EDLD 5352 Post-Conference Activity

I participated in the web conference on Jan. 30, 2012.  The conference was quite informative of not only current coursework, but the program in general.  It was nice “to speak” to other students in the class and just getting to know some of them as we chatted before the official conference began.  It is always comforting to know that others have the same questions as you.  I am excited that I am nearing the end of the program and Dr. Abernathy included graduation information.  I appreciated hearing her eagerness to help and how she readily gave out personal information for contact.  That was so awesome.  I wish my schedule would allow me to attend more of the conferences, but I am fortunate for the opportunities I do have and the information gathered during the time online.

HMS Organizational Chart

DESCRIPTIONS OF THE POSITIONS IN THE ORGANIZATIONAL CHART ABOVE:

ü  SUPERINTENDENT

o   Oversees and provides support to the district in all areas, including professional development and instruction necessary to reach district technology goals.

ü  DEPUTY SUPERINTENDENT OF INSTRUCTION & ADMINISTRATION

o   Oversees and provides support to the district's Elementary Education Department, Secondary Education Department and the Instructional Support Department.

ü  ASSISTANT SUPERINTENDENT OF ELEMENTRAY/SECONDARY EDUCATION

o   Oversees elementary/secondary professional development, and conducts regular classroom walk-throughs to evaluate if technology is being incorporated effectively to improve student achievement.

ü  ASSISTANT SUPERINTENDENT OF INSTRUCTIONAL SUPPORT

o   Oversees the updating and implementation of the district curriculum and managing tool.  Meets with school leaders to check on progress of learning and glean data to improve upon all instruction in the classroom.

ü  DIRECTOR OF ELEMENTARY/SECONDARY EDUCATION

o   Oversees elementary/secondary professional development, and conducts regular classroom walk-throughs to evaluate if technology is being incorporated effectively to improve student achievement.  Meets with administration of campus often and reviews current school data in order to develop ongoing plans to increase student achievement.

ü  DIRECTOR OF CURRICULUM AND PROFESSIONAL DEVELOPMENT

o   Oversees the creation of curriculum tools and professional development for the district to improve classroom achievement and promote smooth integration of technological resources.

ü  DIRECTOR OF INSTRCUTIONAL TECHNOLOGY

o   Creates technology professional development courses, and selects educators to conduct the courses in an effort to integrate technology in a way that supports the learning of all students guided by 21^st century skills and Technology TEKS.

ü  ELEMENTARY/SECONDARY SCHOOL PRINCIPALS

o   Uses campus AEIS, Texas StaR chart results, classroom walk-through data, and PDAS information to continuously assess the needs of the campus in multiple areas including technology education, professional development, and student support. Also relays the campus’ needs to the district to ensure teachers have needed resources to improve student academic achievement.

ü  ASSISTANT PRINCIPALS

o   Provide teachers with information and guidance for improving technology instruction. Also evaluate use of technology in teacher classroom using PDAS-driven guidelines.

ü  CAMPUS INSTRUCTION TECHNOLOGIST

o   Responsible for guiding purchases and maintaining technology equipment and software. Provides teachers with resources for incorporating technology into the classroom, including modeling, co-teaching, and providing on-campus training.

ü  TEACHERS

o   Responsible for maintaining a safe and conducive environment to promote the learning of students using a variety of strategies and technological tools in order to enhance the framework of set curriculum standards.

ü  STUDENTS

o   Responsible for learning material given by teachers and utilizing 21^st century skills when integrating technology in the classroom.  Students must share in the responsibility of web etiquette and proper uses of web tools and other computer software in the classroom.

The role of the principal in making sure the organizational chart is implemented and monitored:

It is the principal’s responsibility to evaluate not only the needs of his or her students but also the needs of staff members. The principal must use the data from AEIS reports to evaluate the learning and academic support needs of the students. From there the principal can find new technological resources to enhance the students learning in those areas. The principal will also use STaR charts to determine how effectively the staff is using technology in the classroom. It is the principal’s responsibility to discuss the areas of need with higher level district personnel to determine if new equipment and of professional development that can be incorporated. The principal needs to utilize experienced teachers who can serve as technology mentors for colleagues to assist in incorporating technology in the classroom.

