EDLD 5352 Web Conference ~ 2/11/12

Today's web conference (2/11/12) was most informative. Many questions were answered concerning Epic and TK20. We found out that our Reflections need to be posted to TK20 only; this is sufficient.

We will soon be receiving on our Discussion Board, a checklist of everything needed to be posted to TK20.

Also, Tutorials for Lamar University Educational Leadership LCE study course is posted at this website: http://sites.google.com/site/luedlead/
copy and paste in your browser. You can take this exam as many times as needed. You must achieve 80%.

Action Plan ~ Integration of Technology

Technology Plan of Action

Hierarchy of Responsibility

Technology Plan of Action

Explanation of Responsibilities

It is the role and responsibility of the campus administrator to carry out the Technology Plan to the fullest. The principal must provide opportunities for educators to have access to technology training, professional development, and the tools necessary to carry out and meet the requirements of the school’s technology plan. Educators’ lesson plans must include student usage of technology within all lessons, in all core content areas. Formative and summative assessments will be carried out by the campus principal as means of evaluations of the implementation of the technology plan.

Technology Plan of Action

Professional Development Activities

For the purpose of achieving the Technology Action Plan of integration of technology with Instructional and Organizational Leadership

Activity	Purpose	Presenter
Data Analysis & Review 1-distinguish the differences in 3 data resources 2 - Analyze/Review data: STaR Chart, AEIS, AYP, & SIP	Through collaboration of PLC's, document how instructional and organizational leadership can enhance instructional strategies and student learning with the use of integrating technology as a result of analyzed data.	Principal and Assistant Principal (for the purpose of modeling technology and confirming formative assessments will be taking place).
Explore the Texas Long Range Technology Plan: 1 - Locate the plan on the web 2 - Secure grade level TEKS 3 - Present a lesson plan within each core content area utilizing and implementing teacher and student use of technology	Through PLC's, campuses will establish technology curriculum alignment, and 21st-century learner's classroom. Stepping away from out-of-date instructional strategies and taking advantage of our "digital native" students.	1 - Principal and Assistant Principal (for the purpose of modeling technology and confirming formative assessments will be taking place). 2 - Each grade level share examples of lesson plans
Mini In-depth training "Teacher requested" help in areas of weaknesses concerning technology with instructional and organizational leadership	Teachers feel risk free to ask for help in areas of weaknesses, the school addresses these areas in order to enhance instructional strategies and student learning with various levels of training from beginner, intermediate, to advanced.	1 - Principal and Assistant Principal (for the purpose of modeling technology and confirming formative assessments will be taking place). 2 - Experienced and well advanced educators in specific areas mentioned.
Investigate various technology resources To be implemented into curriculum instruction within core content areas such as: Podcasts, Webcams, Wiki-wiki, online textbooks, United Streaming, Brain Pop, CSCOPE, blogs, etc.	Provide teachers with at least 3 technology tools/resources to be implemented into curriculum instruction within core content areas.	1 - Principal and Assistant Principal (for the purpose of modeling technology and confirming formative assessments will be taking place). 2 - experienced and well advanced educators in specific areas mentioned.
Integration of technology in core subject areas. This will be an "on-going" training during every OFYP day scheduled throughout the year to focus on the upcoming curriculum lesson planning.	To assure technology use is being implemented within all subject areas. All lesson plans will include websites including Cybersmart! Cybersmart! will be taught during the first week of school in every class/every grade.	1 - Principal and Assistant Principal (for the purpose of modeling technology and confirming formative assessments will be taking place). 2 - Experienced and well advanced educators in specific areas mentioned.
Formative assessment - teacher awareness of administrators formative assessments which line up to that of data driven data such as STaR chart, etc.	Administrators must conduct formative assessments of the implementation of technology in order for today's students to stay abreast of education in today's technology world.	Any and all district administrators

Technology Plan of Action

Evaluation Planning for Action Plan

For Implementing Technology

Tasks	Person Responsible	Resources	Timeline	Evaluation
Analyze state and district data to assess students’ academic strengths and weaknesses pertaining to technology	Administrators & Educators	STaR Chart AEIS AYP TAKS/STAAR District Benchmarks	Yearly as the reports are available Yearly Assessments Every 9 weeks	Yearly/ every 9 weeks
Educators must utilize technology TEKS within weekly lesson plans	Administrators & Educators	Lesson Plans	Weekly	Formative assessment of classroom instruction utilizing technology according to TEKS noted within lesson plan
SmartBoards utilized during instruction	Administrators  & Educators	Weekly instruction	Weekly	Formative assessment of classroom instruction utilizing technology
Educators must utilize technology as a form of communication with students and stakeholders	Administrators  & Educators	Weekly communication	Weekly	Formative assessment of weekly communication by viewing classroom Blogs

