The need to understand the process of inquiry is fundamental in conducting an action research project. Embarking on an actual action research will help me link theory and practice. The nine passions identified by Dana (2009) as common themes in school-related research provided me with ideas for my own research topic. She also emphasized the crucial role of the principal in school improvement. The eight steps in action research identified by Harris, Edmonson and Combs (2010) guided me in writing my action research plan. Their book also helped me learn about different strategies for sustaining improvement, namely, Force Field Analysis, the Delphi Method, Nominal Group Technique and the CARE Model.
I searched the internet and found many sources of literature related to my research topic, which pertains to parental involvement. From the Mary and John Gray Library at Lamar University I also accessed articles such as Epstein’s Framework of Six Types of Involvement.
The assignments were meaningful and relevant to the course and reinforced my knowledge about action research. It helped me understand the nature and purpose of action research and appreciate its benefits. With input from my co-teachers and principal, I looked at issues in my school which could be possible research topics. I learned to develop a research plan and research strategies which would sustain and support my action research as well as strategies I can use to assess my research.
The discussion board is an excellent way of collaborating with other educators. Sharing each other’s thoughts helped us learn from each other and broadened our views regarding different topics of interest. Blogging is a wonderful tool which allows us to communicate and share our ideas with others. Reading other’s blogs helps us gain insight into other people’s reflections and learn from them. Posting my reflections for others to read gives me the opportunity to share what I know which may be beneficial to others.
Now that I know the basics of action research, I need to apply what I know in order to contribute to the improvement of the educational process.
Works cited:
Dana, N. K. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin Press.
Harris, S., Edmonson, S., & Combs, J. (2009). Examining what we do to improve our schools: 8 steps from analysis to action. Larchmont, N.Y.: Eye on Education.
Friday, August 13, 2010
Thursday, July 29, 2010
An Action Research Plan
Action Research Plan – Implementing strategies to increase parental involvement
Objective:
To improve students’ academic achievement parents will actively participate in curricular activities.
Goal:
Increase parental involvement through the implementation of two strategies patterned on Epstein’s Framework of Six Types of Involvement.
Action Step(s)
1. Gather information on reasons for lack of parental involvement, Epstein’s Framework of Six Types of Parent Involvement and the relationship between parental involvement and student achievement.
*Person Responsible:
R. Railey
*Timeline:
Start- August 2, 2010 End- August 20, 2010
*Needed Resources:
Books, magazines and journals which contain literature related to the research topic.
*Evaluation:
Summary of information gathered from 5-10 sources explaining the reasons for lack of parental involvement, Epstein’s framework of six types of parent involvement and the relationship between parental involvement and student achievement.
2. Conduct a staff development on Epstein’s Framework of Six Types of Parent Involvement.
*Person Responsible:
R. Railey
*Timeline:
August 30, 2010 3:30-5:30 P. M.
*Needed Resources:
- Power point on Epstein’s Framework of Six Types of Parent Involvement
- Venue for staff development.
- Technology support- computer & ELMO
*Evaluation:
Teachers’ completed evaluation form at the end of the workshop.
3. Implementation of two strategies, Learning at Home (Family Literacy) and Increased Communication with parents patterned on Epstein’s Framework of Six Types of Parent Involvement. One week in every grading period a group of 6-10 parents/guardians at a time will be invited by each teacher to attend a group conference during the teacher’s conference time in order to learn how to help students at home with homework and other curriculum related activities.
*Persons Responsible:
Homeroom teachers, skills specialists, principal, assistant principals
*Timeline:
- September 7 to September 10, 2010- 1st 6 weeks session.
- October 12 to October 15, 2010- 2nd 6 weeks session.
- November 29 to December 3, 2010- 3rd 6 weeks session.
- January 24 to January 28, 2011- 4th 6 weeks session.
- February 22 to February 25, 2011- 5th 6 weeks session.
- April 11 to April 15, 2011- 6th 6 weeks session.
*Needed Resources:
- School newsletter written in English and Spanish disseminating the information about the Family Literacy activities.
- Generic invitation letters for parents.
- Homework calendars and materials for curricular activities.
- Flyers to remind parents of the group conferences.
*Evaluation:
Documentation of parent sign in sheets and teachers’ agenda for the group conferences.