HMS PROFESSIONAL DEVELOPMENT PLAN FOR TECHNOLOGY

After reviewing the STaR chart, the campus and district improvement plans, and the interviews form the week 3 assignment there are various professional development areas that need to be addressed at Hernandez MS:

• Teachers need to be taught how to access the STaR chart and how this information is used to enhance their instructional strategies, as well as the campus as a whole.

• Courses on incorporating iphones, ipods, and other hand-held devices into the everyday classroom to enhance instruction as the students suggested.

• Have students conduct a workshop for teachers to teach them how to use basic programs. Turning the situation around might be insightful for teachers.  Teachers, as students, most likely teach the way that they learn the best.  Teachers need to remember that students also learn best using these strategies. 

• Continuous Smartboard/Airliner professional development is imperative. Also, allow teachers to do walk-throughs of one another’s classes in order to see how other teachers are incorporating web tools into their classroom.

• More information and training opportunities on web sources such as blogs, wikis, moodle, and how to incorporate these into the classroom lessons guiding students through project-based, exploratory learner. for enhanced learning outside the classroom

• New technology techniques in math and science since those are our lowest areas in AEIS reports.

 

Hernandez Middle School Technology Professional Development Action Plan
Goal: The quality of instruction in the school will improve to meet the needs of all student populations as demonstrated in improved student performance by all subgroups on district benchmarks and state assessments. In order to achieve this teachers and administrators will attend technology professional development to enhance classroom instruction and to improve student achievement.
Action Step(s)	Person Responsible	Timeline: Start/End	Needed Resources	Evaluation
Texas STaR chart and AEIS reports (some current student data source) will be evaluated to determine student needs. From there administrative staff will determine what technology professional development needs to occur for teachers.	Irma Bauer, Instructional Technologist Dr. Brennan, Principal Ms. Gutierrez & Mr. Mutscher, Assistant Principals Campus Leadership Team	April 2011 – June 2011	Texas STaR Chart Results AEIS Reports &/or Cumulative Student Data on Benchmarks District Improvement Plan Campus Improvement Plan	Changes in STaR chart and AEIS/Campus Student data results from prior year
Teachers will be surveyed to determine types of technology professional development would be personally beneficial.	Irma Bauer, Instructional Technologist	April 2011 – May 2011	Campus-based surveys will be e-mailed to all teachers, i.e. survey monkey or google docs	Teachers will be required to complete survey.  Letters of directives could be used in the event this is not completed in the timeframe allotted.
Campus administrators and CLT will determine monthly technology professional development sessions (Power Bursts) over one tool will be lead by teacher leaders or the IT. These will be conducted in small groups with a hands-on approach to teach the teachers new instructional techniques.	Dr. Brennan, Principal Assistant  Principals Irma Bauer, Instructional Technologist Campus Leadership Team (CLT) Specified Campus Trainers	September 2012 – April 2013	Various technology handouts to provide to teachers Computers Technology resources that each course is covering	Teachers will demonstrate how they are incorporating the technology into their weekly lesson plans
Revisit step one at the conclusion of the 2012-2013 school year to evaluate improvements and determine needs to be addressed with district-level professionals.	Irma Bauer, Instructional Technologist Dr. Brennan, Principal Assistant Principals CLT	March  2013 - June 2012	STaR Chart AEIS Reports &/or Cumulative Student Data on Benchmarks Campus and District Improvement Plans	Changes in STaR chart and AEIS/Campus Student data results from prior year

EDLD 5352: Texas STaR Presentation

Texas STaR Chart Presentation

View more presentations from aswann13

EDLD 5352: Texas Long Range Plan for Technology, 2006-2020

The Texas Long Range Plan for Technology is to make available digital tools for all stakeholders and increasing student learning to included the capacity to be members of the ever-changing world as impacted by the continuous stream of technological advances. The incorporates four major areas of implementation which are Teaching and Learning; Educator Preparation and Development; Leadership, Administration and Instruction; and Infrastructure for Technology. The area that I feel is critical and often lagging behind the others is Educator Preparation and Development. As students of today have grown up technology as a staple, many educators are still quite unfamiliar with its use. Teachers must be able to integrate technology in the classroom in various levels in order to meet the needs of the students. Professional development and training must be an ongoing avenue in order for teachers to be able to positively impact education by means only offered through technology.

