In order to meet standards provided in the Long Range Plan for Technology, schools undergo a yearly assessment. The STaR Chart evaluates areas of technology application such as: teaching and learning, educator preparation, administration and support and infrastructure. The examination provides comparative data with schools from year to year and state wide progression. All of the data can also be reviewed in light of the Long Range Plan for Technology. In order to better understand the process, I will describe a key area, discuss the progress in the area, identify trends on the state and local level, and provide recommendations for targeting goals.
Educator preparation is a significant key area. It is the interactive process between educators and administration that dynamically challenges and supports educators in creating instruction that is real life, meaningful and engaging for students through technology applications. The ideal educator preparation includes 100% of instructors meeting SBEC standards. The budget is prioritized to distribute 30% of funding for professional development. There are significant online resources provided at all times for teacher learning. Educators utilize technology when teaching all areas and subjects. There is a vertical alignment of technology applications TEKS available for all grades online.
Santa Fe High school has been labeled Developing Technology in the area of educator preparation for the last three STaR Chart assessments. This is in line with the majority of schools according to the Campus Statewide Summary by Key Area. According to the summary, 74.2% of schools fall into the same category. Schools have not made the transition to a greater allotment of budget for professional development, increased the number of professionals meet SBEC standards and have not fully integrated technology applications into classroom instruction. Professional development would also need to be provided all the time online for significant improvement in meeting the needs of teachers.
The local trend is improving this year over last. The improvements are in the areas of models for professional development and educator capabilities. As technology tools increase, teachers feel more prepared and able to teach and utilize technology. Our district just passed a multi-million dollar bond to provide greater technology applications, training, tools and support for campuses. This will significantly increase teacher capabilities for technological use and integration into instruction. The state numbers tend to be increasing as well. As districts become more aware of the standards for technology, resources and training become for widely available. This is also true nationally. The awareness increases the urgency for technology applications to provide real world learning for students.
In order improve the scores for Educator Preparation and Development, our campus needs to first embark on a campaign to have all our teachers meet SBEC standards by a goal date. Give teachers information about the process to meet standards and provide an incentive for completion. Our administration must create a budget that better supports professional development. This process has been increasing dramatically over the past three years. Due to the involvement in National Staff Development Council, our staff is regularly attending events that energize and empower teachers to spread a passion for lifelong learning. Finally, teachers need to know how to integrate technology in their classrooms for all assignments. Tools should be readily available online to aid in this process. Purchasing a subscription for teachers to find support would be a monumental service to teachers.
Sunday, November 29, 2009
Saturday, November 28, 2009
Thursday, November 26, 2009
TEA Pre K TEKS
The TEKS for PreK included skills under social and emotional development, language and communication, emergent literacy in reading, emergent literacy in writing, and math. Students are required to develop a specific set of skills in each predetermined area. Some of the skills included are: self concept, self control, listening, speaking, motivation to read and write, adding, subtracting and measurement.
The knowledge and skills outlined for pre-k students lay an important foundation for continued learning and technology application. The interactive videos are very helpful in showing specifically how students acquire needed knowledge. After reviewing TEKS for all grades it is obvious to see a progression of information. The simple process of motivating a child to read and consistently building on a desire to know words and increase skills in comprehension help build a child's confidence and abilities to continue to build on their foundation.
The example of spiraling curriculum when covering TEKS is the process of building a progression of learning with strategic overlapping and layering made to help students who need added support as they progress. Instead of a teacher spending a great deal of time on one topic until every student gets it, a teacher will spend a shorter amount of time on a topic, catch all the learners who are ready and move on to something else. The teacher will circle different topics over a wide variety and continue to circle until more students are on board. As the teacher spirals she pulls on more learners who are prepared to learn and a teacher is able to cover a greater variety of information.
The knowledge and skills outlined for pre-k students lay an important foundation for continued learning and technology application. The interactive videos are very helpful in showing specifically how students acquire needed knowledge. After reviewing TEKS for all grades it is obvious to see a progression of information. The simple process of motivating a child to read and consistently building on a desire to know words and increase skills in comprehension help build a child's confidence and abilities to continue to build on their foundation.
The example of spiraling curriculum when covering TEKS is the process of building a progression of learning with strategic overlapping and layering made to help students who need added support as they progress. Instead of a teacher spending a great deal of time on one topic until every student gets it, a teacher will spend a shorter amount of time on a topic, catch all the learners who are ready and move on to something else. The teacher will circle different topics over a wide variety and continue to circle until more students are on board. As the teacher spirals she pulls on more learners who are prepared to learn and a teacher is able to cover a greater variety of information.
Long Range Plan
In reviewing and summarizing TEA's Long Range Plan for use of technology, there were several pieces of information I learned. First, I was a little surprised to read that corporations are struggling to also move forward in the age of technology. Media and marketing create images of corporations as innovative and creative. The idea that they are struggling in ways much like education is surprising.
The statistics for students in the coming years was not as surprising as necessary information for planning. The dramatic increase of minority and economically disadvantaged students forces education to move forward more quickly to meet the needs of emerging learners.
