STaR Chart Power Point Presentation
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Sunday, November 29, 2009
Texas STaR Chart: Educator Preparation and Development
The Texas Campus School Technology and Readiness (STaR) Chart http://starchart.esc12.net/ is an assessment of four areas that are recongnized by the Texas Long-Range Plan for Technology, 2006-2020, for effective integration of technology. The four areas include: Teaching and Learning, Educator Preparation and Development, Leadership, Administration and Instructional Suport, and Infrastructure for Technology. The area I would like to discuss is Educator Preparation and Development. I chose this area because I feel it is crucial that our teachers today are well-prepared for the advancement of technology in classrooms. Technology has been proven to increase engagement and achievement with students, therefore it is a necessity that our teachers are implementing it into the curriculum. I have found at my own campus, if the teachers are not well trained and prepared, they won't utilize new technology initiatives brought to them.
This area assesses teachers involvement in professional development experiences, staff development models available to them, capabilities of educators, participation in technology professional development, levels of understanding on how to use tools, and capabilities of educators with online learning.
Locally, the STaR Chart shows that Educator Preparation and Development is my campus’ greatest weakness. Trends from 2006-2009 have shown that we have made consistent progress each year, but continue to remain as a Developing Tech in this area. This means that most teacher have completed professional development on the integration of technology specific to their content area and to increase productivity to accomplish a variety of instruction and management tasks. We provide large group professional development sessions to help teachers integrate technology. Most teachers on campus demonstrate two to three of the SBEC Technology Application Standards. Our campus offers 9-18 hours of technology professional development per school year for teachers. Most teachers have participated in professional development of online courses or content for their subject area. Lastly, most teachers adapt technology knowledge and skills for content area instruction.
Looking at the data statewide, 74.2% of our teachers are currently at the Developing Tech level. This means that teachers are using technology for administrative tasks and classroom management. There is use of online resources as well. 40% of educators meet SBEC standards. Lastly, administration expect teachers to use technology. This trend is not unlike my local campus trend. Both seem to be on the verge of Advanced Tech. Nationwide we are seeing the same type of progress. As technology is increasing in the workplace and community, we are seeing greater needs for students to be more effiecient with it as well. This means that teachers across the nation are having to move from their traditional teaching styles and integrate technology into the classroom. Thus, the need for more Educator Preparation and Development.
Furthermore, I would recommend that locally and statewide schools need to focus more on models of professional development with technology. Teachers need indivdiually guided instruction that give them a hands-on approach to using and understanding technology. I also believe that stipends should be given for teachers who go above and beyond to advance their own knowledge in technology and utilize it in the classroom. Lastly, online learning is the new waive of the future. In my case, I'm doing Lamar University because it is convenient for my time schedule. Students are now taking on responsibility much earlier in life. As educators we need to come up with ways to educate our students, yet make it relevant to their life in their individual time frame.
Works Cited
TEA. (2008). Campus Statewide Summary by Key Area. Retrieved November 29, 2009, from STaR Chart: http://starchart.esc12.net/statistics.html
This area assesses teachers involvement in professional development experiences, staff development models available to them, capabilities of educators, participation in technology professional development, levels of understanding on how to use tools, and capabilities of educators with online learning.
Locally, the STaR Chart shows that Educator Preparation and Development is my campus’ greatest weakness. Trends from 2006-2009 have shown that we have made consistent progress each year, but continue to remain as a Developing Tech in this area. This means that most teacher have completed professional development on the integration of technology specific to their content area and to increase productivity to accomplish a variety of instruction and management tasks. We provide large group professional development sessions to help teachers integrate technology. Most teachers on campus demonstrate two to three of the SBEC Technology Application Standards. Our campus offers 9-18 hours of technology professional development per school year for teachers. Most teachers have participated in professional development of online courses or content for their subject area. Lastly, most teachers adapt technology knowledge and skills for content area instruction.
