The week after Labor Day, I began my team meetings. After review of the Comprehensive Needs Assessment, the results of the “Best Place to Work Survey” in the Spring 2009, and the Campus STaR Chart (2008-2009), it was determined that the teachers are needing additional technology training in different areas. This week was an overview of the expectations of these technology meetings. I met with four 7th grade teams and four 8th grade teams. I asked each team to give me their requests for technology training. I feel that this is a great example of "job-embedded learning" as discussed by Sally Zepeda (2004). Zepeda (2004) goes on to discuss that sucessful job-embedded learning needs to be relevant to the individual teacher and should also facilitate the transfer of new skills into practice. With our scheduled technology meetings throughout the year, I believe that our campus will see this.
With each team we began discussions about individual websites. I explained to the teachers what the district requirements were for teacher websites. Many of the teachers had forgotten how to access their websites so I think we will be starting from the beginning. We also had discussions about the gradebooks. There are about five new teachers on the campus this year. I will have to create websites for them once there are on the district active directory. This will include creating a home page, contact page, and a calendar. I will work with these teachers individually throughout the year. I will wait to start this as I feel they will be overwhelmed if I start now. I have given each of the teachers the web page guidelines that were implemented at the district level ("School Center Web," 2010). I will need to remind them about checking with me about photo releases and acceptable use policies for each student. However, I was surprised to discover according to Williamson and Redish (2009), "FERPA interprets 'student records'...to include student academic work and photos and videotapes of individuals and groups of students..." (p. 129). I need to research and discuss this with administration and teachers.
This week, the Instructional Technology Department scheduled our first virtual Campus Technologists participation. All CTs available logged on the same way we do for our web conferences at Lamar. However, I was disappointed that there was no video available and the only people that had audio input were the instructional technologists at the district level. CTs typed in all questions and input.
We were given information and updates about the teacher laptops and the changes in the laptop insurance. We were also informed that Windows and Mac updates would be installed and pushed down from central office. We have had issued with this in the past. However, new servers have been installed at the district and they are hoping this will help with any problems.
Field-Based Reflections
September 2009
Week 3
There isn’t a lot write about. The ICAP indicated that the computer lab and library would be open on Thursdays from 4:30 p.m. – 6:30 p.m. I was ready to work with students, parents, and community members regarding homework, research or basic technology skills. Instead, I hung out with twenty-five new computers, a printer and an LCD projector.
I spoke with administration about this and we are going to remind the teachers that the lab is available and that we will also be open for Study Island, Reading Plus and Lexia. I hope the teachers will remind the students of these opportunities.
Field-Based Reflections
September 2009
Week 4
I was chosen to attend the Texas School Improvement Conference (TSIC) in Austin. A committee was chosen that represented the campus as part of our requirement for not meeting AYP. The committee consisted of a 7th grade science teacher, an 8th grade social studies teacher, a support teacher, the principal and myself. We sat together and worked out a strategy so that we would attend many different sessions and then come back together to share our information.
The two sessions that I was most interested in were about TAKS Field Days and Technology Implementation. The TAKS Field Day involved bringing the school together and having games that involved TAKS questions. Each team would have representatives but these reps would also get to play games, earn rewards, and get involvement from the other students. The Technology Implementation involved all the types of technology a campus reviewed and purchased. I thoroughly enjoyed this session as they provided me with input about all the different things they looked at. We discussed different types of interactive white boards, interactive slates, and document cameras.
The campus committee met at the end of the conference to discuss options for spending the funds we would be receiving. As a campus not meeting AYP, we were told we would receive $100,000. The committee discussed needs on the campus and what would best help us as a campus to improve TAKS scores. The list included: printers for each team, mini laptops to be placed on carts for use in classes, interactive white boards, interactive slates, student response systems, and document cameras. I was asked to check on prices and district requirements when we return to determine how far we could stretch the funds. As indicated by Williamson and Redish (2009), Technology and Facilitation Standard VII, Peformance Indicator B - Follows procedures and guidelines used in plannind and purchasing technology resources, we will be following very strict guidelines for the use of the funds, vendors, and products.
Williamson, J., & Redish, T. (2009). ISTE's Technology Facilitation and Leadership Standards (First ed. , pp. 129-237). Washington, D.C.: International Society for Technology in Education.
Zepeda, S. J. (2004). Instructional Leadership for School Improvement (p. 136). Larchmont, NY: Eye on Education.
