ESSENTIAL CONDITION ONE: ACCESS TO · Web viewThis writer discovered it in the process of...

SWOT Analysis for Technology Planning Needs Assessment What is the current reality in our school?

Sandra S. Bennett ITEC 7410 – July 2, 20141

ESSENTIAL CONDITION ONE: Effective Instructional Uses of Technology Embedded in Standards-Based,Student-Centered Learning

ISTE Definition: Use of information and communication technology (ICT) to facilitate engaging approaches to learning.Guiding Questions:

How is technology being used in our school? How frequently is it being used? By whom? For what purposes? To what extent is student technology use targeted toward student achievement of the Georgia Learning Standards (GPSs,

QCCs)? To what extent is student technology use aligned to research-based, best practices that are most likely to support student

engagement, deep understanding of content, and transfer of knowledge? Is day-to-day instruction aligned to research-based best practices? (See Creighton Chapters 5, 7)

Strengths Weaknesses Opportunities Threats Most teachers (83%) have teacher

websites to communicate with students and parents.

Most classrooms are equipped with one or more desktops used for student research and independent study

There are four, well-equipped computer labs that stay booked for student use to include online research, web-based projects – all supporting best practices and student engagement to a large extent

There are 4 laptop carts shared for classroom use with students also supporting best practices and student engagement to a large extent

ActivBoard technologies including ActiVoting devices exists in rooms throughout the building used as a part of instruction to provide a deeper understanding of content and to engage learners

Two iPad rolling carts are being shared and used with students for multiple learning activities using a variety of applications.

.The number of Edmodo users continues to grow for ongoing student communication and professional development.

While many teachers are using technology in a way that aligns to research-based, pest practices, number of teachers are not; there is inconsistency throughout the school. ISTE Standard T 2 requires that teachers design and develop digital age learning experiences and assessments, and this is not being done.

Accessibility to devices – Labs are often booked

One Essential Conditions (EQ) Survey respondent noted “A lot is expected of the teacher(s) without proper training, inspiration or coaching”.

The EQ Survey results show that 50% of the teachers believe that planning and teaching are centered on the needs and abilities of students.

Survey results further indicated that not all believe that there is a full understanding of what student-centered learning is or the value of it. One respondent commented that

Improved leadership and education (professional development) on what student-centered learning truly is and how it is applied in the classroom.

Training, inspiration and coaching in the area of research-based, student- centered, and constructivist teaching practices. Use ISTE Standards as a guide for teacher development.

Use of a Technology Coach to assist in technology integration and use of technology which is aligned to best practices.

Greater collaboration among teachers (EQ Survey results)

Recognition for those teachers modeling best practices.

Incomplete understanding and application of best practices, and teachers who do choose not to attend professional development

Lack of funds currently for a one-to-one device implementation.

Wireless network issues and Internet down time. While there have been enhancements, there is a concern that our wireless network will not support the growing number of devices and we introduce a greater number of devices and BYOD,

The fast-paced and full curriculum does not allow time for sufficient student training on new technologies, therefore we are relying on students to learn this after-hours via other sources such as YouTube, and many do not take the necessary steps to do this.


Teacher practices appear to be fully aligned with Georgia Learning Standards (GPS).

teachers are rarely recognized for this aspect of their contribution.

The practice of constructivist teaching using technology (Creighton, p. 50) is not widespread in our school.

Higher-order thinking skills are not consistently a part of teaching practice. (ISTE-S 4)

Summary/Gap Analysis: The learning environment has changed in our school dramatically in recent years. This environment has been fostered by district and school leadership that support technology integration. As Creighton (2003) points out, today’s environment requires the principal to be a technology leader that participates in “discovering, evaluating, installing and operating new technologies of all kinds, while keeping teaching and student learning as the guide and driving force behind it all” (p. 3). Our principal and current leadership team facilitated the collaborative establishment of a school vision that includes ”We seek to…utilize emerging technology to enhance the learning process; to challenge students to excel as independent thinkers, respectful individuals and responsible citizens in a global community”. The majority of teachers are using technology routinely as they effectively communicate with fellow teachers, students and parents. Most teachers have websites to post assignments and communicate with students and parents and many are regular Edmodo users to help support a student-centered learning environment. Our computer labs stay booked and are most often booked in advance. Many classrooms are well equipped with ActivBoard technology and accessories. The school was selected to pilot a 1:1 iPad initiative, and has begun the initial phases of this initiative, with two iPad carts. Our students have become increasingly digitally literate themselves, skilled in and eager to use digital devices to complete their work. The instruction is based on Georgia Standards (GPS) which are posted each day in the classrooms, and the standard(s) with essential questions are communicated to students. While such positive steps have moved us forward, often technology use is not uniformly or consistently aimed to accomplish higher-order thinking skills, or using research-based, best practices such as collaborative or constructivist teaching while using technology (Creighton, p. 50). A number of teachers, rather, use technology more for “drill and practice” (p. 75). The Essential Conditions Survey results indicate that some believe that student-centered learning is not fully understood or applied. There are accessibility issues created by limits on the number of computer labs and iPad or laptop carts available currently, as the 1:1 program has not been implemented to a large extent thus far. In light of these conditions, opportunities exist in our school to clarify our vision and mission around what it means to be learner-centered in our instruction, and how to routinely incorporate researched-based teacher practice using digital resources. We must embrace and move forward with greater inspiration, motivation, training and recognition in using technology for research-based, best-practice instruction. Student and teacher ISTE Standards should be considered in teacher development. The leadership, technology coach and other technology leaders must assist in creating this digital learning environment which would result in true, student-centered learning, an environment where students use technology to construct their own learning and become highly engaged in the process. As we achieve this learning environment we will be moving toward accomplishing the school’s vision to have “students to excel as independent thinkers”, preparing them for the 21st Century.


