ISLT 7366
Technology Leadership in Schools
July, 2008
Virginia Lister

Western CUSD 12 Professional Development Plan

Background: Western CUSD 12 is a newly consolidated district with a great variety of technological resources. Prior to consolidation, the Barry district was involved in the E2T2 technology grant, and the seven teachers involved in that grant have received 200+ hours of technology training. Their classrooms contain the following new technology items:
•	Smart Board
•	Scanner
•	Printer
•	Seven student computers
•	Teacher workstation computer
•	Laptop
•	Classroom set of Senteo student response systems
•	Document camera
•	Digital camera
•	Digital video camera
•	Three airliner slates

The other classrooms in the former Barry district have at least three computers per classroom, and teachers have had some technology training with the emphasis being on incorporating technology in the classroom.
The former West Pike district had very little technology available, and the computers that were in the classrooms were outdated. Most classrooms had one or no computers, and most staff members have not had technology training. After consolidation, new wiring was installed in the West Pike buildings, and computers were updated in the classrooms. 
The newly consolidated district is in the process of adopting a set of technology goals for students and teachers. These goals are being developed based on “national and state educational standards, a profile of the student population, and community concerns “(Gahala, 2001). Once these goals are adopted, teachers will be given clear expectations for technology integration in the curriculum, and will be given a three year calendar of professional development opportunities in which to develop the necessary skills (McKenzie,1999).

Purpose
Our current focus for staff development is to meet the needs of the district in the following areas:
1.	Bring all staff members up to date with training on incorporating technology into the classroom.
2.	Offer remediated training for those who haven’t had any technology training or for those who need refresher courses.
3.	Continue to encourage growth among staff members who have had more advanced training.
The desire of the district is to have all teachers reach a minimum level of technology expertise, and to encourage teachers to continue to develop technology skills. The goal is use technology to improve educational opportunities, help develop higher level thinking skills, and help students connect their classroom experiences to the real world.
Administration of Professional Development Program
This is a three year professional development plan. Training will be developed to address focus areas related to staff technology skill levels in the area of integrating technology into the curriculum. Each year of the plan will have a central focus which addresses an identified need for a particular skill level, but each year will also include training opportunities for teachers at other skill levels. Technology skill levels of staff members will be identified through a self-evaluation survey and through observation of classroom technology use. The focus of each year in the plan will be as follows:
1.	Remediation for the teachers who are below the minimal skill level of integrating technology. The emphasis will be to bring all teachers to the minimal level.
2.	Refresher and/or remediation courses for teachers at or below the moderate skill level of integrating technology. The emphasis will be to bring all teachers to the moderate level or above.
3.	Advanced training offered for teachers with high level skills in the area of integrating technology into the curriculum.

Although each year is focused on a particular group of teachers, all teachers will be provided professional development opportunities appropriate to their level of expertise. This differentiation of programming will be accomplished by using technology coaches, who will partner with teachers and work with them on the appropriate level.  A minimum of three full-time technology coaches will be hired by the district. Each coach will work with teachers on one of the three identified levels. For example, one coach will work with the group of teachers who are below the minimal skill level, one will work with the teachers at the moderate level, and one will work with the group of teachers who have advanced skills. 
Teachers with advanced technology implementation skills will be asked to serve as team leaders for follow-up mentoring after workshops. Current team leaders include Ali Oitker, Ginny Lister, Jon Eller, Beth Bickett, and Dorma Robinson. These teachers are all third year members of the E2T2 technology grant team, and they have all been extensively trained in implementing technology into the curriculum.

Definitions of levels
Minimal level: The teacher uses word processing and drill and practice programs in her curriculum.
Moderate level: In addition to word processing and drill and practice programs, the teacher uses the internet for research and as a supplemental resource for her curriculum.
Advanced level: The teacher uses technology to enhance lessons and to connect her curriculum to the real world. Lessons are “authentic, meaningful, and challenging” and “promote the development of higher level thinking skills”( Gahala,2001).

