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Leadership in Technology Change--  CET 765

Final Project

Submitted by:

Lori Rook, Sue Mullin, Becky Zebroski, Lori Fox

2007

Pre-Planning

• Establish Technology Planning Committee

• The TPT process encourages collaboration of diverse stakeholders in the planning process.

• Technology Planning Committee Profile

• Board Member/Community Member
• Superintendent
• Assistant Superintendent
• Business Manager
• Sr. High School Principal
• Network Administrator
• 9-12 Technology Integrationist
• High School Teachers (3)
• Two students
• Middle School Principal
• K-8 Technology Coordinator
• K-8 Technology Integrationists
• Middle School Teachers (3)
• Elementary Principal
• Special Services Coordinator
• Elementary Teachers (5)

• Review of Current Technology Plan

• Was the plan realistic then?
  • The plan was realistic at the time it was written. It took into account the current uses of technology in the district and the integration of technology for communication, assessment, teaching and learning. Three integrationists who are teachers on special assignment support keyboarding and the integration of technology. The other personnel include a network administrator, K-8 technology coordinator, and two technicians.  Staff, students, and parents were surveyed to gather information about technology needs. The needs assessment data was critical data and used to establish where the district is now and to chart the future. Based on that information, a plan was written for the years 2003-2008.

• Is the plan realistic now?
  • Some portions of the plan are still realistic and appropriate, but it would be unreasonable to believe that no modifications are necessary to the plan given the speed with which technology changes. The staff and students have also grown and developed in their technological abilities. The vision continues to be focused and appropriate. It was written in a general and comprehensive way that is understandable and long lasting. It continues to keep the district focused on preparing students for the future.

• Vision/Mission
  • List four reasons why technology is important to the students and teachers in your school.
    • Students that we teach today will need to use technology extensively throughout their lives as they move into higher education and/or the world of work.
    • Our local, state, and national economy will depend on the integration of technology to accelerate on a local, state, and global level.
    • Technology skills and the use of technology are imperative for our students’ success for their future.
    • Technology is valuable in learning skills and motivation.
  • Vision
    • We believe that integrating technology supports the 21^st Century learning that is needed for our students. The long- term need for 21^st Century learning includes accelerating technological change, rapidly accumulating knowledge, increasing global competition and rising workforce capabilities around the world. This learning is accelerated through the use of technology in the K-12 school setting. Specifically, we envision that technology is available and effectively supported for all students and staff:

·        To provide global access to information

·        To meet the curricular  needs of all learners

·        To provide access to the general curriculum

·        To refine critical thinking skills and foster creativity

• To provide a medium for expression and communication
• To collect, assess, and share performance information
• To improve the effectiveness of administrative tasks
• To provide skills and proficiencies necessary for the workforce

• Mission
  • Learning is advanced with the integration of technology. This mission is comprehensive, understandable and long lasting. It will keep the district focused on preparing our students for the future that is yet unseen.
• Where are we now?

• The district currently uses technology throughout the entire K-12 school district.
• Technology for communication, assessment, teaching, and learning is being integrated.
• Each classroom teacher at the elementary has a laptop computer as well as 2-4 desktop computers in the classroom.
• One wireless laptop cart (20-25 computers) is shared between two or three grade level teachers in grades 2-6.
• Each middle school classroom teacher has a laptop computer.
• The middle school also has wireless carts for each department and several computer labs for student use.
• At the high school, each teacher and student has a laptop computer.
• The district uses Infinite Campus to record and report student progress.
• Keyboarding is taught to our students at the 3^rd grade level and continues to be emphasized at the 4^th, 5^th, and 6^th grade levels until the student reaches Middle School.
• At the Middle School, all students enroll in a twelve-week course on computer applications and students take a 1/2 credit of Computer Science at the High School.
• There are also several other elective computer courses available for our students at the High School.
• There are three technology integrationists who work with the K-12 teachers. These teachers, who are on special assignment, help their fellow teachers integrate technology into different curriculum areas. They also assist with technical work within the buildings.
• Other technology personnel include a K-12 network administrator, a K-8 technology coordinator, and two technicians.
• The district surveyed 9-12^th grade students, a random sample of parents of high school students, and staff members of the high school in order to gather information relating to the laptop initiative.
• The district is working with TIE staff members, as outside evaluators of the laptop initiative, in order to share with the community the outcomes of the initiative based on the goals of the laptop initiative. This formative information has helped the staff solve some of the problems that have been encountered as well as helped in the planning of summer and school year staff development.
• Again the staff was surveyed to determine their technology needs in 2005. This data was used to plan more summer and school year K-12 staff development technology academies. Weeklong technology academies are scheduled in order to help teachers gain skills necessary to advance learning. Teachers are able to receive college graduate credits for these courses.