Looking at the data statewide, 74.2% of our teachers are currently at the Developing Tech level. This means that teachers are using technology for administrative tasks and classroom management. There is use of online resources as well. 40% of educators meet SBEC standards. Lastly, administration expect teachers to use technology. This trend is not unlike my local campus trend. Both seem to be on the verge of Advanced Tech. Nationwide we are seeing the same type of progress. As technology is increasing in the workplace and community, we are seeing greater needs for students to be more effiecient with it as well. This means that teachers across the nation are having to move from their traditional teaching styles and integrate technology into the classroom. Thus, the need for more Educator Preparation and Development.
Furthermore, I would recommend that locally and statewide schools need to focus more on models of professional development with technology. Teachers need indivdiually guided instruction that give them a hands-on approach to using and understanding technology. I also believe that stipends should be given for teachers who go above and beyond to advance their own knowledge in technology and utilize it in the classroom. Lastly, online learning is the new waive of the future. In my case, I'm doing Lamar University because it is convenient for my time schedule. Students are now taking on responsibility much earlier in life. As educators we need to come up with ways to educate our students, yet make it relevant to their life in their individual time frame.
Works Cited
TEA. (2008). Campus Statewide Summary by Key Area. Retrieved November 29, 2009, from STaR Chart: http://starchart.esc12.net/statistics.html
Technology Applications TEKS Summary
http://ritter.tea.state.tx.us/technology/ta/stustd.html
What's going on in Pre-K?
Pre-K TEKS lay the foundation for student performance in future grades by showing young children how technology can enhance their lives. Students need regular access and exposure to computers and related technology. In my own personal opinion, technology is the key to engage our young students so that as they become older, they can continue to engage in classrooms each day with their own personalized instruction.
Pre-K does have standards but they are not divided into the four domains of Foundations, Information Acquisition, Problem Solving, and Communication. Instead they are are much more simplistic, however, are necessary to build for the future. In Pre-K students need to be able to listen to and interact with storybooks and information text in electronic forms. It is important for them to follow basic oral or visual cues for operating programs successfully. They must be able to move and double-click a mouse to interact with software programs. At this time, students must also begin to build terminology that describe their work on the computer. Lastly, students should use voice/sound recording and touch screen devices appropriately. They should be able to insert and play a CD to listen to songs.
These TEKS help students develop fine motor skills and allow for independent play time. I believe they also allow students an enhanced learning experience that will get them excited about education and the learning process. These TEKS also allow students to start thinking critically and allows them to see their imaginative ideas come to life in creative ways. It is important for Pre-K students to master these skills so that they have a sound technological foundation to build upon in future grades.
Spiraling curriculum!
The Technology Application TEKS are not just a set of standards for each grade level and then you move on to something new. Students have multiple opportunities to master skills in this spiraling curriculum. For example, with student information acquisition students should be able to acquire electronic information in a variety of formats. In elementary grades students should be able to acquire information including text, audio, video, and graphics and they should be able to use on-line help and documentation. As students move into middle school they must be able to identify, create, and use files in various formats such as text, bit mapped/vector graphics, image, video, and audio files. They must also be able to access, operate, and manipulate information from secondary storage and remote devices. In high school, this same TEK has transformed into using a variety of resources with various productivity tools to gather authentic data as a basis for individual and group programming projects. They must also design and document sequential search algorithms for digital information storage and retrieval. As one can see, by high school, students will have multiple opportunities to master the acquisition of electronic information. The bar of expectations is raised each year with technology so that student skills will be developed to the highest level.
What's going on in Pre-K?
Pre-K TEKS lay the foundation for student performance in future grades by showing young children how technology can enhance their lives. Students need regular access and exposure to computers and related technology. In my own personal opinion, technology is the key to engage our young students so that as they become older, they can continue to engage in classrooms each day with their own personalized instruction.
