Goal: Should recess come before lunch at our elementary school? What effects will having recess come before lunch have on our 4th graders?
Objective: The objective of this action research plan is to gather data of student discipline, student hygiene, student health, and overall student performance specifically during recess, lunch, and their afternoon courses of 4th graders last year and compare that same data to data collected after the first semester of this year’s 4th graders to measure the effects of having recess come before lunch.
Outcome: The outcome will be compiled data supporting the decision as to whether or not having recess come before lunch will benefit our 4th graders in areas of student discipline, student hygiene, student health, and overall student performance by comparing last year’s data, in these above mentioned areas, with the data collected during the first semester of this school year.
Action Step #1: Form a improvement team
Persons Responsible: 4th grade teachers, principal, administration
Timeline: Start/End: July - August
Needed Resources: articles, journals, websites of other districts who have implemented the recess before lunch schedule, blog
Evaluation: At the end of August an improvement team made up of teachers, cafeteria staff, and the principal will be formed to monitor the overall action research plan of recess before lunch.
Action Step #2: Gather research on previous school districts that have implemented this schedule change and evaluate their results
Persons Responsible: 4th grade teachers, principal, administration, improvement team
Timeline: Start/End: July - October
Needed Resources: articles, journals, websites of other districts who have implemented the recess before lunch schedule, blog
Evaluation: Teachers, principal, and administration will provide feedback to suggested readings each six weeks on a designated blog.
Action Step #3: Gather parent and community ideas, feedback and resistance to schedule change.
Persons Responsible: principal, improvement team
Timeline: Start/End: August - December
Needed Resources: blog, newsletter
Evaluation: Parents and community members can participate in the suggested readings each six weeks and provide feedback on designated blog.
Action Step #4: Gather discipline records from last year specifically dealing with recess, lunch, and the afternoon courses
Persons Responsible: Principal, improvement team
Timeline: Start/End: July - Beginning of School Year
Needed Resources: Discipline records from the previous year
Evaluation: Copies will be made and highlighted on specific information needed for action research project.
Action Step #5: Compile list of total absences last year
Persons Responsible: Principal, improvement team
Timeline: Start/End: July - Beginning of School Year
Needed Resources: Absences records from the previous year
Evaluation: Copies will be made and highlighted on specific information needed for action research project.
Action Step #6: Gather performance assessments from the previous year of 4th graders in their afternoon courses.
Persons Responsible: 4th grade teachers, principal
Timeline: Start/End: July - September
Needed Resources: performance assessments from the previous year of 4th graders in their afternoon courses.
Evaluation: Teachers will fill out the provided form listing their student’s overall performances in their specific classes each six weeks and on the TAKS test and turn it in to the principal.
Action Step #7: Work with Cafeteria staff to assess the types/amounts of food mostly consumed and wasted last year during lunch by the 4th graders.
Persons Responsible: Cafeteria staff and Cafeteria monitors, improvement team
Timeline: Start/End: July - September
Needed Resources: order/supply slips from last year
Evaluation: Cafeteria staff will provide a list of foods that 4th graders ate well and did not eat well and will also provide what types of foods were most wasted last year.
Action Step #8: Monitoring of students during recess looking for changes in behavior, discipline, and/or attitude from previous year
Persons Responsible: 4th grade teachers, improvement team
Timeline: Start/End: August-December
Needed Resources: Notes/journals
Evaluation: Teachers will submit their notes and journal submissions at the end of each six weeks for review and analysis.
Action Step #9: Monitoring of students during lunch looking for changes in behavior, discipline, and/or attitude from previous year.
Persons Responsible: 4th grade teachers, principal
Timeline: Start/End: August - December
Needed Resources: performance assessments from the previous year of 4th graders in their afternoon courses.
Evaluation: Teachers will fill out the provided form listing their student’s overall performances in their specific classes each six weeks and on the TAKS test.
Action Step #10: Monitoring and assessment of students during lunch looking for changes in eating habits and waste.
Persons Responsible: Cafeteria staff, improvement team
Timeline: Start/End: August - December
Needed Resources: ordering supply lists
Evaluation: Cafeteria staff will submit a report at the end of the first semester with information regarding any major changes in ordering of certain foods due to changes in students eating habits.
Action Step #11: Monitoring of student referrals to the nurse.
Persons Responsible: school nurse
Timeline: Start/End: August - December
Needed Resources: form designed to tally the number of visits to the nurse by students within the first semester
Evaluation: The school nurse will provide data at the end of the first semester of student referrals to his/her office.
Action Step #12: Monitoring of students during afternoon classes looking for changes in behavior, discipline, and/or attitude from previous year.
Persons Responsible: 4th grade teachers, principal
Timeline: Start/End: August - December
Needed Resources: Evaluation forms for each class
Evaluation: Teachers will submit their forms to the principal at the end of each 6 weeks with notes provided of any significant change seen in their students from last year due to schedule change.
Action Step #13: Gathering of student performance assessments from their afternoon courses.
Persons Responsible: 4th grade teachers, principal
Timeline: Start/End: August - December
Needed Resources: grade book program
Evaluation: The principal will gather the six weeks grades and compare those to the six weeks grades last year.
Action Step #14: Final collection of all comments, reports, submissions, and evaluations
Persons Responsible: principal, improvement team
Timeline: Start/End: August - December
Needed Resources: a data base where all data has been collected
Evaluation: The principal and the improvement team will make final tallies and observations of data that has been provided throughout the first semester and will report findings to staff, parents, students, and administration through the designated blog of the successes and failures for our students of the schedule change of recess before lunch. The final results, observations, and decisions will be presented to all stakeholders in a meeting conducted at the end of the first semester with the principal presiding.
Monitoring Improvement Actions: In order to monitor these improvement actions, there will be a scheduled meeting every six weeks throughout the first semester to review our action items and monitor our progress. Every three weeks, a progress report will be sent by each teacher, cafeteria staff and cafeteria monitor to the improvement team. The Principal will conduct student interviews and occasional classroom observations to continue to monitor progress.
