Grant Proposal High School CTAE Interactive Media Pathway Teachers

Project Director Katrina Matthews

Phone: (678) 840-8442
Email: katrina.matthews@douglas.k12.ga.us

Abstract
The purpose of this proposal is to obtain professional development for Interactive Media,
Web Design in particular, teachers in Douglas County. Web design can be a very lucrative career
field to enter. It is one of the careers that will allow you to work within the field if you obtain
certification. This professional development proposal consists of 12 participants total, all of
them teach the Interactive Media Pathway. This career pathway consists of web design classes.
This proposal will focus on enhancing teacher understanding of the subject by ensuring they
master the content. It will also include innovative ways to teach the content that has been
mastered using strategic and innovative technology. This will aid in increasing the number of
students that obtain web design industry certification by passing the End Of Pathway Assessment
(EOPA). The participants will attend a five day summer learning session, with several follow up
sessions. Teachers will be introduced to online teaching tools, and assessed on its content. The
will be given the opportunity to collaborate, gain first-hand experience with web design
software, and complete projects that can be used throughout the school year. Participants will be
gain first-hand experience with the industry certification test and have a representative available
to answer questions. They will have speakers from the industry, take assessments to show
mastery, and be given tools to use that will help them ultimately be able to deliver the content
they will master.

Introduction
The world is ever changing and technology is at the source of change. Manufacturers
develop a new software or gadget, and they are already working on the next great thing before
releasing the current. This is very problematic when it comes to technology and education.
Technology that is ever evolving can be difficult, and expensive, for schools to keep up with.
Most times the technology has changed several times before approval is received to make the
initial purchase. Douglas County, in Georgia, has made great strides to join the 21st century. The
district has invested in technology to supposedly begin filling the technology need, but poor
planning and lack of teacher training has led to the technology not being used or only used when
forced. The ultimate goal of this professional development is for teachers to master their content
and learn new innovative technological techniques to deliver the information to the students.
According to Khairar (2015) the basic objective of teaching is to pass on the information or
knowledge to the students, plain and simple. The participants in this professional development
will dedicate one week over the summer, as well as time in the fall, to learn the techniques
needed to take charge of student learning.
Demonstrated Need
The passing of House Bill 186 has increased the need for business and technical teachers
throughout the state of Georgia. The bill mandates that, as of 2013-2014, all public high school
students must complete a career pathway. According to Havlik (2011) the law was established to
expand career pathway options and minimize the need for remediation in postsecondary
institutions. The law ensures this happens by embedding core standards in career, technical,
and agricultural education courses (CTAE), and allow credit for demonstrated proficiency. This
new requirement meant that all incoming freshman, beginning with the 2013 school year, would

be required to complete a series of courses known as pathways. This has led to the need for an
increase in high school (CTAE) teachers. The last collaborative meeting teachers were asked to
express their feelings on industry certification. They have expressed their frustration over
attempting to prepare students for a career field they have very little or no knowledge in. High
school CTAE teachers should be given an opportunity to receive the same industry certification
they are required to prepare students for. Incoming freshman have the opportunity to choose a
path that leads to industry certification in a number of different career fields. This particular
project will concentrate on the Interactive Media Pathway which consists of an Introduction
class, a second level web design class, and the final class being advanced web design with
exposure to many different aspects of coding. Completion of these courses would lead to
industry certification in Web Design. The student will be proficient in HTML/CSS, with
exposure to PhotoShop and Java.
Evidence
Georgia has a performance index, the College and Career Readiness Performance Index
(CCRPI), which shows a negative variance in the number of students passing the end of pathway
assessment (EOPA) test that leads to Web Design industry certification (See Data Table 1A).
Data Table 1A EOPA Performance Comparison
Interactive
Media
EOPA
(2015) 11-12th Grade
(2014) 11-12th Grade
(2013) 11-12th Grade

NMHS
% Passed

County
% Passed

State
% Passed

27.6
22.44
20.29

38.7
30.6
34.03

61.1
68.7
63.2

Difference
in County
in %
-11.1
-8.16
-13.74

Difference
in State
in %
-33.5
-46.26
-42.91

The table above shows a mixture of 11th and 12th grade students in Douglas County that
have been, or are currently, taking the third level course that provides industry certification.

