Technology Action Plan - Organization Chart

D.I.S.D. Technology Department Organization Chart
Title	Location	Job Description
Technology Director	Administration Building	Oversees all technology issues and decisions.  Hires and trains technology support staff.  Manages technology budget and ordering of technology needs.  Manages technical programs and technical issues.  Contact person for any technical programs and operations from outside contracts.
Instructional Technology Coordinator	Dayton Educational Support Center	Webmaster for district.  Implements educational technology programs for the classroom and technology labs.  Implements Technology TEKS and works with campus technology support team to ensure use of technology in the classroom.  Develops and teaches technology professional developments.  Updates district on technology needs and desires.
Network Administrator	Technology Department	Manages all networks and infrastructure for D.I.S.D.  Installs and manages programs and equipment.  Technical Support Manager.
Computer Technicians (2)	Technology Department	Support campuses with technical support and work directly with Network Administrator to install programs and equipment.
Campus Technology Instructors and Support Team	Different Campuses	Campus technology teaches computer classes for students and support faculty and staff with technical issues.  Communicate directly with Computer technicians and network administrator.  Conduct campus staff trainings and update campus tech equipment.

Texas Long-Range Plan for Technology 2006-2020

According to the Texas Long-Range Plan for Technology, fulfilling the vision of technology requires district, campus, and teacher leaders who articulate and advocate a vision of what technology can do for teaching and learning as well as school operations.  A campus and district leader can use STaR chart to analyze their technology needs and strengths.  They can use a STaR chart to analyze campus plans and technology levels.  This chart is a tool used in tech planning, budgeting, and evaluation of progress in local technology projects.  All applications for state funded technology grants require a completed STaR chart.  STaR chart produces profile and progress towards the Long-Range plan.  It also outlines technology allotment funds.  If there are leaders on a campus that can respond to technology needs, the campus staff will have more confidence in the technology applications.  To improve in this area, I feel we can have more leadership training and support.  Once technical support leaders are identified, they must be available on the campuses for teacher support.  We must also increase the number of student computers or technology opportunities for students in the classroom.  Having computers alone is not enough.  We must actually put technology in the hands of the learner.  By using grants to purchase items such as ipods, ipads, or chrome books, will allow learning to rise to a new level for the 21^st century learner.  In order to achieve greatness, all stakeholders must be on the same plan and have a common vision.  Success is one for all and all for one.

Super STaR

It has been a while!

Greetings!  It has been a while since I posted anything, but I am hoping to do better.  I am really getting the "blog-bug."  I am actually planning on starting a personal blog with teaching strategies and tips.  Once I have it up, I will post the link for it as well. 

I am now in EDLD 5352 - Instructional Leadership:  Technology Component.  I am excited because my district is really pushing for more technology enrichment opportunities in the classroom.  I look forward to learning how to incorporate more tech in the GT enrichment class.

Talk to you all soon!
Mitzi

Draft Action Research Project Report

The impact Gifted and Talented (GT) and/or Advanced Placement (AP) teacher training has on the gifted and general education student

Needs Assessment

As my school district incorporated  heterogeneous classrooms, teachers were encouraged to attend teacher trainings that reinforced increasing rigor levels and developing differentiation skills, more specifically receive the thirty hours of Gifted and Talented training.  Many teachers took advantage of the opportunity, however, many chose not to do so.  With this, my supervisior and I determined it would be beneficial to measure the difference of  student achievement of the classrooms that are led by a teacher trained in the skills of differentiation and increasing rigor, and those that are not.  If data shows better instruction and student achievement with those attending training, this type of training could become mandatory.  As shown in Table 1, there were a large amount of teachers that have chosen or chose to attend gifted and talented training.

Table 1:  The amount of teachers attending GT training
Campus	Total Number of Core Teachers	Number attending GT training
SFA Elementary School	35	18
Richter Elementary School	41	20
KMB Elementary School	40	25
Nottingham Middle School	20	15
Woodrow Wilson Jr. High School	35	15
Dayton High School	52	25

Objectives and Vision

I will evaluate the level of rigor and differentiation applied in all core subject classrooms.  I will determine if there is a difference in the amount of rigor and differentiation applied in the classroom of a teacher that participated in GT training and those that did not.  I will provide learning opportunities for those lacking rigor and differentiation to enhance student achievement.  If those that attend the GT training are more prepared in differentiation skills and increasing rigor, I will recommed that it become mandatory for all teachers to receive Gifted and Talented training for future years, in order to improve student achievement as we continue with heterogeneous classroom design.

