Instructional Technology Administrator:
The Instructional Technology Administrator oversees the Campus Instructional Technologists (CITs), and coordinates staff developments and trainings for teachers in order to provide teachers with what they need instructionally to implement the Technology Application TEKS. Trainings are made available throughout the year within the district or resources are provided to attend trainings outside the district as to cover all information resources.
Campus Principal:
Campus principals attend regular meetings with the Intructional Technology Administrator to receive updated information in relation to teacher and student technology use. Technology assessment data is reviewed by those present at the meetings in order to make informed decisions on how to successfully incorporate technology into the classroom. Principals are made aware of new guidelines from the state and are responsible for relaying these new guidelines to teachers on their campus. Principals collaborate with Campus Instructional Technologist to ensure that technology integration is taking place. In addition to overseeing technology implementation on campus, the principal is also responsible for allocating funds for hardware and software that teachers use to integrate technology into their classrooms.
To ensure the the organizational chart is implemented on his or her campus, the principal attends meeting with the district Instructional Technology Administrator and passes information on to teachers and staff at their campus. The principal is an integral part of the Technology Committee and the Campus Leadership Committee, both of which analyze data to create a technology plan that is incorporated into the campus improvement plan. STaR Chart data monitored by the principal is used to fullfil the technology training needs of the teachers. As teachers implement strategies from their technology training, the principal will make walk-throughs and initiate discussions about the pros and cons of the new technology. This information will help indicate areas of need for the teachers. In addition, the principal oversees the budget and works with the CIT to allocate portions of the budget for technology.
Campus Instructional Technologist (CIT):
The Campus Instructional Technologist attends the latest conferences and trainings to keep up to date with the ever changing world of technology. They conduct research on new technology and instructional strateies to implement on campus and train teachers to successfully integrate these new technologies into their classrooms. For example, the CIT will train teachers to use the latest technologies such as Web 2.0 tools that teachers utilize to engage students. CITs inventory and purchase hardware and software, as well as collaborate with teachers to design and integrate technology embedded lessons.
Technology Committee:
The campus Technology Committee is comprised of representatives from each grade level, K – 4, Specials teachers, and Special Education teachers. This committee analyzes data then uses that information to collaborate and provide goals for the technology portion of the campus improvement plan. Purchcasing decisions regarding technology are made by this committee ensuring that all facets of the campus are well equipped with the technology they need. The technology representatives are responsible for relaying information back to their team members regarding policy, guidelines, and curriculum that is directly related to technology.
Teachers:
All teachers are responsible for engaging students and seamlessly integrating technology and technology TEKS into their classroom. Teachers do this by regularly attending technology trainings where they learn the latest trends in technology and participate in collaborative technology learning groups in order to continually improve the technology integration process.
Professional Development Planning
Currently teachers utilize technology such as Moodle, Skype, Promethean, Google Earth, and etc. to engage our 21st Century learners. However, integration of these technologies is only the first step. As educators of 21st Century learners, it is imperative that we stay up-to-date with trends in the latest technology as our students are ahead of the curve, and hesitation on our part will put us further behind. In order to do this, we have designed professional development dedicated to improving the gathering, analysis, and use of data from a variety of sources. Information systems consisting of AEIS, AYP, STaR Chart, spreadsheets, and databases are used in identifying campus curriculum, instruction, and professional development needs. At present, two district wide professional development days each year are devoted solely to technology. Leaders in cutting edge technology, such as Alan November, present research based technology strategies on teaching 21st Century learners. Teachers also have numerous opportunities throughout the year to attend technology sessions that directly relate to their technology needs. In addition, CITs provide interactive professional development sessions for 21st Century skills and strategies for utilizing search engines. Other professional development courses utilize Web 2.0 innovative tools combined with data gathering and analysis skills. Combining engaging and collaborative Web 2.0 skills and higher level thinking to analyze data improves strategies for data analysis.
District wide, teachers annually attend the Working On the Work (WOW) conference which engages teachers in research based innovative strategies to educate teachers in making decisions about rigorous, meaningful lessons while weeding out those that are ineffective. WOW, combined with technology professional development seamlessly integrate and improve student achievement. Teachers and the Campus Instructional Technologist participate in round table discussions that initiate brainstorming and collaboration to design engaging and innovative technology lessons, in addition to discussing and evaluating technology tools and curriculum. The above mentioned professional development is intended to improve decision making in the integration of technology with instructional and organizational leadership.
Evaluation Planning for Action Plan
Evaluation components that provide measurable outcomes include Self-Directed Appraisal System (SDAS), STaR Chart, and student assessments. SDAS is the appraisal system utilized by Highland Park ISD. This appraisal system allows teachers to analyze their professional skills and choose an area of need in which they conduct research and implement instructional strategies into their classroom. With the implementation of technology into the classroom, technology skills have become a priority among teachers. Within SDAS, teachers are able to form focus groups and collaborate periodically providing evaluation opportunities and the monitoring of professional development to improve decision making in the integration of technology. According to the District Technology Plan, other evaluation components for teachers include revising curriculum documents that utilize innovative technology, participating in collaborative discussion and sharing of best practices, and establishing user groups to collaborate regularly with the purpose of evaluating technology.
STaR Chart data is analyzed to evaluate the campus’ progress toward the goals of the Long-Range plan for Technology, determine progress toward meeting goals of the district, and annually gauge progress in integrating technology into the school. The district and individual campuses also use STaR Chart data to design professional development and assess the needs of the teachers. As stated in the District Technology Plan, the district will ensure ongoing evaluation of technology integration strategies through the analysis of STaR Chart data, in addition to creating a system to evaluate teacher proficiency in the utilization of technology.
Evaluation of student assessments include grades received on technology assignments and tests given in the classroom, as well as the student assessment taken by 5th and 8th grade students annually at learning.com. With this assessment, teachers and administrators are able to analyze and evaluate data and determine technology TEKS that need to be addressed. In addition, we are able to see how we compare as a district or campus to other districts and campuses in the state. The District Technology Plan defines student’s ability to demonstrate mastery of Technology Applications TEKS as an “evaluation of evidence found in student projects and technology literacy assessments” (Highland Park ISD District Technology Plan, 2007-2010).
Below are the results from the Technology Literacy Assessment taken through learning.com in the 08-09 school year. These results compare Highland Park ISD to other schools in the state.
Technology Integration Chart
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