There has been a consistent deficit in the number of students that have gained web design
certification when comparing the students at New Manchester High School (NMHS), the county,
and those across the state. Student scores are consistently lower from 2013-2015 which indicates
there is a large learning gap. This number could increase drastically if teachers are provided
different ways to relay information to the students that is needed to pass the EOPA. Teachers
have limited knowledge on the subject, and are unable to properly deliver the information in a
way that reaches the students. According to Mayya (2007) teachers are able to deliver
information to learners more fluently when they are comfortable with the information being
taught. The confidence level of the teacher is at a low, but would increase with mastery of
content and innovative ways to teach the content that would keep the students engaged. Teachers
are still relaying information the way they have been for years and minimally using technology.
Dexter and Riedel (2006) discuss how teachers are already hesitant to implement needed changes
due to their lack of content and technical knowledge, as well as the hesitation to be flexible at
times. The new requirement that all incoming students must complete a CTAE pathway is vital
to the success and growth of the trade industry in Georgia. If numbers do not increase because
students are not completing pathways, the state could suffer from lack of qualified skilled labor
in the near future. Kirk and Belovics (2007) discuss the many challenges the high-tech industry
is faced with including the outsourcing of jobs due to the lack of qualified individuals to fill
positions within the United States.
Jamashetti and Chachadi (2012) indicate that two things must be present in order for
teaching to occur. The first is the sending of information and the second is the receiving of
information. Professional training to focus on innovative techniques to deliver the information
so the students receive it is necessary. Most teachers teaching Web Design have received very

little or no training past what they have learned on their own. A deeper understanding of content
is also needed along with innovative strategies. This also ties into teachers confidence. A
deeper understanding of content would increase teacher relatability and they would also appear
more knowledgeable and confident to the students. Jamashetti and Chachadi (2012) also point
out that lessons can be well planned, but still be ineffective if, along with lack of teacher
understanding, there is no innovative strategic delivery of information. Teachers must not only
know the information, and know it well, but they must be able to relate the information so that
students benefit from it.
Partnerships
The role of contributing partners is very important. There are a lot of people within the
community that can definitely benefit from a workforce that is prepared directly out of high
school. That is why the partnership on this project consists of those within the school system as
well as the community. The Douglas County College and Career Institute (CCI), as well as the
Move On When Ready Program, both located within West Georgia Technical College, work
together with the high schools by providing students an opportunity to take career courses like
Web Design, at the college and receive college credit towards a degree. Students are provided
free tuition and books, as well as career support upon completion. The Douglas County
Chamber of Commerce has also been beneficial by offering to compare current curriculum to
what the industry needs are. They want to provide students with continuous mentoring by
someone in their chosen profession, as well as speakers to voluntarily come into the classrooms
to speak with teachers and students.
There will be 12 participants in this project. There are 3 CTAE teachers are teaching or
could possibly teach Digital Design from New Manchester High School, two teachers from each

of the other four high schools that work collaboratively on curriculum for the Interactive Media
Pathway, and one paraprofessional that works with students that have Individualized Education
Plans (IEP). The teachers will receive continued learning credits for attending the workshops, as
well as a confidence from the training that will help them better prepare the students. The more
students that pass the End of Pathway Exams and complete pathways, the better the College and
Career Ready Performance Index (CCRPI) numbers which affect funding. The Georgia
Department of Education defines the CCRPI as an accountability measure for individual schools
and districts to inform stakeholders of how schools are performing. It was designed to replace
No Child Left Behind (NCLB) Adequate Yearly Progress (AYP) that was used in Georgia. The
paraprofessionals will be paid a stipend upon completion of the course and certification.
Goals and Objectives
The overall goal of the workshops is to increase teacher content knowledge and provide
them with new innovative teaching strategies based on technology so they utilize it regularly and
can successfully relay the information to the students.
1) The first is to broaden teacher knowledge of the components of Web Design by
providing a five day summer workshop where they will work through simulations
with quizzes at the end of each to show content understanding.
a) Teachers will work through Codeavengers.com HTML/CSS tutorials and
assessments with Georgia Standards so they can begin incorporating it into
lessons.
b) Teachers review CIW (formerly known as Certified Internet Webmasters
and now just CIW) site and tutorials along with standards to begin
implementing information into daily lessons.
2) The second is to learn and employ innovative teaching strategies to deliver the
content so the students receive and retain the knowledge needed to pass the End
7