Field-Based Reflections
September 2009
Week 1
The week after Labor Day, I began my team meetings. After review of the Comprehensive Needs Assessment, the results of the “Best Place to Work Survey” in the Spring 2009, and the Campus STaR Chart (2008-2009), it was determined that the teachers are needing additional technology training in different areas. This week was an overview of the expectations of these technology meetings. I met with four 7th grade teams and four 8th grade teams. I asked each team to give me their requests for technology training. I feel that this is a great example of "job-embedded learning" as discussed by Sally Zepeda (2004). Zepeda (2004) goes on to discuss that sucessful job-embedded learning needs to be relevant to the individual teacher and should also facilitate the transfer of new skills into practice. With our scheduled technology meetings throughout the year, I believe that our campus will see this.
With each team we began discussions about individual websites. I explained to the teachers what the district requirements were for teacher websites. Many of the teachers had forgotten how to access their websites so I think we will be starting from the beginning. We also had discussions about the gradebooks. There are about five new teachers on the campus this year. I will have to create websites for them once there are on the district active directory. This will include creating a home page, contact page, and a calendar. I will work with these teachers individually throughout the year. I will wait to start this as I feel they will be overwhelmed if I start now. I have given each of the teachers the web page guidelines that were implemented at the district level ("School Center Web," 2010). I will need to remind them about checking with me about photo releases and acceptable use policies for each student. However, I was surprised to discover according to Williamson and Redish (2009), "FERPA interprets 'student records'...to include student academic work and photos and videotapes of individuals and groups of students..." (p. 129). I need to research and discuss this with administration and teachers.
This week, the Instructional Technology Department scheduled our first virtual Campus Technologists participation. All CTs available logged on the same way we do for our web conferences at Lamar. However, I was disappointed that there was no video available and the only people that had audio input were the instructional technologists at the district level. CTs typed in all questions and input.
We were given information and updates about the teacher laptops and the changes in the laptop insurance. We were also informed that Windows and Mac updates would be installed and pushed down from central office. We have had issued with this in the past. However, new servers have been installed at the district and they are hoping this will help with any problems.
Field-Based Reflections
September 2009
Week 3
There isn’t a lot write about. The ICAP indicated that the computer lab and library would be open on Thursdays from 4:30 p.m. – 6:30 p.m. I was ready to work with students, parents, and community members regarding homework, research or basic technology skills. Instead, I hung out with twenty-five new computers, a printer and an LCD projector.
I spoke with administration about this and we are going to remind the teachers that the lab is available and that we will also be open for Study Island, Reading Plus and Lexia. I hope the teachers will remind the students of these opportunities.
Field-Based Reflections
September 2009
Week 4
I was chosen to attend the Texas School Improvement Conference (TSIC) in Austin. A committee was chosen that represented the campus as part of our requirement for not meeting AYP. The committee consisted of a 7th grade science teacher, an 8th grade social studies teacher, a support teacher, the principal and myself. We sat together and worked out a strategy so that we would attend many different sessions and then come back together to share our information.
The two sessions that I was most interested in were about TAKS Field Days and Technology Implementation. The TAKS Field Day involved bringing the school together and having games that involved TAKS questions. Each team would have representatives but these reps would also get to play games, earn rewards, and get involvement from the other students. The Technology Implementation involved all the types of technology a campus reviewed and purchased. I thoroughly enjoyed this session as they provided me with input about all the different things they looked at. We discussed different types of interactive white boards, interactive slates, and document cameras.
The campus committee met at the end of the conference to discuss options for spending the funds we would be receiving. As a campus not meeting AYP, we were told we would receive $100,000. The committee discussed needs on the campus and what would best help us as a campus to improve TAKS scores. The list included: printers for each team, mini laptops to be placed on carts for use in classes, interactive white boards, interactive slates, student response systems, and document cameras. I was asked to check on prices and district requirements when we return to determine how far we could stretch the funds. As indicated by Williamson and Redish (2009), Technology and Facilitation Standard VII, Peformance Indicator B - Follows procedures and guidelines used in plannind and purchasing technology resources, we will be following very strict guidelines for the use of the funds, vendors, and products.
References
School Center Web - Web Page Guidelines. (2010). Retrieved May 29, 2010, from http://www2.yisd.net/education/components/whatsnew/default.php?sectiondetailid=160621&
Williamson, J., & Redish, T. (2009). ISTE's Technology Facilitation and Leadership Standards (First ed. , pp. 129-237). Washington, D.C.: International Society for Technology in Education.
Zepeda, S. J. (2004). Instructional Leadership for School Improvement (p. 136). Larchmont, NY: Eye on Education.