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1- Vision

Students, teachers, and community members are equally significant learners in our school district. Technology is a tool used by our students, staff, and community to not only access and utilize information but also to communicate within our school, our community, and our world. To prepare our students, teachers, and community members for the 21st century, we will create an open environment within our community to allow these learners access to:

• technology and timely information,
• diverse learning opportunities,
• integration of these technologies into learning environments as well as their lives.

 

2- Current Situation Summary

At Carrollton High School, we have just finished the first year of our 3 year Technology Plan. The school has 2 networked computer labs with Internet connectivity. All teachers have a classroom computer with Internet assess and the English classes have computer pods of at least 3 networked computers. The library has 6 Internet computers, a Destination computer (36 inch monitor) with Internet, and a Macintosh used to create and upload District web pages. All computers are accessible to students.

 

Our 4 year high school has 260 students with a faculty of 18 teachers (excluding coaches) and a media specialist. The teachers work well together and have just begun to collaborate on a number of cross-curricular projects. They are eager to learn and willing to work together. 

 

3- Support

The building Principal and the District Superintendent are supportive of technology and the time needed to incorporate the technology into the classroom. Our teachers are willing to use the technology in new and innovative ways. The district has funding to support staff development through Eisenhower Grants and is awaiting word on a Technology Literacy Challenge Fund Grant that would cover all costs for the staff development for this project.

 

Our building is fortunate to have four teachers who are able to train others in several technology applications ranging from basic word processing, to Powerpoint, Access, HyperStudio, and web publishing. These teachers are available not only as trainers, but also as mentors within the building. They help other teachers with technical problems as well as working on collaborative projects.

 

Prior to any meetings, the teachers will complete a self-evaluation survey (Bellingham model) as well as a form requesting training needs. After the initial group meeting and midway through the training, teachers will be asked to reassess their skills needed and make any additions or changes to their training needs.

 

4- Technology Integration, Engaged Learning, Professional Development

Teachers will learn technology applications by working in small groups with facilitators nearby to assist with "just-in-time" support. Based on self-assessments, teachers will be designated as beginner (some use of technology) or intermediate (are comfortable with it but do not integrate it into the class). Teacher groups will be created with at least one "intermediate" teacher per group of two to five teachers. These groups are required to attend no less than 15 application-based training sessions. At these sessions, teachers will work together to learn the application, discuss ideas on incorporating the technology into the classroom, and develop assessments. Teachers will move from a basic comfort level with technology to a success level, then on to a competency level.

 

Through our Professional Development, we are also training these teachers as future mentors to facilitate projects, train fellow teachers, and collaborate within the district. This model begins with teachers working in small groups and builds through sharing successes, projects, and problem solving.

 

Building on the success of classroom management, on the use of technology to support the curriculum, and on our community's involvement in the school are the driving forces for continuation of this project as well as district-wide integration of technology into the classroom.

 

5- Plan Highlights

The Staff Development plan follows the Engaged Learning Model by having participants:

1. form their own groups (with at least one intermediate-skilled person per group to share their knowledge and skills)
2. choose classes/training sessions based on their personal needs (responsible for their own learning)
3. help each other learn, solve problems, create, and develop projects not only by themselves, but also in small groups and with the whole group
4. agree to develop a final product based on skills learned

Additionally, ongoing assessment and review of the classes/training sessions allows for changes in the training offered so that the Staff Development may take new and varied directions based on the needs of the participants.

6- Plan

1. At the initial meeting of teachers, those present will break into groups to preview several of the LInC projects.
2. These groups will discuss the projects and then will regroup with all teachers to brainstorm the elements of an Engaged Learning Project.
3. The group will reach a consensus on the meaning of Engaged Learning (with guidance).
4. They will then review the Carrollton Project and point out the areas of Engaged Learning.
5. The meeting ends with a brief brainstorming session on possible topics for Engaged Learning.
6. For "homework," the participants are asked to continue thinking about and discussing possible projects.
7. In the next session, participants will be asked to form their own groups based on topics of interest to them and skill level (at least one intermediate level teacher per team.) These projects will be developed throughout their Professional Development. Teachers will learn the skills needed to create and develop their chosen project.
8. Teachers will complete evaluation/feedback forms after each training session. Based on this input, sessions offered will be reevaluated and changed as needed.
9. The effectiveness of the training will be evaluated based on the products created by the teacher teams and the Staff Development Evaluation Form completed by teachers.

7- Timeline

Phase 1-Introduction to the project covering Engaged Learning, teaching strategies, and student assessment. Teacher teams established.

 

Phase 2-Weekly Sessions Teacher teams required to attend a minimum of 15 of the 20 weekly training sessions offered on the software used to create the project they chose to develop.(Conduct application driven training for teacher groups on software and hardware applications- MS Works or Office, e-mail, PhotoShop, PageMill, video camera interviewing.) Teams choose the sessions they attend based on their needs and skills. (Engaged Learning / Assessment also offered as a District-wide inservice.)

 

Phase 3- Final Project Review and mentor training so teachers are prepared to share class experiences with others on future projects. Additionally, teacher teams may attend conferences and site visits throughout the project to explore innovative instructional practices, assessment techniques, and engaged learning practices.

 

8- Evaluation (see our Staff Development Evaluation Form )

Based on evaluations received throughout the Professional Development, training options will be adjusted as needed. At the end of the year, teachers will complete a formal survey on Staff Development, Engaged Learning, and Technology applications in the classroom.

Teachers will also complete a second Technology Self-Assessment Tool and compare their improvement and areas that still need work.

 

Based on this information and from the on-going training evaluations, a staff development plan will be created for the second year of this project.

 

 

Created for the Fermilab LInC program sponsored by Fermi National Accelerator Laboratory Education Office and Friends of Fermilab, and funded by United States Department of Energy, Illinois State Board of Education, North Central Regional Technology in Education Consortium which is operated by North Central Regional Educational Laboratory (NCREL), and the National Science Foundation. x Clip Art from Kid's Domain. See our Site Map for Educators.

Author(s): Jim Caldwell, Jan Jungk
School: Carrollton High School, Carrollton, Illinois

Created: March 10, 1999 - Updated: May 12, 1999
URL: /lincon/w99/projects/chswar/staffdev.html