ESSENTIAL CONDITION ONE: ACCESS TO …



ESSENTIAL CONDITION ONE: EFFECTIVE INSTRUCTIONAL USES OF TECHNOLOGY EMBEDDED IN STANDARDS-BASED, STUDENT-CENTERED LEARNING ISTE Definition: Use of information and communication technology (ICT) to facilitate engaging approaches to learning.Guiding Questions: How is technology being used in our school? How frequently is it being used? By whom? For what purposes? To what extent is student technology use targeted toward student achievement of the Georgia Learning Standards (GPSs, QCCs)?To what extent is student technology use aligned to research-based, best practices that are most likely to support student engagement, deep understanding of content, and transfer of knowledge? Is day-to-day instruction aligned to research-based best practices? (See Creighton Chapters 5, 7)StrengthsWeaknessesOpportunitiesThreats-Technology is used daily and progressively as students mature through grades. -Technology has become a great communication tool for parents, teachers, and community members (Edline, Grade quick, constant contact, electronic weekly newsletter)-Technology is being successfully integrated in math and language arts curriculum for grades 1-8. -Distance Learning opportunities are happening in the Hebrew studies.-1:1 technology in our middle school classes-School administrators support the use of technology.-There are isn’t a clear technology scope and sequence. -Kindergarten has very little technology integration.-We are not maximizing the use of technology in LK areas. -Overuse of programs and the underuse of new technologies.-Not all teachers are comfortable with the use of technology tools and resources. -Working with KSU to develop a technology plan and scope and sequence. -Applying for technology grants in order to make technology upgrades possible and mobile devices for kindergarten use. -Teachers could be provided with professional development opportunities that help them become more comfortable with using technology tools and resources.-Title II Professional development funds used for technology. -Resistant teachers aren’t encouraged to push past their comfort zones -Training is not provided on how to create technology lessons that are effective in reaching academic goalsSummary/Gap Analysis: TDSA has embraced the idea of technology integrated standards/project based learning. The administrators and faculty are committed to ensuring that technology is used as a way to authentically create opportunities to incorporate 21st?century technology skills. Incorporating national, state, and local (school-level) standards are used to determine student achievement. Standardized assessments are also used to drive instructional goals. Professional learning in the areas of research based best practices in the areas of student engagement, rigor, and the transference of knowledge. Conditions of classroom instruction in the lower school require cooperative grouping. Some teachers have expressed a desire for additional resources in order to provide individualized learningESSENTIAL CONDITION TWO: Shared VisionISTE Definition: Proactive leadership in developing a shared vision for educational technology among school personnel, students, parents, and the community. Guiding Questions: Is there an official vision for technology use in the district/school? Is it aligned to research-best practices? Is it aligned to state and national visions? Are teachers, administrators, parents, students, and other community members aware of the vision? To what extent do teachers, administrators, parents, students, and other community members have a vision for how technology can be used to enhance student learning? What do they believe about technology and what types of technology uses we should encourage in the future? Are their visions similar or different? To what extent are their beliefs about these ideal, preferred technology uses in the future aligned to research and best practice? To what extent do educators see technology as critical for improving student achievement of the GPS/QCCs? To preparing tomorrow’s workforce? For motivating digital-age learners? What strategies have been deployed to date to create a research-based shared vision? What needs to be done to achieve broad-scale adoption of a research-based vision for technology use that is likely to lead to improved student achievement? StrengthsWeaknessesOpportunitiesThreats-TDSA has newly developed an official vision for technology use. -Parents support the use of technology in a controlled way, aligned with the schools overall belief system. -TDSA collaborates with other Day schools to ensure best practices. -Administrators support technology as an essential element of student achievement. -Instructional Technology Specialist models research- based best practices. -Our vision is not based on research-based best practices.-Our vision is not aligned with national/state technology visions. -Teachers, community members, parents have not been made aware of the newly developed tech plan mission/vision.-There is a small subgroup of teachers that have not fully embraced the vision. -A technology committee has been created to develop a technology plan incorporating a vision/mission that all stakeholders will support. -Technology nights to engage parents in conversation about research based best practices. -Allow teacher technology professional development to be individualized based on needs assessment. -Teachers are frustrated with the glitches that may decrease teacher buy-in. -Parents may question the instructional value and relevance of technology use. Summary/Gap Analysis: TDSA has a developed a mission with feedback from the stakeholders, that we feel encompasses the overall vision of the school. While we realize that this is a new initiative, we are confidant that over time this vision with help guide how we embed instructional technology in general and Judaic studies in grades K-8. As we continue to collect more data we believe that our vision and how it relates to instruction will be more research based. Through the creation of assessment tools, we will better be able address these challenges. Professional development will be more individualized allowing us to align with the vision. ESSENTIAL CONDITION THREE: Planning for Technology ISTE Definition: A systematic plan aligned with a shared vision for