of Pathway Assessment (EOPA) exam. According to Fatt (1998) innovative

teaching actually challenges students to do more. They are encouraged to think
outside the normal and attempt to be extraordinary.
a) Teachers will be introduced to various technologies and proper use for
their classrooms and assessments.
b) Teachers will collaborate to share techniques and technologies they
currently use and found successful for different aspects of Web Design
content.
Plan of Operation
The workshop will include 12 teachers with a total of 50 hours in professional
development credit received. Teachers will receive support, hands-on learning in simulations,
and collaboration time to share amongst each other during the workshops. During the summer,
five days (7 hours per day x 5 = 35 hours) will be spent training teachers on Web content and
innovative teaching strategies. The remaining 15 hours will be earned as follows: 4 weeks in
October (1hour after school x 4 weeks = 4 hours) plus 2 Saturdays (4 hours x 2 = 8 hours), 3
weeks in November (1 hour after school x 3 weeks = 3 hours), 1 week in December (1 hour after
school x 1 week = 1 hour). Teachers who miss part of a training during the school year will
forfeit the stipend.
The summer workshop training will be very intense and purposeful. Teachers will be
given time and opportunity to learn as much as possible so they can begin executing what they
learned in their down-time. During the school year, the sessions will begin with summarizing
strategies to tie the information together that was learned the previous week. Teachers will come
together and share the pros and cons of the innovative strategies, as well as any additional
knowledge led items they have discovered or been introduced to. All high schools in the county

will be on an A/B block schedule, so the classes taught will be for an entire year. The December
session will allow teachers to truly compare and exchange implementation strategies they have
found to work for them so they are better able to prepare students for the EOPA.
This project, upon completion, will prove fulfilling for many CTAE professionals. The
workshop is a summer institute that takes place over five intense days. Teachers work
collaboratively with the Program Director and they have interaction from the company that
administers the certification test. This will allow them the opportunity to have access to the
materials right now that they will be teaching their students in the fall. The workshop activities
include collaboration, hands-on work with HTML/CSS, introduction to innovative teaching
strategies, and a break-down of what the industry is seeking from a representative of Coca Cola
(See Table 2A). Teachers will also take practice exams using CodeAvengers and CIW, the
certification test administrators.
Table 2A Schedule of Summer Institute Activities and Follow Up
Data Table 2A
Schedule for
Summer Institute
and Fall Meetings
Day 1
Workshop
Overview
Materials
8:00-9:00

Whats Happening

Date

Concentrate on schedule
for the rest of the week
Equipment and Data Check
CodeAvengers
Lunch

June 20,
2016

Hows it Happening

Teachers verify
Internet
Connectivity and
take Pre-Survey
9:00-9:30
Teachers begin
HTML Lesson in
code avengers
together
9:30-12:30
Lunch Working
12:30-1:30
Continue code
avengers program
1:30-3:00

Whos Involved

Program
Director
Teacher
Participants
Program
Evaluator

Day 2

CodeAvengers
Standards
Notes
Collaboration

June 21,
2016

Summarizing
Activity and
Questions
3:00-4:00

Q&A to discuss
any questions
from previous
day and current
day activities
8:00-9:00
Discuss and take
notes on where
code avenger
lesson can
reinforce standard
taught
9:00-9:30
Teachers
complete all
lessons in
CodeAvengers for
HTML/CSS
9:30-12:30
Lunch Working
Collaboration
12:30-1:30
Activity All
About Me using
HTML and CSS
1:30-3:00
Compare notes
with each other
and Program
Director
Collaborate
3:00-3:30
Summarizing
Activity and
Questions
3:30-4:00
Q&A to discuss
any questions