• Where do we want to go and how will we get there?

• Provide effective staff development for all teachers and support staff
  • All instructional staff, as needed to enhance student learning, will use technology.
  • Staff development opportunities will be developed and offered based on district and teacher needs.
  • Teacher technology experts will showcase learning for staff and staff development sessions.
• Integrate technology into the curriculum
  • Technology training will be provided for teachers on various/new software that supports the curriculum.
  • Technology competencies will be developed and implemented for students.
  • Continue to fund technology enhancements (advancements) for curriculum.
• Provide relevant student learning and assessment using technology.
  • Explore potential on-line opportunities for students K-12
  • Utilize textbooks in an electronic format where appropriate.
  • Utilize technology-based assessments to enhance teaching and learning.
• Provide equitable technology opportunities across the district
  • A computer ratio is established and funding will support the ratio.
  • Peripheral hardware will be purchased to support the hardware/curriculum needs.
  • The School Board will provide adequate funding each year to complete the ratio, keep computers up-to-date, and provide peripheral hardware, software, and curriculum materials.
  • Update and upgrade infrastructure each year as necessary.
  • Monitor on a yearly basis the technology support in order to meet goals and vision of technology.
  • Introduce staff to new technologies at after school/in-service times with grade level or department.
  • Equitable training will be provided for new technology hardware and software across the district.
• How will we know we’re getting there?
  • Three-year action plans surrounding each of the four district goals and objectives have been created. The action plans are the district’s working document for budgeting and planning purposes.

• The District Technology Committee and Laptop Leadership Team continue to review the technology plan and purchases for each year. They are vigilant to accomplishing the goals of the technology plan. Components of the plan are reviewed each month at the Board meetings where there is a special segment of time devoted to technology updates. The committees make the necessary recommendation and revisions needed in order to accomplish the vision and goals of the plan.

Curriculum Alignment and Instructional Integration

Fine Arts Academic Content Standards

The level of effective technology integration is at the early to adoption stage of development.  Software programs such as Smart music, Finale notepad, Garage Band are available to teachers and students.

Keyboard labs are available at the high school.

Instructional Integration

How will we get there?

1. As part of the curriculum development process, teachers will discuss areas of need and where the addition of technology may motivate learners. 
2. Teachers and technology integrationists will search for effective examples of how technology has been integrated in the music classroom. 
3. The integrationists will arrange for practical experiences with this technology during specific summer planning time.
4. As the teachers are learning and evaluating the many options, a plan for implementation of the best programs will be developed. 
5. The integrationist will help develop a time line for learning and implementing the chosen activities including on-going support.

How will we know we’re getting there?

1. Hardware and software will be purchased and implemented.
2. Training for all staff will be provided.
3. Teachers will keep a log of activities implemented with comments and concerns listed.
4. Monthly team meetings will focus on continued development and problems teachers are experiencing.
5. At the end of the year teachers and students will complete surveys about the activities implemented.

How will we sustain focus and momentum?

1. Integrationists will meet with individual teachers to develop lessons to incorporate.
2. During monthly in-service, the teachers will meet and share experiences, and integrationists will be available for questions and trouble-shooting.  Additional training will be provided depending upon activities and teacher needs.
3. Curriculum time during the summer will be used to reevaluate activities and the plan.  Additional training will be scheduled and changes implemented. 

Social Studies Academic Content Standards

The level of effective technology integration in the Social Studies is primarily Stage 3, which is the Adaptation Stage. Overall, technology is being integrated into traditional classroom practice. Teachers are using technology in ways that are connected to the curriculum and in ways that are already familiar. Existing practices are being automated with the use of technology. The Internet is being used as a research tool. Microsoft Word and PowerPoint are the primary reporting tools. Nearly all use is teacher-directed with pockets of students being self-directed, independent learners.

At the high school, all classroom instructional staff and students have a wireless laptop. The middle school has a combination of desktop machines in labs and carts of wireless laptops available with instructional staff each having a wireless laptop. At the elementary level, classrooms are equipped with 4 desktop machines, carts of wireless laptops are available at grades 4, 5, and 6. Kindergarten through grade 3 classrooms shares a wireless laptop cart. All elementary instructional staff is assigned a wireless laptop. The high school and middle school are primarily PC’s while the elementary schools are Macs.

Instructional Integration

How will we get there?

1. As part of the curriculum development process, teachers will discuss areas of need and where the addition of technology may motivate learners. 
2. Teacher experts and technology integrationists will search for effective examples of how technology has been integrated in the Social Studies classroom and share these at grade level and department meetings. An idea bank will be implemented and maintained on a district website.
3. On-going training in technology will be implemented during the summer and early dismissals to keep teachers current.
4. As the teachers are learning and evaluating the many options, a plan for implementation of the best programs will be developed. 
5. The integrationist will help develop a time line for learning and implementing the chosen activities including on-going support.