Pre-K does have standards but they are not divided into the four domains of Foundations, Information Acquisition, Problem Solving, and Communication. Instead they are are much more simplistic, however, are necessary to build for the future. In Pre-K students need to be able to listen to and interact with storybooks and information text in electronic forms. It is important for them to follow basic oral or visual cues for operating programs successfully. They must be able to move and double-click a mouse to interact with software programs. At this time, students must also begin to build terminology that describe their work on the computer. Lastly, students should use voice/sound recording and touch screen devices appropriately. They should be able to insert and play a CD to listen to songs.
These TEKS help students develop fine motor skills and allow for independent play time. I believe they also allow students an enhanced learning experience that will get them excited about education and the learning process. These TEKS also allow students to start thinking critically and allows them to see their imaginative ideas come to life in creative ways. It is important for Pre-K students to master these skills so that they have a sound technological foundation to build upon in future grades.
Spiraling curriculum!
The Technology Application TEKS are not just a set of standards for each grade level and then you move on to something new. Students have multiple opportunities to master skills in this spiraling curriculum. For example, with student information acquisition students should be able to acquire electronic information in a variety of formats. In elementary grades students should be able to acquire information including text, audio, video, and graphics and they should be able to use on-line help and documentation. As students move into middle school they must be able to identify, create, and use files in various formats such as text, bit mapped/vector graphics, image, video, and audio files. They must also be able to access, operate, and manipulate information from secondary storage and remote devices. In high school, this same TEK has transformed into using a variety of resources with various productivity tools to gather authentic data as a basis for individual and group programming projects. They must also design and document sequential search algorithms for digital information storage and retrieval. As one can see, by high school, students will have multiple opportunities to master the acquisition of electronic information. The bar of expectations is raised each year with technology so that student skills will be developed to the highest level.
Saturday, November 28, 2009
Long-Range Plan for Technology
The Long-Range Pan for Technology http://www.tea.state.tx.us/technology/lrpt/lrpt_lrpt.html is a very detailed plan that is to be fully implemented from 2006-2020. The very first idea pointed out in the plan is that it involves all stakeholders. Everyone has a key role. A few key points from the overall vision is that learning is extended to homes and communities and that virtual relationships among learners are created. Lastly, on-line learning is the waive of the future because it is individualized and more time-efficient for the learner. Some of the key pieces in the vision are that all teacher must master the SBEC technology Application TEKS and professional development will be more available and through various delivery methods. One of the most questionable parts of the vision is how our budget money will allow for implementation. The plan hopes to increase technology allotment by $50 per student per year. That's a lot of money!! This plan upholds a vision to create a collaborative education network where a web portal can address the needs of educators, parents, and students.
Moreover, the plan introduces the need for change. It mentions how technology has transformed every aspect of business. The main goal is to create affordable access so that increasingly diverse individuals are a strong competitive force in today's economy. Students today are technological savvy and see positive value of technology. Our students are going to have to learn to think for themselves, however they still need considerable training in several different areas including: technical training, traditional reading and writing, analytical skills for accessing and applying information.Portable devices will help students interact in the digital world.
In addition, teachers also see the considerable impact technology has on student performance including increased engagement, achievement, collaboration, and teamwork. All teachers use a variety of technology tools with 99% using email and 82% using websites and search engines.
Teachers want more professional development and training on integration of technology into curriculum and instruction. Barriers pointed out in the plan include lack of time, school computers, student home access, traditional model of education changing, teachers must learn to be facilitators, and students must be active participants in the learning process.
Lastly, this plan outlines recommendations for TEA, SBEC, ESCs, LEAs, Texas Higher Education, parents, communities, and private sectors for Teaching and Learning, Educator Preparation and Development, Leadership, and Administration and Instructional Support. Some of the key points I found were that support of the implementation and revision of the Technology TEKS is critical. Alignment of curriculum and assessments with technology integrated and best practices in educational technology must be modeled. Acceptable Use Policies for school districts provide safety for students and as teachers we must teach students ethical online behavior. Teachers should strive to reach Target-level tech on the Texas STaR Chart and training must be provided to help districts and campuses make data-driven decisions.
