Action research is a systematic form of inquiry that is reflective and is carried on for a problem that is of personal interest. Action research focuses on providing insight into an administrator's practice in an effort to make changes and improve schools for increasing student achievement. It is a collective and collaborative process which gives leader opportunities to work with peers to find solutions to challenges that are specific to the home campus. It is a form of job embedded professional development that provides strategies for teachers and administrators in terms of school operations and student success (Dana, 2009). It transforms an administrator into an engaged practitioner. Action research can be used to address any type of challenge or issue that may occur on campus. Because of its reflective nature it helps to delve more deeply into issues, and come out with effective solutions (Dana, 2009). It can be used to develop tailored plans to bring about change that is specific to the home campus. It is used to integrate theory, practice, and helps to apply the results of data collected .Action research has the potential to generate sustained improvement in schools, it helps to try out new methods and materials and to assess how effective the new methods are.
Blogging can be used by the school leaders to create a learning community that goes beyond the school walls. It helps them to present a point of view and to have the stake holders voice their opinion on policies and procedures. It can be used as a great communication and feedback tool.
Dana, N.F.(2009).Leading with passion and knowledge:The Principal as action researcher
Thursday, July 15, 2010
Saturday, December 19, 2009
Reflection
From this course I expected to be able to learn how to use technology as an administrator with the primary intent to enable all children to improve scholastic achievement. An administrator has to be aware of all the new developments, the direction the state is headed to and the direction their district is headed to. It is not easy to create a vision for your school if you are not aware of all the latest developments and tools available. Learning about the Texas long range plan and learning about my district technology plan was an eye opener. Reading about the data of my school’s STaR chart made me aware of the shortcomings at our school. I fully understood the need for a STaR chart. I t is a great tool for assessing the needs of a campus.
The lowest scoring areas for our school within the Advanced Tech classifications were Online Learning, and Professional development for Online Learning. In previous years, there have been no online learning opportunities available for teachers. Some have opened up this year, but this is a first for our district. Another area of weakness was found in Classroom Technology and Technical Support in the Infrastructure classification. As there was an increase in the number of teachers using technology, there was also an increased need to support to help with problems that occur with the hardware. Also, when there are more teachers learning to use the technology, the equipment must be available. There is not enough equipment for every teacher in the building to use. Knowing about these weak areas at our campus helped me design an action plan in the 4th week.
In Weeks 4 and 5, we discussed online safety and the social, legal, and ethical issues confronting today’s digital-age educators, students, and parents. As an administrator and a teacher it is important that we are aware of the difference between right and wrong only then can we help our students. The readings helped a great deal to become knowledgeable in ethical issues. I think some of the readings repeated the same information.
During the first week of this course I had to work on making the blogs. I got together with my school teachers and together we worked on it and helped each other. It was a great learning experience and I felt very proud of myself. I think this will help me encourage my students and empower them. Blogging is a great tool for administrators. Principals can stay in touch with their faculty 24/7. The faculty can communicate with the Principal and voice their concerns in a healthy discussion. Parents, students and all other stake holders can also be involved in school decisions.
Blogging for students should be more regulated. I think teachers should check the material before students are allowed to post it online. I think blogging helps develop critical thinking. The discussion board during this class helped me see the other’s point of view and appreciate their thinking.
My role as the Science Specialist involves helping new teachers design better lessons. Integrating technology in lessons is a big part of it .It is not easy to reach the 21st century learners. I learnt that technology should be more about what the students are doing, it is not about what is easier on the teacher but what helps today’s student be more effective learners. Week 3’s focus was on the needs of the “digital natives” we serve, online learning communities, and expectations for educators. I learnt about the Web 2.0 tools. I would like some more training in this area and I am sure most of the teachers need it too. I think upside down mentoring is a great idea and more time is needed in schools for collaboration. For example in this course we had to post a power-point on the blog. This was not my comfort zone. It took me a lot of time even with good directions. I finally was able to do it myself with guidance from my son who was in another town helping me on the phone. I t is important to have someone who can encourage you and not let you fail around you. I feel in the same way veteran teachers need someone around them that they are comfortable asking questions.