Day 3

Certified Internet
Webmasters (CIW)

June 22,
2016
10

Program
Director
Teacher
Participants

Program
Director

Day 4

Innovative
Strategies

June 23,
2016

11

from previous
day and current
day activities
8:00-9:00
CIW
Representative
walks teachers
through the
website and how
to use it for
student success
9:00-11:00
Teachers begin
working on
exercises and
assessments using
CIW program
11:00-12:30
Lunch Working
Collaboration
12:30-1:30
Activity 2
Collage
Reinforce
HTML/CSS
1:30-3:00
Compare notes
with each other
and Program
Director
Collaborate
3:00-3:30
Summarizing
Activity and
Questions
3:30-4:00
Q&A to discuss
any questions
from previous
day and current
day activities
8:00-9:00
Teachers are

CIW
Representative
Teacher
Participants

Program
Director
Teacher
Participants

Day 5

Industry Tie-in

June 24,
2016

12

introduced to
Audacity,
W3Schools, Code
Validator
9:00-10:30
Teachers are
taught Mayers
Principles
10:30-12:30
Lunch Working
Collaboration
12:30-1:30
Activity 3
Using Mayers
Principles 4
Pictures
Teachers are
given a copy of
White Space is
Not Your Enemy
1:30-3:00
Compare notes
with each other
and Program
Director
Collaborate
3:00-3:30
Summarizing
Activity and
Questions
3:30-4:00

Q&A to discuss
any questions
from previous
day and current
day activities
8:00-9:00
Teachers spend
the morning with
an interactive
speaker from
Coca Cola

Program
Director
Tanika Cabral
(Coca Cola)
Teacher
Participants

October Followup

Teachers
Summarize

4:30-5:30

Collaborate

Week 1

Code Avengers

October
Follow-up
Saturday
8:30-12:30

Teachers
Summarize Week 1

Coca Cola Follow

up

13

regarding
industry needs
and opportunities
for their students
9:00-11:30
Lunch Working
Collaboration
11:30-12:30
Afternoon session
is spent
collaborating,
sharing ideas,
planning what to
bring to follow up
session.
12:30-3:00
Compare notes
with each other
and Program
Director
Collaborate
3:00-3:30
Summarizing
Activity and
Questions
3:30-4:00
Teachers will
share innovative
technology used
to teach standards
1-2
Teachers will
share pros and
cons with
CodeAvengers
Teachers will use
share innovative
technology from
week 1 and new
strategies used to
teach standards 34.
Teachers will

Program
Director
Teacher
Participants
Administrator

Program
Director
Teacher
Participants
Coca Cola
Representative

October
Follow-up

Week 2

4:30-5:30

October
Saturday
Follow-up

Summarize week 2

CodeAvengers

8:30-12:30

October
Follow-up

Week 3

EOPA - CIW

4:30-5:30

October

Summarize Week 3

Week 4
14

share pros and

cons with
CodeAvengers
Teachers have a
brief follow-up
with Ms. Cabral
from Coke
regarding
progress made
and industry
updates.
Teachers share
innovative
technology used
to teach standards
5-6.
Teachers will
summarize week
2
Teachers share
innovative
technology used
to teach standards
7-8-9.
Teachers discuss
progress of
CodeAvengers
including
assessments.
Teachers share
favorite
innovative
technology
organizers used
Teachers begin
discussing which
CIW lessons to
start for standards
EOPA prep
Teachers share

Program
Director
Teacher
Participants

Program
Director
Teacher
Participants

Program
Director
Teacher
Participants

Program

Follow-up
EOPA - CIW
4:30-5:30

November
Follow-up
4:30-5:30

Lay out EOPA plan

Week 1

Share Innovative
technology for the
week

November
Follow-up
4:30-5:30

Summarize Week 1

Week 2

Discuss EOPA
progress
Issues with CIW

November
Follow-up
4:30-5:30

Summarize Week 2

Week 3

Innovative
Technology

EOPA

15

CDA testing data

and discuss reteaching
strategies for
content missed.
Teachers begin
CIW lesson pros
and cons
Teachers use
tinyurl to submit
questions
regarding CIW in
preparation for
next meeting.
Teachers will
agree on plan
moving forward
with EOPA
preparation.
Teachers will
Conference by
Web with CIW
representative to
answer any
questions
regarding CIW,
EOPA test.
Teachers will
compare data
from CIW
exercises and
assessments for
re-teaching
opportunities
Teachers will
review data from
CIW.
Teachers will
share innovative
idea for reteaching content
and share data.

