blogs and, subsequently, maintain a journal of their finished work. This would allow students and teachers to accurately capture the progress or improvement a student makes from the beginning of the year. Blogging also would allow students to read and follow the finished products of other students in the class and in other schools across the world. Blogging removes the physical walls of the classroom and gives students access to a diversity of students and their culture in various parts of the world. As a result, students can gain input from students of differing views. This would help promote cultural diversity. Last, blogging would provide teachers with another method of communicating with the students in their classes and give students another opportunity to use technology and learn in their “native language.”
As with any technology, many concerns exist in the implementation of blogging in education. When students use the World Wide Web, they are at risk of being stalked by cyber bullies or online predators. It is imperative that educators teach students about online safety, and it is unwise to assume that the students, regardless of age, are aware of precautionary measures. Students should be made aware of how to handle instances of cyber bullying or cyber stalking. When this occurs, the school should have measures in place for the student to report the abuse. Students also should be taught how to choose a valid password and the importance of maintaining the secrecy of personal information and that password while blogging.
Blogging can be used to communicate with school stakeholders in many ways. Administrators could use blogs to communicate school information or news to parents and people in the community. In lieu of email, administrators could utilize blogs to communicate vital information to everyone on the campus as well. Teachers could use blogs to communicate with parents to provide them with information about the class. By incorporating an RSS feed, stakeholders would not have to search for the blog site. As the blog is updated, the feed would automatically be sent to the stakeholder making it easy to remain current.
When I first enrolled in this Instructional Leadership class, I thought it, based on the title, would be about leading instruction through the traditional methodologies that are utilized today. It did not occur to me that the emphasis would be on technology itself. Once the true essence of the class was realized, I envisioned learning methods to facilitate the use of technology on a campus in ways that would improve student success. Knowing that students today are technological gurus, I also envisioned how this class would promote life-long learning for educators. Teachers, in an effort to remain current with their students learning style, must become technologically proficient and willing to make technology a major component of the curriculum. As a result of this class, I have made strides in the aforementioned outcomes; however, it is incumbent upon me to continue to pursue avenues that will advance my skills in technology.
The outcomes I have achieved thus far are relevant to my current teaching assignment as well as to the position I aspire to hold in the future through the attainment of this Masters Degree. Currently, my class consists of grades 6th, 8th, 9th, 10th, and 11th. I am responsible for teaching the four core classes, providing TAKS enrichment, and P.E. on all five levels. In addition, I have three local students who receive assignments from their original teachers and are also enrolled in credit recovery classes for which I am responsible. It is not humanly possible to traditionally teach all of those subjects to 17 students on a daily basis. As a result, it is imperative that I rely heavily on technology to ensure that the students are successful.
In the future, the mastery of these outcomes will enable me, as an administrator, to successfully lead a campus toward 21st century learning. I will encourage the use of varied technology and seek recommendations from students as they are the ones whose learning style is based on technological application.
In varying degrees, I believe I achieved the learning and performance outcomes that were presented in this class. The outcome I would deem wanting is Learning Outcome 10—Identify social, legal, and ethical issues related to technology, teaching, and learning. When I read the article, “Copyright Primer for Administrators,” I realized how easy it is to infringe a copyright. I also became aware of the innumerable amount of times other colleagues and I have committed copyright infringement in the name of educating our students. The reason I have not mastered this learning outcome is reflected in the vast number of copyright laws that exist especially when it comes to software. That which I believed was legal was illegal and vice versa. As an administrator, strict adherence to copyright laws is essential to the integrity of the school and is a reflection of the administrator; therefore, I must continue to pursue mastery in this area.
The course assignments themselves were not difficult to carry out. The discouraging aspect of the course assignments was the amount of time available to complete them. In my opinion, ample time was not allotted to allow us to thoroughly assimilate the vast amount of information presented through the videos and articles. Nor was adequate time granted to devote to producing a quality project which would reflect the material in the readings. As a result, I have a working knowledge of the learning objectives, but will need to revisit the information further to gain mastery of the concepts. On the other hand, rather than viewing the time constraints as a hindrance, I was challenged to absorb as much information as I could in the allocated time. Incorporating a strong presence of technology into the curriculum is critical to student success now and in the future; therefore, I will do whatever it takes to ensure I grasp all of the objectives.
As a result of taking this Instructional Leadership course, I discovered an appreciation for technology that I did not realize I had. I was not aware of the simplicity technology contributed to education. Prior to this course, I was one of those teachers who believed that the cell phone, IPod, and other advances in technology did not have a place in the classroom setting. I viewed each item as an encumbrance because students were more interested in their “gadget” than the curriculum. I now understand that technology is paramount to the education of today’s generation. As “digital natives” this is the way they learn; therefore, educators must teach that way. In reference to my leadership skills, I believe this course strongly enhanced them. As an administrator, it is my responsibility to guarantee that the needs of the 21st century learner are reflected in all aspects of the curriculum. I will lead by example in this area.
