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Staff Development Plan 1. Staff Development Vision for Jefferson Elementary Jefferson Elementary will effectively integrate technology tools to support and strengthen our district adopted curriculum. Technology tools will motivate Jefferson learners to acquire 21st Century skills employed by post-secondary opportunities and the workforce. Empowering our staff and students through daily technology implementation will produce globally competitive students. Teachers will meet in the library during their conference time for staff development training on Web 2.0 tools. Teachers will be exploring and creating an end-product with the web 2.0 tool of focus. The media specialist will focus on addressing implementing web 2.0 technologies effectively into curriculum. The media specialist will guide teachers in choosing the appropriate technology to enhance a lesson. It is important that teachers do not plan lessons to incorporate technologies. Teachers need to understand the significance of enhancing a lesson through the use of technology. According to Harlingen Consolidated Independent School Districts Technology Plan for E-Rate Year 14, As we advance into the 21st Century, the challenge we face is to create an environment which prepares all of our students to successfully participate in a highly competitive and technology oriented global society. We will cultivate an environment where technology is a part of the academic culture empowering students to meet state academic standards in all content areas using traditional and innovative technologies. We will expand the school community beyond the physical campus, benefiting from local and global resources. We will develop independent lifelong, critical thinkers and learner who can communicate effectively, work collaboratively, and solve problems efficiently with a high level of information literacy, (HCISD, 2011). Maslows Theory Applied to Technology Needs suggests that a school district must meet its infrastructure needs before it can reach its goals of using technology to empower students (Johnson, 2003). Established Infrastructure (Johnson, 2003) Effective Administration (Johnson, 2003) Extensive Resources (Johnson, 2003) Enhanced Teaching (Johnson, 2003)

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Empowered Learners (Johnson, 2003)

2. Assessment Currently, there are two types of professional development. Harlingen C. I. S. D. offers various trainings that teachers sign up for during a teacher in-service day at the district level. Teachers log in to Eduphoria, a management system and register for preferred staff development courses. The district offers trainings in curriculum, classroom management skills, technology, etc. In addition to the districts trainings, Jefferson Elementary offers technology staff development only for Jefferson staff. Staff development at Jefferson Elementary takes place in the library during the teachers conference on a scheduled Friday for technology day. The librarian, also known as the media specialist, provides teachers with a quick run through of several web 2.0 tools and includes a list of these tools and applications available for downloading with a description. What works well: The media specialists staff development training session provides teachers with a small group setting that creates opportunity for collaboration. Teachers feel comfortable asking questions they normally would not in a large group setting. Teachers freely explore websites and have on hand assistance if needed. What doesnt work well: Teachers are not held accountable for reporting if they incorporated any technologies in their lessons and if they did how it went. Follow up and constructive feedback is needed to check if teachers are implementing technologies effectively into their curriculum. 3. Goals A comprehensive needs assessment was conducted by Harlingen Independent School District utilizing Campus surveys, inventories, and the Texas Campus STaR Chart was conducted to analyze the current status of technology with HCISD and determine future needs. Items analyzed included: infrastructure, hardware, software, programs, courses, professional development, student achievement, technology resources, and technical support (HCISD, 2011). Based on Harlingen CISDs comprehensive needs assessment, topping the list at number eight is continued support for professional development. The following goals were put in place to improve this weakness:

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To improve the capacity of all teachers to integrate technology effectively into curriculum and instruction, (HCISD, 2011). To provide training to identify and promote curricula and teaching strategies that integrate technology and information literacy effectively into curricula and instruction, based on a review of relevant research and leading to improvements in student academic achievement, (HCISD, 2011). To provide ongoing, sustained professional development for: teachers, principals, administrators, and school library media personnel to further the effective use of technology and information literacy in the classroom and the library media center, (HCISD, 2011). To provide supporting resources such as services, software, other electronically delivered learning materials, and print resources, that will be acquired to ensure successful and effective uses of technology, (HCISD, 2011).

4. Actions The following strategies will be implemented to reach the goals for improving staff development: Provide both District and campus based training opportunities in software, hardware, integration, and collaboration, (HCISD, 2011). Staff Development Department will publish District-wide training sessions offered that meet the identified needs of teachers (identified through surveys), (HCISD, 2011). Campus staff will provide campus based training in technology integration, software and hardware use, and District standard best practices, (HCISD, 2011). Maintain an online automated help desk to improve the capacity of all teachers to integrate technology effectively into curriculum and instruction (HCISD, 2011). District and designated campus staff will provide online help pages, tutorials, and best practices to be updated on a yearly basis to meet identified needs, (HCISD, 2011). Identify local, state, and district opportunities to collaborate and attend training conferences leading to improvements in student academic achievement, (HCISD, 2011). Teachers from each campus may attend local, state, and district conferences and training opportunities, (HCISD, 2011).