Director
Teacher
Participants
Administrator

Program
Director
Teacher
Participants
CIW
Representative

Program
Director
Teacher
Participants

Program
Director
Teacher
Participants

December
Follow-up
4:30-5:30

Summarize Week 3

Week 1

Innovative
Technology

EOPA

Teachers will
review data from
CIW and testing.
Teachers will take
Post Survey in
Survey Monkey

Program
Director
Teacher
Participants
External
Evaluator

Summer Training - First Day: Teachers begin the day by verifying the Internet
connections and taking a survey. Once it is verified, teachers will then open a program called
Code Avengers that teaches web design language. They will learn HTML, CSS, Java, and some
Adobe. There are about 30 lessons, including assessments, for each topic. Teachers will work
with Program Director through the first few steps and then continue through the day. They are
able to earn badges and points to show how well they master the content being covered.
Teachers will screen shot the assessments and upload them into Schoology so the data can be
tracked. Towards the end of class, teachers will do 3-2-1, a summarizing strategy, as their tickets
out the door. This will also be the Q&A time.
Summer Training - Day 2: Teachers begin the day with summarizing the activities from
the previous day. They then continue working with code avengers and use standards that have
been printed and given to them, to understand how the activities tie in. Program Director has
open discussion explaining different ways to use the lessons and assessments, and how easily
they work together with standards. Teachers complete the HTML/CSS lessons, working through
lunch, and openly discussing progress. Program Director is walking the room and assisting
where needed. Early afternoon, teachers are assigned an activity named all about me where
they will be responsible for using what they have just learned to produce their first web page.
They will be given an opportunity to ask questions and collaborate while completing the
16

assigned task. Teachers end the session with Summary Sentence, a summarizing strategy, which
requires them to summarize in one sentence what was learned.
Summer Training Day 3: Teachers begin the day by summarizing the events of
yesterday and asking any questions that may have come up since the last meeting. A
representative from Certified Internet Webmasters (CIW), the company used by Douglas County
that created the certification test for Web Design, will begin taking the teachers step by step
through their interactive website and showing them how it works. The representative will take
the teachers through the lessons and assessments that are available through the CIW program and
show them how they tie into Georgia standards. Teachers will have a working lunch where they
are given the opportunity to discuss the information learned and share ideas. Early afternoon,
teachers will be assigned another activity collage that will reinforce the HTML/CSS content to
show mastery. Teachers will upload the assignment into Schoology by the end of the day. They
end the session with The Important Thing, a summarizing strategy which requires them to list
three (3) important ideas/things learned from the lesson.
Summer Training Day 4: Teachers begin the day by summarizing the events of
yesterday and asking any questions that may have come up since the last meeting. Teachers are
introduced to additional online learning tools like Audacity, W3Schools, and Code Validator.
They have a working lunch to work through tutorials of Audacity using YouTube and the
program itself. After lunch, the Program Director covers Mayers Principles of Design with
the class and provides them with a copy of the book White Space is Not your Enemy. Program
Director discusses book and gives specifics of how it can tie into Georgia standards. Participants
are given time to discuss information that has been covered in the daily session amongst each
other with Program Director assisting and answering questions as needed. This session ends

