Texas S Ta R Chart
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Sunday, November 29, 2009
Educator Preparation and Development
As we move forward to meet the Long Range Plan for Technology, 2006-2020, Wakeland High School needs to focus on the area of Educator Preparation and Development. This area specifically deals with setting aside enough time and resources to meet the ambitious goals of the Long Range Plan.
Wakeland High School is in the Advanced Target level on all four areas of the Long Range Plan, so we are on the right track to reach the Target Tech level. Our lowest indicator is the Educator Preparation and Development area and I think if we focus on improving this one level, we will also see increases in the others as well.
When looking at the state wide data for the last two years that are available we see that small gains are being made in the number of schools reaching the Advanced Tech level. The Developing Tech level has stayed the same, but we are seeing a reduction in the number of Early Tech campuses. On our local campus at Wakeland High School, we have seen a one point increase each of the last three years. It is good to see we are making progress in this area, but much more can be done.
We need professional development that focuses on integrating technology assignments into our curriculum. Because each subject area has different needs, the professional development should be divided into groups by subject area. The training sessions need to have adequate time to learn how to integrate technology and to also plan specific lessons and activities to use the new information.
This professional development cannot go forward without support from campus administrators and technology support personnel. By focusing on this area, we will also increase the Leadership, Administration, and Instructional Support area of the plan. By actually taking the time to develop specific lessons and activities, we will also improve the Teaching and Learning area of the Long Range Plan.
Wakeland High School is in the Advanced Target level on all four areas of the Long Range Plan, so we are on the right track to reach the Target Tech level. Our lowest indicator is the Educator Preparation and Development area and I think if we focus on improving this one level, we will also see increases in the others as well.
When looking at the state wide data for the last two years that are available we see that small gains are being made in the number of schools reaching the Advanced Tech level. The Developing Tech level has stayed the same, but we are seeing a reduction in the number of Early Tech campuses. On our local campus at Wakeland High School, we have seen a one point increase each of the last three years. It is good to see we are making progress in this area, but much more can be done.
We need professional development that focuses on integrating technology assignments into our curriculum. Because each subject area has different needs, the professional development should be divided into groups by subject area. The training sessions need to have adequate time to learn how to integrate technology and to also plan specific lessons and activities to use the new information.
This professional development cannot go forward without support from campus administrators and technology support personnel. By focusing on this area, we will also increase the Leadership, Administration, and Instructional Support area of the plan. By actually taking the time to develop specific lessons and activities, we will also improve the Teaching and Learning area of the Long Range Plan.
Technology Applications TEKS Summary
Pre-K Technology Applications TEKS
The Pre-Kindergarten guidelines for technology cover five domains: Social and Emotional Development, Language and Communication, Reading, Writing, and Mathematics. These guidelines help prepare children for school by developing their self awareness and respect for their teachers and peers, listening and speaking skills, and sets their foundation for reading, writing, and math skills.
These TEKS lay the foundation for future school work by introducing computer components to students. They become familiar with using the key board and mouse and then interacting with the computer through various software programs. The TEKS help them understand that they are unique and special and that everyone else is as well. This skill will help them work in small learning communities as they progress through school. The reading, writing, and math foundation will be built on as they enter school. Students will these skills will be able to progress at a much faster rate.
Spiraling and Scaffolding Curriculum
A spiral curriculum begins with a set of learner objectives at a very basic level and slowly over time continues to evaluate those objectives on an ever increasing level of difficulty. Scaffolding Curriculum is very similar in that the learner is provided ample support while learning and that support is slowly pulled away as the student becomes more confident.
The TEKS for technology scaffold in that they continue to teach a skill but they expect students to demonstrate a higher level of mastery. For example, in the Foundation strand, students use data input skills appropriate to the task. In grades K-2, students are expected to use a variety of input devices, use proper keyboarding techniques, produce documents, and use age appropriate language and speed. In grades 3-5, students are expecting to meet the same objectives, but additional input devices are added and students are expected to meet the objectives at the appropriate age level. In grades 6-8, additional input devices are added, students are expected to increase their mastery of digital keyboarding and speed, and increase their knowledge for capturing images. In grade 9-12, additional input devices are added and correct digital keyboarding skills are required.
The Pre-Kindergarten guidelines for technology cover five domains: Social and Emotional Development, Language and Communication, Reading, Writing, and Mathematics. These guidelines help prepare children for school by developing their self awareness and respect for their teachers and peers, listening and speaking skills, and sets their foundation for reading, writing, and math skills.
These TEKS lay the foundation for future school work by introducing computer components to students. They become familiar with using the key board and mouse and then interacting with the computer through various software programs. The TEKS help them understand that they are unique and special and that everyone else is as well. This skill will help them work in small learning communities as they progress through school. The reading, writing, and math foundation will be built on as they enter school. Students will these skills will be able to progress at a much faster rate.