Concluding Thoughts: I am extremely excited to begin this action research plan. I feel that I am a part of something that will truly benefit our students and their learning environment. I am excited to see what outcomes will be provided as a result of this action research plan. I do believe that having recess before lunch could truly provide our students with an opportunity to decrease discipline issues while increasing their health and hygiene and their performance in the classroom. I look forward to discoveries that will be made that have not even been considered as of yet. I realize that my plan will be modified and critiqued. I welcome the constructive criticism to my plan in order that it might truly be of use to our students, school, and district.
Thursday, July 29, 2010
Thursday, July 22, 2010
Lessons Learned from Week 2 EDLD 5301 Research
In week two we had the opportunity to watch and listen to three great scholars who described their experiences with action research and the ways in which it has benefited their districts. While watching and listening to these scholars a few points of interest were brought to my attention. First, I was intrigued with Dr. Chargois’s comment that today teachers are accountable to produce results. He said that their job is to increase student performance impacting student success now. I think this comment stuck out to me because it was a good reminder that we are here for the success of our students not only for the future per say but for the here and now. Our job is to use our action research plans to help students to succeed and perform at their highest levels. Another point of interest for me was the continued importance placed on data. Today we have the ability to gather information on our students and their performance with a quick click of the mouse. Now that data is so readily available we are called to use that data to make our schools and districts better as soon as possible. We no longer have to wait for months or even years for data to be collected. It is ready in an instance. Finally, I liked the suggestions made by Dr. Lewis to choose a topic for action research that you are more interested in so that you will be more focused on the outcome. Choosing a topic that you desire to discover the outcome of is very important.
Thursday, July 15, 2010
The Use of Blogs for Educators
I think one of the greatest advantages of blogging for educators is the community it creates. A blog is a great place where an educator can post a question or thought and receive feedback from just about every stakeholder within their schools. The educator can then analyze the responses and, within a short amount of time, have vital data and information that will improve their schools and classrooms. Blogging is a great platform for action research. After reflecting on a particular issue to be addressed a principal can then send out a blog asking for thought on the matter and quickly receive responses. Instead of walking up and down hallways and spending countless hours on the phone an administrator can gather insight in a matter of days that could have taken weeks or even months. I believe blogging and the openness of dialogue within blogging creates an atmosphere that is inviting to a sense of greater community within our schools.
Action Research
Our study on Action Research in EDLD 5301 has been very interesting to me. Like our two texts have pointed out, I too read the word research and begin to put together in my head a very negative picture of what action research could be due to this one word. I was encouraged to discover that action research is a new way of looking at research. In the past, through professional development and other programs, administrators and teachers alike were presented with ideas from research done by University scholars and others addressing needs in their schools. These ideas for solution to issues at their schools were being delivered by those outside the walls of their schools. Although the ideas for solution were very insightful and, at times, helpful, they still came from those who were not actually in the school seeing and dealing with the issues at hand. Action Research is an idea where an administrator or teacher looks for situations on their campuses that need improvement. Then, they look into these scholarly publications and other sources documenting their suggestions. Next, they visit with other teachers, administrators, parents and students about the issue being researched to note what ideas these stakeholders might have. This is the biggest difference pertaining to action research. Research is being done in the walls of the school by those directly involved in the issues being addressed.
Within action research are are various facets or steps of action. The initial phase of discovering what needs to be addressed was very interesting to me. I did not realize the importance of taking the time to reflect. It is so true that we are so busy and consumed with our jobs that rarely do we stop and reflect on issues on our campuses. If we are addressing a particular issue it is probably because we are working to solve it after the consequences have been shown because it was not address beforehand. Unfortunately, we are so busy that we are not making time for reflection on these issues in order to address them before they become problems. I personally benefited from this study in that I became aware of the importance of the skill of reflection as a leader.
Within action research are are various facets or steps of action. The initial phase of discovering what needs to be addressed was very interesting to me. I did not realize the importance of taking the time to reflect. It is so true that we are so busy and consumed with our jobs that rarely do we stop and reflect on issues on our campuses. If we are addressing a particular issue it is probably because we are working to solve it after the consequences have been shown because it was not address beforehand. Unfortunately, we are so busy that we are not making time for reflection on these issues in order to address them before they become problems. I personally benefited from this study in that I became aware of the importance of the skill of reflection as a leader.
Friday, December 18, 2009
EDLD 5352 Week 5 Reflection
Technology is ever changing and it continues to make great strides in providing more and more tools for those of us who are educators. With the advances in technology also comes great learning curves for folks like me who are often intimidated by it. When I saw that this was going to be my next course I had to admit that I was a bit nervous and maybe even a little overwhelmed even before the course began. I wasn’t sure what was going to be expected of us and I just knew I was going to run across something that I couldn’t do. As I begin to look at this course, I wanted to come away better equipped as a future administrator in the realm of use and knowledge of technology. I wanted to learn more about the future of technology within schools and the role it would play. When the course began and as it continued for five weeks I have been very pleased with our progress. I have gained knowledge in the uses of technology today within education. I have learned of the needs within education concerning technology. I have discovered that we as educators don’t have to have all the answers when it comes to technology but rather we should surround ourselves with a team of individuals and even students who have the knowledge and foresight and together work to better implement technology into our schools (Pensky, Marc. “Listen to the Natives”). I have learned of our responsibility as educators and leaders to provide technological advances to all of our students regardless of language, social, or even special need differences. So, as you can see, what I have learned has far outweighed what I even expected. Expectations and actual outcomes from this course have actually further distanced themselves for me personally. The outcomes for me from taking this course have exceeded my expectations greatly. I have learned of several things that I had not even considered when looking at technology within schools. For example, the study of safety for our students when using the internet provided for me several websites that had the necessary tools to help protect our students. Also, the discussion of compatibility between hardware and software including wireless use was also something that I had not considered when looking at things to consider when integrating new technology (Gravina, Robert J., “Everyone’s Going Wireless, So Why Aren’t We?). Finally, the study of wikis and their usefulness to educators and administrators in allowing the input of more stakeholders in the processes of making important decisions was also an outcome that I did not expect from the course but found to be very useful (Warlick, David, “The Executive Wiki”).