17

with Think WriteShare, summarizing strategy where the teachers think of a question related
to the information that has been covered, write a response, and share it with a peer.
Summer Training Day 5: Teachers begin the day by summarizing the events of
yesterday and asking any questions that may have come up since the last meeting. They are then
introduced to the speaker from Coca Cola who has prepared an interactive presentation for them.
The speaker will cover what skills the industry is seeking and the different opportunities that are
available for the students. Teachers will have a working lunch where they collaborate and
discuss the material covered over the past few sessions, sharing ideas, lessons, and other helpful
tips. Program Director also informs teachers of what they are expected/responsible for bringing
to the follow up sessions in the fall. Teachers use the afternoon to compare notes with each other
and Program Director to answer any final questions or address concerns. Teachers end this
session by sharing aloud with the group one (1) thing they most enjoyed about the session and
one (1) thing they would like to see changed.
Fall Sessions: Teachers will meet for a total of 15 hours beginning in October and
ending in December, with two Saturday sessions. Teachers that miss a session will forfeit
stipend. During the follow-up sessions teachers will share an innovative technological strategy
they found useful to teach standards 1-9. Each week a different strategy will be shared with the
group and loaded into Schoology to be used for evaluation. Teachers will share testing data and
discuss innovative ways to use technology to re-teach standards students are struggling with.
The CIW representative will provide additional feedback and answer any questions during the
October session to help the teachers prepare students for End of Pathway Assessment. Teachers
will also enjoy a follow up sessions with the representative from Coca Cola to ask questions and
receive some industry updates.

18

Evaluation
The external evaluator of the plan will be the Pathway Leader for Interactive Media Ms.
Nicole Wynn. Ms. Wynn has her Ed Specialist, as well as her ABD all from University of West
Georgia. She has over 15 years of experience in the education arena and has been a key
component in regards to grant review at her institution. She has participated in the review of
several grants written to obtain funding for CTAE in Douglas County.
The external evaluator will use pre and post surveys, prepared by the TQ office, as well
as observations and interviews to evaluate the effectiveness of the grant. The evaluator will
attend a workshop in the summer as well as the final workshop in December to obtain participant
feedback regarding the project. The evaluator will provide the Project Director with a report in
June, and a final report in January. The summary activities at the end of each session during the
summer, along with evaluator observation and pre-assessment summary will be used for the
formative assessment. The summative assessment will be screenshots of the Code Avengers
assessments and their final scores. The all about me web design activity and the scores from the
CIW activities will also be used.
Data collection will begin as soon as the programs are introduced to the teachers. They
will be surveyed before and after the process. The successfulness of the project will be shown
through several components. Teacher participants will complete pre and post surveys, as well as
complete activities to demonstrate goals and understanding. Table 2B below provides additional
details and the outcome.
Data Table 2B: Data Collection Methods and Outcome
Time

Activity

Information
Obtained

19

Summative/Formative

Outcome

Day 1
Workshop
Overview
Materials

Teacher Survey

June 20, 2016

CodeAvengers

Formative

Formative

Formative

Collaboration

Day 2

Day 3

CodeAvengers
Assessment Scores

To gather teacher
thoughts and
ideas
To broaden
teacher
knowledge of
content
To share pros
and cons of
activity

Summative

To show content
understanding

Web Design Activity All

about Me

Summative

To show content
mastery

Collaboration

Formative

Summative

To share pros
and cons of
activity and
other
information
To show mastery
of content

Formative

Web Design
Activity Collage

June 21, 2016

June 22, 2016

Collaboration

To share pros
and cons of
activity and
other
information
To share ideas
and aha
moments

Day 4

Collaboration

June 23, 2016

Formative

Day 5

Collaboration

June 24, 2016

Formative

To share ideas
and aha
moments

October
December

Teachers share
innovative

October
Week 2

Summative

Will determine
how well

20

Follow Up
Sessions

technology strategy
with lesson plan

December
Last Session

teachers are able

to relay
information
learned to
students to keep
them engaged;
Also
demonstrates
learned
strategies and
implementation.
Table 2B above lists the type of activities, how they are assessed, and what the purpose is.