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Provide opportunities for training in the effective use of technology and information literacy in the classroom and library media center during regular school hours, after school, on weekends, and online, (HCISD, 2011). Campus librarians will attend regularly scheduled professional development in the effective use of technology and information literacy, (HCISD, 2011). Teachers will attend regular professional development opportunities in the effective use of technology and information literacy, (HCISD, 2011). Principals and administrators will attend professional development opportunities in the effective use of technology and information literacy, (HCISD, 2011). Training and collaboration will be made available at the campus level using a variety distance learning, distributed learning, and other digital content services, (HCISD, 2011). Services will be acquired to ensure successful and effective use of technology in classroom management, (HCISD, 2011). A curriculum alignment application will be maintained, (HCISD, 2011). Services will be acquired to ensure successful and effective use of technology as a tool, (HCISD, 2011). An online work order/helpdesk system will be implemented and maintained and desktop management applications will be investigated and implemented as appropriate, (HCISD, 2011). The district will maintain campus based computer technician staffing guidelines in order to provide client-centered District technical assistance and support for the integration of technology into teaching and learning and school operations as per district staffing guidelines, (HCISD, 2011). Develop and implement software solutions to enhance decision-making focused on student success, (HCISD, 2011). Applications will be used to help examine and analyze student success as related to Texas Essential Knowledge and Skills, (HCISD, 2011). Hold regularly scheduled meetings with librarians to analyze and determine electronically delivered learning materials, (HCISD, 2011).

5. Implementation 1. School leaders must make technology requirements as an integral part of the instruction through all the grades. 2. As the teachers are concerned about the time it takes to prepare a lesson, technology professional development activities should be aligned to their lessons.

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3. School leaders should install new technology tools that support new educational software. 4. Technology integration specialists, coordinators or technical support personnel must follow-up with teacher who attend professional development opportunities to offer further assistance and support, if when needed. 5. Technical personnel should help teachers with their questions including coming into the classroom to assist with projects, help to develop integrated lessons, or demonstrate the use of a program or equipment to the teachers, (Keengwe, 2009). Connection to student learning The goal of staff development in technology is to promote student achievement. Professional growth should target for teaching staff to improve instructional practices. Students and teachers need time and opportunities to practice technology skills and to explore hardware and software components. as guides and mediators of classroom discussions, constructivist teachers use scaffolding which involves asking questions and providing clues linking previous knowledge to the new experience, (Keengwe, 2009). Teachers need to make connections to student learning. By providing students with opportunities to link previous knowledge to a new learning experience. Hands-on technology use Aside from having the opportunity to experiment with the technology at the staff development training, teachers should be given a computer and peripherals to be able to explore the technology tools in the comfort of their own classroom. Teacher workshops should feature hands-on opportunities and actual integrated lessons used by classroom teachers, (Keengwe, 2009). Hands-on technology builds confidence; learners retain more of what is being learned and provide opportunities for immediate feedback from instructor. Teachers need to be comfortable and confident in integrating technology tools to pass on the knowledge and skills to their students (Keengwe, 2009). Teachers should be required to create an endproduct of their choice to practice using the technology. This will allow for the person to familiarize their self with the technology. The MTT should be on hand to provide the teacher with support, guidance, to answer any questions, offer troubleshooting tips and to provide feedback. Variety of learning experiences Mentoring Modeling

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Observation A variety of learning experiences should be combined in order to meet the needs of the diverse learner. There isnt a one size fits all curriculum; preparing staff development for learners of all technology levels needs to be planned for (Edney, 2007). The MTT should model how to effectively integrate the technology tools. Modeling a lesson for a common objective will help put the content of the lesson in perspective versus focusing on the technology tool. According to Kevin Goddu, Adults need to see the relevancy of the educational material, while instructors need to help adult learners identify their objectives, (2012). Teachers need to be given the opportunity to explore the technology tools. The MTT should create a tutorial website to provide learners that require extra assistance. The website would allow for teachers to refer to for a review and provide just in time training. This website could also be used to showcase student work which would serve as an example to others. The MTT should invite reluctant learners to visit their classroom so that the teacher can observe effective technology integration. Teachers need the opportunity to reflect on their learning, allowing the teacher to provide comments and feedback will demonstrate their understandings. Curriculum-specific applications Teachers need to integrate technology with their content TEKS. The most effective way to benefit from technology is to integrate it into the curriculum as opposed to integrating curriculum into the technology, (Keengwe, 2009). Many teachers are aware that technology is an effective means for widening educational opportunities yet most teachers neither use technology into their curriculum, (Keengwe, 2009). Embedding technology and the content TEKS provides students with needed 21st century learning skills such as collaboration, critical thinking, presentation skills and allows for meeting the diverse needs of students. New roles for teachers Teachers must work collaboratively in order to feel confident in implementing technology into their lessons. Teachers should act as technology facilitators to create a student-centered learning environment. Hence the International Society for Technology in Education (ISTE) National Education Technology Standards for Teachers (NETS.T) requires teachers to: 1. Facilitate and inspire student learning and creativity 2. Design and develop digital-age learning experiences and assessments 3. Model digital-age work and learning 4. Promote and model digital citizenship and responsibility, and 5. Engage in professional growth and leadership, (Keengwe, 2009). Collegial learning