Above all this course helped me know the areas of my own technology needs. I am definitely a digital immigrant and I depend a lot on young teachers to help me deal with digital problems. I t is important for us as educators to be life long learners. Technology is one area where there are new developments everyday. As administrators we have to stay in touch with the latest, only then we will be able to help our teachers and students grow. This is a great responsibility from which there is no running away.
The lowest scoring areas for our school within the Advanced Tech classifications were Online Learning, and Professional development for Online Learning. In previous years, there have been no online learning opportunities available for teachers. Some have opened up this year, but this is a first for our district. Another area of weakness was found in Classroom Technology and Technical Support in the Infrastructure classification. As there was an increase in the number of teachers using technology, there was also an increased need to support to help with problems that occur with the hardware. Also, when there are more teachers learning to use the technology, the equipment must be available. There is not enough equipment for every teacher in the building to use. Knowing about these weak areas at our campus helped me design an action plan in the 4th week.
In Weeks 4 and 5, we discussed online safety and the social, legal, and ethical issues confronting today’s digital-age educators, students, and parents. As an administrator and a teacher it is important that we are aware of the difference between right and wrong only then can we help our students. The readings helped a great deal to become knowledgeable in ethical issues. I think some of the readings repeated the same information.
During the first week of this course I had to work on making the blogs. I got together with my school teachers and together we worked on it and helped each other. It was a great learning experience and I felt very proud of myself. I think this will help me encourage my students and empower them. Blogging is a great tool for administrators. Principals can stay in touch with their faculty 24/7. The faculty can communicate with the Principal and voice their concerns in a healthy discussion. Parents, students and all other stake holders can also be involved in school decisions.
Blogging for students should be more regulated. I think teachers should check the material before students are allowed to post it online. I think blogging helps develop critical thinking. The discussion board during this class helped me see the other’s point of view and appreciate their thinking.
My role as the Science Specialist involves helping new teachers design better lessons. Integrating technology in lessons is a big part of it .It is not easy to reach the 21st century learners. I learnt that technology should be more about what the students are doing, it is not about what is easier on the teacher but what helps today’s student be more effective learners. Week 3’s focus was on the needs of the “digital natives” we serve, online learning communities, and expectations for educators. I learnt about the Web 2.0 tools. I would like some more training in this area and I am sure most of the teachers need it too. I think upside down mentoring is a great idea and more time is needed in schools for collaboration. For example in this course we had to post a power-point on the blog. This was not my comfort zone. It took me a lot of time even with good directions. I finally was able to do it myself with guidance from my son who was in another town helping me on the phone. I t is important to have someone who can encourage you and not let you fail around you. I feel in the same way veteran teachers need someone around them that they are comfortable asking questions.
Above all this course helped me know the areas of my own technology needs. I am definitely a digital immigrant and I depend a lot on young teachers to help me deal with digital problems. I t is important for us as educators to be life long learners. Technology is one area where there are new developments everyday. As administrators we have to stay in touch with the latest, only then we will be able to help our teachers and students grow. This is a great responsibility from which there is no running away.
Sunday, December 13, 2009
Action Plan
After reviewing our Campus Improvement Plan, District Instructional Improvement Council (DIIC) Plan, Campus Instructional Improvement Council (CIIC) Plan, Star Chart, and Net Day’s Speak up Event Data, the technology area we need to address is Educator Preparation and Development. This is also the area that our Technology Integration Specialist (TIS) and our Dean of Instruction noted was an area we needed to continue to improve upon. We also need to increase the infrastructure and the equipment at our campus.
The Campus STaR Chart showed consistent scores across all years in educator preparation and development. In most recent years professional development experiences increased. 60% of staff met SBEC Tech. standards, and 29% of tech. budget is used for professional development. Level of understanding and use however decreased from 2008 to 2009.
Our lowest scoring areas within the Advanced Tech classifications were Online Learning, and Professional development for Online Learning. In previous years, there have been no online learning opportunities available for teachers. Some have opened up this year, but this is a first for our district. Another area of weakness was found in Classroom Technology and Technical Support in the Infrastructure classification. As there is an increase in the number of teachers using technology, there is an increased need to support to help with problems that occur with the hardware. Also, when there are more teachers learning to use the technology, the equipment must be available. There is not enough equipment for every teacher in the building to use.