Data Sources:School Improvement Plan (SIP); Essential Conditions Survey Results; teacher observation and feedback.

2ESSENTIAL CONDITION TWO: Shared Vision

ISTE Definition: Proactive leadership in developing a shared vision for educational technology among school personnel, students, parents, and the community.Guiding Questions:

Is there an official vision for technology use in the district/school? Is it aligned to research-best practices? Is it aligned to state and national visions? Are teachers, administrators, parents, students, and other community members aware of the vision?

To what extent do teachers, administrators, parents, students, and other community members have a vision for how technology can be used to enhance student learning? What do they believe about technology and what types of technology uses we should encourage in the future? Are their visions similar or different? To what extent are their beliefs about these ideal, preferred technology uses in the future aligned to research and best practice?

To what extent do educators view technology as critical for improving student achievement of the GPS/QCCs? To preparing tomorrow’s workforce? For motivating digital-age learners?

What strategies have been deployed to date to create a research-based shared vision? What needs to be done to achieve broad-scale adoption of a research-based vision for technology use that is likely to lead to

improved student achievement?Strengths Weaknesses Opportunities Threats

The district, Fulton County Schools (FCS), has a detailed Technology Plan 2012 – 2015. It contains a Technology Vision and Mission, a planning process section, a current reality analysis, an action plan, and a section on communications and marketing.

The school has a mission statement, and that is to “provide a safe and supportive learning environment that equips all students with the essential skills and depth of knowledge necessary to be productive and successful in a global community.”

The district’s Technology Plan, while it appears to be thoroughly done and includes a mission and vision, it is unknown. This writer discovered it in the process of preparing this SWOT analysis. If the school’s technology leaders are unaware of it or its contents, it is most unlikely other employees would be familiar with it. It has not been effectively communicated.

While the school vision references the use of emerging technology, the EQ survey results show that two-thirds of those responding are either unsure or say there is no

Communicate the FCS Technology Plan.

Collaboratively build a new school technology vision that is fully aligned with the district, state and national technology visions and that clearly connects with research-based practices.

Teachers, administrators, parents, students, and other community members must participate in the creation of this vision, and share the understanding on how technology can be used to enhance student learning.

To clearly communicate the

There exists an element of skepticism as expressed by one survey respondent,” The vision is fueled by ideology and love of technology, not be a true sense of the problems of education.”

The current infrastructure – There is concern that our current wireless network won’t support the mobile mission on 1:1 iPad implementation.

The lack of current funds to implement the vision to its greatest potential.


Furthermore, there exists a school vision, and that is -among other things – to “utilize emerging technology to enhance the learning process”, and to “challenge students to excel as independent thinkers, respectful individuals, and responsible citizens in a global community.”

The school vision and mission were collaboratively written and have been communicated and made public (are currently posted on the school’s website).

The school was selected to participate in a 1:1 pilot as a part of the districts vision to “build capacity for technology use and support”.

As a part of the EC Survey, the principle shared that technology integration is one of the major improvement initiatives of our School Improvement Plan (SIP).” She went on to say that “our vision is to provide access for all students and to engage them with the appropriate technology tor the curriculum…”

Another survey respondent stated, “Our vision is to utilize emerging technology to enhance the learning process”.

There are teachers in our school considered to be technology leaders in the school and district who are aware of and support the technology mission; they use research-based instructional practices supported by digital tools and resources.

shared vision; They are unaware of the vision, which indicates it has not been clearly communicated.

One survey respondent, who chose to be anonymous, stated, “We are building while flying. District leadership believes technology will enable (us) to create something called ‘personalized instruction’, which based on the presentation we received appears to be an unrealistic and poorly thought out goal.”

There is uncertainly around whether parents, students and other community members are aware of or have such a vision.

There is not strong evidence that the technology vision that does exist is not aligned with research-best practices or other visions. While it references challenging students to” become responsible citizens in a global community”, it does not address using technology to build 21st Century skills or how they will be developed.

While improving student achievement or performance based on Georgia Standards appears to be a high priority, there does not appear to be widespread belief that technology plays a major role in this student performance. There does not seem to be a connection between performance based on standards and rigorous, higher-order teaching practices infused with technology.

connection between the accomplishment of our vision and student achievement, preparing students for tomorrow’s workforce, and for motivating digital- age learners.

The vision must be shared and communicated on an ongoing basis and referred to as progress toward it is also shared.

There must be measurable objectives and tasks to support the vision and their accomplishment must be monitored routinely.

Technology integration must be tied to annual teacher performance, and clearly explained, developed and supported.