4. Data analysis- collect data from each classroom at the end of each group conference session and create a graph to show percentage of parent participation in every grade level.
a. Which grade level had the most and which had the least percentage of parent participation?
b. What is the total percentage of parent participation in the entire school?
c. What is the level of participation of parents of Hispanic students which is 90% of the population?
The class with the highest percentage of parent participation will be recognized and will receive a prize from the school principal.
*Persons Responsible:
R. Railey, skills specialists, principal
*Timeline:
- 1st 6 weeks session- September 15 to September 17, 2010
- 2nd 6 weeks session- October 21 to October 23, 2010
- 3rd 6 weeks session- December 9 to December 10, 2010
- 4th 6 weeks session- February 3 to February 4, 2011
- 5th 6 weeks session- March 3 to March 4, 2011
- 6th 6 weeks session- April 19 to April 20, 2011
*Needed Resources:
- Data of parent attendance from each classroom.
- Title 1funds for parent involvement.
*Evaluation:
Data analysis is complete and results posted on the school’s bulletin board.
5. Share my work in a meeting with the faculty and staff through a power point presentation and share my findings with other educators through my blog.
*Person Responsible:
R. Railey
*Timeline:
May 2 to May to May 6, 2011
*Needed Resources:
- Power point of findings.
- Technology support- computer & ELMO.
*Evaluation:
Result of action research is published in the school’s newsletter and in http://rfrailey.blogspot.com.
Objective:
To improve students’ academic achievement parents will actively participate in curricular activities.
Goal:
Increase parental involvement through the implementation of two strategies patterned on Epstein’s Framework of Six Types of Involvement.
Action Step(s)
1. Gather information on reasons for lack of parental involvement, Epstein’s Framework of Six Types of Parent Involvement and the relationship between parental involvement and student achievement.
*Person Responsible:
R. Railey
*Timeline:
Start- August 2, 2010 End- August 20, 2010
*Needed Resources:
Books, magazines and journals which contain literature related to the research topic.
*Evaluation:
Summary of information gathered from 5-10 sources explaining the reasons for lack of parental involvement, Epstein’s framework of six types of parent involvement and the relationship between parental involvement and student achievement.
2. Conduct a staff development on Epstein’s Framework of Six Types of Parent Involvement.
*Person Responsible:
R. Railey
*Timeline:
August 30, 2010 3:30-5:30 P. M.
*Needed Resources:
- Power point on Epstein’s Framework of Six Types of Parent Involvement
- Venue for staff development.
- Technology support- computer & ELMO
*Evaluation:
Teachers’ completed evaluation form at the end of the workshop.
3. Implementation of two strategies, Learning at Home (Family Literacy) and Increased Communication with parents patterned on Epstein’s Framework of Six Types of Parent Involvement. One week in every grading period a group of 6-10 parents/guardians at a time will be invited by each teacher to attend a group conference during the teacher’s conference time in order to learn how to help students at home with homework and other curriculum related activities.
*Persons Responsible:
Homeroom teachers, skills specialists, principal, assistant principals
*Timeline:
- September 7 to September 10, 2010- 1st 6 weeks session.
- October 12 to October 15, 2010- 2nd 6 weeks session.
- November 29 to December 3, 2010- 3rd 6 weeks session.
- January 24 to January 28, 2011- 4th 6 weeks session.
- February 22 to February 25, 2011- 5th 6 weeks session.
- April 11 to April 15, 2011- 6th 6 weeks session.
*Needed Resources:
- School newsletter written in English and Spanish disseminating the information about the Family Literacy activities.
- Generic invitation letters for parents.
- Homework calendars and materials for curricular activities.
- Flyers to remind parents of the group conferences.
*Evaluation:
Documentation of parent sign in sheets and teachers’ agenda for the group conferences.
4. Data analysis- collect data from each classroom at the end of each group conference session and create a graph to show percentage of parent participation in every grade level.
a. Which grade level had the most and which had the least percentage of parent participation?
b. What is the total percentage of parent participation in the entire school?
c. What is the level of participation of parents of Hispanic students which is 90% of the population?
The class with the highest percentage of parent participation will be recognized and will receive a prize from the school principal.
*Persons Responsible:
R. Railey, skills specialists, principal
*Timeline:
- 1st 6 weeks session- September 15 to September 17, 2010
- 2nd 6 weeks session- October 21 to October 23, 2010
- 3rd 6 weeks session- December 9 to December 10, 2010
- 4th 6 weeks session- February 3 to February 4, 2011
- 5th 6 weeks session- March 3 to March 4, 2011
- 6th 6 weeks session- April 19 to April 20, 2011
*Needed Resources:
- Data of parent attendance from each classroom.