Over the years, more educator programs are including programs that show teachers the best instructional methods which incorporate technology. Nationally, NCLB has lead to the push for more access to technology in order to teach all students. This has trickled down to the state level where more awareness and learning about integrating technology in the classroom has occurred. At all levels, more opportunities for online learning have been accepted and are readily used for students who may not learn in the traditional way. High speed access to the internet are being made more readily available and many tools can be accessed 24 hours a day, 7 days a week. This is seen across the country.

In my district and school, all classrooms have internet access and teachers have many digital tools at their disposal such as smart-boards, airliners, laptop carts, and document cameras. Many more resources may be checked out from the library. Unfortunately, many teachers are not using the resources at their full potential from a lack of training. Luckily our campus has an instructional technologist who offers trainings on a regular basis and assists teachers and students in the classroom. Currently the training is optional, but as we move forward I feel that professional development in the areas must be required. Teachers should have to show how they are using the technology at an advanced level in order to opt out training. The use of learning communities and further collaboration will also help in the spread of digital use in the classroom to increase student achievement. As I leader I want to not only foster a climate that embraces technology, but be able facilitate the use of technology in the classroom.

Action Plan Progress

After meeting with my site supervisor, my principal, no changes have been made at this time.

My blog comments have me thinking about my questionnaires, as well as the research population.  This does not change the action plan since I have complied all the students that qualify for the research.  The criteria is being economically disadvantaged and having two teachers in a core subject.  I do, however, have to rethink the teachers I will choose for the study.  This will not hinder my TAKS data collection.

I will be working hard until the break and then I must get some rest.  When we return to school in the new year, I will need to be in high gear.

Please keep your comments coming!!!!!

MY PLAN

ACTION RESEARCH PROJECT PROCESS

• How does the co-teach classroom effect the achievement of students who have low socioeconomic status?

SETTING THE FOUNDATION –

Through collaboration or during staff, department, and team meetings with our principal and other key stakeholders, the issue of student achievement for our low SES populations was identified as a key area of concern. Team and department meetings also discussed the effectiveness of the co-teach model for instruction as an area of research for this year.

ANALYZING DATA –

The concern for improving the achievement gap for low SES stemmed from the development of the CIP:

District Goal I:

• Accelerate TAKS gains for economically disadvantaged, African American, and Hispanic students to reduce the achievement gap

Campus Goals:

• All students will be proficient on all subjects of the 2011 TAKS test.
• Increase 6^th grade proficiency: +20% - math and reading
• Increase 7^th grade proficiency: +21% math and reading: + 30% writing
• Increase 8^th grade proficiency: + 26% math and 21% reading; +30% science

Since Low Socioeconomic students are most likely to “hit” our disaggregated data in three or more categories, focusing on the performance of this group should raise the performance of all sub-populations in all goal areas.

The co-teach has been beneficial for the implementation of special education services.

DEVELOPING DEEPER UNDERSTANDING –

Teachers invested in the co-teach model, along with administration were given the opportunity to provide feedback about this research project. The majority felt the research was needed to make good decisions in the future and that the pros outweighed the cons. A meeting with the district instructional coach in the co-teaching model will be interviewed to in an effort to collect any information already collected about the process in similar situations.

ENGAGE IN SELF-REFLECTION –

• Will teachers see this research as another evaluation of their performance?
• Will all teachers participate in the survey and give honest feedback?
• Will the teachers assist in giving the survey or view as another “to-do”?
• Will the students take time and reflect on their experience in the co-teach classroom?
• Will other assist in data collection and analysis if help is needed?
• Will administration make drastic changes to staff numbers based on the data collected?
• Will teachers welcome the feedback and any criticisms – positive and negative – that may be given?
• Will I burn out collecting and analyzing the data?
• Will I be able to stay focused and true to the goal of the research?