school effectiveness and student learning through the infusion of ICT and digital learning resources. Guiding Questions: Is there an adequate plan to guide technology use in your school? (either at the district or school level? Integrated into SIP?) What should be done to strengthen planning? StrengthsWeaknessesOpportunitiesThreats-We realize that we don’t have a plan for technology use, however we are gradually collaborating on the development of a plan. -Collaboration with KSU partnership and other local schools aids in the development of our plan. -Administrators are in support and are a part of the development of a technology plan. -There is not an adequate plan to guide technology use in our school. -We don’t have representation of all stakeholders on our technology committee. -The technology committee meets weekly to address relevant technology issues. -Teachers have opportunities to address their needs and concerns via technology committee members. -Invite a parent and a student to be a part of the technology committee. -Adequate funding technology outlined in a technology plan. -Scheduling conflicts can interfere with collaborative planning. Summary/Gap Analysis: We are very excited to have newly formed a technology committee this year to address the growing technology needs of our school. We believe that a technology plan is absolutely essential for the growth and authentic use of technology in our school. The effectiveness of our plan can be improved with the inclusion of students, parents, and other community stakeholders. We continue seek opportunities for grants/funding, however we understand that opportunities are limited for private schools. ESSENTIAL CONDITION FOUR: Equitable Access ISTE Definition: Robust and reliable access to current and emerging technologies and digital resources Guiding Questions: To what extent do students, teachers, administrators, and parents have access to computers and digital resources necessary to support engaging, standards-based, student-centered learning? To what extent is technology arrange/distributed to maximize access for engaging, standards-based, student-centered learning? What tools are needed and why? Do students/parents/community need/have beyond school access to support the vision for learning? StrengthsWeaknessesOpportunitiesThreats-Middle School 1:1-Computer Lab with twenty-eight fully functional student machines.-Two laptop carts that can be checked out for classroom use. -Several onsite educational software licenses for learning software. -Class set of iPod touches used by lower school teachers.- Most of the general studies classrooms have Smart boards.-Many multimedia devices for teacher/student use-Internet access is robust and is being effectively used in 1-8.-Lower school classrooms have a limited number of computers (1-3)-Lack of mobile devices that support emerging technologies.-Infrastructure is compromised as we continue to grow -Limited support personnel to support the use of growing technologies. - Teachers become frustrated when technologies don’t work. -iPad initiative for lower school integration is being considered. -Hiring additional personnel for the next academic year. -Additional mobile devices, and Smart Boards will be purchased. -Funding to support iPad initiative. -Teachers become frustrated, or may become less motivated to use technology, when there are glitches. -The conservative beliefs of our student/family body do not allow for optimal access to technology at home. Summary/Gap Analysis: Brent Williams an outside consultant provided feedback and recommendations on ways in which to improve our infrastructure, and as a result we have seen a drastic improvement with internet stability and speed. In-school access to technology and visual resources is moderate. Majority of our teachers are using technology as an instructional tool to enhance student learning. We are finding to address our conservative student body, as many of them don’t have access to technology at home. ESSENTIAL CONDITION FIVE: Skilled Personnel ISTE Definition: Educators and support staff skilled in the use of ICT appropriate for their job responsibilities. Guiding Questions: To what extent are educators and support staff skilled in the use of technology appropriate for their job responsibilities? What do they currently know and are able to do? What are knowledge and skills do they need to acquire? (Note: No need to discuss professional learning here. Discuss knowledge and skills. This is your needs assessment for professional learning. The essential conditions focus on “personnel,” which includes administrators, staff, technology specialists, and teachers. However, in this limited project, you may be wise to focus primarily or even solely on teachers; although you may choose to address the proficiency of other educators/staff IF the need is critical. You must include an assessment of teacher proficiencies. StrengthsWeaknessesOpportunitiesThreats-Our support staff is very knowledgeable in the area of technology integration. -Needs Assessments have been used to determine where teachers have demonstrated the successful use and integration of technology. -Our school recognizes the value of knowledgeable support for technology initiatives. -The majority of the teachers are only knowledgeable about using technology for lesson planning and parent communication. -Current demands exceed funded personnel needed to address the growing technology needs. -Support staff is able to support technology integration through high quality research-Consider LoTi to be able address the level of technology integration in our school. -Funding for technology support staff is annual. -Teachers may not see total value of technology personnel. -A technology plan is not currently in place to substantiate the need for additional personnel. Summary/Gap Analysis: Through the newly added support personal we have been able to make great strides in the area of technology integration. We continue to address the specific needs for growth and development of our teachers and their skill level in technology. Additional support staff would help bridge the gap between infrastructure/hardware challenges and research based best practices for optimal student achievement. TDSA has recently committed to strengthening our teacher knowledge based for Microsoft