Charting Central's STaR

Charting Central STaRs

View more presentations from Lamar University

Texas Long Range Plan for Technology, 2006-2020 ~

EDLD 5352 Blog Post #1 (week 2 assignment)

The Texas Long Range Plan for Technology is composed of four parts: Teaching and Learning; Educator Preparation and Development; Leadership, Administrations, and Instructional Support; and Infrastructure for Technology. Texas has the goal to provide all students with access to the digital tools and resources that are designed for their individual learning styles at anytime and any place. This plan includes parents, allowing them to be more directly involved in their child’s educational progress. Included is much needed help for educators in which they can access student information at all times, allowing educators to prepare for students the most individualized instruction ever.

The Teaching and Learning section demonstrates the impact technology can have on student learning as it provides the tools for students, educators, librarians, and administrators. The Technology Applications strands concerning TEKS for Grades K-12 are: Technology Foundations, Information Acquisition, Work in Solving Problems, and Communications. The ultimate goal is that the Technology TEKS will be integrated within all other core content areas.

In the area of Teaching and Learning, the state is showing a positive trend. However, our campus has seen from 2008-2011, a negative trend. I personally believe this is due to the fact that when we first begin the Campus STaR Chart, we responded to the questions with the present technology tools and skills we presently possessed at that time. In the past few years, technology has advanced quickly, and it has taken our school perhaps longer to acquire these tools. However, now we have many of these resources which we are developing our skills of utilizing these tools for the best benefit of our students. This explains how we went from Advanced Tech for two consecutive years, to Developing Tech.

My recommendation for improvement in this area of technology is two-fold. First, I would provide hands-on professional development and training utilizing these tools several times throughout the year. I would “require” my staff to demonstrate knowledge and skills in technology concerning classroom instruction. Second, I would do formative assessments of all the classroom instruction, assessing where my educators are as being Early, Developing, Advanced, or Target Tech. Any teacher rated within the Early or Developing Tech area, would be partnered with a teacher that is Advanced or Target Tech in order to be mentored. 

The value in assessing educators' technology leadership knowledge and skills is vital as this is the only means of assuring our students are afforded the opportunity to learn and become technology knowledgeable and skillful. The great thing about technology assessment is that it allows us to chart our progress of growth. In my opinion, there are no cons to technology assessment, because our state and nation must be assessed continually to push ourselves closer and closer to being fully equipped and technology savvy as the Texas Long Rang Plan for Technology has mapped out for growth and success. 

Action Research Plan/Sharing My Inquiry

Action Research Plan

Building School Culture ~ Anita Byrd

I am wondering will a weekly school-wide gathering with the implementation of a character-building program, activities that build school culture, recognition of academic performance, and recognition of superior behavior prove to be a great motivation method for enriching our school/community culture, as well as our students’ learning performance?