How will we know we’re getting there?

1. Hardware will be maintained, updated and purchased to meet changing needs. Software will be maintained, updated, and purchased to meet changing needs.
2. Beginning and advanced training for all staff will be provided.
3. Teachers will keep a log of activities implemented with comments and concerns listed.
4. Monthly grade level or department meetings will focus on continued development and needs teachers are experiencing.
5. At the beginning and end of the year teachers and students will complete surveys about the activities implemented and technology needs. These surveys will be used to meet teacher and student needs and measure progress.

How will we sustain focus and momentum?

6. Integrationists will meet with individual teachers monthly to develop lessons to incorporate and assist with concerns.
7. During 3 monthly in-services, the teachers will meet and share experiences, with integrationists available for questions and trouble-shooting.  Additional training will be provided depending upon activities and teacher needs.
8. Curriculum time during the summer will be used to reevaluate activities and the plan.  Additional training will be scheduled and changes implemented. 
9. During the curriculum planning cycle, technology needs will be part of the textbook selection progress: books on CD or web-based, teacher materials on CD, etc.
10. The district will provide monies for up to 5 teacher-paid working days specifically designed to give teachers time to create technology based lessons.
11. Use of technology will become part of the teacher evaluation process.

Analyzing District Education Technology Policies

How do we get there?

Goals—

            After looking at the district’s current status and where we want to go, the district needs to adopt goals that will support these changes in levels of policy planning, development and implementation.  These four goals encompass the areas the district feels are the most attention is needed. 

·        Goal 1—Provide effective staff development of all teachers and support staff. 

1.      Technology will be used by all instructional staff as needed to enhance

student  learning.

2.      Staff development opportunities will be developed and offered based on district and teacher needs.

3.      Teacher technology experts will showcase learning for staff at staff development sessions.

•    Goal 2—Integrate technology into the curriculum.

1.  Technology training will be provided for teachers on various/new

software that supports the curriculum.

2.  Technology competencies will be developed and implemented for

students.

4.      Continue to fund technology enhancements (advancements) for

curriculum.

•    Goal 3—Provide relevant student learning and assessment using technology.

1.      Explore potential on-line opportunities for students K-12.

2.      Utilize textbooks in an electronic format where appropriate.

3.      Utilize technology-based assessments to enhance teaching and learning.

•    Goal 4—Provide equitable technology opportunities across the district. 

1.       A computer ratio is established and funding will support the ratio.

2.      Peripheral hardware will be purchased to support the hardware/curriculum needs. 

3.      The School Board will provide adequate funding each year to complete the ratio, keep computers up-to-date, and provide peripheral hardware, software, and curriculum materials.

4.      Update and upgrade infrastructure each year as necessary.

5.      Monitor on a yearly basis the technology support in order to meet goals and vision of technology.

6.      Introduce staff to new technologies at after school/in-service times with grade level or department.

7.      Equitable training will be provided for new technology hardware and software across the district.

In addition to having these goals, the district also sees the need to acquire a K-12 Technology Supervisor.  Currently, the assistant superintendent, K-8 Technology Coordinator, and 9-12 Technology Coordinator having working together to make team decision in regards to technology.  By hiring one person to oversee the entire K-12 environment, the transition from areas of exploration to transformation will be attainable.  This person will be able to see programs/initiatives are carried out  from beginning to end throughout the K-12 environment.  

Professional Development

Goal 1 relates directly to professional development.  The district has in place a number of different ways to address this area.  Currently, the district has technology integration support at the building level.  Technology integrationists provide support for curriculum through one-on-one meetings, team meetings, and building level trainings.  The technology integrationists can teach with the classroom teacher, the integrationist can help the classroom teacher plan individual lesson integrating technology, and/or the integrationist support the classroom teacher by being visibly present when technology is used in the lesson implementation. 

     After school and summer courses are also offered by the district.  The technology integrationists or classroom teachers typically teach these classes.  These courses are generally offered for college credit.  The scope and sequence of the technology staff development courses focus on meeting the individual needs of staff. 

     The district utilizes the state DDN System for informational meetings form across the state.  Also, courses have been offered to staff members using DDN.

     Staff members have the opportunity to attend the National Technology Learning Conference in Denver, Technology In Education (TIE) conference, and the National Technology Conference.

How do we know we are getting there?

Monitor—

            The goals and objectives stated above were assembled into an action plan and are intended to be the district’s working document and will assist in monitoring the progress toward the attainment of the goals. 

The district will evaluate the worth of the professional development activities by incorporating the five levels including:  Participants’ reaction, Participants’ learning, Organization support and change, Participants’ use of new knowledge and skills, and Student learning outcomes. 