EXPLORING PROGRAMMATIC PATTERNS –

After talking with my principal, site supervisor, other administration members, and several key teachers involved in the co-teach model, it was discovered that this project will only lead to valuable information to improve our program. We may needed to regroup and change some things based on the collected data. Strong mental attitude and campus support are essential to the completion of this project.

DETERMINING DIRECTION –

In order to move forward toward implementation of the action research, the following questions must be answered?

A. Are you clear on what you are attempting to solve (your research questions)? YES

B. Have you adequately addressed the skills and questions? YES

C. Have you established a collaborative approach to the issue? YES

D. Are your time-lines realistic? YES

E. Do you have a reasonable plan to monitor the project? YES

F. Do you have a reasonable plan for determining the level of success – how do you evaluate if the plan is effective? #1 Goal is to obtain the data desired about student achievement.

G. How will you revise and improve the plan based on monitoring and evaluation? I must always keep in mind this project is a process and improvements can be made at any time.

TAKING ACTION FOR SCHOOL IMPROVEMENT –

A committee of peers may be created to help with the action research project as this topic is of interest to others on campus. I will develop develop a written plan of

action to guide the process. After monitoring checks throughout the project, the end results will be summarized in a report to share with others. The action research project regarding the achievement of low SES students will be important to all campus members and will be discussed with all.

SUSTAIN IMPROVEMENT –

During my action research project I will strive to stayed focused on the positive areas of the data collected. The outstanding findings will be celebrated with the entire campus. These will be powerful building blocks for the future. Any information that can be used to make the system of co-teaching better and more effective is appreciated and welcomed. The skills gained through this process with help me grow as an individual and as a leader.

 

Action Planning Template
Goal: How does the co-teach classroom effect the achievement of students who have low socioeconomic status?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
1. Determine the teaching pairs from which students will be analyzed. Choose the students that qualify to be part of the study.	Aimee Swann	11/29/2010 - 12/10/2010	Updated teaching assignments (Registrar) Teacher Portal – data collection program that identifies student demographics.	Low SES students in co-teach classes compare to data of students with one of co-teach instructors in a traditional setting.
2. Gather data on the prior year TAKS testing results for all students involved in the study. Can also pull benchmark data in	Aimee Swann	12/10/2010 - 01/14/2011	Teacher Portal Information from cumulative folder for any new students not in teacher portal May need additional information from Registrar	TAKS from 2000-2010 and 2010-2011 will be compare to determine if, and by how much achievement levels changed.
3. Research published information on co-teaching; see if any campuses have completed any similar work.	Aimee Swann	01/03/2010-01/14/2010	Set up meeting with district co-teaching instructional coach	See how other schools have been successful or challenged with the co-teach model of instruction.
4. Survey students and teachers on co-teach model. Disaggregate information collected.	Aimee Swann	01/18/2011-02/18/2011	Students in co-teach classes Teachers of core classes Advisory teachers – to give out and collect student surveys	Research student and teacher feelings on the co-teach model.
5. Collect final data on BM and TAKS Results for students in survey population.	Aimee Swann; School principal, site supervisor	03/01/2011-05/13/2011	Set up meeting with district co-teaching instructional coach	Compare initial data with final results of 2010-2011* *Analyzing data using first administration of TAKS

EDLD 5301 Week 2 Thoughts

This week has re-energized my focus of the action research I plan to embark on.  I enjoyed the video interviews that gave great practical examples of how this reflection tool can be used.  It is nice to know that goals were always focused around student achievement which at times seems to be forgotten.  The readings from the Dana text were also insightful and helped my understanding of the types of action research areas there are.  It is reassuring that the process is a work in progress and can be altered as needed to meet the needs of the campus.  I am looking forward to completing my research and reading the great work of my peers.