Review of Literature and Action Research Strategy

Based on the decision to go to a heterogeneous classroom design, my Executive Director of Curriculum and Instruction – Peter Griffiths; Superintendent – Mike Kuhrt; and myself were curious if teachers that have had the thirty hours of GT training, including differentiation skills and increasing rigor, will have more student success based on this training.  Our goal is to have research based results showing the success of differentiation and increased rigor.  With these results, we will make it mandatory for all core-subject teachers to attend the thirty hour GT training.  Our goal is to make instruction consistent on all campuses and increase the learning of all students of all academic levels.  District administrators and coordinators will conduct curriculum walkthroughs that measure the level of differentiation and rigor taking place in the classroom.  The walkthrough results will always be shared with the teacher receiving the walkthrough.  The walkthroughs will simply serve as a “snap shot” of what is taking place at that time, therefore, multiple walkthroughs will take place of a period of time.  Teacher and student results will also be evaluated using the Curriculum Based Data every six weeks.  We will measure the increase and decrease of student achievement with teachers receiving GT training and those not receiving the training.

Articulated the Vision

I communicated the action research project to the district staff through e-mail, teacher trainings, faculty meetings, and one-on-one meetings.  I shared the project with my supervisor and Superintendent in a sit-down meeting, where we discussed student achievement and teacher training.  I will share the results with the community once the project is complete.  I will do so through the district website.

Manage the Organization

Student achievement is the number one concern.  Therefore, this project is solely based on student success and progress.  The individuals conducting the walkthroughs are myself, other district coordinators, campus administrators, and district administrators.  These individuals are already conducting walkthroughs as part of their job description, therefore, we did not have to modify job requirments or time.  Classroom walkthroughs are conducted in 2-5 minutes per classroom, in order, to minimize classroom disruption.  Immediate feedback is provided to teacher to enhance classroom instruction.  Every six weeks, a data dig meeting takes place to dissect the data.  I will use the data received in these meetings to measure teacher and student success.

Manage Operations

The strategy I have used to lead the operations of the project is part of my job description as the Gifted and Talented Coordinator.  I am communicating with other district administrators to discuss walkthrough data and results along with CBA data.  The needs assessment was easily identified when my district chose to go to a heterogeneous grouping for the classroom.  We wanted to find a way to enhance the learning of all students, not just the gifted or struggling learner.  As differentiated instruction has become a hot topic, we realized tha all teachers that attend the thirty hours of gifted and talented training, receive in-depth skills to enhance differentiation and rigor in the classroom for all learners.  When we realized that only about half of our teachers have attended this type of training, we wanted to compare the results of the two groups of teachers.  We communicated this goal with other administrators and as we conducted the initial walkthroughs, we saw a great demand for differentiation and rigor training.  There has been conflict about walkthroughs.  The teachers felt threatened with administrators coming into their classroom.  We are calming the conflict by reassuring the teacher that the walkthroughs are meant to be curriculum support and allow us to determine the best strategies to enhance student learning.  We are focused on increasing student success. 

Responding to Community Interest and Needs

Our district most recently went to a heterogeneous learning environment, versus homogenous.  This has raised community concern.  Many parents and community leaders are concerned that those of the minority or with special needs will not receive the education they deserve and need.  This is what intrigued me on this research project topic.  We notify these parents and individuals on the increased focus on differentiation and rigor.  We show them how many teachers have received the training and how we are helping those that have not.  If we set the bar high for increased achievement for all learners, we will see improved student achievement for all. 

Gifted and Talented Program - QUEST

I have launched our new gifted and talented program for our district.  It will be called, QUEST.  This stands for - "Questioning, Understanding, Evaluating, Searching, Thinking."  I am extremely excited about this new opportunity for our children.  The issue I am running into is parent opinions and support.  Due to the fact that my district is in a small town that does not like change (of any kind, good or bad), they are extremely apprehensive.  I am working so hard to break down the walls of miscommunication and discontent to open the doors to opportunity, learning, and higher level thinking.  I have my first parent meeting in October and I hope this will give parents a chance to share their concerns with me and allow me to gain their trust.  I know change and attitude cannot be changed over night, but I am looking forward to the day that I have earned their blessings and our new QUEST program is a great success! 

EDLD 5326

I am now in a new course with Lamar.  It is about Community and Parent Involvement.  I am really excited about this course because I know the importance of parent and community support for students.  I would not be where I am today if it wasn't for the support and love of my parents and the motivation from my community.  I strongly believe that without the support of parents, students suffer greatly.  I know in my classrooms in the past, each year parent support and involvment became less and less.  The consequence of this was the idea students began to form due to this lack of interest.  Many felt school wasn't important and that they were only there because they "had" to be.  Teachers can do their best to change this mindset, however, if parents are not involved or supportive of the classroom and education of their children, then the battle is an uphill climb.  Our children need us more than ever!