Blogs have great educational value when it comes to the 21st century learner. Students can post multiple assignments on blogs and, subsequently, maintain a journal of their finished work. This would allow students and teachers to accurately capture the progress or improvement a student makes from the beginning of the year. Blogging also would allow students to read and follow the finished products of other students in the class and in other schools across the world. Blogging removes the physical walls of the classroom and gives students access to a diversity of students and their culture in various parts of the world. As a result, students can gain input from students of differing views. This would help promote cultural diversity. Last, blogging would provide teachers with another method of communicating with the students in their classes and give students another opportunity to use technology and learn in their “native language.”
As with any technology, many concerns exist in the implementation of blogging in education. When students use the World Wide Web, they are at risk of being stalked by cyber bullies or online predators. It is imperative that educators teach students about online safety, and it is unwise to assume that the students, regardless of age, are aware of precautionary measures. Students should be made aware of how to handle instances of cyber bullying or cyber stalking. When this occurs, the school should have measures in place for the student to report the abuse. Students also should be taught how to choose a valid password and the importance of maintaining the secrecy of personal information and that password while blogging.
Blogging can be used to communicate with school stakeholders in many ways. Administrators could use blogs to communicate school information or news to parents and people in the community. In lieu of email, administrators could utilize blogs to communicate vital information to everyone on the campus as well. Teachers could use blogs to communicate with parents to provide them with information about the class. By incorporating an RSS feed, stakeholders would not have to search for the blog site. As the blog is updated, the feed would automatically be sent to the stakeholder making it easy to remain current.
Tuesday, December 15, 2009
Action Plan
Marshall Independent School District
Technology Organizational Chart
Marianne Middleton
Instructional Services Director
Manages curriculum and instruction throughout the district
Ron Lehr
I. T. Director
Oversees all technology and all technology personnel within the district
Jessie Hale
Network Administrator
Responsible for network security and network functionality within the district
Angela Williams
Computer Tech
Troubleshoots technology problems at Marshall High School
Beverly Goss
Computer Tech
Troubleshoots technology problems at Marshall High School
Marshall High School
Technology Organizational Chart
Ted Huffhines
Campus Principal
Ensures/oversees the use of technology on the campus and develops professional development for staff
John Purifoy
Associate Principal
Supervises teachers and the integration of technology in the classroom
David Segers
Teacher Coach for Mathematics/Science
Assists the core teachers with the integration of technology in the classroom
Glory McCoy
Teacher Coach for ELA/Social Studies
Assists the core teachers with the integration of technology in the classroom
Classroom Teachers
Implement technology in the daily lessons.
Role of Principal
The principal is responsible for ensuring that technology is used on the campus. He encourages teachers to collaborate with each other to find creative ways to use technology in the classroom. He also monitors and encourages the use of the technology lab by all teachers on the campus. In reference to the technology budget, the principal ensures that funds are available to support technology use in the classroom. The principal schedules staff development and encourages teachers to pursue technological learning on their own. Last, the principal disseminates technology information to the teachers as received from the technology director and other resources.
Professional Development
Professional development should be made available to all staff to ensure effective implementation of technology in all subjects. In addition to computers and internet, other forms of technology should be explored and integrated to provide opportunity for continuous student engagement and creativity in the classroom. It has been noted that teachers do not understand the purpose of the STaR Chart. They also are not aware of the Long Range Plan for Technology 2006-2020 or the SBEC Educator Standards I-V
Areas to Address
• All staff will participate in continual relative staff development that fosters technology integration.
• Staff will meet monthly within their core area to discuss/generate technology ideas.
• Teachers will collaborate in their weekly team meetings regarding ways to implement technology in weekly lesson plans.
• Teachers will integrate technology in their classrooms with PDAS documentation.
• Teachers will be encouraged to use technology outside of the classroom to “practice” what they’ve learned.
• Teachers will receive continual training on Skyward for recordkeeping as the district moves toward a paperless society.
• All staff will receive training on the purpose of the STaR Chart and the Long Range Plan for Technology. They will be provided individual STaR Chart results and asked to create a plan to reach Target Tech status.
• All staff will receive training on the SBEC Technology Proficiency Standards.
Evaluation
The District Technology Committee will review STaR Chart data on an annual basis. The committee expects to see progression from Emerging Tech to Target in all areas of the STaR report by 2020. Teachers will document technology integration in their lesson plans and technology staff development in Section 3 of the Teacher Self-Report. The principal and associate principal will evaluate lesson plans looking for increased technology usage. Walk-through also will be used as an evaluation tool. Findings will be documented in PDAS.
References
Miller, Sheryl. Personal Interview. December 10, 2009.
Marshall I.S.D. Marshall High School (2009). Campus Improvement Plan. Marshall Independent School District. Marshall, Texas.
Marshall Independent School District (2009). District Improvement Plan. Marshall, Texas.