1.                             Options for gathering information on the participants’ reaction to the professional development are evaluation forms consisting of rating scale items and open-ended response items specific to the professional development. 

2.                             Options for gathering information on the participants’ learning include learning logs/reflective journals or questionnaires. 

3.                             In order to gather information on organization support and change focus groups will be formed to design questionnaires, conduct interviews, and/or analyze district or school records. 

4.                             Information on participants’ use of new knowledge and skills will be gathered in a variety of different ways depending on the type of professional development activity which may include one of the following:  direct observations, interviews, questionnaires, reflective journals or portfolios. 

5.                             Information on student learning outcomes will also be gathered using a variety of methods including:  variety of standardized performance, teacher assessments, portfolios, and questionnaires.  These methods will focus on three types of student learning outcomes:  cognitive, affective, and psychomotor.

Information gathered throughout the process will be used to create an evaluation report.  The evaluation report will consist of a description of the professional development program or activity being evaluated, evaluation results, summary and recommendations.  This report will be used to determine if the professional development was effective and met its intended goals. 

How do we sustain the focus and momentum?

Timelines—

     As part of the Three Year Action Plan, timelines were established for each objective.  Most objectives have definitive completion date; while others require an on-going commitment. 

Budgets—

     The Three Year Action Plan created by the district includes the cost for each objective.  The Watertown School District has several sources for funding the technology plan.  The district utilizes its capital outlay fund for the purchase of technology each year.  The general budget also supports the technology for the district, mainly by supporting the personnel, but also by supporting some of the technology needs such as purchased services, travel, supplies, and training.  The general fund also supports the salaries and benefits for 7.5 full time employees.  The district also utilizes Title IIA and Tilt IID funding to support staff development for technology training.

     The Watertown School District has received several grants from the state of South Dakota and the federal government.  These grants have been used for staff development, evaluation projects, setting up wireless computer labs, and software. 

     The school board has committed to support the need to keep the equipment up-to-date and also to help keep our students and staff progressing with the use of technology

Analyzing District Leadership

How do we get there?

            One of the objectives in our district technology plan is to develop and offer to staff development opportunities based on district and teacher need.  This objective can include technology needs for administration as well as educators.  To determine the needs within the district in the area of professional development our technology plan calls for a yearly needs assessment.

            Our technology plan states that “the Watertown School District believes that staff development is at the heart of student learning”.  The district offers after school and summer courses.  These courses are facilitated by the technology integrationists, teacher experts, and outside presenters. Teachers may take these courses for graduate credit, which can be used for certificate renewal. We also have added into this technology plan a plan for adding teacher technology competencies and having a committee work at the evaluation of the competencies in order to guarantee accountability and learning.

How do we know we are getting there? 

            Our technology plan calls for yearly needs assessments.  Through this instrument our district is able receive data that will outline the current needs of our staff.  Our administration is a strong advocate for technology development.  Based on the data received from this needs assessment, administration makes available various staff development opportunities to meet the needs present in our district.

How will we sustain the focus and momentum?

            Through continuous needs assessment our administration can monitor where needs have been met and also become aware of areas that staff members feel that there is a new or continued need.  Based on these assessments staff development opportunities can be made available to either explore new areas of technology or continue to build on previous technology development sessions.  By continuing to make opportunities available to staff our administration will sustain momentum in the area of technology development.

Technology Leader/Coordinator Time Commitments

How do you plan to get there?

            Currently the Watertown School District technology department consists of a K-12 network administrator, a K-8 technology coordinator, two technicians, and three technology integrationists.  We have a leadership team that is comprised of our Asst. Superintendent, our K-12 network administrator, and our K-8 technology coordinator.  This team works together regarding technology issues in our district.  Our district is in the process of reorganizing the technology department.  This reorganization will include the creation of a K-12 technology director and the elimination of the K-8 technology coordinator.  The where do you want to go column on the chart above is an estimate of direction the technology director role would be going.

How will you know you are getting there?

            Administration will be able to monitor the new technology director position through evaluation on a one to one basis. Surveying the other members of the technology department will provide feedback on the overall progression of the department.  This survey will indicate any further changes/adjustments that may need to be made to the time allocations of the technology director. 

How will you sustain focus and momentum?

            Focus and momentum can also be sustained through the monitoring process referred to in the previous paragraph.  Meeting periodically to offer support and continued guidance will also sustain focus.  The availability of professional development opportunities for the technology director can foster momentum and create awareness of new areas that can be researched and developed for the district technology department.

Compliance

The Watertown School District has a filtering system in place to prohibit certain types of material.  This material includes obscene, child pornography, material that is considered harmful to minors, as defined by the Children’s Internet Protection Act, as well as any material that promotes or advocates illegal activities.   The District has installed the filtering protection to protect against access to inappropriate material.