This information will be shared with CTAE teachers and the data used to show the benefits
involved with teacher content mastery and innovative delivery of materials. There are many pros
to inspiring CTAE teachers to take part with broadening their knowledge and finding innovative
ways to relay that information to the students. Gambill (2014) lists a number of initiatives like
the Go Build program which is a public awareness campaign designed to educate high school
students on the value of learning a trade. This program requires an increase in CTAE classes
and participants. Teachers will see a rise in CTAE enrollment and completion leading to an
increase in jobs and opportunities for educators. The industry could also see a rise in student
activity because of House Bill 91. Gewertz (2016) reported that thousands of Georgia high
school students that were unable to pass portions of the high school equivalency test will not be
given their diplomas. Gewertz (2016) indicated that these students may not have been ready for
traditional college, but were perfect candidates for vocational. While some parents are in denial
about their childs desires or abilities, teachers are not. Those that have a relationship with some
of the students involved with the diploma issue can have students return to speak to staff and
current students on the benefits of vocational school. Requiring students to have CTAE pathway
completion leads not only to increased teacher development, but opportunity for others that are
trying to enter the field that might not have been able to in the past.
21

The cons involved with this project have deep roots. Wilson (2012) talks about the
promote or perish mentality. This way of thinking dates back to a time when parents felt
vocational trade was substandard to college. Some of those beliefs still exist today. It can be
very difficult attempting to explain to a parent that, although their child may not be ready for
more school, there are other options that are just as rewarding.
Conclusion
The professional development in this proposal will enable web design teachers to gain
content mastery, as well as be able to use technology to innovatively relay the information they
have mastered to learners. Program success will be shown through the increase in the number of
pathway completers. In order to be considered a pathway completer, as required by the House
Bill, students must take three classes in succession. The desire to leave the Interactive Media
pathway and quit before ending will lessen when students begin to see how they are challenged,
but supported, by CTAE teachers. Teachers will be more confident because they will have the
knowledge needed to lead their students to success, as well as the ability to pour what they know
into the students. Learners will be engaged, because the information is exciting and given to
them in a format they understand. There will be more and more students certified to work in
industry because they will pass the EOPA. Passing the EOPA gives them industry certification
directly out of high school, making them eligible to work full time jobs with good salaries.
References
Dexter, S., Doering, A. H., & Riedel, E. S. (2006). Content area specific technology integration:
A model for educating teachers. Journal of Technology and Teacher Education, 14(2),
325-345.
Fatt, J. T. (1998). Innovative teaching: teaching at its best. Education, 118(4), 616-625.

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Gambill, M. (2014, July 16). Think twice before you cut CTAE. Georgia ACTE, 1-5.
Gambill, M., Wilson, L., & Carter, A. (2012). Advocacy strategies: Georgia style. Techniques:
Connecting Education & Careers, 87(6), 26-29.
Gewertz, C. (2016). States issue thousands of retroactive diplomas. Education Week, 35(19), 116.
Havlik, G. (2011). Education HB 186. Georgia State University Law Review, 28, 115.
Jamashetti, V. K., & Chachadi, A.H. (2012). Innovative teaching practices an epoch in higher
education an empirical study on teaching delivering methods. International Journal of
Applied Services Marketing Perspectives, 1(1), 33-42.
Khairnar, C.M. (2015). Advance pedagogy: Innovative methods of teaching and learning.
International Journal of Information and Education Technology, 5(11), 869-872.
Kirk, J., & Belovics, R. (2007). The high-tech industry and its workers. Journal of
Employment Counseling, 44(2), 50.
Mayya, S. (2007). Integrating new technology to commerce curriculum: How to overcome
teachers resistance? TOJET: The Turkish Online Journal of Educational Technology,
6(1).

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Appendix 2 Budget Narrative

Personnel and Fringe Benefits

$10,506.95 (TQ Funds)

As Project Director Katrina Matthews will fulfill the following duties, to include but not
limited to, communicating with teacher participants, the external evaluator, and recruiting.
Training will take place at Katrinas school, it is the newest and has the latest technology, so she
will be responsible for preparing the site each day. She is very familiar with the technology used
in her area and will already have information prepared to share with the other participants.
Katrina has been trained on some of the technology that is currently in use at her school, as they
serve as a host site often times, so she can share knowledge on new technology as well.
Support Personnel

$2,000 (TQ Funds)

