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Administrator 2.0
By Tammy StephensLast week the Stephens Group finished baseline evaluations for five EETT baseline evaluations involving25 school districts, 315 teachers, 52 library media specialists, 77 teachers and 12,708 students.One of the things I have been busy doing the last couple of months is traveling around and working withadministrators to help us gather data by conducting walk-throughs in their buildings.The Stephens Group approaches evaluation and both a formative and summative process. Theevaluation process is a very collaborative process that will involve the grant evaluator, grant manager,grant leaders, and teachers and administrators in the grant. “The role of local engagement,collaboration, and feedback is paramount. Teachers and administrators at the local site should beparticipants in, rather than recipients of the evaluation” (Means et.al., 2003, p. 6). Evaluation researchthat is responsive to local concerns, constraints, and priorities can be structured and synthesized toproduce knowledge about effective uses of educational technology that has high face validity withinlocal communities and still informs wider research as well as practitioner and policy audiences” (Meanset.al.,p. 6).Walk-through data of a consortium of school districts we worked with last year were able to track stronggains in 21
st
century skills and ISTE NETS Standards (see graphs on next page). In order to gain inter-rater reliability we view online videos of classrooms utilizing technology and rate them using the walk-through checklist. We also work with administrators to develop coaching strategies to talk withteachers about their observations to help them move to higher levels of technology integration. Thecoaching model that we use is situational. Different coaching techniques are used depending on thelevel of technology integration a teacher is at. Birman et al. (2001) also found that coaching isresponsive to the way teachers learn, “… and may have more influence on changing teaching practice”(p. 921).Continued on next page
 
 
BasicLiteracyScientificLiteracyEconomicLiteracyTechnologicalLiteracyVisualLiteracyInformationLiteracyMulticulturalLiteracyGlobalAwarenessAdaptability/ManagingComplexityCreativityRisk-takingPersonalResponsibilitySocial andCivicResponsibilityPrioritizing,Planning,andManagingfor…ProducingRelevant,HighQualityProductsPre68%15%8%67%36%30%16%17%20%29%22%29%20%64%20%Post98%65%5%100%65%85%33%25%35%75%20%75%38%40%43%0%10%20%30%40%50%60%70%80%90%100%
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21st Century Skills
Creativity:applyingexistingknowledgeto…Createoriginalworksas ameansof personal…Usemodels andsimulationstoexplorecom…Identif ytrendsandforecastpossibilitiesInteract,collaborate,andpublish withpeers,expe…Communicateinformationandideaseffectively …Contributetoprojectteamstoproduce…Locate,organize,analyze,evaluate,synt…Collect,process, andanalyze dataSolveauthenticrealworldproblemsExhibitleadershipTroubleshootsystemsandapplicationsPre20%22%10%13%9%12%14%23%10%9%23%4%Post50%45%40%23%58%55%35%55%53%38%48%8%0%10%20%30%40%50%60%70%80%90%100%
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ISTE NETS Standards
 
This year we are using a second walk-through checklist that measures ACOT Levels of technologyintegration and can track changes in teacher practice over time with two consortiums.
Administrator Name:District:School:Date of walk-through observation:Number of classrooms observed:
Learning Environment Observed
Students have no interaction with other studentsStudents collaborate with peersStudents are provided opportunities to use higher order thinking skillsTechnology access is adequate to meet lesson objectivesStudents with special needs have access to appropriate hardware andsoftware
Technology Use:
Who used the technology in the lesson or activity observed? 
Observed
All studentsSome studentsOne studentThe teacher
Teacher Role:
What was the role of the teacher during the lesson or activity observed? 
 Observed
LeaderFacilitatorObserver
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