Elkhart Elementary STaR Chart Information for Future Success

Check out this SlideShare Presentation: Elkhart Elementary's data from the STaR Chart is presented to allow our staff to understand weaknesses and strengths in technology on our campus.

Elkhart Elementary Star Chart P.Point

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Educator Preparation and Development

Educator Preparation and Development involves effective use of technology to integrate through all grade levels as well as subject areas. This area would cover the administration recognizing the benefits of technology and allowing for the budget to cover for professional development. Our campus has shown little improvement in this area, keeping us at "developing technology" status. The state's data shows that 74.2% is at "developing techology" in this area, with only .6% at "target technology." Developing Technology status reveals that technology is being used mainly for administrative tasks and classroom management. The use of online resources is present, and 40% of teachers must be meeting the SBEC standards. This status also reveals that 6-24% of the budget must be used for professional development. In looking at this area of the Long Range Plan, schools will need to effectively integrate technology and plan for technology, budgeting, and evaluate the progress of reaching the goals for technology. All teachers should be technology literate and integrate technology across the state. In the past 3 years, our campus has shown the same totals for Education Preparation and Development on the STaR Chart. We are showing weaknesses in professional development experiences, models of professional development, capabilities of educators, access to professional development, and professional development for online learning. After looking at the comparisons between us and the state, I see that all are week in these areas also. I think that to improve in this area, we are going to have to make our school communities understand the importance of funding and providing resources for our teachers in order to be able to become computer literate. As a former teacher, I know that any professional development we received was given to us, and taken home, and forgotten about. There was hardly any follow-up training to help us continue with the skills we learned, and without hands-on learning, I was lost after I got home and tried to read my notes. The more experienced teachers, including myself, who didn't have prep classes in college, truly need more follow-up help with technology. Our districts need to try to set aside more funds for professional development follow-up, along with resources to help our teachers. My district is very supportive in giving its teachers any professional development we want or need, but something needs to change in regard to following through with the training we receive. We are a part of a great district who is trying to move forward, so I know in the future we will get there. In the meantime, I hope that our board realizes that more money is needed for us to be able to keep up with the 21st century demands.

PRE-K and Technology Curriculum

Pre-K guidelines were written to provide for teaching practices as well as to involve families for the readiness and monitoring of student progress. They were designed to also address the needs of English Language Learners and special needs. Pre-K students will learn how technology affects their lives through the use of technology tools and will become aware of handling and controlling technology devices. They must learn to open and navigate programs and create and express ideas through various software. They should be able to name input devices such as mouse, keyboard, sound recorder, touch screen, and CD Rom. They will be able to recognize that information can be found through technology.
The Pre-K TEKS lay the foundation for student learning in that they learn basic developmental skills such as operating programs, interacting, using tools for interaction, and using appropriate vocabulary. They learn how to acquire information and solve problems. Giving access to technology develops 21st century skills.
A spiraling or scaffolding curriculum is one which skills build upon each other. Students in Texas are expected to be technologically literate by the 8th grade, so the concepts should be taught from kindergarten through 8th and should be mastered according to the performance descriptors for TEKS. An example of TEKS having multiple opportunities to be mastered would be terminology, starting and exiting programs, using networking and data input, applying keyword searches, and using navigating strategies.

Long Range Plan for Technology

I'm aware that we as a society are going to have to make sure that technology instruction must improve in the classrooms in order for us to stay in competition with our global counterparts. This long range plan was very informative in that it stated what had to be done and what the goals were for education. Understanding that our students need to be globally aware and collaboratively working together was a key to all parts of the plan. The plan addressed the future challenges that we will face as educators and what is needed to prepare for those. A huge responsibility is on our shoulders as educators in making sure that we address the needs of the learners in technology. New skills that educators will have to address include analytical problem-solving as well as reasoning and assessment of skills. Collaboration and data-gathering will be a large part of their education. The long range plan addressed teachers and what they had to say regarding technology education. The findings were that they need more time as well as professional development. They mostly use email as the main avenue of technology, but are willing to use technology more efficiently with training. Having a useful school website was a target they would like to see in helping them become more efficient with communicating to parents and students as well as other stakeholders. The positive aspects of 21st century learning in technology is collaboration among all and addressing every learning need for every student through technology. Learning will become more active and teachers will become more facilitative. Challenges to technology are including the alignment with the curriculum, time for training and visiting classrooms, flexibility, and exploring best practices in the classroom for technology. It will fall on the administrators to assure that they model best practices in technology for their staff as well as provide time and funds for professional development. Leaders will need to encourage and provide tools for their teachers to use in acquiring the information needed. They will need to establish learning environments conducive to technology and create a safe and secure infrastructure that is dynamic. The needs of the state as determined by the Educational Technology Advisory Committee include needing a funding model for the infrastructure to be successful, to provide professional development for staff, and to have software standards established.
This new learning can assist me as an instructional leader by reminding me of what is coming in the future and what we need to address for that future. The plan listed recommendations for TEA, Region Education Service Centers, as well as communities and parents. As a leader to move forth in technology, this gave me a guideline of what to go by for the staff as well as the students. Addressing the needs of the state as well as what the majority of teachers' needs are was helpful in seeing that we all have the same issues that need help.

Surveys

As I looked at my first survey, I felt that it showed me exactly what I already knew: I am technology-ignorant. I definitely had more weaknesses than I had strengths. The Technology Applications Inventory was divided into 4 strands: Foundations, Information Acquisition, Solving Problems, and Communications. In all four strands, my "no" answers outweighed my "yes" answers. This survey was a more personal survey of what I actually am able to do under those four strands addressed. The second survey, the SETDA, was the survey which really let me know that I knew nothing. It was very specific and gave a true picture of my knowledge of technology as an administrator. This survey addressed what is done for teachers as well as in the building to assure technology is being addressed as well as used. My minimal strengths in technology are that I can access information when I need it as well as navigate to find something. I know some terminology and can create a word document as well as share online. I do not yet know how to upload pictures or create PowerPoints. The SETDA revealed to me how far behind we are at my school in regard to providing training for our teachers, allowing students to learn more technology in computer classes, amount of time teachers use the computers and technology to teach with, and how limited we are in regard to the amount computers we have for our students. These 2 surveys certainly showed me what I am missing in regard to technology information and made me aware of what I need to do as a leader to help the teachers and students become proficient in technology. My most needed areas of improvement are found in the "Solving Problems" strand as well as the "Communications" strand. Although weak in the other two strands, these strands are very much what I need to focus on to receive more knowledge and skills in my future professional development.