STaR

Evaluation Chart

Web Conference on Saturday February 04, 2012 at 9 AM

This was my second web conference. It was very informative. Everyone introduced themselves and talked about their assignment in the school they work at. Dr. Attaway and Dr. Abernathy gave answers to everybody's questions. They also emphasized watching the review videos for LCE as they were outstanding and would help us score high. Someone also posted the link to it so that was helpful. A website named e-pals was mentioned, where students could e-mail and communicate with other students around the world. I also got information on applying for grants from "Donors Choose." We were also advised to choose a field supervisor and mostly everyone was surprised as we were not aware of it. So overall, these web conferences are a way to find answers to all your queries. The two professors are very kind and helpful.

Technology Action Plan

According to the STaR chart, the Infrastructure for Technology is our biggest strength. Educator Preparation & Development is one of our weak areas. Only 40% of our educators meet SBEC standards. Although our administrators expect teachers to use technology, some veteran teachers are hesitant and still not comfortable using the smart board, document readers etc.

Teaching & Learning is another weak area. Instruction is teacher directed and students regularly use technology on an individual basis to access electronic information and develop communication and presentation projects. But this takes place mostly in upper grades. In lower grades computer use is limited to skill and drill software.

The level of technology knowledge base of our teachers is varied; therefore it is important to address everyone’s needs and the answer is to create differentiated staff development training. Based on the STaR chart data and some needs that have been identified in the Campus Improvement Plan, I have come up with a staff development plan to help meet technology needs at our campus.

Professional Development Activities/Strategies	Person(s) Responsible	Technology/ Resources/Data	Timeline
Improve achievement in Elementary math by integrating new technology into the Curriculum	Curriculum Coaches, Classroom Teachers, Instructional Specialists	Fact Fluency Technology, ST Math	Feb 2012-May 2013
Training to utilize supplemental resources as Interactive technology to help gain student mastery	Teachers	Quizdom Gizmo Pebble Go	May 2012-May 2013
Create interactive lessons for Qwizdom and Smartboard to enrich classroom experience	Classroom Teachers, Instructional Specialists	Smartboard and Qwizdom software	May 2012-May 2013
Create a presentation to familiarize parents with science expectations	All Science teachers	Powerpoint	May 2012-May 2013
KidBiz Training to increase usage and proficiency of use	Classroom Teachers, Instructional Specialists, District Support Team	Achieve 3000 software and Training	May 2012-May 2013
Train to implement reading intervention for students with special needs	Special Education Teachers District Support Team	System 44 materials	May 2012-May 2013
Train teachers on i-Station, a computer program for struggling readers in Grades K-2	Classroom Teachers Special Education Teachers District Support Team	I-Station Software	May 2012-May 2013
Workshop to train teachers on the use of READ 180 for 5th SEI, struggling learners and appropriate Spec. Ed students	Classroom Teachers Special Education Teachers District Support Team	READ 180	May 2012-May 2013
Utilize Distance Learning opportunities	Classroom Teachers, Instructional Specialists, District Support Team	TV Computer Smart board	May 2012-May 2013
Use i-explore training for grades and lesson plans	Classroom Teachers, Instructional Specialists, District Support Team	computer	May 2012-May 2013
Create and use web-based, TEKS-based lessons, digital portfolios and wikis in the classroom.	Classroom Teachers, Instructional Specialists, District Support Team	computer	May 2012-May 2013

Educator Preparation and Development

Educator Preparation and Development

 Educator Preparation and Development is one of the areas of the Texas Long Range Plan for Technology, 2006-2020. All these areas were developed to promote academic excellence. According to this plan, all educators:

• graduate from an educator preparation program that models current technology in instructional and administrative practices PreK-12.
• exit educator preparation programs knowing how to use technology effectively in the teaching and learning process.
• develop new learning environments that utilize technology as a flexible tool where learning is colloborative, interactive and customized.
• ensure integration of appropriate technology throughout all of curriculum and instruction.

"In the past few years the preservice teacher education programs have made substantial progress in preparing future teachers in information technology," says Dr. David Moursund, Executive Officer of the International Society for Technology in Education (ISTE), "but they still have a long way to go."

"It takes a great deal of education and experience to achieve a comfortable level of expertise in this field," says Dr. Lynne Schrum, president of ISTE. "We want preservice teachers to learn how to use information technology as a tool for helping their students learn."