Summary/Gap Analysis:


The school has made good progress in collaboratively establishing a vision and mission for the school. It has been communicated to teachers, students and the community and remains posted on the school’s website. The vision references the use of emerging technology to enhance the learning process. It is noteworthy that the school has been recognized by the district as a worthy of, and ready for, a 1:1 iPad implementation which would be funded by the district, and was subsequently selected to participate in a 1:1 trial. The Deputy Superintendent has further indicated that this will go well beyond the trial stage to become school-wide and permanent. The iPad training has been effective in preparation for this. There exists a group of technology leaders and teachers who are actively engaged to support technology integration and use research-based, best practices in their instruction. Despite this progress, there is much left to do to achieve broad-scale adoption of a research-based vision for technology use that is likely to lead to improved student achievement. Survey results show that the current vision is not known or understood, nor is it consistently implemented with any concrete direction among those who are aware of it. Technology is happening, but analogous to a quilt with beautiful, individual designs within it, but that have no pattern or common theme – or a patch here, and a patch there, but no consistency. It seems as though we have the “cart before the horse”, and need to begin again with basic and “appropriate” technology leadership (Creighton, 2003, p.21). A new technology vision should be collaboratively established. Strong consideration must be given to incorporate or show how this technology vision supports research-based strategies that will prepare our students to be independent, digital-age learners, and problem solvers for tomorrow’s workforce. Once established, the vision must be effectively communicated on an ongoing basis and referred to as progress toward it is also shared. There must be measurable objectives and tasks to support the vision and their accomplishment must be monitored routinely to sustain it.

Data Sources:Essential Conditions Survey Results; teacher observation and feedback.

3


ESSENTIAL CONDITION THREE: Planning for Technology

ISTE Definition: A systematic plan aligned with a shared vision for school effectiveness and student learning through the infusion of ICT and digital learning resources.Guiding Questions:

Is there an adequate plan to guide technology use in your school? (either at the district or school level? Integrated into SIP?) What should be done to strengthen planning?

Strengths Weaknesses Opportunities Threats As mentioned under Shared

Vision, Fulton County Schools (FCS), has a detailed Technology Plan 2012 – 2015. It contains a Technology Vision and Mission, a planning process section, a current reality analysis, an action plan with measurable components, and a section on communications and marketing.

The School Improvement Plan (SIP) for 2013 – 14 was developed by input from the leadership team and from other teachers they represent. The SIP has as its sixth component (out of seven) the school’s mobile mission. This encompasses the school’s iPad initiative. Action steps are included that are short, clear and measurable. There is a plan included to collect data to monitor progress of the iPad initiative.

The mobile mission and action steps do, to an extent, support the school’s vision to utilize emerging technology to enhance the learning process, and to challenge students to excel as independent thinkers, respectful individuals, and responsible citizens in a global community

There is a link from the school

The district’s Technology Plan, while it appears to be thoroughly done and covers all of the essential elements, it is relatively unknown. This writer found it online in the process of preparing this SWOT analysis. If the school’s technology leaders are unaware of it or its contents, it is most unlikely other employees would be familiar with it.

The existing school plan did not fully analyze strengths, weaknesses and opportunities using a process such as SWOT. Therefore, there are likely misalignments not yet realized as the plan has not been fully implemented.

The EQ survey showed that 22% of the respondents said the plan is specific and is systematically aligned with the accomplishment of the vision; 33% said the plan is somewhat specific and aligned with the vision; 22% said the plan is not specific enough to provide clear direction in implementation; 22% said they could not answer and weren’t sure.

The technology plan at the school level is limited in scope and seems inadequate. It addresses only the iPad initiative, and technology

Enlarge the Technology Plan to encompass overall integration of technology (such as digital tools, resources and best practices) beyond the iPad initiative. This revised plan would be aligned with the FCS plan, vision and mission. It would be simple and easily understood, but would provide sufficient depth and breadth to explain what needs to be done, while answering the “where, when, why and how” questions. It will chart the path for significant accomplishments in the next 3-5 years.

While is “after-the-fact” to a large extent, a SWOT analysis would be beneficial to address potential weaknesses not previously identified as well as additional opportunities.

The plan design would be a collaborative process and would be effectively communicated.

The implementation portion of the plan will include measurable actions that will be monitored throughout the implementation and for ongoing effectiveness and continuous improvement.

Some resistance from those who believe the current plan is sufficient.

Teacher attitudes and resistance. One survey respondent stated “Demands upon teachers to use technology are inconsiderate given the workload of the teachers.” (EC Survey)

Time and resources to commit to this revision. Teachers may resist attending additional meeting for the collaboration portion of this plan.

Some stakeholders wanting to skip the SWOT analysis or assessment of needs to” jump right in” and move on. There may be a lack of patience with a degree of assessment before moving to action.


website that serves as a guide for technology use in our school and to provide answers to frequently asked questions.

integration as a whole is not addressed. This means that the technology plan is not fully aligned with district’s or school’s vision and mission for technology infusion overall. The iPad initiative should rather be one piece of a larger technology plan to address the complete picture of technology integration at our school.