The external evaluator, Ms. Nicole Wynn, will attend a workshop in the summer and the
fall. Ms. Wynn is very involved with CTAE and stated she is available to help as needed beyond
what is asked. Along with attending the sessions, she will also gather information from
participant pre and post surveys, observations, and provide final reporting. Ms. Wynn will
prepare a mid-year and final report with the final being given to Ms. Matthews and the TQ
office.
Participant Costs

$6,000 (TQ Funds)

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All 12 teachers participating in the summer institute receive a stipend of $500. This
equates to $6,000 total. Teacher participants who complete the 35 summer hours of training and
the 15 hours of fall/spring training also receive 5 PLUs. If teacher participants miss sessions,
they will forfeit the stipend but it should not directly affect PLUs

Indirect Costs

$384.00 (TQ Funds)

All recipients will receive a copy of the book WSNYE (White Space is Not Your Enemy)
as an additional teaching resource. The total cost for the book is $384.00. (12 copies x $32.00).

Total Budget (TQ Funds)

$18,890.95

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Appendix 3 Capacity
As the Project Director, I will share all innovative technology uses with the group. Web
Design is something that I have been teaching for several years. I have attended a number of
workshops on Web Design and innovative teaching strategies. Douglas County offers Learning
Focused Schools (LFS) training and I have been fortunate enough to attend for the past two
years. LFS focuses on student centered learning techniques as well as differentiation through the
use of technology. It is imperative that the project team be knowledgeable in basic computer
functionality. They need to have access to a flash drive, or portable hard drive with enough gigs
to coy a course of materials. This information needs to be presented to the team in a very easy to
understand and very relatable format.
The CIW representative is from the company that Douglas County Schools purchased the
certification test from. CIW has been in business providing certification to those that are
interested for over 20 years. The services they provide are a courtesy, something already
included in the initial purchase of the test. No additional funding is required for them.
The external contributing partner on this project will be Coca Cola representative Tanika
Cabral. She is one of their senior advisors. Ms. Cabral provides feedback to the hiring
authorities at her company and has expressed concern over the young people applying for

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positions and their lack of qualifications. She will conduct a session over the summer during the
workshop. Ms. Cabral can bring insight as to what the market is looking for, from a company as
well-known as Coke, and offer additional support to the teachers and students. The teachers will
also have an opportunity to hear why their push of certification is beneficial and how it can
change the lives of the students involved. Ms. Cabral has real world to offer the students and
that is priceless.
The internal contributing partner will be myself and the other high schools in Douglas
County, as well as an NMHS administrator directly involved with CTAE. I will be the Project
Director. The collaborative group of teachers has over 18 years of experience in the digital field,
as well as industry knowledge. The high schools each have two representatives that will
participate in the workshops. The administrator will be able to coordinate additional meeting
times for teachers during the school day without prior approval, as well as provide support if
needed. Administration can explain to the teachers why their role is vital to the successfulness of
the skilled trades community. They can also stress the benefits of gaining such knowledge and
calm any fears or concerns.
The administrative staff at New Manchester High School is always pushing for cutting
edge innovation to be used. They, combined, have over 60 years of education experience. Some
hail from science, English, and CTAE. There is a mix of needs within the group, but all seem to
understand technology use is crucial. They too will soon realize how important it is to have
innovative use for the technology that is in place. The staff, overall, is very supportive with the
students and the community that surrounds.
The commonality of the teacher participants is the desire to broaden content knowledge
and find innovative ways to deliver that knowledge to the students. There is a wide array of age,

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culture, ethnicity, and technical understanding amongst the group. The Interactive Media
collaborative team has met several times throughout the years, unplanned and not paid for, to
better prepare for the content and course. Douglas county overall has a very diverse group, but
all are committed to improving the community. The teachers seem to want to give those willing
110% of them, which is why this project is so very important.
New Manchester High School will be hosting all workshops. The technology needed is
easily supplied by the school. Any additional supplies can be donated, a few from each teacher,
as well as by the host school. NMHS is the newest facility in the county, having only been open
for five years now. The school has the latest in technology enhancements and is pleasured with
hosting the event.

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