With expectations of the course being surpassed by the actual outcomes I have found myself better equipped now more than ever as an educator and future administrator in the realm of technology. The reason I believe this is true is due to the relevance of the material that we studied to the here and now of our school and district. In our course we talked about the limitations of technology and the negatives that lie there in. The limitations, of course, were not found in technology itself but rather in the limitations of the school districts themselves with lack of equipment, software, and 24/7 access to online tools needed by students especially those without that access at home. This particular study was especially useful for our district in that our struggles have been the same. I was made aware of the fact that this was not only our own struggle but the struggle of districts statewide. I also learned of how truly devastating this is to a district and its students. It is a situation that needs to be address immediately. We also took a look at online safety and the importance of communication with our students at several levels that is ongoing throughout their public school tenure (Joseph, Linda C.“Keeping Safe in Cyberspace”). I especially took note of this due to the fact that so many educators feel that once is enough and/or teach them while they are young and before they are exposed. Although this is true, ongoing communication is vital. One other very important study for me personally within our district was the importance of professional development. We continue to see that we have not mastered the idea of professional development in the fact of deciding when to meet, how often, discussing what material, and several other factors. I believe one of the best lessons learned from our studies in this course was to get to the heart of professional development making it as useful and as meaningful as possible in as quick a way as you can. In other words, cut to the chase, get to the point. In this example we talked of Instructional professional development and the idea of teaching teachers not only how to use the actual equipment but how to teach with the equipment through instruction (Jones, E. “Strategies to Put Instruction Ahead of Technology”).
Although the outcomes of the course far exceeded the expectations that I had on so many levels, one of the areas that I wish that I had achieved success in was in further use of actual tools for administrators. In our course we studied the importance of setting the example for the rest of our staff in continued use of technology as administrators. By doing so, we set the tone for expectations of our teachers to do the same. I feel that most of us are using email on a daily basis as a form of communication as educators but what are most administrators using and finding to be the most successful form of communication for them and their staff? I was very thankful for the use of the blog in this course. Although I have blogged in the past, I have used it more for personal use and not in the realm of education. I saw the great potential it has for administrators but I felt that I could have learned more. I also appreciated the study of wikis. I really have a lot of work to do here because I still don’t fully understand how it works but I see the great potential it has. I believe that I personally could have gained more knowledge in these areas if I would have asked more questions in our interviews with our administrators. In looking back over my interviews, I found that I was more interested in hearing what their current problems were within technology instead of also asking what their successes were within education. I specifically should have asked them what was working for them personally in communicating with their staff and other stakeholders and how they did it. I want to go back to the administrators that I interviewed and pick their brains a little more in this area so that I can start now in familiarizing myself with the tools that they are successfully using to communicate with their stakeholders as administrators.
As we studied in this course we had the opportunity to read several articles and make note of specific quotes that stuck out to us and then reflect on those quotes and the quotes of our fellow students. At first, I was reluctant to begin these assignments due to the, at times, overwhelming amount of listed readings. As I begin to read the assigned articles I actually discovered that the real struggle was not in reading all of the assigned work but rather choosing the one quote per work that stuck out to me. I had no idea that this would be my struggle at all! Also, I did make one pretty major mistake on one of my assignments and was deducted accordingly. On the week 3 assignment I failed to reflect on the round table discussion that our professors had. In the list of instructions that was on the actual week three assignment there was no mention of it but it was clearly stated on the rubric. This was a great lesson learned for me. Although I was still upset in the fact that my score was lowered for overlooking something like this I completely understood the fact for the reason why and have now learned to always refer to the rubric first long before I even begin my assignments for the week.
As I have said previously, this course was very challenging for me. I have always had an admiration for technology and those who are able to use it but have found it difficult for myself to master even the simplest of programs. I guess that is why I was reassured when I read one of our articles during this course that simply said that we as administrators don’t have to Master all the ends and outs of technology but rather surround ourselves with those that do (Prensky, Marc. “Listen to the Natives.) Although I found this information to be quite encouraging I still discovered throughout my coursework that technology and education, today, go hand in hand. Therefore, administrators need to be focused on technology and stay up to date, as much as possible, with the changes that are taking place. Of course this means that we as administrators are expected to model technology, in what we do on campus, in the way we communicate to others, to the way we present information to our staff and students. When I stopped and really looked at this I realized that I still have so much to learn. I want to be a leader who leads by example. I actually see this as one of my strengths as a leader. I am one who doesn’t expect any more of others than I do of myself. If there are areas of my leadership that need to be improved concerning technology then I plan to address them. I really can’t feel obligated personally to address my staff until I have addressed myself. If my attitude toward technology is positive and encouraging then I feel that my staff will reflect that same feeling. I think this goes back to leading by example. I want my staff to see me as an administrator who has embraced technology and has seen the potential it provides for all learners.
Blogs have become a common scene on campuses across the state and the nation. Schools are finding more and more ways of incorporating blogs into the classroom. I believe one of the greatest opportunities that blogs provide can be summed up in one word, connection. With the use of blogging anyone is instantly connected with anyone else where ever they may be. In the article, Blog Revolution, author, Will Richardson talks about a classroom that was able to connect with a class of students from Poland in discussing the impact of the Holocaust. Wow, can you imagine! With the click of a button students are instantly connected. Author Will Robertson also points out in his article, Making Waves, that with blogging, students can share their thoughts in an unbiased way across the waves of the internet thus allowing students who might be shy to speak up publicly in class discussion to pour their hearts out on any particular subject matter. Again, we see that blogging provides another way for students to feel connected.
With the ability to connect with more people than ever before comes the concerns of security and safety for our students. In Teaching Online Safety, author Hallee Adelman talks about how concerning it was to find that middle level students had never been taught about protecting themselves and others online. When you consider how much time these kids spend on the internet it is shocking to hear this report. Author J.A. Hitchcock, in his article, Cyberbullies, Online Predators, and What to Do About Them, says that the media today doesn’t talk much about how kids can stay safe online. They are more interested in showing them the benefits of online use even if the sites or the information that the student might provide is edgy or a bit too informative. Finally, in Keeping Safe in Cyberspace, author Linda C. Joseph talks about the fact that keeping kids safe must be an ongoing process of awareness, education, and supervision. In other words, this isn’t a once taught always learned situation. Our students need constant reminders of the dangers involved in blogging. Although being connected to more people today than ever before is a plus to our educational system we also must be very aware of online predators and others who are just waiting for our students to give just one line or one word too many of information about themselves.