I was also interested to read that new teachers must already pass technology assessments to gain certification. This process will be expanded eventually to evaluate all teachers and administrators.
The long range plan is exciting to read as an instructional leader. It is good to know the state is mandating change that will impact students for good. It is also an easier to sell to teachers when it is the law. Some of the most notable applications would be providing education resources for students 24/7/365. This is a most useful way to individualize instruction. Making learning available at all times truly better meets the needs of students. It is now imperative to integrate technology in every facet of instruction. Giving student technology tools, creates a dynamic, real life learning experience for students. As the plan unfolds at the goals are met, students will be engaged in better planning for their future.
The statistics for students in the coming years was not as surprising as necessary information for planning. The dramatic increase of minority and economically disadvantaged students forces education to move forward more quickly to meet the needs of emerging learners.
I was also interested to read that new teachers must already pass technology assessments to gain certification. This process will be expanded eventually to evaluate all teachers and administrators.
The long range plan is exciting to read as an instructional leader. It is good to know the state is mandating change that will impact students for good. It is also an easier to sell to teachers when it is the law. Some of the most notable applications would be providing education resources for students 24/7/365. This is a most useful way to individualize instruction. Making learning available at all times truly better meets the needs of students. It is now imperative to integrate technology in every facet of instruction. Giving student technology tools, creates a dynamic, real life learning experience for students. As the plan unfolds at the goals are met, students will be engaged in better planning for their future.
Technology Assessments
Technology Assessments
Participating in the Technology Applications Inventory and SETDA survey was an enlightening process which provided direction and goals for professional growth related to technology. Both assessments helped raise awareness of strengths and weaknesses of how technology is utilized for professional and instructional needs.
The first assessment was broken down into domains which included: foundations, information acquisition, solving problems with technology tools and communication. The strengths would be the extent to which technology is currently being used to create and save documents, sharing information with other teachers, utilizing different formats for saving information and acquiring information needed to improve instructional experience for students.
The weaknesses of the first assess would first be a lacking in technical language. Most of the functions and abilities listed are already being used, however I didn't know the names for them. Because most of what is taught on computers is through trial and error, official terms are sometimes lose in the process of learning. There is also great need to better utilize video as part of instruction. There are countless videos available online that would be great for class, however not being able to manage and deliver that information to students is a weakness that needs immediate attention. The second assessment provided enough goals to last to retirement.
The SETDA teacher survey could make the most confident of teachers using technology in the classroom doubt their commitment. The strengths in my situation would be the commitment of our district to meeting the needs of the 21st century student. By providing every teacher with a laptop, mobi and updated software, teachers are better prepared to involve students in technology. The weaknesses identified in the SETDA survey also provided a vision for professional goals and instructional improvements. Having students produce technology as part of a class project is a necessary part of engaging the students of today. They should be creating word documents, presentations with power point, electronic portfolios and video products. Giving these opportunities to students and collaborating with teachers online are two ways I would like to grow professionally.
I believe both assessments were useful in spotlighting strengths and weaknesses. The assessments were also instrumental in helping me understand all that I should know and should be doing in my class. Finally, I felt the assessments were useful in creating priorities and goals for further training and professional development.
Participating in the Technology Applications Inventory and SETDA survey was an enlightening process which provided direction and goals for professional growth related to technology. Both assessments helped raise awareness of strengths and weaknesses of how technology is utilized for professional and instructional needs.
The first assessment was broken down into domains which included: foundations, information acquisition, solving problems with technology tools and communication. The strengths would be the extent to which technology is currently being used to create and save documents, sharing information with other teachers, utilizing different formats for saving information and acquiring information needed to improve instructional experience for students.
The weaknesses of the first assess would first be a lacking in technical language. Most of the functions and abilities listed are already being used, however I didn't know the names for them. Because most of what is taught on computers is through trial and error, official terms are sometimes lose in the process of learning. There is also great need to better utilize video as part of instruction. There are countless videos available online that would be great for class, however not being able to manage and deliver that information to students is a weakness that needs immediate attention. The second assessment provided enough goals to last to retirement.
The SETDA teacher survey could make the most confident of teachers using technology in the classroom doubt their commitment. The strengths in my situation would be the commitment of our district to meeting the needs of the 21st century student. By providing every teacher with a laptop, mobi and updated software, teachers are better prepared to involve students in technology. The weaknesses identified in the SETDA survey also provided a vision for professional goals and instructional improvements. Having students produce technology as part of a class project is a necessary part of engaging the students of today. They should be creating word documents, presentations with power point, electronic portfolios and video products. Giving these opportunities to students and collaborating with teachers online are two ways I would like to grow professionally.
I believe both assessments were useful in spotlighting strengths and weaknesses. The assessments were also instrumental in helping me understand all that I should know and should be doing in my class. Finally, I felt the assessments were useful in creating priorities and goals for further training and professional development.
Tuesday, November 17, 2009
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