We clearly have areas that need improvement. My action plan is divided into three parts.
Part 1
1.Teachers will do a pre-assessment as a survey, done before the day of the professional development about technology on campus that measures our current needs.
2.Teachers will also review the district long range plan on technology. This will be done to better understand teachers’ knowledge level of technology needs for our campus.
3.Teachers will divide by department or grade level. We will provide STAR chart, Long Range Plan (LRP), CIP, DIP, Speak Up challenge data.
4.The teachers will note the most important areas of the Long range plan .Teachers will than compare the CIP with the district Long Range Plan.
5.Brainstorm ideas to incorporate technology into their content areas.
6.Share these ideas with the larger group, through posting findings on campus discussion board, divided into content areas.
Part 2:
1.Take the data from what teachers have come up with in part 1 of the action plan and change the CIP.
2.The entire CIIC (SBDM at our campus) meets to evaluate discussion board findings, and restructure the CIP to reflect the actual campus instructional technology needs.
3.The CIIC members will be divided into collaborative groups, to include parents, students, and district level members. The CIP will be divided into objectives; each group to take two objectives on current CIP, and incorporate as many new instructional technology needs assessed from the discussion boards as possible.
4.The CIIC will approve the new and improved CIP.
5.To evaluate the professional development activities outlined, the CIIC members will share the new CIP with each content department to ensure incorporation of their departments’ specific technology needs. Each department will turn in to the Administration three written goals of how technology will be integrated into the content areas.
Part 3 Evaluation:
1.STaR Chart Survey reports
2.Net Day's Speak up Event data.
3.Ongoing informal interviews conducted by campus technology specialists and campus technicians.
4.Feedback from monthly campus technology specialist and campus technician meetings.
5.Records of participation in technology professional development, including, but not limited to, sign-in sheets, records of time
6.Online/completion for online training, and certificates of completion for out of district training.
7.Workshop evaluations for all district and campus training conducted by Instructional Technology staff, which include sections for participants to indicate topics they would like to see covered in the future.
8.Monitoring and documentation of technology proficiencies for all staff.
9.Number of staff completed with each of the four levels in the Technology Staff Development Plan( TSDP)
The Campus STaR Chart showed consistent scores across all years in educator preparation and development. In most recent years professional development experiences increased. 60% of staff met SBEC Tech. standards, and 29% of tech. budget is used for professional development. Level of understanding and use however decreased from 2008 to 2009.
Our lowest scoring areas within the Advanced Tech classifications were Online Learning, and Professional development for Online Learning. In previous years, there have been no online learning opportunities available for teachers. Some have opened up this year, but this is a first for our district. Another area of weakness was found in Classroom Technology and Technical Support in the Infrastructure classification. As there is an increase in the number of teachers using technology, there is an increased need to support to help with problems that occur with the hardware. Also, when there are more teachers learning to use the technology, the equipment must be available. There is not enough equipment for every teacher in the building to use.
We clearly have areas that need improvement. My action plan is divided into three parts.
Part 1
1.Teachers will do a pre-assessment as a survey, done before the day of the professional development about technology on campus that measures our current needs.
2.Teachers will also review the district long range plan on technology. This will be done to better understand teachers’ knowledge level of technology needs for our campus.
3.Teachers will divide by department or grade level. We will provide STAR chart, Long Range Plan (LRP), CIP, DIP, Speak Up challenge data.
4.The teachers will note the most important areas of the Long range plan .Teachers will than compare the CIP with the district Long Range Plan.
5.Brainstorm ideas to incorporate technology into their content areas.
6.Share these ideas with the larger group, through posting findings on campus discussion board, divided into content areas.
Part 2:
1.Take the data from what teachers have come up with in part 1 of the action plan and change the CIP.
2.The entire CIIC (SBDM at our campus) meets to evaluate discussion board findings, and restructure the CIP to reflect the actual campus instructional technology needs.
3.The CIIC members will be divided into collaborative groups, to include parents, students, and district level members. The CIP will be divided into objectives; each group to take two objectives on current CIP, and incorporate as many new instructional technology needs assessed from the discussion boards as possible.