- Title 1funds for parent involvement.
*Evaluation:
Data analysis is complete and results posted on the school’s bulletin board.
5. Share my work in a meeting with the faculty and staff through a power point presentation and share my findings with other educators through my blog.
*Person Responsible:
R. Railey
*Timeline:
May 2 to May to May 6, 2011
*Needed Resources:
- Power point of findings.
- Technology support- computer & ELMO.
*Evaluation:
Result of action research is published in the school’s newsletter and in http://rfrailey.blogspot.com.
Thursday, July 22, 2010
Topics for Action Research
Lessons from week two have broadened my knowledge regarding action research. The interviews with the different scholars provided additional information and valuable suggestions for action research topics. Dr. Briseno made a practical suggestion for teachers to read in their areas of interest and conduct research on issues or problems they face in their own campuses. It is true that when conducting an action research one does not need to reinvent the wheel inasmuch as other researchers may have already found the answers to some of the issues or problems other educators face. The interviews made me think of faculty meetings as great opportunities for learning and professional development; teachers can share with one another information they have learned or certain effective strategies they have used in their classrooms which made a difference in the students’ learning.
Dr. Lewis helped me see action research as an integral part in the teaching-learning process. If we continually reflect on our practices and analyze available data, then we can easily identify areas for probable action research which could lead to the systematic and timely resolution of problems or issues in our campuses. The advice Dr. Lewis gives is, when conducting action research, to look for an issue that is practical to you, something that fits your needs and can be applied in your school or classroom. He also encourages looking at what other researchers have done in your field of interest to find what is applicable to your specific situation or environment.
Issues related to staff development, curriculum development, individual students, individual teachers, school culture/community, leadership, management, school performance and social justice or equity issues are some topics identified by Dana (2009) which school leaders might be interested in researching.
Work cited:
Dana, N. K. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin Press.
Dr. Lewis helped me see action research as an integral part in the teaching-learning process. If we continually reflect on our practices and analyze available data, then we can easily identify areas for probable action research which could lead to the systematic and timely resolution of problems or issues in our campuses. The advice Dr. Lewis gives is, when conducting action research, to look for an issue that is practical to you, something that fits your needs and can be applied in your school or classroom. He also encourages looking at what other researchers have done in your field of interest to find what is applicable to your specific situation or environment.
Issues related to staff development, curriculum development, individual students, individual teachers, school culture/community, leadership, management, school performance and social justice or equity issues are some topics identified by Dana (2009) which school leaders might be interested in researching.
Work cited:
Dana, N. K. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin Press.
Tuesday, July 13, 2010
The Merits of Action Research
I have learned that action research is an essential component in establishing a firm foundation for school improvement. When a school leader engages in administrative inquiry, the process of studying one’s own administrative practice becomes a tool for learning. The new understanding gained in the inquiry then becomes the basis for initiating action in implementing changes toward school improvement. When research is undertaken in a school setting, the researcher looks for solutions to real concerns experienced in the school.
When I begin an action research, I must reflect on my practice, identify a problem or concern and collect data in order to gain insight into the causes and possible solutions to the identified concern. I will then analyze and interpret the data I have collected with the help of literature written by other educators that would help me glean more information about the problem. Based on my new understanding gained during my research, I can take action and implement changes for the purpose of school improvement. Reflecting upon my findings would help me as a principal to grow professionally. Taking the final step of sharing my findings with other principals and researchers will contribute new ideas to the learning community about successful practices that result in school improvement.
Dana (2009) points out that there are two paradigms of traditional research: process-product research and research drawn from qualitative or interpretive studies. Process-product research is a linear activity in which the practitioner is portrayed as a technician and the researcher as an outsider who poses a question that is focused on control, prediction or impact. Qualitative and interpretive studies are discursive activities in which the practitioner is portrayed as a story character and the researcher as an outsider who poses a question that is focused on explaining a process or phenomenon. Action research differs from traditional educational research in that it is a cyclical activity in which the practitioner is the storyteller and the researcher is the school principal who is an insider who focuses the research on providing insight into his or her own practice in order to make changes for the purpose of school improvement. Conducting action research provides numerous benefits for principals and their schools. It helps principals grow professionally, and engaging in the process of inquiry draws out the principal from isolation and helps him or her become a role model to the teachers and students. Action research results in school improvement by encouraging effective practices. It also helps a principal to slow down from a harried pace when compelled to focus attention on a problem or issue he or she faces.