Summary/Gap Analysis: In the process of preparing this analysis, it was determined that Fulton County Schools (FCS), has a detailed Technology Plan 2012 – 2015. It contains a Technology Vision and Mission, a planning process section, a current reality analysis, measurable action plan steps, and a section on communications and marketing. It was further determined that our School Improvement Plan (SIP) was developed by input from the leadership team and from other teachers they represent. The SIP has as its sixth component (out of seven) the school’s mobile mission. This encompasses the school’s iPad initiative. Action steps are included that are short, clear and measurable. There is a plan included to collect data to monitor progress of the iPad initiative. This plan does, to a certain extent, support the school’s mission to use emerging technology to enhance learning. The plan, however, only addresses the iPad initiative and not the “bigger picture” plans or other initiatives. In that regard, it does not seem adequate, nor does it align with the district’s technology plan. Furthermore, survey results indicate that it is not fully understood or known, so the plan that we currently have requires a greater degree of effective communication. Opportunities include enlarging the Technology Plan to encompass overall integration of technology. As stated above, the revised plan would be aligned with the FCS plan, vision and mission. It would be simple and easily understood, but would provide sufficient depth and breadth to explain what needs to be done, while answering the “where, when, why and how” questions, and it will chart the path for significant accomplishments in the next 3-5 years. The planning should be collaborative, involving all teachers who will then more likely buy in – not just the “trailblazers” but the “saboteurs” as well (Creighton, 2003, p. 29). Further, Creighton suggests using the Kaufmann (1998) model called the “SWOT” analysis, as these paper shows, to be a part of a strategic planning process (p.31). The SWOT analysis includes identifying current strengths, weaknesses, opportunities and possible threats to achieving our goals. Creighton goes on to suggest that we must first give serious consideration to where we want to head, “beginning with the end in mind” (Covey, 1989), and maintain focus on student learning in the use of technology. Once we are clear on where we need to head, we must also know the “why” to rally believers and supporters to the cause, and the “how” we will know we have arrived, setting measurable performance targets (pp. 34 – 39). Finally, the plan must have measurable components in order to monitor progress and to help ensure continuous improvement. Finally, we must be mindful of possible threats to our success to our plan. There are those that are perhaps invested in the original plan, and some may not be interested investing valuable time that it would take to rework it. There may be impatience when it comes to additional analysis, and a desire to move quickly to action.


Data Sources:Fulton County Technology Plan 2012-2015; School Improvement Plan (SIP) 2013-2014, Essential Conditions (EC) Survey Results, teacher observation and feedback.

4ESSENTIAL CONDITION FOUR: Equitable Access

ISTE Definition: Robust and reliable access to current and emerging technologies and digital resources.Guiding Questions:

To what extent do students, teachers, administrators, and parents have access to computers and digital resources necessary to support engaging, standards-based, student-centered learning?

To what extent is technology arrange/distributed to maximize access for engaging, standards-based, student-centered learning?

What tools are needed and why? Do students/parents/community need/have beyond school access to support the vision for learning?

Strengths Weaknesses Opportunities Threats Our leadership and technology

team recognize and support equitable access for all.

Students, teachers and administrators have access to computers and digital resources. The school has four computer labs with 30 desktops each, twenty four desktops in the Media Center, four portable laptop rolling carts, and all teachers have 1 – 3 desktops in their rooms.

Additionally there are two rolling iPad carts, and eight iPads in the Science Department.

Most families in our community are well equipped at home to provide access to digital resources for parents and students away from the building.

The labs are effectively spread

The Essential Conditions (EC) Survey results indicated that only 25% of those responding believe that access is reliable, and 17% believe it is robust (completely sufficient for all students, teacher and staff). The remainder believes that it is not totally reliable, but 0% said that access is unreliable and not robust (far from complete and insufficient.)

Student accessibility is not fully addressed in the School Improvement Plan (SIP).

Teachers were told we were moving to 1:1 iPads this past year, however it did not happen and 2 rolling carts came late in the year. No communication on what happened or if the plan for 1:1 has been delayed or scrapped. There is uncertainty and some lack of trust

To establish a clear vision and plan on what we want and properly communicate it to all stakeholders (EC Survey results)

To include as a part of the technology plan going forward that iPads would be available to each student as soon as possible (EC Survey results) and effectively communicate the plan. Include sufficient detail in the SIP to address student accessibility.

Secure additional funding sources for the 1:1 initiative.

Provide the timeline for 1:1 implementation to teachers so they can know what to expect and can properly prepare.

Provide encouragement and support for getter BYOD participation.

Develop an improved process for

Insufficient and delayed funding for the 1:1 initiative.

Potential saboteurs or resistors. Only one technology specialist

and one media specialist supporting the all technology implementation; Lack of resources for complete implementation of 1:1.

Wireless network – potential lack of capability in supporting a 1:1 implementation, and the funding required to make it more robust.

Lack of teacher time to pursue grants.


out around the building for easy access by all grade levels.

The rolling carts allow additional access and flexibility in where the technology is accessed.

The computers in the media center provide an additional research option when there for that purpose.

As more BYOD is being incorporated, additional access is made available.

that has resulted: The district has not come through as promised.