The professional development opportunities described in this plan would be made available as summer workshops and as half-day workshops on the school calendar “School Improvement” days scheduled four times a year. Stipends of $20 per hour from the staff development fund would be provided for the summer workshops. The SIP (school improvement) day workshops will be held during the school day, so no stipend will be available. The SIP day workshops will be mandatory for all appropriate staff members, determined by administrative and/or technology coordinator assessment of each teacher’s level of integrating technology into the curriculum. This assessment will be done by survey, classroom observation, and by including the NETS standards in the teacher evaluation instrument.
Each summer workshop will meet three times, from 9:00 A.M.-3:00 P.M. (including a one hour lunch break). Participants will receive 15 CPDU credits for each workshop. Follow-up sessions will be scheduled according to the needs and interests of the workshop participants. Participants will be required to complete and implement a classroom lesson plan integrating technology into the curriculum. Evidence of satisfactory completion of the lesson plan will be included in the yearly teacher evaluation. Emphasis will be on meeting the NETS standards for teachers.
Workshops will be modeled after the Joyce and Showers Model. The five components of this model are as follows:
•	Presentation of the theory or description of a new skill or behavior
•	Demonstration or modeling of the new strategy or skill
•	Initial practice in a protected setting 
•	Prompt and open feedback
•	Coaching/follow-up attention
Workshop “experts” will be designated as team leaders for the workshop follow-up sessions. These team leaders will address questions and offer assistance in integrating technology in the classroom.
Assessment of changes in teaching after the workshops will be accomplished by administrator and /or technology coordinator monitoring of the lessons implemented in the classroom. Teachers who have developed lessons that do not meet the standards of technology integration will meet with their coach and work to develop a more appropriate lesson.

Rationale:
Why mandatory classes?
Our school district currently has vast differences in the technology skill level and amount of technology integration from classroom to classroom. It is imperative that our students have the same opportunities across the school district, and that all teachers reach and maintain a minimum level of technology expertise in order to meet the needs of our students in this digital world.
Why assignments?
Assignments are given in order to offer teachers an immediate reason to practice what they have learned, and as an instrument for evaluation to determine if the workshop information is being used in the classroom.

Why summer workshops?
In the article “Critical Issue: Promoting Technology in Schools”, Jan Gahala, M.A. says that “When professional development activities are conducted after school, teachers may not have the energy necessary for engaging in learning.” The drawback to having summer workshops is that teachers cannot immediately put what they learn to use in the classroom. This fact can be addressed by having the workshops in August, just before school resumes. Follow-up will also be provided by the coaches and/or team leaders, so carry- over will be more likely to happen.
Evaluation:
At the conclusion of each workshop, participants will complete a workshop evaluation. Evaluation results will be studied and used in developing future workshops.
Teachers will develop and maintain a technology implementation portfolio. This portfolio will be reviewed during teacher evaluation sessions. Ongoing evaluation of technology implementation will be done by the technology coaches, and monitoring will also be done by the appropriate administrator or technology director.

Course Offerings:
(Scheduling to be arranged according to needs identified through surveys and calendar opportunities)
•	Overview of NETS for students and teachers
•	SDS Grade System
•	Classroom Management and Teacher Support Technology
•	Basic Computer Operations and Troubleshooting
•	Gaggle.net (district adopted email system)
•	Microsoft Office 2007
•	Excel-Using Spreadsheets and Databases in the Classroom
•	United Streaming
•	Smart Board Tips and Tricks
•	Green Screen Training
•	Web Page Design
•	PowerPoint
•	WebQuests
•	Using Technology to Teach Higher Level Thinking Skills
•	Integrating Technology into the Curriculum: Reading K-2
•	Integrating Technology into the Curriculum: Reading 3-5
•	Integrating Technology into the Curriculum: Reading 6-12
•	Integrating Technology into the Curriculum: Math K-2
•	Integrating Technology into the Curriculum: Math 3-5
•	Integrating Technology into the Curriculum: Math 6-12
•	Integrating Technology into the Curriculum: Science K-2
•	Integrating Technology into the Curriculum: Science 3-5
•	Integrating Technology into the Curriculum: Science 6-12
•	Integrating Technology into the Curriculum: Social Studies K-2
•	Integrating Technology into the Curriculum: Social Studies 3-5
•	Integrating Technology into the Curriculum: Social Studies/History 6-12