Through blogging I can share my thoughts, school concerns and experiences with other educational leaders. It is a tool for collaboration and provides a venue where educational leaders can post, read and comment on each other’s ideas and reflections.
When I begin an action research, I must reflect on my practice, identify a problem or concern and collect data in order to gain insight into the causes and possible solutions to the identified concern. I will then analyze and interpret the data I have collected with the help of literature written by other educators that would help me glean more information about the problem. Based on my new understanding gained during my research, I can take action and implement changes for the purpose of school improvement. Reflecting upon my findings would help me as a principal to grow professionally. Taking the final step of sharing my findings with other principals and researchers will contribute new ideas to the learning community about successful practices that result in school improvement.
Dana (2009) points out that there are two paradigms of traditional research: process-product research and research drawn from qualitative or interpretive studies. Process-product research is a linear activity in which the practitioner is portrayed as a technician and the researcher as an outsider who poses a question that is focused on control, prediction or impact. Qualitative and interpretive studies are discursive activities in which the practitioner is portrayed as a story character and the researcher as an outsider who poses a question that is focused on explaining a process or phenomenon. Action research differs from traditional educational research in that it is a cyclical activity in which the practitioner is the storyteller and the researcher is the school principal who is an insider who focuses the research on providing insight into his or her own practice in order to make changes for the purpose of school improvement. Conducting action research provides numerous benefits for principals and their schools. It helps principals grow professionally, and engaging in the process of inquiry draws out the principal from isolation and helps him or her become a role model to the teachers and students. Action research results in school improvement by encouraging effective practices. It also helps a principal to slow down from a harried pace when compelled to focus attention on a problem or issue he or she faces.
Through blogging I can share my thoughts, school concerns and experiences with other educational leaders. It is a tool for collaboration and provides a venue where educational leaders can post, read and comment on each other’s ideas and reflections.
Friday, December 18, 2009
Course Reflections
One of the many challenges I face as an educator in the 21st century is mastering the use of digital tools. The very nature of information has changed in the past decade and has become increasingly digital, networked and overwhelming (Warlick, 2007). At the beginning of each school year, all teachers in my district are required to complete a self report form. We iterate the areas in which we need improvement. I identified technology skill as an area of weakness that I need to work on. Richardson (2007) states that there is a whole new world out there with a whole new set of skills our kids need to manage. In order for me to fit into the new information age, I have to be technology literate. Richardson (2007) calls it a new “C-Change” in education in which instant communication is achieved through cell phones and Internet connections. There is also a shift from a passive, consumer-based culture to a participatory, production-based culture.
The result of the self-evaluation I took before the start of this course made me realize how inadequate my knowledge is about technology and its role in today’s education. I knew little about the Texas Long-Range Plan. Although I took the Teacher STaR Chart survey, I did not fully comprehend its purpose. The self-evaluation enabled me to see the concepts I needed to master through this course. I envisioned myself gathering information in order to describe the key components of the Texas Long-Range Plan for Technology. As a future administrator, it is imperative that I possess a clear understanding of this document inasmuch as it is a crucial component of the education of students in the 21st century. Another important outcome of this course is a better understanding of the needs of digital-age students. According to Prensky (2001), our students today are all “native speakers” of the digital language of computers, video games and the Internet. He refers to the teachers who were educated in the pre-digital age as “immigrants” who need to learn the language of the “natives” in order to fit in. Today’s students are different from the people our educational system was designed to teach. With this in mind, I need to equip myself with current knowledge about technology and its applications and work towards adapting the curriculum to the needs of this new generation. Today’s students live and function in a digital age. They derive more education through their use of various technology tools outside of school. This is evident in my own kindergarten students who are very comfortable in using the computer. I have observed that when my kindergarten students are engaged in activities on the computer, their attention span is longer, and they show better concentration.