One comment in the survey results states “If we want to use iPad then we definitely need one for each student.” Another –“All students need access to devices in order to access the different software that can be used….”

The computer labs are difficult to get. They stay booked and typically booked in advance.

While it had been enhanced and improved, the wireless network is still not totally reliable. Valuable class time is wasted with students logging in. The network capability has not been addressed in the SIP.

Up to this point the iPads have only been available to sixth grade, which was part of the roll out plan. Survey results showed that teachers in other grade levels would like an equal distribution.

lab sign up that maximizes equitable access.

Train teachers in grant writing tips to save time and still make them substantial for consideration. Support teachers in this effort (someone to edit and assist) in order to secure additional funds beyond the district allocations (EC Survey results).

Technology Team spear-head an initiative to examine wireless network capability to fully sustain a 1:1 implementation, and oversee needed improvements.

Summary/Gap Analysis: The school’s leadership and technology team recognize and support equitable access for all. Students, teachers and administrators have access to computers and digital resources. The school is well equipped to provide equal access; it has four computer labs with 30 desktops each, twenty four desktops in the Media Center, four portable laptop rolling carts, and all teachers have 1 – 3 desktops in their rooms. Additionally there are two rolling iPad carts, and eight iPads in the Science Department. As we increase the number of teachers participating in having students bringing their own devices (BYOD) student accessibility will continue to improve. The Essential Conditions Survey results showed that teachers believe there are gaps that require attention with respect to equal access. Of those responding, only 25% believe that it is reliable, and fewer than that believe it is robust. While no respondents said it was not robust or reliable, there are opportunities for development in this area. Teachers desire to see the 1:1 dream realized as they were told it would be, and as soon as possible. In the meantime, steps need to be taken to improve equal distribution of our current resources such as computer lab sign-up process and iPad cart availability. The school must establish a clear vision and plan on what is wanted and properly communicate it to all stakeholders, particularly with respect to the 1:1 initiative. The BYOD initiative will provide additional access, and encouragement, motivation and support in the building to implement BYOD will result in greater participation among teachers. Funding from grant sources is a viable option to supplement district funding, but teacher support in this process is required as well-written grants worthy of consideration require time and skill to produce. The wireless network requires a closer look to ensure capacity that will fully sustain a 1:1 implementation. Plans to enhance student access must be sufficiently detailed in the school’s School Improvement Plan (SIP). Finally, as the school move in the direction to improve student access, the potential threats to success much be considered and dealt with.


Funding sources and other resources required for the 1:1 initiative must be fully explored and considered. Effective communication to all stakeholders on where we stand must happen on an ongoing basis. The wireless network requires reexamining wireless to ensure that it is capable of fully sustaining a 1:1 implementation and BYOD.Data Sources:School Improvement Plan (SIP) 2013-2014, EC Survey Results, teacher observation & feedback.

5ESSENTIAL CONDITION FIVE: Skilled Personnel

ISTE Definition: Educators and support staff skilled in the use of ICT appropriate for their job responsibilities.Guiding Questions:

To what extent are educators and support staff skilled in the use of technology appropriate for their job responsibilities? What do they currently know and are able to do? What are knowledge and skills do they need to acquire?

(Note: No need to discuss professional learning here. Discuss knowledge and skills. This is your needs assessment for professional learning. The essential conditions focus on “personnel,” which includes administrators, staff, technology specialists, and teachers. However, in this limited project, you may be wise to focus primarily or even solely on teachers; although you may choose to address the proficiency of other educators/staff IF the need is critical. You must include an assessment of teacher proficiencies.

Strengths Weaknesses Opportunities Threats The school’s technology specialist

(1) and media specialist (1) are both highly skilled.

These specialists are responsive to the needs of teachers, and are student-centered in their suggestions and assistance.

Teachers, staff and administrators are technologically literate: they are skilled in the use of the most needed technologies appropriate for their job responsibilities.

Teachers overall are skilled to the extent they feel comfortable in leading and facilitating technology lessons.

With the implementation of 1:1 and the large demands created by this for support, a concern is that two specialists in the building will not be adequate.

While teachers overall are technologically literate, new technologies and software, require knowledge and skills that are lacking.

Knowledge in iPad applications and skill overall is still lacking, particularly in light of the fact that it changes continuously.

There is a lack of confidence by some teachers in the use of the iPad

Additional technology support from the district as required in order supplementing the support provided by the two specialists, particularly through the school’s transition to 1:1.

Additional and ongoing training and coaching to meet the changing and diverse needs of teachers. This training needs to be fluid and available in multiple formats to suit teachers’ busy schedules. Time must be included for practice. (EC Survey)

Ongoing support for the learning of iPad applications as they emerge.

Lack of resources – Teacher time and funding for training and support.

Teachers too busy to report problems that then become a “crisis” for the specialist to attend to.

Teachers too busy to participate in training (which is often outside of school) and feeling pressures to participate without compensation, recognition or inspiration.

The lack of network capability to support the ever-growing use of technology and wireless connections.


EC Survey results showed skills in technology selection and use are either average (89%) or above average (11%). The respondents indicated that 0% is below average.

and other technologies because of the knowledge and skill gaps.