4.The CIIC will approve the new and improved CIP.
5.To evaluate the professional development activities outlined, the CIIC members will share the new CIP with each content department to ensure incorporation of their departments’ specific technology needs. Each department will turn in to the Administration three written goals of how technology will be integrated into the content areas.
Part 3 Evaluation:
1.STaR Chart Survey reports
2.Net Day's Speak up Event data.
3.Ongoing informal interviews conducted by campus technology specialists and campus technicians.
4.Feedback from monthly campus technology specialist and campus technician meetings.
5.Records of participation in technology professional development, including, but not limited to, sign-in sheets, records of time
6.Online/completion for online training, and certificates of completion for out of district training.
7.Workshop evaluations for all district and campus training conducted by Instructional Technology staff, which include sections for participants to indicate topics they would like to see covered in the future.
8.Monitoring and documentation of technology proficiencies for all staff.
9.Number of staff completed with each of the four levels in the Technology Staff Development Plan( TSDP)
Sunday, November 29, 2009
From Pre k -12- There Is No Way But Onward
What students learn in Pre K is the foundation of all learning. The steps they take are the first steps towards new experiences and leave long lasting impressions on them. The foundation for the way student process information, their intellectual growth, their communication skills, their emotional and social development, emergent literacy, their math, reading and writing skills is laid down at the Pre K level.
The Pre K students learn to open and navigate software programs. Students use and name input devices to become familiar with terminology. The Pre K students learn to operate recording devices and touch screen devices. They begin to use software to create and express ideas. Students also access electronic information and become familiar with use of websites.
Like all core curriculum areas, Technology Applications also has a spiraling curriculum that builds on previous knowledge gained.
In the upper level grades 6-8 the students know and can use hardware and soft ware. They use data input skills appropriate to the task and comply with laws regarding use of technology. The students use a variety of strategies to acquire electronic information and evaluate this information in a variety of formats.
The 6-8 grade students also use research skills and electronic communication to create new knowledge. They also learn how to evaluate communication process and product through technology applications.
Thus there is a building up of skills through various grade levels and each level is important.If the foundation is weak the building cannot be strong. There is no way but onward in this new digital era.
The Pre K students learn to open and navigate software programs. Students use and name input devices to become familiar with terminology. The Pre K students learn to operate recording devices and touch screen devices. They begin to use software to create and express ideas. Students also access electronic information and become familiar with use of websites.
Like all core curriculum areas, Technology Applications also has a spiraling curriculum that builds on previous knowledge gained.
In the upper level grades 6-8 the students know and can use hardware and soft ware. They use data input skills appropriate to the task and comply with laws regarding use of technology. The students use a variety of strategies to acquire electronic information and evaluate this information in a variety of formats.
The 6-8 grade students also use research skills and electronic communication to create new knowledge. They also learn how to evaluate communication process and product through technology applications.
Thus there is a building up of skills through various grade levels and each level is important.If the foundation is weak the building cannot be strong. There is no way but onward in this new digital era.
Texas Long Range Plan: Educator Preparation And Development
The STaR chart is designed to help teachers, campuses and districts determine their progress towards meeting the goals of the Texas Long Range Plan for Technology .The data helps administrators to determine how well technology is being used in their schools.The STaR Chart is developed around four key areas of the Long Range Plan for Technology,2006-2020:Teaching and Learning;Educator Preparation and Development;Leadership,Administration and Instructional support;and Infrastructure for Technology
My focus area is the second part of the Texas Long Range Plan - Technology Educator Preparation and Development. Whatever the teacher learns is brought back into the classroom. The teacher has to take the initiative of going to all the technology professional development classes and open new doors for their students. Meeting the technology application standards is required of all beginning teachers. Job embedded professional development helps teachers who have been teaching for a long time to master technology. Distance Learning can help teachers by providing new opportunities for keeping up to date with new technology. If teachers have to effectively teach all students then the teachers must themselves be engaged in learning virtually all the time. Our students have grown up in a digital age and they learn in a different way than us. They spend hours on Video games, texting on cell phones, chatting on internet and posting information on face book. The way they process information is different so we will have to change our outlook.