This course has helped me acquire knowledge, skills and tools to help me meet the goals and standards of a 21st century education. It is important that I develop a solid understanding of the ethical issues involved in the use of digital information resources in order for me to teach students how to use them responsibly. Kruger (2003) points out that as computers become a larger part of the curriculum, educators everywhere are being asked to take a stand for cyber ethics, the right and wrong of computer and Internet use. Our students have access to a wide variety of information on the Internet. Not all parents may take the responsibility of instilling cyber ethics in their children. Inasmuch as we expect students in the 21st century to use Internet resources for assignments and research projects, it is essential that we teach them about ethical responsibilities that come with the use of these resources. Our students also need a clear understanding of copyright laws and intellectual property rights. Online safety should now be part of our children’s education. Adelman (2004) says that all middle level students who use the Internet or discussion groups need to be taught to protect themselves and others. Our students have become vulnerable to Internet misuse, and educators have the responsibility of educating them in order to prevent inappropriate use and prevent predators from taking advantage of the innocent.
This course introduced me to Blogging. It helped me get connected with fellow educators who share my interest. According to Richardson (2004), Weblogs have been around for years, but educators have been slow to adopt for various reasons, such as privacy and security. I find blogs to be excellent tools for collaboration and remarkable instruments for learning. The Weblogs can be a great venue for self expression as well. However, we must be extra careful about the validity of the many ideas we read on blogs. As Richardson (2004) points out, the use of blogs also generates more concern than content. While it is true that blogs broaden students’ horizons, some young people, on the other hand, use blogs inappropriately. Some bloggers also reveal too much personal information, making them vulnerable to unscrupulous online predators. Blogging can be a useful tool for communication among school stakeholders. For example, it can be used in place of faculty meetings. It will give all teachers the opportunity to express their ideas and participate in the discussion of issues that are relevant to the school. It is also an excellent way for all stakeholders to contribute to the Campus Improvement Plan.
This has been a very challenging course for me, especially because I am not technology savvy. All the information I have gathered from the assigned readings have made me aware of the technology demands of the 21st century. If I am to succeed both as an administrator and as an educator, I have to keep abreast of the new trends in technology. It will also become my moral responsibility to implement rules that require teachers and students to follow cyber ethics and observe internet safety. Above all, I will make sure that students are given the opportunity to use technology in school and are provided with the appropriate digital resources as suggested by Prensky (2008) as ways to make education relevant in this digital age.
The result of the self-evaluation I took before the start of this course made me realize how inadequate my knowledge is about technology and its role in today’s education. I knew little about the Texas Long-Range Plan. Although I took the Teacher STaR Chart survey, I did not fully comprehend its purpose. The self-evaluation enabled me to see the concepts I needed to master through this course. I envisioned myself gathering information in order to describe the key components of the Texas Long-Range Plan for Technology. As a future administrator, it is imperative that I possess a clear understanding of this document inasmuch as it is a crucial component of the education of students in the 21st century. Another important outcome of this course is a better understanding of the needs of digital-age students. According to Prensky (2001), our students today are all “native speakers” of the digital language of computers, video games and the Internet. He refers to the teachers who were educated in the pre-digital age as “immigrants” who need to learn the language of the “natives” in order to fit in. Today’s students are different from the people our educational system was designed to teach. With this in mind, I need to equip myself with current knowledge about technology and its applications and work towards adapting the curriculum to the needs of this new generation. Today’s students live and function in a digital age. They derive more education through their use of various technology tools outside of school. This is evident in my own kindergarten students who are very comfortable in using the computer. I have observed that when my kindergarten students are engaged in activities on the computer, their attention span is longer, and they show better concentration.
This course has helped me acquire knowledge, skills and tools to help me meet the goals and standards of a 21st century education. It is important that I develop a solid understanding of the ethical issues involved in the use of digital information resources in order for me to teach students how to use them responsibly. Kruger (2003) points out that as computers become a larger part of the curriculum, educators everywhere are being asked to take a stand for cyber ethics, the right and wrong of computer and Internet use. Our students have access to a wide variety of information on the Internet. Not all parents may take the responsibility of instilling cyber ethics in their children. Inasmuch as we expect students in the 21st century to use Internet resources for assignments and research projects, it is essential that we teach them about ethical responsibilities that come with the use of these resources. Our students also need a clear understanding of copyright laws and intellectual property rights. Online safety should now be part of our children’s education. Adelman (2004) says that all middle level students who use the Internet or discussion groups need to be taught to protect themselves and others. Our students have become vulnerable to Internet misuse, and educators have the responsibility of educating them in order to prevent inappropriate use and prevent predators from taking advantage of the innocent.