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Collaborating with one another will provide teachers with a learning experience. Teachers should share effective practices with one another. Teachers are restricted to their classroom during daily instruction; designating time at staff development trainings would allow teachers to collaborate and discuss what works for them in their class. Active participation of teachers Teachers need a positive attitude in embracing technology tools. Motivated teachers should promote to the others that utilizing technology tools engages student learning. These teachers could help spread the positive effects technology has on measuring student learning Ongoing process Technology education takes time for teachers to be proficient. Utilizing technology is the only way to practice effective integration. Teachers will not be prepared after one staff training. Several staff development sessions with follow up is necessary. The MTT, media specialist, district trainers and administrators will be responsible for following up with teachers six weeks after the training to check if the technology integration took place. Follow ups could be through surveys, posting student work samples on a designated site and class visists. Sufficient time Teachers need time to plan, practice their technology skills, collaborate and reflect. Teachers need time to plan lessons, time to teach and time to assess and provide feedback to students. Time is a scarce resource and teachers may be wary of any activity that takes away time from their actual instruction. These concerns suggest the need for schools to assess the technological needs of their teachers in order to provide relevant workshops that can help them successfully integrate technology into their classroom instruction, (Keengwe, 2009). If administrators give teachers sufficient time to plan and prepare for a technology integrated lesson other than their conference time, perhaps teachers would feel more willing to attempt in enhancing their lessons. Technical assistance and support Support before, during and after staff development is essential. Teachers need reliable support especially the reluctant learners. Cadre I teacher will offer support to the staff by providing enrichment lessons integrated with technology. Technician support is available on a schedule as the technician is assigned to multiple schools. A technician is needed for support full time. The librarian, media specialist, is also available to assist teachers on a flexible schedule. Administrative support

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Successful staff development depends on the administrators support. Administrators and school leaders need to support teachers who are innovative in the use of technology so they could help others to do so. Although infrastructure is important, leadership is critical in establishing technology as part of the school culture, (Keengwe, 2009). Adequate resources A districts staff development for technology depends on if teachers are adequately equipped. Teachers will need the following in order to practice their technology skills. Computer Equipment and peripherals Internet access Sufficient bandwidth for streaming Continuous funding Funding for staff development comes from district budget. Funding for staff development on Web 2.0 tools can come from technology practicing teachers. Several Web 2.0 tools are available at no cost online. Cadre 1 teachers and the library specialist can introduce and teach the basic web 2.0 tool functions at no additional cost to their salary and/or stipend. Staff involvement and district personnel versus paid presenters will reduce the cost of trainings. The funding budget should have allocations for refreshments and copies. Built-in evaluation Teachers need to provide feedback for the staff trainings in order to make improvements for future training. Teachers currently fill out an evaluation form for the staff development prior to leaving. Most teachers that I know, do not answer survey questions fully. They leave blank fields and answer questions in short phrases in order to leave the training quickly. The questions on the evaluation form consist of: List three things that were interesting. What do you feel you could use in your class? What would you like to learn more about? Rate the overall satisfaction of your learning experience? What was the level of satisfaction with the information? Rate how the training will help you in the future? Explain how the training will help you plan and instruct students. Teachers should be allowed to provide feedback of the staff training to their convenience. Some teachers would be able to answer questions at the end of the training and others might provide better feedback if they could answer survey at a

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later time. Trainers should provide teachers with a link to answer questions on a survey. Surveymonkey is an online tool that provides for this capability as well as providing statistics and charts to analyze feedback it totals how many teachers participated. This would allow the trainer to adjust their training and improve in areas of concern as indicated by teachers. Campus technologist and District trainers will keep accurate records of trainings that were provided both at the campus level and District level to monitor, measure, and evaluate the extent to which Harlingen CISD meets their goals and objectives (HCISD, 2011).

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Resources Edney, K. (2007). Aligning Curriculum with Teacher Needs. Agricultural Education

Magazine, 80(20), 22-25.

Goddu, K. (2012). Meeting the CHALLENGE: Teaching Strategies for Adult Learners. Kappa Delta Pi Record, 48(4), 169-173. HCISD. Harlingen Consolidated Independent School District, Technology Planning Committee. (2011). Harlingen cons isd technology plan for e-rate year 14. Retrieved from website: http://www.hcisd.org/cms/lib4/TX01001784/Centricity/Domain/77/HCISD_2011_ 2014TechnologyPlanFinal.pdf Keengwe, J., & Onchwari, G. (2009). Technology and Early Childhood Education: A Technology Integration Professional Development Model for Practicing Teachers.

Early Childhood Education Journal, 37(3), 209-218.

Johnson, D. (2003). Maslow and Motherboards: Taking a Hierarchical View of Technology Planning. Multimedia Schools, 10(1), 26-33.