One of the hardest things to do today is get ahold of as many people as possible as fast as you can concerning a situation, decision, or topic. In today’s world of technology the answer just might be found in blogging. When important meetings come up that involve decisions to be made that will effect almost everyone in your school from the staff to the students to the parents, wouldn’t it be nice to actually have the input of all of those at stake? Blogging could just be the answer that we are looking for. I think David Warlick says it best in his article entitled, The Executive Wiki, where he explains that Wikis and blogs provide the opportunity for conversation with important stakeholders who are sometimes unheard. Once again, the connectivity of blogging allows for administrators to communicate with their stakeholders all at the same time even if they are not actually present in the room. This is a wonderful tool for administrators to have. It could be that for the first time a stakeholder is now able to be involved in an important decision and their input proves to be the catalyst in making a huge difference or change to the original plan that ends up benefiting all. I believe that is the great benefit of blogging. Through blogging we can now connect to more people than ever and provide benefits to all in that more voices are heard and considered in decision making.
References
Adelman, Hallee. (2004). Teaching Online Safety. Voices from the Middle. 17-22.
Gravina, Robert J., (2007). Everyone’s Going Wireless, So Why Aren’t We?. School Administrator, Vol. 64, Issue 5.
Hitchcock, J.A. (2007). Cyberbullies. Online Predators, and What to Do About Them. Multimedia & Internet@Schools, 13-15.
Joseph, Linda C. (2007). Keeping Safe in Cyberspace, MultiMedia & Internet@Schools, 17-20
Jones, E. (2007). Strategies to Put Instruction Ahead of Technology. Principal Leadership, 7(6), 35-38.
Prensky, Marc. (2005). Listen to the Natives. Educational Leadership, 9-13.
Richardson, Will. (2006). Making Waves. School Library Journal. 54-56.
Richardson, Will. (2005). Blog Revolution. Technology and Learning. 48.
Warlick, David. The Executive Wiki. Technology and Learning, 36-38.
With expectations of the course being surpassed by the actual outcomes I have found myself better equipped now more than ever as an educator and future administrator in the realm of technology. The reason I believe this is true is due to the relevance of the material that we studied to the here and now of our school and district. In our course we talked about the limitations of technology and the negatives that lie there in. The limitations, of course, were not found in technology itself but rather in the limitations of the school districts themselves with lack of equipment, software, and 24/7 access to online tools needed by students especially those without that access at home. This particular study was especially useful for our district in that our struggles have been the same. I was made aware of the fact that this was not only our own struggle but the struggle of districts statewide. I also learned of how truly devastating this is to a district and its students. It is a situation that needs to be address immediately. We also took a look at online safety and the importance of communication with our students at several levels that is ongoing throughout their public school tenure (Joseph, Linda C.“Keeping Safe in Cyberspace”). I especially took note of this due to the fact that so many educators feel that once is enough and/or teach them while they are young and before they are exposed. Although this is true, ongoing communication is vital. One other very important study for me personally within our district was the importance of professional development. We continue to see that we have not mastered the idea of professional development in the fact of deciding when to meet, how often, discussing what material, and several other factors. I believe one of the best lessons learned from our studies in this course was to get to the heart of professional development making it as useful and as meaningful as possible in as quick a way as you can. In other words, cut to the chase, get to the point. In this example we talked of Instructional professional development and the idea of teaching teachers not only how to use the actual equipment but how to teach with the equipment through instruction (Jones, E. “Strategies to Put Instruction Ahead of Technology”).
Although the outcomes of the course far exceeded the expectations that I had on so many levels, one of the areas that I wish that I had achieved success in was in further use of actual tools for administrators. In our course we studied the importance of setting the example for the rest of our staff in continued use of technology as administrators. By doing so, we set the tone for expectations of our teachers to do the same. I feel that most of us are using email on a daily basis as a form of communication as educators but what are most administrators using and finding to be the most successful form of communication for them and their staff? I was very thankful for the use of the blog in this course. Although I have blogged in the past, I have used it more for personal use and not in the realm of education. I saw the great potential it has for administrators but I felt that I could have learned more. I also appreciated the study of wikis. I really have a lot of work to do here because I still don’t fully understand how it works but I see the great potential it has. I believe that I personally could have gained more knowledge in these areas if I would have asked more questions in our interviews with our administrators. In looking back over my interviews, I found that I was more interested in hearing what their current problems were within technology instead of also asking what their successes were within education. I specifically should have asked them what was working for them personally in communicating with their staff and other stakeholders and how they did it. I want to go back to the administrators that I interviewed and pick their brains a little more in this area so that I can start now in familiarizing myself with the tools that they are successfully using to communicate with their stakeholders as administrators.
As we studied in this course we had the opportunity to read several articles and make note of specific quotes that stuck out to us and then reflect on those quotes and the quotes of our fellow students. At first, I was reluctant to begin these assignments due to the, at times, overwhelming amount of listed readings. As I begin to read the assigned articles I actually discovered that the real struggle was not in reading all of the assigned work but rather choosing the one quote per work that stuck out to me. I had no idea that this would be my struggle at all! Also, I did make one pretty major mistake on one of my assignments and was deducted accordingly. On the week 3 assignment I failed to reflect on the round table discussion that our professors had. In the list of instructions that was on the actual week three assignment there was no mention of it but it was clearly stated on the rubric. This was a great lesson learned for me. Although I was still upset in the fact that my score was lowered for overlooking something like this I completely understood the fact for the reason why and have now learned to always refer to the rubric first long before I even begin my assignments for the week.