This course introduced me to Blogging. It helped me get connected with fellow educators who share my interest. According to Richardson (2004), Weblogs have been around for years, but educators have been slow to adopt for various reasons, such as privacy and security. I find blogs to be excellent tools for collaboration and remarkable instruments for learning. The Weblogs can be a great venue for self expression as well. However, we must be extra careful about the validity of the many ideas we read on blogs. As Richardson (2004) points out, the use of blogs also generates more concern than content. While it is true that blogs broaden students’ horizons, some young people, on the other hand, use blogs inappropriately. Some bloggers also reveal too much personal information, making them vulnerable to unscrupulous online predators. Blogging can be a useful tool for communication among school stakeholders. For example, it can be used in place of faculty meetings. It will give all teachers the opportunity to express their ideas and participate in the discussion of issues that are relevant to the school. It is also an excellent way for all stakeholders to contribute to the Campus Improvement Plan.
This has been a very challenging course for me, especially because I am not technology savvy. All the information I have gathered from the assigned readings have made me aware of the technology demands of the 21st century. If I am to succeed both as an administrator and as an educator, I have to keep abreast of the new trends in technology. It will also become my moral responsibility to implement rules that require teachers and students to follow cyber ethics and observe internet safety. Above all, I will make sure that students are given the opportunity to use technology in school and are provided with the appropriate digital resources as suggested by Prensky (2008) as ways to make education relevant in this digital age.
Sunday, December 13, 2009
Technology action plan for Carroll Academy
Technology Action Plan for Carroll Academy
Goal: Demonstrate sustained growth in student achievement.
Objective: Use technology to improve, sustain and support student achievement at or beyond grade level.
Activities:
1.Complete a comprehensive needs assessment.
2.Identify and provide technologies that meet the needs of teachers and students.
3.Obtain funding for technologies through local, state, federal, grant and private sources.
4.Provide technology professional development to faculty and staff.
Timeline
1.January 2010-June2010
2.July 2010- June 2012
3.July 2010- June 2012
4.July 2010- June 2012
Person(s) responsible
1.Principal; Assistant Principal; Technology Specialist
2.Executive Director of Curriculum and Instruction; Executive Director of Technology Services; Principal/ Assistant Principal; Technology Specialist
3.Principal/Assistant Principal; Grant writing Committee; Librarian; Technology Specialist
Executive Director of Curriculum and Instruction; Executive Director of Technology Services;
4.Principal/ Assistant Principal; Technology Specialist; Librarian; Teachers
Outcomes/Evaluation
1.Campus technology plan includes strategies and budget to align instruction and technology.
2.Student computer ratio at least 3:1. Teacher computer ratio at 1:1.
STaR Chart data indicates increased availability and use of technology in classrooms.
3.Availability of funds to meet goals of the plan.
4.STaR Chart data indicates increase in staff training and integration of technology into all curriculum areas. Technology training is also available online.
Goal: Demonstrate sustained growth in student achievement.
Objective: Use technology to improve, sustain and support student achievement at or beyond grade level.
Activities:
1.Complete a comprehensive needs assessment.
2.Identify and provide technologies that meet the needs of teachers and students.
3.Obtain funding for technologies through local, state, federal, grant and private sources.
4.Provide technology professional development to faculty and staff.
Timeline
1.January 2010-June2010
2.July 2010- June 2012
3.July 2010- June 2012
4.July 2010- June 2012
Person(s) responsible
1.Principal; Assistant Principal; Technology Specialist
2.Executive Director of Curriculum and Instruction; Executive Director of Technology Services; Principal/ Assistant Principal; Technology Specialist
3.Principal/Assistant Principal; Grant writing Committee; Librarian; Technology Specialist
Executive Director of Curriculum and Instruction; Executive Director of Technology Services;
4.Principal/ Assistant Principal; Technology Specialist; Librarian; Teachers
Outcomes/Evaluation
1.Campus technology plan includes strategies and budget to align instruction and technology.
2.Student computer ratio at least 3:1. Teacher computer ratio at 1:1.
STaR Chart data indicates increased availability and use of technology in classrooms.
3.Availability of funds to meet goals of the plan.
4.STaR Chart data indicates increase in staff training and integration of technology into all curriculum areas. Technology training is also available online.
Monday, November 30, 2009
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