Office. We are exploring ways in which to increase the use and understanding of other technology tools/resources. ESSENTIAL CONDITION SIX: Ongoing Professional Learning ISTE Definition: Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas. Guiding Questions: What professional learning opportunities are available to educators? Are they well-attended? Why or why not? Are the current professional learning opportunities matched to the knowledge and skills educators need to acquire? (see Skilled Personnel) Do professional learning opportunities reflect the national standards for professional learning (NSDC)? Do educators have both formal and informal opportunities to learn? Is technology-related professional learning integrated into all professional learning opportunities or isolated as a separate topic? How must professional learning improve/change in order to achieve the shared vision? StrengthsWeaknessesOpportunitiesThreats-Our teachers are made aware of outside professional learning opportunities and are encouraged to attend. -In-school professional learning objectives are based on what the teachers have expressed an interest in learning and school goals. -Professional learning is reflective of national standards.-Teachers are given opportunities for both formal and informal professional opportunities. -Professional learning needs to be differentiated based on ability.-Opportunities for PL outside of the school day aren’t well received.-Technology related professional learning is often isolated as a separate topic. -Trends/Changes in technology often happen a lot faster than the rate at which we are able to offer professional learning. -Conducting needs assessments will help determine professional learning goals. -Offer summer learning opportunities for teachers. -Implement a requirement for professional learning in technology as part of overall professional learning requirements (100 hours every five years)-Funding professional learning is a challenge.-Teacher buy-in is difficult, especially in technology. Summary/Gap Analysis: As a school we encourage the continued growth and development of faculty. We make every attempt to make the professional learning authentic and applicable to the needs and interests of our staff. We would like to make PL more individualized. Offering summer learning will allow teachers to meet professional development requirements. We are confident that once a solid tech plan is in place, we will be able to improve teacher buy-in. ESSENTIAL CONDITION SEVEN: Technical Support ISTE Definition: Consistent and reliable assistance for maintaining, renewing, and using ICT and digital resources. Guiding Questions: To what extent is available equipment operable and reliable for instruction? Is there tech assistance available for technical issues when they arise? How responsive is tech support? Are current “down time” averages acceptable? Is tech support knowledgeable? What training might they need? In addition to break/fix issues, are support staff available to help with instructional issues when teachers try to use technology in the classroom? StrengthsWeaknessesOpportunitiesThreats-Available equipment is operable and is relatively reliable for instruction.-We added an instructional tech specialist to assist teachers in developing tech integrated instruction. -Our weekly tech committee meetings help address teachers’ tech support issues. Short staffed for immediate tech assistance.-Down time average is higher than we would like it to be based on limited available personnel. - Our procedure for reporting tech support issues isn’t the most effective. -Develop a student-tech support team that could address low-level tech support issues. -Hire a PT tech support staff person.-Train Instructional Tech Specialist to handle tech support issues to assist IT director. -Lack of adequate tech support negatively impacts technology integration and results in great teacher frustration. -Summary/Gap Analysis: TDSA’s technology program has grown exponentially in the past few years. With an influx of new hardware and programs, we have had our share of “growing pains”. We continue to find ways in which to streamline our technical support challenges. We’ve added an instructional tech specialist as well as an on-call tech support person to help us improve our technology program. ESSENTIAL CONDITION EIGHT: Curriculum Framework ISTE Definition: Content standards and related digital curriculum resources Guiding Questions: To what extent are educators, students, and parents aware of student technology standards? (QCCs/NET-S) Are technology standards aligned to content standards to help teachers integrate technology skills into day-to-day instruction and not teach technology as a separate subject? To what extent are there digital curriculum resources available to teachers so that they can integrate technology into the GPS/QCCs as appropriate? How is student technology literacy assessed? StrengthsWeaknessesOpportunitiesThreats-Technology is integrated through curriculum resources.-We have an instructional technology support person to assist teachers with creating technology integrated lessons. -Teachers have various digital curriculum resources in math, language arts, and social studies available to them. -We do not currently have clearly delineated technology standards. -Student technology literacy is not formally assessed at this time-We don’t have digital resources to support the Judaic program. -Development/adapt technology standards for all grades. -Design a variety of technology projects to be used at each grade level. -Identify quality technology to support instruction. -Use technology to differentiate instruction.-Include technology competencies/skills on student grade reports and rubrics. -Buy-in from teachers on new initiatives. -Funding technology initiatives is challenging with publishers update information frequently. Summary/Gap Analysis: The teachers, students, and parents have become increasingly supportive of technology integration. As we work to align our curriculum to national, state, and local standards we foresee a more solid integration with our current curriculum. We want our students to be equipped with 21st century tech skills, but understand that we need to create assessment measures. ................
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