As I have said previously, this course was very challenging for me. I have always had an admiration for technology and those who are able to use it but have found it difficult for myself to master even the simplest of programs. I guess that is why I was reassured when I read one of our articles during this course that simply said that we as administrators don’t have to Master all the ends and outs of technology but rather surround ourselves with those that do (Prensky, Marc. “Listen to the Natives.) Although I found this information to be quite encouraging I still discovered throughout my coursework that technology and education, today, go hand in hand. Therefore, administrators need to be focused on technology and stay up to date, as much as possible, with the changes that are taking place. Of course this means that we as administrators are expected to model technology, in what we do on campus, in the way we communicate to others, to the way we present information to our staff and students. When I stopped and really looked at this I realized that I still have so much to learn. I want to be a leader who leads by example. I actually see this as one of my strengths as a leader. I am one who doesn’t expect any more of others than I do of myself. If there are areas of my leadership that need to be improved concerning technology then I plan to address them. I really can’t feel obligated personally to address my staff until I have addressed myself. If my attitude toward technology is positive and encouraging then I feel that my staff will reflect that same feeling. I think this goes back to leading by example. I want my staff to see me as an administrator who has embraced technology and has seen the potential it provides for all learners.
Blogs have become a common scene on campuses across the state and the nation. Schools are finding more and more ways of incorporating blogs into the classroom. I believe one of the greatest opportunities that blogs provide can be summed up in one word, connection. With the use of blogging anyone is instantly connected with anyone else where ever they may be. In the article, Blog Revolution, author, Will Richardson talks about a classroom that was able to connect with a class of students from Poland in discussing the impact of the Holocaust. Wow, can you imagine! With the click of a button students are instantly connected. Author Will Robertson also points out in his article, Making Waves, that with blogging, students can share their thoughts in an unbiased way across the waves of the internet thus allowing students who might be shy to speak up publicly in class discussion to pour their hearts out on any particular subject matter. Again, we see that blogging provides another way for students to feel connected.
With the ability to connect with more people than ever before comes the concerns of security and safety for our students. In Teaching Online Safety, author Hallee Adelman talks about how concerning it was to find that middle level students had never been taught about protecting themselves and others online. When you consider how much time these kids spend on the internet it is shocking to hear this report. Author J.A. Hitchcock, in his article, Cyberbullies, Online Predators, and What to Do About Them, says that the media today doesn’t talk much about how kids can stay safe online. They are more interested in showing them the benefits of online use even if the sites or the information that the student might provide is edgy or a bit too informative. Finally, in Keeping Safe in Cyberspace, author Linda C. Joseph talks about the fact that keeping kids safe must be an ongoing process of awareness, education, and supervision. In other words, this isn’t a once taught always learned situation. Our students need constant reminders of the dangers involved in blogging. Although being connected to more people today than ever before is a plus to our educational system we also must be very aware of online predators and others who are just waiting for our students to give just one line or one word too many of information about themselves.
One of the hardest things to do today is get ahold of as many people as possible as fast as you can concerning a situation, decision, or topic. In today’s world of technology the answer just might be found in blogging. When important meetings come up that involve decisions to be made that will effect almost everyone in your school from the staff to the students to the parents, wouldn’t it be nice to actually have the input of all of those at stake? Blogging could just be the answer that we are looking for. I think David Warlick says it best in his article entitled, The Executive Wiki, where he explains that Wikis and blogs provide the opportunity for conversation with important stakeholders who are sometimes unheard. Once again, the connectivity of blogging allows for administrators to communicate with their stakeholders all at the same time even if they are not actually present in the room. This is a wonderful tool for administrators to have. It could be that for the first time a stakeholder is now able to be involved in an important decision and their input proves to be the catalyst in making a huge difference or change to the original plan that ends up benefiting all. I believe that is the great benefit of blogging. Through blogging we can now connect to more people than ever and provide benefits to all in that more voices are heard and considered in decision making.
References
Adelman, Hallee. (2004). Teaching Online Safety. Voices from the Middle. 17-22.
Gravina, Robert J., (2007). Everyone’s Going Wireless, So Why Aren’t We?. School Administrator, Vol. 64, Issue 5.
Hitchcock, J.A. (2007). Cyberbullies. Online Predators, and What to Do About Them. Multimedia & Internet@Schools, 13-15.
Joseph, Linda C. (2007). Keeping Safe in Cyberspace, MultiMedia & Internet@Schools, 17-20
Jones, E. (2007). Strategies to Put Instruction Ahead of Technology. Principal Leadership, 7(6), 35-38.
Prensky, Marc. (2005). Listen to the Natives. Educational Leadership, 9-13.
Richardson, Will. (2006). Making Waves. School Library Journal. 54-56.
Richardson, Will. (2005). Blog Revolution. Technology and Learning. 48.
Warlick, David. The Executive Wiki. Technology and Learning, 36-38.
Sunday, December 13, 2009
EDLD 5352 Week 4 Action Plan
Part 1: Organization Chart Integrating Technology
Board of Trustees
Superintendent
Director of Finance
Assistant Superintendent
Principals
Graham High School Principal
Campus Improvement planning committee
Department Chairs
Graham High School Teacher
Vertical Team Leaders
GHS/GJHS Head Librarian
Graham Junior High Principal
Campus Improvement planning committee
Department Chairs
Graham Junior High Tech Teacher
Graham Junior High Teacher
Vertical Team Leaders
Graham Junior High Teacher
Woodland Elementary Principal (Grades 4-5)
Campus Improvement planning committee
Department Chairs
Woodland Elementary Teacher
Vertical Team Leaders
Crestview Elementary Principal (Grades 1-3)
Campus Improvement planning committee
Department Chairs
Crestview Elementary Teacher
Vertical Team Leaders
Pioneer Elementary Principal (PreK-K)
Campus Improvement planning committee
Department Chairs
Pioneer Elementary Teacher
Vertical Team Leaders
Technology Director
District Network Administrator
Director of Special Education
Director of Curriculum
Role and Responsibilities of All Identified Personnel
Technology Director, Principals, Director of Special Education, Teachers: Provide appropriate equipment as per individual student's needs, Identify and recommend specific resources to be used for technology integration.
Vertical Team Leaders, Department Chairs, Principals, Curriculum Director: Integrate technologies to improve student performance as measured by state and national tests, Notification concerning events and parental involvement opportunities will be posted on the GISD website. These notifications include but are not limited to adult literacy training and GED in Spanish
All Teaching Staff: Integrate Technology TEKS to all content areas, Encourage staff use of technology for research, lesson planning, multimedia presentations, and to correspond with experts, peers, parents and students.