Goal: Building School Culture Implementing a weekly school-wide gathering, which includes a character-building program, activities to build school culture, and the recognition of academic performance and superior behavior to prove this implementation to be a great motivation method for enriching our school/community culture, as well as our students’ learning performance.
Action Step(s)	Person(s) Responsible	Timeline: Start/End	Needed Resources	Evaluation
Incorporating a Character-Building Program. This will take 6 of 30 minutes of our weekly gathering time.	Principals: K. Shumaker and K. Ivey Anita Byrd Shumaker’s Stars Team Leaders (Lead Teachers) As the school year progresses and we see character building taking place, other teachers and students will share the benefit of, or an action that was a direct result of, implementing specific character traits within the school week.	Weekly Gathering Start: Beginning of School August 2011 End: End of School May 2012 30-minute school-wide gathering: 3 minutes – opening, pledges, speaker, and school song. 6 minutes – character building (someone expound on last weeks word/intro this weeks new word) 12 minutes – recognition of academic performances and superior behavior 6 minutes – building school character: (examples) H.S. baseball team, “battle cry” 3 minutes – closing statements.	Character program Character “word” banners (will be borrowed from the high school to be hung up in the hallways reminding students of the character word of the week. Shumaker’s Stars Committee (this committee of teachers will be responsible for organizing the awards to be presented to the student from each class who displayed great character during the week. Team Leaders (lead teachers) will encourage a positive atmosphere and attitude of their grade level coworkers and all students.	On going assessment of teacher reports (verbal and questionnaire), and of student reports of praises of good behaviors and deeds displayed by themselves and their peers. GT students will publish all students’ recognition in the Paw Prints newspaper. (This is a new GT activity also being implemented by my Action Research Plan) Students’ and stakeholders’ interview data.
Activities for Building School Culture. Another 6 of 30 minutes of the gathering will be (for example,) having the high school baseball team come to the Elem campus and sign autographs and have our students (lil’ bulldogs) be adopted by the baseball boys. During a game or two, these Lil’ Bulldogs will run onto the field with their adopted big brother and be recognized. Also, all students and staff wearing the same school t-shirt at each weekly gathering.	Principals: K. Shumaker K. Ivey Anita Byrd Student Council Team Leaders D. Allen (H.S.) H.S. Coach Baseball Players Parent Involvement Committee (this committee will be made up of staff and community leaders with a passion to build school/community) culture). Fundraising committee	TBA - When the 2011-2012 baseball schedule is complete, we will decide on a date.	The support of school administrators, baseball players, parents of Lil’ Bulldogs, and community stakeholders coming out and supporting our students! Parent Involvement Committee will encourage the community to take part in this activity in support of our students. Team Leaders (lead teachers) will encourage positive moral of their grade level coworkers and all students. Student Council members will be the “helpers”. Fundraising Committee will be responsible for selling these shirts to the students, staff, and community.	All feedback from Lil’ Bulldogs and their parents, baseball players and their parents, school administration, coaches, and staff. Students’ and stakeholders’ interview data.
Recognition of Academic Performance. This will be 12 of 30 minutes of our weekly gathering. (Recognizing academic performance and superior behavior will be conducted at the same time)	Principals: K. Shumaker K. Ivey Anita Byrd Honor Roll Com Student Council	Weekly Meetings Weekly Gathering Start: Beginning of School August 2011 End: End of School May 2012	Honor Roll Committee (This committee will be made up of staff leaders with a passion to build school/community) culture, and enrich students’ learning performance and will be responsible for organizing the awards to be presented to the students from each class who demonstrated great efforts towards learning performances during the week). Student Council members will be the “helpers”.	Check end of the year grades from previous year, and compare them to this year’s grades at each 9-week interval. Assess the percentage of students in Intervention classes, to evaluate if that percentage is falling. Compare TAKS scores of all students from previous year to the present year. Students’ and stakeholders’ interview data.
Recognition of Superior Behavior. This will be 12 of 30 minutes of our weekly gathering (Recognizing academic performance and superior behavior will be conducted at the same time)	Principals: K. Shumaker K. Ivey Anita Byrd Conduct Committee Attendance Committee	Weekly Gathering Start: Beginning of School August 2011 End: End of School May 2012	Conduct Committee & Attendance Committee (These committees will be made up of staff leaders with a passion to build school/community culture, and enrich students’ superior behavior. They will be responsible for organizing the awards to be presented to the students from each class who demonstrated great efforts towards superior behavior during the week). Student Council members will be the “helpers”.	Compare last year’s office referrals this year. Also, compare office referrals at each 9-week interval to see if the percentage of office referrals is falling. On going feedback from teachers, staff, and students of the over all attitude and atmosphere of the school. Check end of the year bus referrals from previous year, and compare them to this year’s bus referrals at each 9-week interval. Students’ and stakeholders’ interview data.

Sharing My Inquiry

What led to my choosing “Building School Culture” as my Action Research is the school where I am presently teaching is the same school from which I graduated. At the time I attended school, our community was a thriving area of community stakeholders with pride and enthusiasm concerning any and all endeavors of our students. Almost 25 years later, I find our school and community have no pride or enthusiasm concerning people in general. It is a very sad state in which we find ourselves. As I wondered how this downfall in community “attitude and atmosphere” has taken place, I began to realize there are no community leaders whose dream and desire is to rebuild our school/community culture. I began to come to the realization with the lack of impressionable community leaders, it is going to take the school leaders in and off itself to build school culture, and therefore outflow to the community and parents.