Furthermore, administration must develop, implement, and manage the budget for technology resources. They must create timely staff development based on a needs assessment of their staff. Modeling the use of technology also sends a positive message to teachers. The infrastructure for technology should strive for equitable access to all e-learning and work to obtain high-speed connectivity for all. The major goals are to reduce costs, increase student access, and improve communication and collaboration among stakeholders.
QUESTION:
Moreover, the plan introduces the need for change. It mentions how technology has transformed every aspect of business. The main goal is to create affordable access so that increasingly diverse individuals are a strong competitive force in today's economy. Students today are technological savvy and see positive value of technology. Our students are going to have to learn to think for themselves, however they still need considerable training in several different areas including: technical training, traditional reading and writing, analytical skills for accessing and applying information.Portable devices will help students interact in the digital world.
In addition, teachers also see the considerable impact technology has on student performance including increased engagement, achievement, collaboration, and teamwork. All teachers use a variety of technology tools with 99% using email and 82% using websites and search engines.
Teachers want more professional development and training on integration of technology into curriculum and instruction. Barriers pointed out in the plan include lack of time, school computers, student home access, traditional model of education changing, teachers must learn to be facilitators, and students must be active participants in the learning process.
Lastly, this plan outlines recommendations for TEA, SBEC, ESCs, LEAs, Texas Higher Education, parents, communities, and private sectors for Teaching and Learning, Educator Preparation and Development, Leadership, and Administration and Instructional Support. Some of the key points I found were that support of the implementation and revision of the Technology TEKS is critical. Alignment of curriculum and assessments with technology integrated and best practices in educational technology must be modeled. Acceptable Use Policies for school districts provide safety for students and as teachers we must teach students ethical online behavior. Teachers should strive to reach Target-level tech on the Texas STaR Chart and training must be provided to help districts and campuses make data-driven decisions.
Furthermore, administration must develop, implement, and manage the budget for technology resources. They must create timely staff development based on a needs assessment of their staff. Modeling the use of technology also sends a positive message to teachers. The infrastructure for technology should strive for equitable access to all e-learning and work to obtain high-speed connectivity for all. The major goals are to reduce costs, increase student access, and improve communication and collaboration among stakeholders.
QUESTION:
How can your new learning assist you as an instructional leader who is guiding technology use and integration at a campus?
As an instructional leader who is guiding technology use and integration at my campus, I can use the Long-Range Plan for Technology to see all of the different needs that should be addressed in order to help my school move into the future of learning with technology. Besides creating a plan of improvement based on the needs addressed in the STaR Chart, I can also create a way to measure the progress of our plan. Some of the ways to measure progress as outlined in the plan is to allow more time for professional development with our technology tools. As far as the math and science departments are concerned I can provide professional development that integrates our Promethean Technology into the classroom. I can discuss with technology leaders the amount of money we have to increase band-width in order to have faster Internet speed. I can help teachers with their web-pages and evaluate technology usage through walk-throughs. I can continue to search for ways for students to interact through distance learning and programs that individualize lessons to meet student needs. I can review our Acceptable Use Policies and familiarize our teachers with the policy so that our students are in a safe environment. Lastly, I can continue to collaborate with teachers through technology sources and model judicious use of technology.
Reflection on Technology Assessments
I took two assessments over technology. The first was the Technology Applications Inventory http://www.tea.state.tx.us/technology/techapp/assess/teksurv.pdf which is a self-assessment of requisite knowledge required for implementation of the Technology Application TEKS. This assessment is broken down in four stands of Foundations, Information Acquisition, Solving Problems, and Communication. The second assessment was a SETDA survey http://www.setda-peti.org/tools.html in which I took the teacher survey. This survey asked questions about technology policies, usage, and availability in my classroom, campus, and district level. As an instructional coach I spend all of my time with teachers, therefore, I thought the teacher survey was most appropriate.
