ACTION PLAN

Donna Patterson EA1208 EDLD 5352

Goal: To close the gap in student achievement between sub-groups by 10%.

Purpose: To improve instruction and increase quality student achievement by gathering and analyzing data from a variety of sources for informed decision making regarding the need for technology, the implementation of technology and the professional development for the use of the technology.

Objectives to be addressed:

LRPT Alignment for Gainesville ISD TL07: Integrate student performance data from district/state assessment instruments with electronic curriculum resources to inform and differentiate instruction for every child.

Gainesville ISD CIP 1,2: The staff of (campus) will participate in staff development to assist all student groups in achieving academic success.

Gainesville ISD CIP 1.3: Teacher and students will have access and utilize technology in the classroom.

ORGANIZATIONAL CHART for TECHNOLOGY INTEGRATION

Superintendent
Role and Responsibility: To oversee the school district as a whole; To ensure the district is operating in an effective, productive, and safe manner while providing quality education for all students.

District Technology Administrator
Role and Responsibility: To oversee the district's technology budget, needs, and applications.

District Technology Technicians
Role and Responsibility: To aide in the installation, implementation, staff professional development and review of current technology.

Campus Administrators Role and Responsibility: To identify and budget for technology needs and to oversee the installation, implementation, staff training, and monitoring.

Campus Technology Technicians
Role and Responsibility: To aide in the implementation, staff development, and ongoing technical support.

Classroom Teachers
Role and Responsibility: To implement and integrate technology in order to enhance instruction.

The role of the campus principal becomes very important to the implementation and monitoring of technology. He must work not only in conjunction with the central office, but also with the campus teachers in order to provide adequate technology for the campus. The principal will be involved with budgeting for the expense. He will also have to work with the district technology personnel to determine the location for installation. He and the technicians will work together to provide staff development. The principal will also be responsible for monitoring the teacher's use of the technology in the classroom.

 

NEEDS ASSESSMENT

Action Steps	Persons(s) Responsible	Resources	Timeline
Teacher surveys- Survey teachers regarding their technology needs	District Technology Technician (develop the survey) and Campus Technology Tech (administer the survey)	Paper/survey material Question bank	April 4-8, 2011
Data collection- Gather data in order to identify technology needs	Principal, Counselor, Lead teacher from each grade level	AEIS Report; STaR Chart Report; CIP; District Technology Plan; LRPT; Campus Technology Plan; Teacher Surveys	April 11-15, 2011
Data analysis – Analyze data to identify needs	Principal, Counselor, Teachers	Reports (listed above); paper; calculators; location-library	April 18-19, 2011
Compilation of Needs- Arrange needs by priority	Principal, Teachers, Campus Technician, District Technician	Report analysis results; Document camera; Poster paper; location-library	April 25, 2011
Presentation of Needs- Formal proposal to District Technology Director, Superintendant	Principal	Needs Assessment Results; Documentation of analysis; Evidence of justification	May 2, 2011
Cost analysis- Determine the cost of implementing and maintaining	District Technology Administrator	Technology budget; Needs list; Pricing information	May 3- 13, 2011

 

APPROVED TECHNOLOGY REQUESTS

Need	Technology	Persons Responsible for Implementation	Timeline
Universal Screener to identify struggling students and benchmark achievement	AIMSweb software	Classroom Teachers	Administered 3 times yearly: August, January, May
Progress Monitors to monitor progress of struggling students	AIMSweb software	RtI Intervention teachers; Special Ed. teachers	Administered weekly beginning September, 2011
Additional Student computers for classroom use	Computers/Monitors	District Technology Technicians	October 2011

 

 

 

PROFESSIONAL DEVELOPMENT

Action Steps	Person(s) Responsible	Resources	Timeline
Software Introduction to staff – To restate the needs and introduce the software that will be used to meet these needs	District Technology Administrator	Room with projected computer	August 22, 2011
Training of Campus Technology Technicians (Training of Trainers) for AIMSweb Universal Screeners and Progress Monitors– The ToTs will be taught the skills in order to train the other campus staff members	District Technology Technician	Room with computers for hands-on training; Handouts of procedures; Projector; Examples of reports	August 24, 25, 26, 2011
Training of Teachers to implement Universal Screener- Teachers will receive hands-on training on how to set up their classes, set goals, and administer the screeners. They will also be taught how to read , print and interpret the data given in the AIMSweb reports	Campus Technology Technicians	Computer lab; Projected computer; Poster paper; Handouts; Class Rosters	September 5, 2011
Set time for campus-wide administrations. A timeline for administrations will be agreed upon and set in order to give fidelity to the screeners.	Principal; Teachers	Calendar	September 5, 2011
Professional development to make decisions based on the data from the results of the universal screener	Principal; Counselor	AIMSweb data results; Document camera; Poster paper; student schedules; room (library)	End of September, End of January and End of May
Training teachers for the AIMSweb progress monitor software- The intervention teachers will receive training on the administration, monitoring and data analysis of the progress monitoring software	Campus Technology Technician; RtI Coordinator	Computers; Handouts; Example products	October 4-5, 2011
Ongoing technical support	Campus Technology Technicians; Experienced Teachers	Needs determined	Ongoing