One survey respondent noted “a lot is expected of the teacher without proper training, inspiration or coaching.”

With greater attention on data and data analysis, teachers need greater skill development in Excel and perhaps in the interpretation of data.

Compensation, recognition and inspiration for teacher training as more of this completed during after school hours (EC Survey)

Teachers coached and encouraged to a greater extent to ask for help

Excel and Google Spreadsheet training – perhaps video-based, online, or both.

Continuous outdated skills due to the rapid pace of technological change.

Summary/Gap Analysis:

The school is fortunate to have highly skilled specialists who are responsive to the needs of teachers. The teachers, staff and administrators are technologically literate, and they are adequately skilled in the use of the most needed technologies to do their jobs. Generally speaking teachers are skilled to the extent they feel comfortable in leading and facilitating technology lessons as well. The EC Survey results showed teacher skills to be either average (89%) or above average (11%). The respondents indicated that 0% is below average in skill level. In view of the move to 1:1 iPad implementation and other technology changes, teachers are not feeling totally prepared or skilled (EC Survey). Additionally there is a concern that the technology support provided by the building’s two specialist will be inadequate to keep up with the increasing demand. Knowledge in iPad applications and iPad skill is overall a concern, and there is a lack of confidence by some teachers in the use of the newer technologies. Other skills, such as use of spreadsheets, need developing in light of greater emphasis on data. One survey respondent noted “a lot is expected of the teacher without proper training, inspiration or coaching.” Teacher time constrains and the pressures of the job prohibit the use of training to its full extent. In light of the gaps noted, additional technology support from the district as required in order to supplement the support provided by the two specialists, particularly through the school’s transition to 1:1. Training provided must be fluid in nature and available in multiple formats or blended to suit teachers’ busy schedules and to meet varying needs. Time must be built in for practice. (EC Survey). Consideration must be given to compensation, recognition and inspiration for teacher training as more of this completed during after school hours (EC Survey). As opportunities are considered, the school must be mindful of the possible threats to success in this area, such as the lack of resources to include funding and teacher time. Attention must be given to the network to ensure that the wireless capacity is robust enough to support the ever-growing use of technology and needed wireless connections.

Data Sources:Essential Conditions Survey Results; teacher observation and feedback.

6ESSENTIAL CONDITION SIX: Ongoing Professional Learning


ISTE Definition: Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas.Guiding Questions:

What professional learning opportunities are available to educators? Are they well-attended? Why or why not? Are the current professional learning opportunities matched to the knowledge and skills educators need to acquire? (see

Skilled Personnel) Do professional learning opportunities reflect the national standards for professional learning (NSDC)? Do educators have both formal and informal opportunities to learn? Is technology-related professional learning integrated into all professional learning opportunities or isolated as a separate

topic? How must professional learning improve/change in order to achieve the shared vision?

Strengths Weaknesses Opportunities Threats The school’s Vision, Mission and

School Improvement Plan support professional development.

As a part of TKES teachers establish “SMART” goals at the beginning of the year with identifies unique professional learning needs, and each teacher is accountable for meeting the goals they have themselves established.

A variety of teacher training approaches and options (formal, online or blended) are available with flexibility built in to meet the various and changing needs of the staff.

The new “PD 360” provides online, professional development for teachers that is available on-demand.

The professional learning supports the standard for professional learning as the learning communities focus on professional learning to” increase teacher effectiveness and committed to continuous improvement, collective responsibility, and goal alignmen.t”

Not as “fluid” and flexible as possible to meet increasingly changing learning requirements.

Teachers’ schedules and pressures of the job prohibit the frequency or adequate duration of the training. After-hours training becomes necessary, but not compensated for and often resented (EC Survey)

The professional learning standard on the need to prioritize, monitor, and coordinate resources for educator learning is not being met (Learning Forward).

There is inadequate support for the professional development’s long term change (Learning Forward)

Mandated professional development is well attended. Professional development not mandated is poorly attended due to teacher’s busy schedules and conflicts in their personal lives.

Little participation in PD 360. While generally the professional

learning is matched to the needs of the teachers, at times these do not match.

Greater teacher input on the types of training they need or prefer.

Promotion, motivation, inspiration and possible compensation for professional development to increase participation (EC Survey)

Increase blended learning opportunities and other flexible learning options.

Routinely promote PD 360 to highlight learning opportunities. Provide incentives to teachers to us it.

Organize the school’s professional development to include prioritizing it, monitoring it and coordinating resources. (Learning Forward).Ensure training is matched to the needs of the teachers and that there is sufficient time allocated for practice.

Seek additional funding options for professional development.

Ensure research-based, best- practice instructional strategies are not well integrated into technology training.

Lack of resources – Teacher time and funding for training and support

Teachers too busy to participate in training (which is often outside of school) and feeling pressures to participate without compensation, recognition or inspiration.

Negative attitudes with respect to training brought on by ineffective past experiences and a resistance to change. Lack of ongoing support for long-term change.


(Learning Forward) Leadership provides support for

professional development, which additionally shows support for the professional learning standards. (Learning Forward)

Session evaluations used to determine the effectiveness of the professional learning sessions, with opportunities for teachers to identify additional needs and requests.