Overall, I was satisfied with my knowledge level with the TEKS. At the most I had four "no's" in a section and that was in Foundations. I believe this assessment was an accurate reflection of my knowledge because it showed that I am very weak with some of the "formal" technology vocabulary and I also have not had much experience with creating image, audio, and video files. This is definitely a topic of interest that I have, but besides the video camera and regular camera that I have at home, my knowledge and programs for this type of technology is limited. Another weakness that I am not proud of is with spreadsheets. I create and manipulate them all of the time, but I struggle with using formulas and functions. I think this is something I could do, but it would definitely take me some time.
Moreover, this assessment showed that I am very good at collaborating with colleagues using electronic and on-line communications. I can create an effective presentation through power-point. However, I would love to involve video in my presentations. As an instructional coach, I don't use much technology with students but I facilitate and train teachers with technology for use in their own classrooms. I also create presentations for them to share in their classrooms with students.
Furthermore, as I reflect on the SETDA survey I see that my campus and district do understand that their is a correlation between student achievement and the implementation of technology within classrooms. Our school offers professional development with technology and in the summer rewards teachers with laptops for certain trainings. Math and Science teachers on our campus have Promethean Technology available in the classrooms. The best part about this technology are the student responders that keep students engaged and provide instant feedback on student progress. This survey did open my eyes to the fact that we are not getting our students involved in enough "creation" with technology tools (in mathematics). We use technology more as teacher presentation instead of student presentation of their knowledge.
Lastly, our district is definitely on target with technology. The survey showed me some areas of weakness that we have including computer availability in all classrooms and the need for faster Internet speed. A strength is parent communication through our on-line gradebook and email system. These assessments have been eye-opening for me. I do agree with the areas of strength and weakness that they show for both my campus and myself. I will continue to work in developing my skills for technology efficiency and success in the future.
Overall, I was satisfied with my knowledge level with the TEKS. At the most I had four "no's" in a section and that was in Foundations. I believe this assessment was an accurate reflection of my knowledge because it showed that I am very weak with some of the "formal" technology vocabulary and I also have not had much experience with creating image, audio, and video files. This is definitely a topic of interest that I have, but besides the video camera and regular camera that I have at home, my knowledge and programs for this type of technology is limited. Another weakness that I am not proud of is with spreadsheets. I create and manipulate them all of the time, but I struggle with using formulas and functions. I think this is something I could do, but it would definitely take me some time.
Moreover, this assessment showed that I am very good at collaborating with colleagues using electronic and on-line communications. I can create an effective presentation through power-point. However, I would love to involve video in my presentations. As an instructional coach, I don't use much technology with students but I facilitate and train teachers with technology for use in their own classrooms. I also create presentations for them to share in their classrooms with students.
Furthermore, as I reflect on the SETDA survey I see that my campus and district do understand that their is a correlation between student achievement and the implementation of technology within classrooms. Our school offers professional development with technology and in the summer rewards teachers with laptops for certain trainings. Math and Science teachers on our campus have Promethean Technology available in the classrooms. The best part about this technology are the student responders that keep students engaged and provide instant feedback on student progress. This survey did open my eyes to the fact that we are not getting our students involved in enough "creation" with technology tools (in mathematics). We use technology more as teacher presentation instead of student presentation of their knowledge.
Lastly, our district is definitely on target with technology. The survey showed me some areas of weakness that we have including computer availability in all classrooms and the need for faster Internet speed. A strength is parent communication through our on-line gradebook and email system. These assessments have been eye-opening for me. I do agree with the areas of strength and weakness that they show for both my campus and myself. I will continue to work in developing my skills for technology efficiency and success in the future.
Welcome to my techno-blog!
This blog is a work in progress! I have started it for my Lamar University Instructional Leadership class. ENJOY!
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