 

 

 

EVALUATION

Action Steps	Person(s) Responsible	Resources	Timeline
Re-administer teacher surveys to determine progress	Principal; Campus Technician	Teacher surveys	January and May, 2012
Review STaR Chart results	Principal; District Technology Administrator	STaR Chart- Teacher Needs Report	As available
Monitor Progress Monitor student results to determine if students are 1) moving forward in their success 2) placed appropriately	RtI Intervention teachers; Special Ed. teachers	AIMSweb Progress Monitoring data; Student schedules	Ongoing, weekly
Monitor Universal Screener data to ensure the rate of student achievement is increasing	Teachers	AIMSweb Universal Screener data	Three times yearly: September, January, May
Analyze AEIS report to determine if the gap between sub-groups has decreased by 10%	Principal; Counselor; Teachers	AEIS report	June, 2012

 

 

 

 

 

 

 

 

 

 

 

Web Conference EDLD 5352 EA 1208

I attended the web conference on Wednesday, March 9. During this conference several topics were discussed. These include TK20, the LCE, and the TExES exam. ILD training was also discussed. Some were confused about the different trainging and tests that we must take in order to graduate.I think their questions were answered. There was also confusion about how to get credit for the web conference. Ms. Cummings clarified this by stating that we must post our reflection on our blog. I had questions, but others had asked and answered them before I had a chance. Ms. Cummings stayed as long as there were questions, and then we ajourned.

EDLD 5352 Week 2 Posting #3

The National Educational Technology Plan (NETP) "...calls for revolutionary transformation rather that evolutionary tinkering" (p. v). It lists four requests of our education system: to be clear about the outcomes we seek; to redesign structures and processes for effectiveness, efficiency and flexibility through collaboration; to continually monitor and measure our perfornance; and to hold ourselves accountable for the results(p. v). It works on the premise that technology is not only at the core of our daily lives, but will also be the catalyst for successful student achievement. It is also based on the belief that all content areas should embrace critical thinking, complex problem solving, collaboration, and multimedia communication. I agree with this. In order to prepare our students for the future, we need to ensure that we provide powerful learning experiences that connect across the curriculum.

This plan reviews components of the 21st Century model. Examples include: assessment; teaching; infrastructure; and productivity. Also included is what, where and how people should learn as well as what and how to assess this learning. In addition to proper assessment, the plan recommends that educators use data to drive improvement. "For example, such data could be used to create a system of interconnected feedback for stukdents, educators, plarents, school leaders, and district administrators" (p. 35). I believe many districts are moving closer to making decisions based on data. Our staff has had multiple workshops that address this issue.

The NETP offers valuable recommendations to improve several areas. Examples of these areas include building capacity of educators and revising standards/learning objectives. Recommendations are also offered to improve the components of the learning system.

Other issues that are included in the NETP are: Reaching goals; electronic records; student access to technological divices; motivation; and the role of the Federal Government. This plan is relavant and a model for the 21st Century.

texas star chart presentation

More PowerPoint presentations from Donna Patterson

Texas STaR Chart Presentation

Sara, my slide show presentation posted to my blog's "home" page.
Thank you, Donna

Action Research Draft Plan

ACTION RESEARCH PROJECT (draft)

Title: TEACHER MENTORSHIP

Researcher: Donna Patterson, Principal Intern, Lamar University, EA 1208



Problem/Setting the Foundation: In the past, our campus has had minimum staff turnover. The result has been that we do not practice teacher mentoring. The district addresses mentorship in the district manual, but it is not only vague, but not campus specific. We will have at least eleven new teachers on our campus next year. Eight of these are considered first-year teachers. However, in my opinion, even experienced teachers can benefit from mentorship when transferred to a new district or campus. We are not a large district, so eleven new teachers on one campus is a very high percentage for us. I would like to explore the effectiveness of teacher mentorship, especially for first-year teachers. I would also like to identify ways in which a principal can help in this endeavor. Further, I would be interested to find if there is a correlation between the retention rates of teachers that had mentors and those who did not. I also expect to discover whether mentorship is a service desired by new (or experienced) teachers. If the results reveal that teacher mentorship is a positive aspect of the education world, then the byproduct of effective mentorship would be improved student achievement as well.