Principals: Teachers and students will use the internet for resources and collaborative learning
Teachers and Curriculum Directors: Continue the relationship with the Graham Education Workforce Center to allow Graham ISD to use their distance learning facilities
Tech Director and Principals: Teaching staff will be given opportunities to attend technology training at Region IX, Provide teachers with current technologies as funds are available, ex., interactive whiteboards, projectors, digital video cameras, laptops, printers, and other advanced technology as needed, Needs assessment survey of staff will be conducted annually to evaluate hardware and software usage and needs, Monitor the implementation of policies regarding all technology avenues
Vertical Team Leaders and Department Chairs: Specialized technology staff development in all four core areas that will lead to use of technology in instruction
Tech Director: Provide staff development to equip staff to meet or exceed the Technology Applications Standards for all beginning teachers, Provide staff development to equip staff to meet or exceed the Technology Applications Standards for all beginning teachers, Provide incentives for attaining proficiency levels, Conduct a needs assessment to determine the level of technology skills of GISD staff, Implement local staff development according to the needs of the above mentioned needs assessment, The district will provide early release days in the Fall for technology staff development, Staff will be given opportunities to attend technology training at Region IX Service Center, Send a district team to the Texas Computer Education Association Conference, The technology committee will meet quarterly and will evaluate all technology purposes to ensure acquisitions are in support of the plan, Provide regular technology plan updates to include and adjust technology integration timelines, Review and update Technology Committee based on campus needs, changes in staff and administration
Dept. Chair and Principals: Monitor teacher's use of technology through lesson plans and observations
Principals, Campus Improvement planning committee, curriculum director: Technology integration will be included in each campus improvement plan.
GHS/GJHS Head Librarian: Participation in TexShare K-12 databases and school librarians’ listserve, Keep listings of research databases updated through GISD website
Board of Trustees, Director of Finance, Director of Technology: Implement, monitor and document a rotation plan to acquire new technology or reposition technology at all campuses.
Role of Principal
The Principals at each of our campuses have several roles in integrating Technology within our district. First, Principals are involved in providing appropriate equipment as per individual student's needs and identifying and recommending specific resources to be used for technology integration. Also, they are to integrate technologies to improve student performance as measured by state and national tests. Second, Principals are to see that teachers and students will use the internet for resources and collaborative learning. Continuing, Principals aid the Director of technology in searching for opportunities for teaching staff to attend technology training at Region IX. They will provide teachers with current technologies as funds are available, ex., interactive whiteboards, projectors, digital video cameras, laptops, printers, and other advanced technology as needed. Needs assessment survey of staff will be conducted annually to evaluate hardware and software usage and needs and they will monitor the implementation of policies regarding all technology avenues. Thirdly. Principals will monitor teacher's use of technology through lesson plans and observations and they will make sure that Technology integration will be included in each campus improvement plan.
Part 2: Professional Development Planning
In week 3 we took a look into the needs of our districts. In our district information was gathered to assess our status included campus technology inventories and the campus Texas STaR Charts. Information collected was used to analyze the current status of technology in the district and determine future needs. The goal of the district is to, “create an infrastructure for technology that enhances and facilitates quality teaching and life-long learning, educator preparation and curriculum development, and administration, support services, and community partnerships in order to prepare students for the global community in which they will live, learn, and work” (Graham ISD Technology Plan 2009-2012). Within this plan several needs were identified which included teachers’ needs for both training and equipment, teachers desire for more high-tech tools in the classroom: PDA’s Smart boards, Projectors, etc., a desire for teacher and student laptops, updated computers, ability to show media in the classroom, and finally two more areas that we will focus on in part 2 of our action plan concerning professional development. Teachers listed technology barriers that included lack of training, tech support, equipment and time. They also said that professional development was needed in areas of intermediate and advanced levels of technology as discussed in our week 3 report.
The following is the professional development section of our action plan for the district:
Teachers will be given the opportunity to attend technology training at Region IX Evidence: Monthly updates of training opportunities via e-mail, participant transcript/certificate from Region 9
Specialized technology staff development in all four core areas that will lead to use of technology in instruction. Evidence: Locally developed evaluation surveys per staff development session
Professional Development will be provided to equip staff to meet or exceed the Technology Applications Standards for all Beginning Teachers. Evidence: 75% of teachers will meet or exceed standards
Identification and recommendation will be made for specific resources to be used for technology integration. Evidence: Links/sites added to webpage, meeting minutes from individual departments, campuses, and vertical teams
Department chairs and Principals will monitor teacher’s use of technology through lesson plans and observations and make recommendations for improvement in these areas. Evidence: 100% of teachers will incorporate technology into their curriculum
Technology integration will be included in each campus’s improvement plan in order to continue to look for and provide the most helpful professional development available to the staff. Evidence: Campus improvement plan documentation
Incentives will be provided for attaining proficiency levels. Evidence: Proficiency test scores
Staff will be encouraged to use technology for research, lesson planning, multimedia presentations, and to correspond with experts, peers, parents, and students. Evidence: Correspondence log, lesson plans, walkthroughs
Opportunities will be provided through Distance Learning Applications at the local Community College to help apply technology to the above mentioned items
Conduct a needs assessment to determine the level of technology skills of GISD staff. Evidence: 90% of staff will return needs assessments, summary of needs will be compiled
Implement local staff development according to the needs of the above mentioned needs assessment. Evidence: Schedule distributed to all staff, Staff registered for training
The district will provide early release days for technology staff development. Evidence: Evaluation forms for training, Release time provided
Staff will be given opportunities to attend technology training at Region IX Service Center. Evidence: Region IX participation list, travel expenditures
Send a district team to the Texas Computer Education Association Conference. Evidence: Conference registration
Part 3: Evaluation Planning for Action Plan
Thorough and ongoing evaluation of the technology plan is essential to ensure that our goals are being met. This Action Plan will be evaluated during scheduled technology meetings. In addition, designated committees will constantly monitor, evaluate and update goals as needed. Changes will be made to the action plan to keep it current. Graham ISD staff members will be a given a copy of the this Plan at the beginning of the year as well as be notified via e-mail of progress and changes.
