Texas S Ta R Chart
View more presentations from Stacie Lilly.
Sunday, November 29, 2009
Texas STaR Chart Key area II : Educator Preparation and Development
Out of the four areas of the Texas StaR chart, Educator Preparation is the most important in regards to meeting the Texas Long Range Plan for Technology. Educator preparation and development is critical to properly implementing technology in schools. According to the Campus Statewide Summary, teachers should have access to many professional development experiences. Administrators should make sure that technology is properly integrated in meaningful ways. Administrators are also required to ensure that 100% of teachers have met SBEC standards.
On my campus, I believe we are on the right track to meeting the Texas Long Range Plan because we are classified as being Advanced in the area of Educator Preparation and Development. At least 60% of teachers meet SBEC standards. We also use online resources regularly. There is an integration of technology into teaching and learning, and administration does a good job of recognizing when technology is being used.
As compared to the rest of the state, Richland Elementary is in the too 20% of schools in regards to Educator Preparation. Only .6% of schools reached the target. In order for my campus to reach the target goal there must be some changes that occur. First, our campus needs to integrate technology-supported learner-centered projects. This could be done with support from campus administration, and professional development. As a campus we need to ensure that the Technology TEKS are aligned vertically. School administrators should allow extra time for planning and collaboration so that we can create a Technology action team to help with this. Hopefully by next year my campus can make progress towards having a target rating in educator preparation.
On my campus, I believe we are on the right track to meeting the Texas Long Range Plan because we are classified as being Advanced in the area of Educator Preparation and Development. At least 60% of teachers meet SBEC standards. We also use online resources regularly. There is an integration of technology into teaching and learning, and administration does a good job of recognizing when technology is being used.
As compared to the rest of the state, Richland Elementary is in the too 20% of schools in regards to Educator Preparation. Only .6% of schools reached the target. In order for my campus to reach the target goal there must be some changes that occur. First, our campus needs to integrate technology-supported learner-centered projects. This could be done with support from campus administration, and professional development. As a campus we need to ensure that the Technology TEKS are aligned vertically. School administrators should allow extra time for planning and collaboration so that we can create a Technology action team to help with this. Hopefully by next year my campus can make progress towards having a target rating in educator preparation.
Friday, November 27, 2009
Technology Appication TEKS
Spiraling curriculum refers to curriculum that repeatedly covers the same information but as time goes on the concepts get increasingly more difficult. An example of this is the components of the Texas Essential Knowledge and Skills (TEKS).
Upon reviewing the Technology Application TEKS it has been found throughout the grade levels spiraling occurs. The experiences children have in Pre-K with technology lay the foundation for learning throughout their lives in school. By developing experience with technology at this early age it can help to build their confidence and help students to be more independent with age appropriate technologies in the future. In Pre-K, students should be exposed to computers and other forms of technology regularly. Some skills they should acquire include, using a mouse, using touch screen devices, inserting a CD, using software to create drawings, and learning new information from technology.
Throughout the Technology Applications TEKS, on example of the spiraling curriculum is the opportunity for students to repeatedly demonstrate knowledge of hardware and software programs. In K-2 students learn to use hardware, software programs and connections. By second grade they master using a mouse, keyboard, disk drive, scanner, and other input devices. In grades 3-5 students are expected to demonstrate their knowledge of the above items as well as use correct keyboarding skills, use a scanner and disk drive etc. By the end of eighth grade students not only need to demonstrate their knowledge, but it moves to being proficient in all of these things. Each year, the objectives spiral and gradually get more difficult.
Upon reviewing the Technology Application TEKS it has been found throughout the grade levels spiraling occurs. The experiences children have in Pre-K with technology lay the foundation for learning throughout their lives in school. By developing experience with technology at this early age it can help to build their confidence and help students to be more independent with age appropriate technologies in the future. In Pre-K, students should be exposed to computers and other forms of technology regularly. Some skills they should acquire include, using a mouse, using touch screen devices, inserting a CD, using software to create drawings, and learning new information from technology.
Throughout the Technology Applications TEKS, on example of the spiraling curriculum is the opportunity for students to repeatedly demonstrate knowledge of hardware and software programs. In K-2 students learn to use hardware, software programs and connections. By second grade they master using a mouse, keyboard, disk drive, scanner, and other input devices. In grades 3-5 students are expected to demonstrate their knowledge of the above items as well as use correct keyboarding skills, use a scanner and disk drive etc. By the end of eighth grade students not only need to demonstrate their knowledge, but it moves to being proficient in all of these things. Each year, the objectives spiral and gradually get more difficult.