Funding for Professional Development
Funding will be provided by the district professional development fund and through a federally funded technology grant.
Detailed Plan of One Element of Professional Development
“Microsoft Office 2007”
Instruction provided by Linda Syrcle, Technology Director for Western CUSD 12.
Enrollment open to all Western CUSD 12 teachers. Participation limited to 25 teachers. Additional sessions will be scheduled as needed.
Funding: Stipend of $40 per hour for Linda Syrcle provided through the professional development fund.
Location: Western CUSD 12 High School Media Center computer lab
Date: August 12-14, 2008
Time: 9 A.M. – 3 P.M. (lunch break from 12:00-1:00)
CPDU Credit: Participants who complete the workshop and fulfill the workshop requirements will receive 15 CPDUs.
August 12
1.	Linda Syrcle will introduce the layout of Office 2007.
2.	Participants will work through the Office 2007 tutorial.
3.	Linda Syrcle will focus on Word 2007
4.	Participants will review the following websites:
Creating a Lesson Plan with Word
http://office.microsoft.com/en-us/word/HA010349101033.aspx
Integrate Technology into your Lesson Plan
http://office.microsoft.com/en-us/word/HA011539401033.aspx

Teacher Experience Exchange
http://h30411.www3.hp.com/courses/overview/p/courseId/2532
Techno Kids
http://www.technokids.com/cur_intermediate.shtml
Curriculum Integration 2007, Michigan Department of Education
http://techplan.edzone.net/ci2007/

5.	Participants will use Word 2007 develop an instrument to be used in their classroom.
August 13
1.	Participants will share what they created on August 12. 
2.	Linda Syrcle will share other examples of classroom instruments made with Word 2007.
3.	Linda Syrcle will review Excel 2007.
4.	Participants will explore the following websites:
Microsoft Excel Modules
http://www.internet4classrooms.com/on-line_excel.htm
Using Excel to Make a Timeline
http://www.internet4classrooms.com/excel_time_lines.htm

5.	Participants will work with Excel 2007 to develop an instrument for classroom use.
August 14
1.	Participants will review and discuss what they have learned to date. Lesson plans will be shared and evaluated.
2.	Linda Syrcle will review Publisher 2007.
3.	Participants will explore the following website:
eMints Publisher site
http://www.emints.org/ethemes/resources/S00001100.shtml

4.	Participants will use Publisher 2007 to create an instrument they can use in the classroom. 
5.	The workshop assignment will be to create a lesson plan using one or more aspects of Office 2007. The goal is to create lessons that are enhanced by using Office 2007, not just make fancy lessons that look good. This lesson plan will be submitted to Linda Syrcle by September 15, 2008. A copy of the lesson plan will be added to the teacher’s portfolio.

At the conclusion of the workshop, participants will complete a workshop evaluation form. Team leaders will be assigned to each participant, and team leader/teacher meetings will be held twice a month for as long as the teacher wants the support.
Team leaders will not be paid, but will receive points for advancement on the salary schedule.

Follow-up Meeting:
One month after the conclusion of the training, a follow-up meeting will be held to review the lessons and for teachers to share their lesson plans. Teachers will have an opportunity to ask questions and to share what they have learned. Successes and difficulties will be shared. 

How will teachers be supported through this professional development plan?
Teachers will receive 15 CPDU credits toward renewal of their teaching certificate upon successful completion of the workshop. Illinois teachers must earn 120 CPDU credits (or 8 graduate credit hours) every five years in order to renew their teaching certificate.
Team leaders will receive 5 points toward advancement on the salary scale per teacher on their team (upon successful completion of the workshop by the teacher). Team leaders will also serve as pilot teachers for new software and equipment, and will be considered for first access to new purchases.