Wondering: Does mentorship help new teachers to learn, grow, and succeed and what role can the principal play in facilitating effective mentorship?
Sub-Wonderings: Is there a correlation between the retention rate of teachers that had mentorship during their first year of teaching and of those who did not have a mentor?
Do new teachers desire a mentor and if so what support do they expect/want?


Goals/Objectives/Outcomes:
To determine if teacher mentorship is effective in the professional development of new teachers
To identify what strategies or interactions the principal can utilize to facilitate effective mentorship between teachers
To compare retention rates between teacher who have been mentored to those who have not
To establish if new teachers desire mentorship
To examine possible ties of teacher mentorship to student achievement
Goals and objectives are critical to any research project. Without a goal, the research may go off course and the researcher may lose focus on the purpose of the research. By stating goals and objectives, the researcher can better determine when the research has reached its purpose and conclusion.





Activities/Steps to Achieve Goals and Objectives:
Identify teachers in need of mentorship and mentors
Hold a staff meeting to explain the purpose and strategy of the proposed program
Provide training for mentors
Read, study, review information regarding teacher mentorship
Arrange schedules conducive to mentorship collaboration
Conduct staff interviews, surveys, observations, field notes
Gather information on teacher retention rates
Analyze student achievement data
Identify patterns
In order to achieve the goals and objectives, the researcher must identify the planned activities. Otherwise, the researcher is “working in the dark” and could be wasting valuable time on activities that do not aid in the search for the answer to the underlying question(s). Planned activities also helps keeps the research in focus and headed in the right direction.

Resources and Research Tools Needed for Data Gathering:
Field notes
Individual interviews
Focus groups
Surveys
Literature
Journal writing/Blogging/Reflections
Audio tapes
Data gathering is an important step in action research. Depending on the wondering, numeric data is not always appropriate. Therefore, other forms of data collection is necessary. Data is used to select the topic, determine strategies for improvement, monitor progress, and determine the results. The administrator is exposed to a wide variety of data each day. It will be to his/her advantage to determine what is the best type of data to collect and study as he/she works to answer the wondering.

Timeline:
August 2010 – Identify teachers for mentorship and mentors; Enroll in mentor workshop training; Arrange teacher’s schedules
August 2010 and ongoing – Focus group discussions
July 2010 – May 2011 – Read, study, review mentorship information
September 2010, November 2010, January 2011, April 2011 – Conduct interviews, surveys, observations, field notes
September 2010 and ongoing - Reflections
October 2010 – Gather information on teacher retention rates
August 2010 and June 2011 – Gather and compare student data
May 2011 – Individual interviews with teachers and mentors regarding the effectiveness of mentoring; Conduct exit surveys; Focus group discussion
June 2011 – Conclude research and determine results; Share/Disseminate findings
Developing a time line for research will establish the sequence and frequency of the activities. It also helps to ensure that all activities are conducted in a timely manner in order to be of benefit. With a timeline, the researcher has the advantage of looking ahead to prepare. Of course, in the course of the research, the timeline and the activities may be adjusted accordingly.

Responsible Person(s):
Myself, Donna Patterson
I will identify myself as the primary researcher and therefore the person responsible for implementation of this action research plan. I will call upon the help of my principal and peers as needed. I will also take advantage of my fellow classmate’s feedback, discussions, and suggestions as well as my professors’ guidance in this course.

Monitoring Process:
The ongoing collection and evaluation of the data will serve to monitor the process and progression of the action research. The direction of the research will be a direct result of the data evaluation. Evidence of data collection and study will be recorded and analyzed. Any off-course activities will result in a redirection of focus.

Assessment of the Effectiveness of the Action Research Project:
Conclusions from different data sources
Reflections
Observations/Insights
New wonderings emerge
Changes or adjustments based on what was learned in the action research
Learning statements related to the data
Enhanced learning environment
Any research, including action research, is subject to the quality of the work by the researcher(s). A lack of passion or true interest in the wondering may result in findings that are not necessarily data based and therefore risk the chance of having skewed results. On the other hand, conducting a well focused, well researched inquiry can lead to new findings that have the potential and power to positively affect many educators and students.