I will conduct my action research plan through means of our “Campus Improvement Plan”. (Our staff in a long time probably has not understood per say that the CIP was to help implement our vision; and honestly, no one probably ever cared what our campus vision has been from year to year. Therefore,) I want to utilize the “Campus Improvement Plan” to conduct my action research upon a “foundation” (CIP) to build school culture that should have already been implemented, utilized, and shared in such a way to empower our teachers to take ownership of our vision; taking part of building one of the most important structures of our school success – school culture. After my wondering, I discovered the lack of sharing our vision, which caused a lack of empowerment of teachers with tools, passion, and drive to build school culture is the reason for this downfall in school/community culture. Therefore, these are my plans for conducting my action research for building school culture:

CAMPUT IMPROVEMENT PLAN ~ Implementing our Vision!

CURRICULUM

What drives our Instruction!

•CScope

•Intervention

•Vertical Alignment

•Reading Counts

•Red Ribbon

These bullets represent areas on my Internship Plan in which I will take part integrating CScope with our present curriculum. I will be responsible for organizing Vertical Alignment meetings for math, ELA, and science. Reading Counts is a reading incentive program with rewards, and Red Ribbon consists of learning to be drug free.

CAMPUS CULTURE

Our Attitude and Atmosphere!

•Team Leaders (our K-5 grade level/team leaders)

•Character Awareness (character building program – one character trait weekly)

•Parent Involvement (PTO, Room Moms, Community leaders, etc)

•Student Council/GT (fundraisers for the needy of the community/Paw Prints School Newspaper)

•Shumaker's Stars (a great display of character from a student within every classroom)

•Conduct – (superior behavior – zero office referrals)

•Attendance – (perfect attendance)

•Honor Roll – (academic performance A/B honor roll)

•Safety & Health – (Shelter in place, campus evacuation, tornado plan, etc)

•Hospitality/Fundraisers – (staff recognition, various fundraisers, etc.)

These bullets under Campus Culture will actually be committees in which teachers will voluntarily sign up to be a part of this motivating process of instilling “campus culture”. This empowers teachers to take ownership of “campus culture” and feel as if they have contributed and taken part of this building up of pride, great attitudes, and a positive atmosphere for our school community. During the last week of May 2011 during an OFYP day, I will present the Elementary campus with an energy packed, motivational statement of explanation of these committees; explaining the connection with the CIP, being connected to the our vision, therefore building school culture. Once teachers are signed up for the committee where they can best serve with passion, I will empower them with motivating thoughts giving them ideas of collaboration of how they will contribute to our first weekly gathering when school starts next August 2011.

During our weekly gatherings, these committees will contribute to (1) character awareness (2) activities that build school culture, (3) the recognition of students’ academic performance, and (4) the recognition of superior behavior.

This will be a 30-minute all school weekly gathering:

3 minutes – opening, pledges, speaker, and school song.

6 minutes – character building (someone expound on last weeks word/intro this weeks new word)

12 minutes – recognition of academic performances and superior behavior

6 minutes – building school character: (examples) H.S. baseball team, “battle cry”

3 minutes – closing statements.

Each week for an activity to build school culture I will ask, for example, the high school cheerleaders to come to our campus and do a battle cry (pep rally) for our students, or the high school baseball boys to sign autographs for our elementary students and adopt “lil’ bulldogs” and during a baseball game have the lil’ bulldog run out on the field with their big bulldog brother (this being a way of involving parents and children to be supportive of our other campuses, thus giving a “role model” position to these older students to have a reason to live up to a higher standard of conduct knowing a younger student is watching their actions).

As the year progresses, on going students’ and parents’ interview data will be used to state our learning and support our statement of building school culture.  Other relevant data such as benchmark scores and grades will also be used to state our learning and enriching academic performance. Classroom behavioral management analysis, along with office and bus referrals will support our statement of empowering students to display superior behavior and character awareness.

Positive interview data from students, staff, and parents will be published in the school newsletter, Paw Prints, displaying positive growth and excitement concerning our building together of school/community culture. My principals are most excited about this action research! They have high hopes of this being the driving force to a turning point within our community of Pollok, Texas!