The STaR chart report showed that Clear Lake High School showed consistent scores across all years in this area. In most recent years professional development experiences increased. 60% of staff met SBEC technology standards and 29% of Technology budget was used for professional development. Level of understanding and use actually decreased from 2008-2009.
Professional development should be provided to teachers to create lessons that use all the technology that our students are comfortable with. The resources should be available for teachers for frequent use so that teachers get comfortable using new equipment. This will make students more engaged and learning will become more meaningful for them. We have to start teaching them for their future so that they can pass the test of life that awaits them in a digital land.
My focus area is the second part of the Texas Long Range Plan - Technology Educator Preparation and Development. Whatever the teacher learns is brought back into the classroom. The teacher has to take the initiative of going to all the technology professional development classes and open new doors for their students. Meeting the technology application standards is required of all beginning teachers. Job embedded professional development helps teachers who have been teaching for a long time to master technology. Distance Learning can help teachers by providing new opportunities for keeping up to date with new technology. If teachers have to effectively teach all students then the teachers must themselves be engaged in learning virtually all the time. Our students have grown up in a digital age and they learn in a different way than us. They spend hours on Video games, texting on cell phones, chatting on internet and posting information on face book. The way they process information is different so we will have to change our outlook.
The STaR chart report showed that Clear Lake High School showed consistent scores across all years in this area. In most recent years professional development experiences increased. 60% of staff met SBEC technology standards and 29% of Technology budget was used for professional development. Level of understanding and use actually decreased from 2008-2009.
Professional development should be provided to teachers to create lessons that use all the technology that our students are comfortable with. The resources should be available for teachers for frequent use so that teachers get comfortable using new equipment. This will make students more engaged and learning will become more meaningful for them. We have to start teaching them for their future so that they can pass the test of life that awaits them in a digital land.
Texas Long Range Plan for Technology
Texas Long Range Plan for Technology is a comprehensive strategic plan divided into four domains: Teaching and Learning; Educator Preparation and Development; Leadership Administration and Instructional Support; and infrastructure for Technology. We are a nation that relies on technology and our students must keep up to be successful. There is a higher expectation of students accessing digital resources. All educators must master the Technology application standards and students must master the Technology Application TEKS for K-8.The one size fits all approach should be left behind and we have to help grow tech savvy global learners who use technology in the learning process. The most significant impact of technology is increased student engagement.
Continuous professional development is essential for all educators .In order for technology to impact learning teachers must increase personal learning .Distance learning can be a tool to help overcome limitations in resources.
Administrators must understand possibilities that technology can bring and model its usage. Leaders must cultivate the vision for technology in the district and be able to fund and assess the use of technology. Recommendations for collaboratively supporting the planning, implementation and funding of the technology plan were given to TEA, SBEC, Regional service centers, parents, communities and private sectors.
Infrastructure is the critical area of support for the entire Long Range Plan. However to make the long range plan a reality, the infrastructure has to be put in place. If the infrastructure is not there then the entire plan falls flat. The 21st century infrastructure should be current, flexible, safe and secure. It must provide access to data, resources and opportunities to work collaboratively .Funding is not always available and districts are struggling to put in place the equipment needed.
The STaR chart is being used as a tool to evaluate the effectiveness of the plan.It helps districts and schools know where they stand in technology implementation
Continuous professional development is essential for all educators .In order for technology to impact learning teachers must increase personal learning .Distance learning can be a tool to help overcome limitations in resources.
Administrators must understand possibilities that technology can bring and model its usage. Leaders must cultivate the vision for technology in the district and be able to fund and assess the use of technology. Recommendations for collaboratively supporting the planning, implementation and funding of the technology plan were given to TEA, SBEC, Regional service centers, parents, communities and private sectors.
Infrastructure is the critical area of support for the entire Long Range Plan. However to make the long range plan a reality, the infrastructure has to be put in place. If the infrastructure is not there then the entire plan falls flat. The 21st century infrastructure should be current, flexible, safe and secure. It must provide access to data, resources and opportunities to work collaboratively .Funding is not always available and districts are struggling to put in place the equipment needed.
The STaR chart is being used as a tool to evaluate the effectiveness of the plan.It helps districts and schools know where they stand in technology implementation
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