- 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.
- 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
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
- 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
- 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:
- form their own groups (with at least one intermediate-skilled
person per group to share their knowledge and skills)
- choose classes/training sessions based on their personal
needs (responsible for their own learning)
- help each other learn, solve problems, create, and develop
projects not only by themselves, but also in small groups and
with the whole group
- 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.
- At the initial meeting of teachers, those present will break
into groups to preview several of the LInC
- These groups will discuss the projects and then will regroup
with all teachers to brainstorm the elements of an Engaged Learning
- The group will reach a consensus on the meaning of Engaged
Learning (with guidance).
- They will then review the Carrollton
Project and point out the areas of Engaged Learning.
- The meeting ends with a brief brainstorming session on possible
topics for Engaged Learning.
- For "homework," the participants are asked to continue
thinking about and discussing possible projects.
- 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
- Teachers will complete evaluation/feedback forms after each
training session. Based on this input, sessions offered will
be reevaluated and changed as needed.
- 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.
- Phase 1-Introduction to the project covering Engaged
Learning, teaching strategies, and student assessment. Teacher
- 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
- 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
Domain. See our Site Map for Educators.
Caldwell, Jan Jungk
School: Carrollton High School,
- Created: March 10, 1999 - Updated: May 12,