Spiraling and Scaffolding Curriculum
A spiral curriculum begins with a set of learner objectives at a very basic level and slowly over time continues to evaluate those objectives on an ever increasing level of difficulty. Scaffolding Curriculum is very similar in that the learner is provided ample support while learning and that support is slowly pulled away as the student becomes more confident.
The TEKS for technology scaffold in that they continue to teach a skill but they expect students to demonstrate a higher level of mastery. For example, in the Foundation strand, students use data input skills appropriate to the task. In grades K-2, students are expected to use a variety of input devices, use proper keyboarding techniques, produce documents, and use age appropriate language and speed. In grades 3-5, students are expecting to meet the same objectives, but additional input devices are added and students are expected to meet the objectives at the appropriate age level. In grades 6-8, additional input devices are added, students are expected to increase their mastery of digital keyboarding and speed, and increase their knowledge for capturing images. In grade 9-12, additional input devices are added and correct digital keyboarding skills are required.
Saturday, November 28, 2009
Long Range Plan Analysis
The Texas Long-Range Plan for Technology, 2006-2020 is a comprehensive plan to provide education technology equally throughout the state. As a future principal, I think the plan serves as a great source of direction for the steps each campus should take to meet the targets set forth in the plan.
I would use the plan, along with other campus data, to guide the Site Based Decision Making Committee in developing technology goals and objectives within the Campus Improvement Plan. Once the goals and objectives are established, campus leaders would be able to develop the appropriate professional development to train our teachers to increase the use of technology within their classrooms.
One of the barriers I face personally in using technology is time to develop and plan to use it. I would propose introducing new technology to the staff during the spring and summer before it is implemented to give teachers adequate time to learn and apply it to their classrooms at the beginning of the next school year. I am often overwhelmed at the beginning of school when most of our changes are introduced and I do not fully integrate them in my classes.
An additional barrier to using new technology for me is support during the school year. As a principal, I would hire additional support staff to help teachers increase technology in the class. These staff members could attend collaborative planning sessions within content and subject areas to assist and support teachers.
I would use the plan, along with other campus data, to guide the Site Based Decision Making Committee in developing technology goals and objectives within the Campus Improvement Plan. Once the goals and objectives are established, campus leaders would be able to develop the appropriate professional development to train our teachers to increase the use of technology within their classrooms.
One of the barriers I face personally in using technology is time to develop and plan to use it. I would propose introducing new technology to the staff during the spring and summer before it is implemented to give teachers adequate time to learn and apply it to their classrooms at the beginning of the next school year. I am often overwhelmed at the beginning of school when most of our changes are introduced and I do not fully integrate them in my classes.
An additional barrier to using new technology for me is support during the school year. As a principal, I would hire additional support staff to help teachers increase technology in the class. These staff members could attend collaborative planning sessions within content and subject areas to assist and support teachers.
Week 1 Assignment 1
I recently completed two assessments to evaluate my current level of knowledge and skills for success in the information age. After taking the Technology Applications Inventory and the State Educational Technology Directors Association Teacher Survey, I was able to determine the areas that I need to strengthen in order to increase the use of technology in my classrooms. I found both assessments to be an accurate reflection of my abilities to use and direct technology.
While reviewing my strengths, I found that I have a good foundation in my personal technology knowledge and my ability to acquire information. I find that I often help peers learn how to use the software that our district uses for grade books, lesson plans, etc. I am also good at organizing information to be easily retrieved for future use.
My weaknesses are in my use of new technology in my classes. I do not have many assignments that require students to use technology mainly because I don't feel adequate in my own knowledge to be able to teach students how to use technology if they have questions. I am interested in finding new ways to communicate with my students through the use of wikis and blogs, but I have not taken advantage of opportunities to learn how to use them in the classroom.
My school district has a tremendous amount of technology to be used by both teachers and students and does a good job of providing training through optional professional development. I think the district needs to make the use of new technologies in classes mandatory. In order for this to be effective, we need to provide professional development and following up assistance to help teachers that encounter problems during the school year.
While reviewing my strengths, I found that I have a good foundation in my personal technology knowledge and my ability to acquire information. I find that I often help peers learn how to use the software that our district uses for grade books, lesson plans, etc. I am also good at organizing information to be easily retrieved for future use.
My weaknesses are in my use of new technology in my classes. I do not have many assignments that require students to use technology mainly because I don't feel adequate in my own knowledge to be able to teach students how to use technology if they have questions. I am interested in finding new ways to communicate with my students through the use of wikis and blogs, but I have not taken advantage of opportunities to learn how to use them in the classroom.
My school district has a tremendous amount of technology to be used by both teachers and students and does a good job of providing training through optional professional development. I think the district needs to make the use of new technologies in classes mandatory. In order for this to be effective, we need to provide professional development and following up assistance to help teachers that encounter problems during the school year.
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