Texas Long-Range Plan
The Texas Long-Range plan started in 2006 and moves into 2010. With the implementation of phase 1 the state expects in 2020 that learned should all be engaged in real word learning that uses up to date technologies.
After reviewing the Long-Range plan, I fully understand that we live in an information based society. Businesses require employees to be able to use new technology and acquire new skills. In order for the state and country to be a leader in our global economy the state must prepare its students to be leaders.
District and school leaders must be able to assess the obstacles that challenge integrating educational technology in their schools. School leaders must be able to model and expect educators to use technology in meaningful ways.
The 21st century infrastructure is critical in that it needs to meet the demands of the students. It must create an equal access to all learners and provide adequate professional development for educators.
As an instructional leader I need to be able to fully model and know how technology can be used to motivate, and meet the specialized and diverse needs of students. Strong leadership can make all the difference in the word when it comes to properly using technology in schools.
After reviewing the Long-Range plan, I fully understand that we live in an information based society. Businesses require employees to be able to use new technology and acquire new skills. In order for the state and country to be a leader in our global economy the state must prepare its students to be leaders.
District and school leaders must be able to assess the obstacles that challenge integrating educational technology in their schools. School leaders must be able to model and expect educators to use technology in meaningful ways.
The 21st century infrastructure is critical in that it needs to meet the demands of the students. It must create an equal access to all learners and provide adequate professional development for educators.
As an instructional leader I need to be able to fully model and know how technology can be used to motivate, and meet the specialized and diverse needs of students. Strong leadership can make all the difference in the word when it comes to properly using technology in schools.
Wednesday, November 25, 2009
Technology Survey Reflection
After completing the two survey assessments, SETDA Teacher Survey and the Technology Applications Survey I clearly see that I have an adventure ahead of me to become proficient in technology as an educational leader.
The Technology Application Inventory surveys knowledge regarding the four domains of technology; Foundations, Information Acquisition, Solving Problems with Technology Tools and Communication. According to the results of the survey I am strongest in the domain of Information Acquisition. This domain involves being able to properly know how to use, locate and find information as well as to be able to identify the source and relevancy. Solving Problems with Technology and Tools is the domain that my knowledge level is rated as being the weakest. This domain deals with collaborating professionally and using technology in the classroom. This is an area that I must increase my knowledge so that I can become a much better educational leader and teacher.
The SETDA Teacher Survey surveys how technology is used in your school, classroom and district. After completing this survey I was faced with realizing that I miss many opportunities to use technology. Unfortunately, as a school, many of us can do a better job in implementing technology-supported learning experiences. Teachers on campus and throughout the district decide individually how and when they will use technology. Students are not assessed formally regarding technology on my campus that I am aware of, and we are limited in the amount of classroom computers available.
After reflecting upon these surveys I agree with the findings. Technology should be used much more frequently to motivate and help students become successful. In order to be a high-quality educator it is necessary to understand how technology affects student learning. I believe it is also necessary for the administrator to take the lead by encouraging and motivating teachers to use technology in meaningful ways.
The Technology Application Inventory surveys knowledge regarding the four domains of technology; Foundations, Information Acquisition, Solving Problems with Technology Tools and Communication. According to the results of the survey I am strongest in the domain of Information Acquisition. This domain involves being able to properly know how to use, locate and find information as well as to be able to identify the source and relevancy. Solving Problems with Technology and Tools is the domain that my knowledge level is rated as being the weakest. This domain deals with collaborating professionally and using technology in the classroom. This is an area that I must increase my knowledge so that I can become a much better educational leader and teacher.
The SETDA Teacher Survey surveys how technology is used in your school, classroom and district. After completing this survey I was faced with realizing that I miss many opportunities to use technology. Unfortunately, as a school, many of us can do a better job in implementing technology-supported learning experiences. Teachers on campus and throughout the district decide individually how and when they will use technology. Students are not assessed formally regarding technology on my campus that I am aware of, and we are limited in the amount of classroom computers available.
After reflecting upon these surveys I agree with the findings. Technology should be used much more frequently to motivate and help students become successful. In order to be a high-quality educator it is necessary to understand how technology affects student learning. I believe it is also necessary for the administrator to take the lead by encouraging and motivating teachers to use technology in meaningful ways.
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