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