Developing the technology skills of teachers, creating technology-rich curriculum, and providing quality access to technology will lead to enhanced student-centered learning and improved technology skills for our students, it is important that we measure for growth in all these areas. Staff Development The first level of analysis for staff development is the immediate feedback of the target audience to see that staff development offerings meet the expectations of teachers participating in the training. Data will be gathered in two formats: 1. Evaluation forms completed by participants 2. Annual technology survey a. Effectiveness of the technology instructors b. Effectiveness of other types of training, such as online and CD based training Data from the evaluations and surveys will be managed and analyzed by the Director of Technology for the district. The second level of analysis measures the actual improvement of teachers in two domains: technology skills and instructional practices. 1. Data on technology skills will be gathered from an annual technology survey in which teachers will self assess their ability to operate various technology tools. 2. Administrators gather data on instructional practices (how well teachers integrate technology in a student-centered environment) as part of the teacher appraisal system. Principals observe teachers and document progress in the area of technology integration. Curriculum Development We want to ensure that teachers have sufficient lessons at every grade level to ensure student mastery of the technology TEKS. The technology coordinator, campus principals and vertical team leaders will provide training and support as the technology TEKS are implemented into the curriculum. This will ensure compliance and high quality of learning. Access To ensure quality access, Graham ISD must stay attentive with its acquisition program and provide timely support for existing equipment. Both areas will be evaluated annually. 1. Equipment inventory. Results of the inventory will be filed and reviewed annually. 2. District technician schedule. Schedule will be reviewed to provide the most efficient means of service. Integration Staff development, curriculum, and access are all means to an end. The end is improved student learning. Through this Action plan, Graham ISD will build a learning environment for all students in which technology is used regularly to enhance teaching and learning. With the regular use of technology we expect the following results: 1. Increased student technology skills 2. Increased student motivation for learning 3. Improved student achievement in all subjects With these as our ultimate goals for the technology plan, it is vital for us to evaluate their progress. The following data will be gathered and analyzed to measure progress on these goals: 1. Student technology assessment at select grade levels 2. Student survey of student attitudes toward technology and learning Data gathered and analyzed through the evaluation process will guide our decision making so that we can ensure our resources are directed to improving student learning.
References
Thomas, Ross. “Week 3 Analysis Report.” EDLD 5352
http://www.grahamisd.com/page.cfm?p=61 Graham ISD Technology Plan/AUP
Board of Trustees
Superintendent
Director of Finance
Assistant Superintendent
Principals
Graham High School Principal
Campus Improvement planning committee
Department Chairs
Graham High School Teacher
Vertical Team Leaders
GHS/GJHS Head Librarian
Graham Junior High Principal
Campus Improvement planning committee
Department Chairs
Graham Junior High Tech Teacher
Graham Junior High Teacher
Vertical Team Leaders
Graham Junior High Teacher
Woodland Elementary Principal (Grades 4-5)
Campus Improvement planning committee
Department Chairs
Woodland Elementary Teacher
Vertical Team Leaders
Crestview Elementary Principal (Grades 1-3)
Campus Improvement planning committee
Department Chairs
Crestview Elementary Teacher
Vertical Team Leaders
Pioneer Elementary Principal (PreK-K)
Campus Improvement planning committee
Department Chairs
Pioneer Elementary Teacher
Vertical Team Leaders
Technology Director
District Network Administrator
Director of Special Education
Director of Curriculum
Role and Responsibilities of All Identified Personnel
Technology Director, Principals, Director of Special Education, Teachers: Provide appropriate equipment as per individual student's needs, Identify and recommend specific resources to be used for technology integration.
Vertical Team Leaders, Department Chairs, Principals, Curriculum Director: Integrate technologies to improve student performance as measured by state and national tests, Notification concerning events and parental involvement opportunities will be posted on the GISD website. These notifications include but are not limited to adult literacy training and GED in Spanish
All Teaching Staff: Integrate Technology TEKS to all content areas, Encourage staff use of technology for research, lesson planning, multimedia presentations, and to correspond with experts, peers, parents and students.
Principals: Teachers and students will use the internet for resources and collaborative learning
Teachers and Curriculum Directors: Continue the relationship with the Graham Education Workforce Center to allow Graham ISD to use their distance learning facilities
Tech Director and Principals: Teaching staff will be given opportunities to attend technology training at Region IX, Provide teachers with current technologies as funds are available, ex., interactive whiteboards, projectors, digital video cameras, laptops, printers, and other advanced technology as needed, Needs assessment survey of staff will be conducted annually to evaluate hardware and software usage and needs, Monitor the implementation of policies regarding all technology avenues
Vertical Team Leaders and Department Chairs: Specialized technology staff development in all four core areas that will lead to use of technology in instruction
Tech Director: Provide staff development to equip staff to meet or exceed the Technology Applications Standards for all beginning teachers, Provide staff development to equip staff to meet or exceed the Technology Applications Standards for all beginning teachers, Provide incentives for attaining proficiency levels, Conduct a needs assessment to determine the level of technology skills of GISD staff, Implement local staff development according to the needs of the above mentioned needs assessment, The district will provide early release days in the Fall for technology staff development, Staff will be given opportunities to attend technology training at Region IX Service Center, Send a district team to the Texas Computer Education Association Conference, The technology committee will meet quarterly and will evaluate all technology purposes to ensure acquisitions are in support of the plan, Provide regular technology plan updates to include and adjust technology integration timelines, Review and update Technology Committee based on campus needs, changes in staff and administration
Dept. Chair and Principals: Monitor teacher's use of technology through lesson plans and observations
Principals, Campus Improvement planning committee, curriculum director: Technology integration will be included in each campus improvement plan.
GHS/GJHS Head Librarian: Participation in TexShare K-12 databases and school librarians’ listserve, Keep listings of research databases updated through GISD website
Board of Trustees, Director of Finance, Director of Technology: Implement, monitor and document a rotation plan to acquire new technology or reposition technology at all campuses.