The professional learning is generally matched to the needs of the teachers.

Technology training is integrated in other professional development, however is appropriately separated at times to meet specific technology needs.

The school budget allocates approximately $7,500 to professional development. The district provided supplemental funds for training.

Our district conducts needs assessment surveys and other employee surveys, and this data is used in planning professional development.

Teacher mentoring has been established in the school along with peer observations for the sharing of best practices informally from teacher to teacher

Teacher mentoring and coaching is not widespread due to time constraints.

Professional Development sessions often do not provide time or sufficient time for practice (EC Survey)

Research-based, best- practice instructional strategies are not well integrated into technology training. Most or all is spent on “how to” use the technology, vs. how the technology can be used to increase student learning or transform it.

Summary/Gap Analysis: The school’s communications demonstrate that professional development is important as shared in the school’s Vision, Mission and School Improvement Plan. The school’s leadership appears to strongly support professional development (Learning Forward).


Teachers establish “SMART” goals at the beginning of the year to identify their own unique professional learning needs, and each teacher is accountable for meeting the goals they have themselves established. A variety of training options are available to teachers (formal, online or blended) with flexibility built in to meet the various and changing needs overall. This past year the district implemented “PD 360” which provides online, professional development for teachers that is available on-demand. Professional development generally matches the needs of the teachers, and session evaluations are used to determine the effectiveness of the training. Technology training is generally integrated in other types of professional development, however is appropriately separated at times to meet specific technology needs. While options are available to teacher, the professional development is not as “fluid” and flexible as possible to meet increasingly changing learning requirements. Other flexible learning options and increased blended opportunities should be considered. Creative solutions must be sought to ease teacher scheduling pressures and other demands that impact the frequency and length of PD. There needs to be greater promotion, motivation, inspiration and possible compensation for attending training to increase participation (EC Survey). The teacher training must be better managed to have resources coordinated, to be prioritized, monitored, and supported for long term change (Learning Forward). Appropriate PD management would also help ensure training is matched to the needs of the teachers and that there is sufficient time allocated for practice. Research-based, best practice instruction should be embedded in all professional development. Consideration needs to be given to greater teacher input on the types of training they need or prefer.

Data Sources:

School Improvement Plan (SIP) 2013-2014, EC Survey Results, teacher observation & feedback.


7ESSENTIAL CONDITION SEVEN: Technical Support

ISTE Definition: Consistent and reliable assistance for maintaining, renewing, and using ICT and digital resources.Guiding Questions:

To what extent is available equipment operable and reliable for instruction? Is there tech assistance available for technical issues when they arise? How responsive is tech support? Are current “down

time” averages acceptable? Is tech support knowledgeable? What training might they need? In addition to break/fix issues, are support staff available to help with instructional issues when teachers try to use technology

in the classroom?Strengths Weaknesses Opportunities Threats

The technology equipment is most often operable and reliable for instruction, particularly the desktops.

The school has two specialists, a technology specialist and a media specialist, and both are both highly skilled.

These specialists are responsive to the needs of teachers, and are student-centered in their suggestions and assistance.

There is little delay in the time it takes for the specialist to return emails or respond to requests.

Technology specialist stays on top of needed software upgrades and assists in the process.

When a teacher’s laptop is needed, the technology specialist is sensitive to teacher needs and works around teaching schedules. Backup laptops are provided.

Both specialists are typically available to help with instructional issues when using technology in the classroom. Often they come directly to the classroom to assist.

Of those responding to the EC

The wireless connection continues to be slow. While this is likely a district support concern, the situation seems to be getting worse with greater demands for access.

Wireless connection has been addressed in the past, but it appears to have been “patched” to make do. Valuable teaching time is lost waiting for successful student logins.

The laptops in the rolling carts are old and sometimes do not all operate as they should. Teachers have been told they will not be replaced with the iPads coming. The iPads did not come this year, however, and there is uncertainty as to when or if they will still be coming.

Teachers are so busy that they do not ask for help, so it eventually becomes and emergency situation which adds to the stress for all.(EC Survey)

With the move to 1:1 iPad implementation, there will likely be new skills to learn and solutions to problems not yet encountered.

The tech and media specialist need to stay “ahead of the learning curve” to fully support teachers in the transition to iPads.

Upgrade the wireless network throughout the building to accommodate 1:1 access for all students. In this process ensure that the access is robust, fast and reliable to accommodate increased usage in the years to come.

Replace the laptops in the laptop carts and keep the carts as an alternative option for teachers and students in the classroom, particularly in the next several years as we transition to iPads.

Periodically send out teacher surveys to determine needs.

Reminder messages sent out to teachers encouraging them to report problems quickly as the need arises and provide the reason why this is important.

Lack of funding for wireless upgrades and laptop replacement.

Prevailing opinion that the iPads will fully replace laptop need, use or preference.