Survey researchers also asked about the field experiences of teachers — whether or not information technology was available in the K-12 classrooms where preservice teachers get their field training. They found that most of those classrooms have information technology available, but student-teachers do not routinely use that technology during their field experience.

"The use of technology in everyday classroom and practicum experiences — seems to be more important than specific computer classes," says Talbot Bielefeldt, a researcher for the survey. "Specific technology training has a role, but only up to a point. The institutions that reported the highest levels of student technology skills and experience were not those with heavy computer course requirements, but those that made use of technology on a routine basis throughout the teacher training program." observes Bielefeldt.

Says Lemke, "The findings in this report should be a wake-up call for higher education institutions and policymakers across the country — today’s students live in a global, knowledge-based age, and they deserve teachers whose practice embraces the best that technology can bring to learning." Top of Form

The article that I quoted in this piece sums it correctly—our students deserve tech savvy teachers.  

Bottom of Form

In the 21^st century when the students are so tech savvy, educators should be competent in new ways to teach. The instructional strategies should be based on current research and engaging for students. We need to have assessments that effectively measure what students are learning. We need to give students the knowledge, skills, and tools they need when they graduate from high school. To do that, we need to emphasize technology infusion to transform our teaching and learning.
On our campus, educator preparation is still in the developing level. Teachers use technology for administrative tasks and classroom management. There is use of online resources. 40% of educators meet SBEC standards. Administrators expect teachers to use technology. 6-24% of technology budget is allocated for professional development. Some teachers use smart boards, and document readers.
 

EDLD 5397 New Action Research Topic

I have started the research on my new Action Research topic. I believe with the basal program last year it was mostly whole group instruction. The problem with a basal is that it is too much of a "one-size-fits-all" way of teaching and that is not true for all of our students. I'm not sure if the entire 1st grade  team did the same thing in the same way. I am still collecting information from my team about what they did in the past.

The district moved towards balanced literacy several years ago and encouraged each school to use balanced literacy. Our new principal is the one who pushed for us to get on board with the district! (I believe our previous admin felt as though "if it's not broken, don't fix it", it seemed to be working and we were exemplary. I will compare scores from last year and this year.

Personally, I believe balanced literacy is fun for the students and teachers. Once implemented, it seems easier to manage for teachers (if organized and consistent) and more motivating for students. The philosophy of the workshop is "to live the life of a reader." Teachers make connections with students and teach them that sometimes we read for joy because we want to and sometimes for a purpose--a vehicle to think.

I think since we changed my topic, I do not have a lot of information. But it is a fun topic, I am also a participant since I teach 1st grade. So in the next two weeks I'll have more data. This project will last till May 2012. I will be very interested to see at what level the students are capable of reading by the end of the year.

New Action Research Topic

NEW  Action Planning Template
Goal: To find out the implications of implementing a new reading program " Balanced Literacy"in 1st and 2nd grades.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
1. Get Language Arts profile cards with the Beg. of the Year/ Mid Year/ and End of Year Reading levels	I will collect sheets from the Reading Teachers in Grades 1 and 2	Start-- December 2011 End— May 2012	Language Arts profile cards	Gauge the increase in  Reading levels Graphs and Charts
2. Reading results from last Year  2009-2010	Data Specialist	Start-- December 2011 End— May 2012	COGNOS Report	Analyze reading levels of students in 1st and 2nd grade Compare results with current  year.
3.Examine Leveled Libraries	All Reading Teachers Instructional Specialist	Start-- December 2011 End— May 2012	Leveled books Colored dots Baskets	Do  all teachers have leveled libraries in their classrooms?
4. Gain information on Reading Grants	Title-1	Start-- December 2011 End— May 2012	Names of Grants received	How did it help with the program?
5. Conduct a survey of teachers' perception of the new reading program	1st and 2nd grade teachers	December 2012	Email Questionnaire consisting of 5-6 questions regarding the implementation of the new reading program "Balanced Literacy."	Draw conclusion based on their responses
6. Examine SGRI (Small Group Reading Intervention)	Title-1	Start-- December 2011 End— May 2012	Records kept by SGRI teachers	How does this intervention support the new reading program "Balanced Literacy?" Is this support necessary?
7. Evaluate one on one support by  Para- Professionals provided during Reading time	Para- Professionals	Start-- December 2011 End— May 2012	Para- Professional schedule log	Is the extra  help being utililized by the teachers effectively? Is the help required or not?