Role of Principal
The Principals at each of our campuses have several roles in integrating Technology within our district. First, Principals are involved in providing appropriate equipment as per individual student's needs and identifying and recommending specific resources to be used for technology integration. Also, they are to integrate technologies to improve student performance as measured by state and national tests. Second, Principals are to see that teachers and students will use the internet for resources and collaborative learning. Continuing, Principals aid the Director of technology in searching for opportunities for teaching staff to attend technology training at Region IX. They will provide teachers with current technologies as funds are available, ex., interactive whiteboards, projectors, digital video cameras, laptops, printers, and other advanced technology as needed. Needs assessment survey of staff will be conducted annually to evaluate hardware and software usage and needs and they will monitor the implementation of policies regarding all technology avenues. Thirdly. Principals will monitor teacher's use of technology through lesson plans and observations and they will make sure that Technology integration will be included in each campus improvement plan.
Part 2: Professional Development Planning
In week 3 we took a look into the needs of our districts. In our district information was gathered to assess our status included campus technology inventories and the campus Texas STaR Charts. Information collected was used to analyze the current status of technology in the district and determine future needs. The goal of the district is to, “create an infrastructure for technology that enhances and facilitates quality teaching and life-long learning, educator preparation and curriculum development, and administration, support services, and community partnerships in order to prepare students for the global community in which they will live, learn, and work” (Graham ISD Technology Plan 2009-2012). Within this plan several needs were identified which included teachers’ needs for both training and equipment, teachers desire for more high-tech tools in the classroom: PDA’s Smart boards, Projectors, etc., a desire for teacher and student laptops, updated computers, ability to show media in the classroom, and finally two more areas that we will focus on in part 2 of our action plan concerning professional development. Teachers listed technology barriers that included lack of training, tech support, equipment and time. They also said that professional development was needed in areas of intermediate and advanced levels of technology as discussed in our week 3 report.
The following is the professional development section of our action plan for the district:
Teachers will be given the opportunity to attend technology training at Region IX Evidence: Monthly updates of training opportunities via e-mail, participant transcript/certificate from Region 9
Specialized technology staff development in all four core areas that will lead to use of technology in instruction. Evidence: Locally developed evaluation surveys per staff development session
Professional Development will be provided to equip staff to meet or exceed the Technology Applications Standards for all Beginning Teachers. Evidence: 75% of teachers will meet or exceed standards
Identification and recommendation will be made for specific resources to be used for technology integration. Evidence: Links/sites added to webpage, meeting minutes from individual departments, campuses, and vertical teams
Department chairs and Principals will monitor teacher’s use of technology through lesson plans and observations and make recommendations for improvement in these areas. Evidence: 100% of teachers will incorporate technology into their curriculum
Technology integration will be included in each campus’s improvement plan in order to continue to look for and provide the most helpful professional development available to the staff. Evidence: Campus improvement plan documentation
Incentives will be provided for attaining proficiency levels. Evidence: Proficiency test scores
Staff will be encouraged to use technology for research, lesson planning, multimedia presentations, and to correspond with experts, peers, parents, and students. Evidence: Correspondence log, lesson plans, walkthroughs
Opportunities will be provided through Distance Learning Applications at the local Community College to help apply technology to the above mentioned items
Conduct a needs assessment to determine the level of technology skills of GISD staff. Evidence: 90% of staff will return needs assessments, summary of needs will be compiled
Implement local staff development according to the needs of the above mentioned needs assessment. Evidence: Schedule distributed to all staff, Staff registered for training
The district will provide early release days for technology staff development. Evidence: Evaluation forms for training, Release time provided
Staff will be given opportunities to attend technology training at Region IX Service Center. Evidence: Region IX participation list, travel expenditures
Send a district team to the Texas Computer Education Association Conference. Evidence: Conference registration
Part 3: Evaluation Planning for Action Plan
Thorough and ongoing evaluation of the technology plan is essential to ensure that our goals are being met. This Action Plan will be evaluated during scheduled technology meetings. In addition, designated committees will constantly monitor, evaluate and update goals as needed. Changes will be made to the action plan to keep it current. Graham ISD staff members will be a given a copy of the this Plan at the beginning of the year as well as be notified via e-mail of progress and changes.
Developing the technology skills of teachers, creating technology-rich curriculum, and providing quality access to technology will lead to enhanced student-centered learning and improved technology skills for our students, it is important that we measure for growth in all these areas. Staff Development The first level of analysis for staff development is the immediate feedback of the target audience to see that staff development offerings meet the expectations of teachers participating in the training. Data will be gathered in two formats: 1. Evaluation forms completed by participants 2. Annual technology survey a. Effectiveness of the technology instructors b. Effectiveness of other types of training, such as online and CD based training Data from the evaluations and surveys will be managed and analyzed by the Director of Technology for the district. The second level of analysis measures the actual improvement of teachers in two domains: technology skills and instructional practices. 1. Data on technology skills will be gathered from an annual technology survey in which teachers will self assess their ability to operate various technology tools. 2. Administrators gather data on instructional practices (how well teachers integrate technology in a student-centered environment) as part of the teacher appraisal system. Principals observe teachers and document progress in the area of technology integration. Curriculum Development We want to ensure that teachers have sufficient lessons at every grade level to ensure student mastery of the technology TEKS. The technology coordinator, campus principals and vertical team leaders will provide training and support as the technology TEKS are implemented into the curriculum. This will ensure compliance and high quality of learning. Access To ensure quality access, Graham ISD must stay attentive with its acquisition program and provide timely support for existing equipment. Both areas will be evaluated annually. 1. Equipment inventory. Results of the inventory will be filed and reviewed annually. 2. District technician schedule. Schedule will be reviewed to provide the most efficient means of service. Integration Staff development, curriculum, and access are all means to an end. The end is improved student learning. Through this Action plan, Graham ISD will build a learning environment for all students in which technology is used regularly to enhance teaching and learning. With the regular use of technology we expect the following results: 1. Increased student technology skills 2. Increased student motivation for learning 3. Improved student achievement in all subjects With these as our ultimate goals for the technology plan, it is vital for us to evaluate their progress. The following data will be gathered and analyzed to measure progress on these goals: 1. Student technology assessment at select grade levels 2. Student survey of student attitudes toward technology and learning Data gathered and analyzed through the evaluation process will guide our decision making so that we can ensure our resources are directed to improving student learning.
References
Thomas, Ross. “Week 3 Analysis Report.” EDLD 5352
http://www.grahamisd.com/page.cfm?p=61 Graham ISD Technology Plan/AUP
Sunday, November 29, 2009
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