Technology Organizational Chart
Marianne Middleton
Instructional Services Director
Manages curriculum and instruction throughout the district
Ron Lehr
I. T. Director
Oversees all technology and all technology personnel within the district
Jessie Hale
Network Administrator
Responsible for network security and network functionality within the district
Angela Williams
Computer Tech
Troubleshoots technology problems at Marshall High School
Beverly Goss
Computer Tech
Troubleshoots technology problems at Marshall High School
Marshall High School
Technology Organizational Chart
Ted Huffhines
Campus Principal
Ensures/oversees the use of technology on the campus and develops professional development for staff
John Purifoy
Associate Principal
Supervises teachers and the integration of technology in the classroom
David Segers
Teacher Coach for Mathematics/Science
Assists the core teachers with the integration of technology in the classroom
Glory McCoy
Teacher Coach for ELA/Social Studies
Assists the core teachers with the integration of technology in the classroom
Classroom Teachers
Implement technology in the daily lessons.
Role of Principal
The principal is responsible for ensuring that technology is used on the campus. He encourages teachers to collaborate with each other to find creative ways to use technology in the classroom. He also monitors and encourages the use of the technology lab by all teachers on the campus. In reference to the technology budget, the principal ensures that funds are available to support technology use in the classroom. The principal schedules staff development and encourages teachers to pursue technological learning on their own. Last, the principal disseminates technology information to the teachers as received from the technology director and other resources.
Professional Development
Professional development should be made available to all staff to ensure effective implementation of technology in all subjects. In addition to computers and internet, other forms of technology should be explored and integrated to provide opportunity for continuous student engagement and creativity in the classroom. It has been noted that teachers do not understand the purpose of the STaR Chart. They also are not aware of the Long Range Plan for Technology 2006-2020 or the SBEC Educator Standards I-V
Areas to Address
• All staff will participate in continual relative staff development that fosters technology integration.
• Staff will meet monthly within their core area to discuss/generate technology ideas.
• Teachers will collaborate in their weekly team meetings regarding ways to implement technology in weekly lesson plans.
• Teachers will integrate technology in their classrooms with PDAS documentation.
• Teachers will be encouraged to use technology outside of the classroom to “practice” what they’ve learned.
• Teachers will receive continual training on Skyward for recordkeeping as the district moves toward a paperless society.
• All staff will receive training on the purpose of the STaR Chart and the Long Range Plan for Technology. They will be provided individual STaR Chart results and asked to create a plan to reach Target Tech status.
• All staff will receive training on the SBEC Technology Proficiency Standards.
Evaluation
The District Technology Committee will review STaR Chart data on an annual basis. The committee expects to see progression from Emerging Tech to Target in all areas of the STaR report by 2020. Teachers will document technology integration in their lesson plans and technology staff development in Section 3 of the Teacher Self-Report. The principal and associate principal will evaluate lesson plans looking for increased technology usage. Walk-through also will be used as an evaluation tool. Findings will be documented in PDAS.
References
Miller, Sheryl. Personal Interview. December 10, 2009.
Marshall I.S.D. Marshall High School (2009). Campus Improvement Plan. Marshall Independent School District. Marshall, Texas.
Marshall Independent School District (2009). District Improvement Plan. Marshall, Texas.
Monday, November 30, 2009
Educator Preparation & Development
Students must be prepared to function in the 21st century technological age. In order for this to happen, educators must equip themselves to flow with this trend toward incorporating educational technology in the curriculum. The use of educational technology is directly related to the amount of technological experience and expertise a teacher brings to the classroom. To gain this experience, it is incumbent upon each educator to increase personal learning through continual staff development in this area. Individuals enrolled in educator preparation programs should meet the Technology Applications educator standards and model the appropriate use of technology. Veteran teachers should participate in ongoing, job-embedded professional development that meets SBEC Technology Applications Standards for all teachers. One way to achieve this goal is through distance learning.
Marshall Independent School District has improved its rating in the area of Educator Preparation and Development from Developing Tech to Advanced Tech over the past three years. According to the level of progress, there is integration of technology into teaching and learning. There is regular use of online resources. At least 60% of educators meet SBEC standards, and 25-29% of the technology budget has been allocated for professional development. In this key area statewide, 5.4% of teachers rate as Early Tech, 74.2 % rate as Developing Tech, 19.9% rate as Advanced Tech, and 0.6% rate as Target Tech.
In order to improve in the area of Educator Preparation and Development, sufficient monetary resources must be budgeted to support relevant, job-embedded professional development for all staff. Educational leaders must ensure the integration of appropriate technology throughout all curriculum and instruction as well. Finally, to ensure that students are prepared for 21st century learning, the educational paradigm must be changed to view technology as the foundation of education and not merely a supplement.
Marshall Independent School District has improved its rating in the area of Educator Preparation and Development from Developing Tech to Advanced Tech over the past three years. According to the level of progress, there is integration of technology into teaching and learning. There is regular use of online resources. At least 60% of educators meet SBEC standards, and 25-29% of the technology budget has been allocated for professional development. In this key area statewide, 5.4% of teachers rate as Early Tech, 74.2 % rate as Developing Tech, 19.9% rate as Advanced Tech, and 0.6% rate as Target Tech.
In order to improve in the area of Educator Preparation and Development, sufficient monetary resources must be budgeted to support relevant, job-embedded professional development for all staff. Educational leaders must ensure the integration of appropriate technology throughout all curriculum and instruction as well. Finally, to ensure that students are prepared for 21st century learning, the educational paradigm must be changed to view technology as the foundation of education and not merely a supplement.
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