Survey 100% said that the technical support is satisfactory or exceptional. One respondent stated “the tech person at our school is awesome.” (EC Survey)

Summary/Gap Analysis: The school’s technology equipment is typically operable and reliable for instruction, particularly the desktops. The Technology Specialist and Media Specialist are highly skilled and are responsive to the needs of teachers. They are student-centered in their suggestions and assistance, and there is little delay in returning emails or responding to requests. Repairs and any needed software upgrades are quickly handled in a way that accommodates teachers. Of those responding to the EC Survey, 100% said that the technical support is satisfactory or exceptional (EC Survey). There will likely be new skills to learn with the move to 1:1 iPad implementation, and new solutions to problems not yet encountered will be required. The tech and media specialist need to stay “ahead of the learning curve” to fully support teachers in the transition to iPads. Upgrade the wireless network throughout the building to accommodate 1:1 access for all students. In this process ensure that the access is robust, fast and reliable to accommodate increased usage in the years to come. Most of the laptops in the rolling cart need replacing, While some are of the opinion that laptops will not be needed with the 1:1 iPad initiative, other teachers would like to have laptops as “plan B”, and available as another option for students, particularly in the next several years as we transition to iPads. Surveys to teachers periodically on their wants, needs and concerns will help in determining what can further be done to support teachers. This would provide more of a proactive move toward support rather than reactive when issues escalate. Finally, additional sources of funding may need to be considered to assist with wireless upgrades or other local needs.

Data Sources:Essential Conditions Survey Results, teacher observation & feedback.

8ESSENTIAL CONDITION EIGHT: Curriculum Framework


ISTE Definition: Content standards and related digital curriculum resourcesGuiding Questions:

To what extent are educators, students, and parents aware of student technology standards? (QCCs/NET-S) Are technology standards aligned to content standards to help teachers integrate technology skills into day-to-day instruction

and not teach technology as a separate subject? To what extent are there digital curriculum resources available to teachers so that they can integrate technology into the

GPS/QCCs as appropriate? How is student technology literacy assessed?Strengths Weaknesses Opportunities Threats

Teachers are very knowledgeable of content standards, the GPS & Common Core (CC), and use the standards to drive instruction and assessment.

GPS/ CC standards are posted daily for students, and they are shared with parents in course syllabi and online.

Instruction is aligned to content standards.

Technology is being used in the classroom by most teachers, used to support instruction and engage students.

Many digital curriculum resources are linked from the school’s website and from teachers’ websites for quick access.

Many teachers are Edmodo and Twitter users, and receive links for curriculum resources through those sources.

Most students appear to be technology literate and they come from families that use technology regularly.

Technology standards (ISTE) are considered separate from GPS & CC standards and “take a back seat” in terms of priority.

When asked if are our content standards and digital curriculum resources aligned with and support digital learning and work, 44% said yes, and the rest responded maybe or unsure. (EC Survey)

Technology standards are often viewed as an “add on, nice to have” yet not critical to the success of lessons.

Parents and students do not know technology standards.

Technology standards are not well known by teachers, certainly in contrast to the content standards -GPS & Common Core.

Although they are available, not all teachers make full use of digital curriculum resources, and continue with the more traditional resources for instructional purposes.

Teachers lack the time to seek out digital instructional resources that are not provided.

Student technology literacy is not often accessed.

Align technology standards to content standards with support from district staff.

Technology coach or other technology leaders provide support to teachers to fully integrate technology skills into day-to-day instruction in a way that supports best practice.

Publicize technology standards for parents and students. Publish them in teacher websites along with content standards. Reference them in lesson plans and in instruction as we do content standards.

Greater sharing of digital curriculum resources among teachers and collaboration on how to use those resources.

More formally access student technology literacy and develop strategies to improve technology literacy.

Lack of teacher/ district time and resources to properly align technology and content standards.

Content standards are tested in the CRCT and teachers are accountable to make yearly progress, whereas technology standards are not. This may result in resistance to fully integrating technology.

Summary/Gap Analysis: The school’s teachers are very knowledgeable of content standards, the GPS & Common Core (CC), and use the standards to


drive instruction and assessment. Students and parents receive the content standards at the beginning of the year and at the start of each new unit. Content standards are used to drive instructions, and they are fully integrated within the instruction. Technology is being used by most teachers to support instruction and engage students. Many digital curriculum resources are linked from the school’s website and from teachers’ websites for quick access. Most of the school’s teachers are Edmodo and Twitter users, and receive links for curriculum resources through those sources. Additionally, most students appear to be technology literate and they come from families that use technology regularly. On the other hand, there needs to be greater alignment between technology standards and content standards with support from district staff. While there is support to teachers for technology integration, a technology coach or other technology leaders must provide additional support to fully integrate technology skills into day-to-day instruction. This should be done in a way that supports best practice and builds higher- order thinking skills. Technology standards for parents and student should be publicized, and included in teacher websites and lessons along with content standards. In our Curriculum Night presentations, we should articulate their importance. There needs to be greater sharing of digital curriculum resources among teachers and collaboration on how to use those resources. Finally, the school should formally access student technology literacy and develop strategies to improve technology literacy.

Data Sources:Essential Conditions Survey Results, teacher observation & feedback.

Appendix


Essential Conditions Survey

ESSENTIAL CONDITION ONE: ACCESS TO · Web viewThis writer discovered it in the process of...

Documents

Transcript of ESSENTIAL CONDITION ONE: ACCESS TO · Web viewThis writer discovered it in the process of...