EDLD 5352 Web Conference Reflection

I attended a web conference on Saturday, February 18, 2012 at 9 AM.  Dr. Abernathy was the conference facilitator.  The conference lasted about 45 minutes with just over 20 participants.  The web conference was very informative in that most of the participants had questions concerning assignments, procedures for our degree program, testing etc.  Dr. Abernathy was most helpful and very accommodating as she worked to clarify and answer questions.  She also provided contact information to others that could help answer questions.  

I enjoyed the experience of the technology involved in a web conference in that I was able to see many of the participants as well as Dr. Abernathy.  The visual aspect of the conference provided a personal touch and allowed me to “put a name with the face” of a few of my classmates with whom I have interacted on the discussion board.  I also liked that there was a script that I could refer to when needed.  I have accessed the script a few times since the conference in an effort to find answers to questions that were covered by Dr. Abernathy.  Overall, the web conference was a good experience that worked very well.  It is a great educational tool!

Campus Technology Action Plan

Vision

To improve instruction and learning for all students using the integration of technology to create engaging activities, programs, tasks, assignments, and opportunities that result in high levels of student achievement. The vision focuses in on the following four key areas that are aligned with the Texas Long Range Technology Plan.

1. Improve academic achievement, including technology literacy, of all students through the integration of technology into curriculum, instruction, and assessment.

2. Increase the capacity of educators to integrate technology effectively into curriculum, instruction, and assessment through ongoing, sustained, high quality professional development.

3. Increase the level of instructional, technical, and administrative support of the integration of technology into curriculum, instruction, and assessment through planning, budgeting, and funding.

4. Increase the level of student and teacher support and access to commonly used, specialized, new and emerging technologies, including but not limited to computers, the Internet, and network resources.

Organization Chart of Responsible Persons for the Integration of Technology

Executive Director of Technology Services:
Responsible for overseeing all technology needs in terms of infrastructure and technical support as well as providing guidance to all others for fulfilling stated vision and goals.

Campus Principal / Campus Technology Coordinator:
Principal provides organizational leadership for faculty and staff for technology goals and oversees the completion of the action plan. He or she will delegate responsible persons to fill key positions in the plan. The campus technology coordinator will provide the technical assistance and knowledge needed to facilitate and teach other staff members the necessary tools and skills needed for completion of the plan.

Academic Deans/Department Heads---Department Technology Liaisons---Assistant Principals: Academic Deans and Department Heads will oversee and facilitate integrating technology into curriculum and lesson plans. Department technology liaisons are highly trained teachers in each academic area who will provide technical support to their department so that integration can occur and help is there when needed. They will provide the “desktop” professional development needed. Assistant Principals will operate similarly as Deans except for non-teaching staff.

Teachers---Non-teaching Staff:
Teachers will be the ones who implement integration of technology when gathering data and in teaching and learning. Non-teaching staff will also integrate technology of gathering and disseminating data. They will not be involved in teaching.

Students:
Student success with learning through integration will be the method of evaluation of success with the plan.

Assessment

Objectives and strategies to support the vision of this technology action plan are based on assessment data from Technology Excellence Indicator System Surveys, Campus School Technology and Readiness Charts (STaR), and feedback via surveys, Speak Up, Project Tomorrow as well as interviews of all stakeholders including students.

Professional Development design is organized in four phases. One phase will occur each nine weeks and will gradually help increase teacher and staff technology skills and competency.

Phase 1: Staff development day that provides an overview of the vision of the Technology Action Plan; breakout round table sessions to solicit teacher/staff thoughts and ideas concerning integration of technology for teaching and learning; assessing current individual teacher technology skills followed by assigning teachers to teams based on skill level (teams will consist of teachers from all skill levels in order to provide mentors and mentees in each team as well as a department technology liaison, assistant principal or academic dean); timeline and plan for 1st nine weeks established by each team that ensures proficiency by each team member with basic technological tools (web2.0, Excel, PowerPoint, Word, search engines etc.)

Phase 2: Staff development day focusing on data gathering skills, data assessment skills, timeline and plan by each team identifying areas and strategies for improvement in teaching and learning using technology as well as a plan for evaluation. New teams will be assembled by academic and staff area and will continue to include the academic dean/assistant principal (for non-teaching staff) and a department technology liaison. Each team’s plan must align with the stated goals in the Campus Technology Action Plan. At the end of the staff development, each team will share their plan with all participants. The team will implement this phase over the second nine weeks and report on the progress at the Phase 3 staff development day.

Phase 3: Staff development day that begins with report on phase 2 success by each team. The focus of this day is to develop specific activities and lessons for the previously identified strategies that address the areas of need. Develop a timeline and specific plan identifying each activity and when it will be used for teaching and learning during the 3rd 9 weeks. Evaluation tools will also be determined by each team for assessing effectiveness of the activities/strategies.

Phase 4: Staff development day that begins with report on Phase 3 success by each team based on previously determined assessments. The focus of this day is to evaluate these assessments and then adjust each teams plan to address any failures. Evaluation will then lead to round table discussions with each group focused on adjustments for the next year. Each team’s recommendations will be shared with the whole group. Similar recommendations will be consolidated to the least number possible. The group will then prioritize the remaining ideas and a plan and timeline will be developed for implementing adjustments for the next school year.

Evaluation

The Campus Technology Action Plan will be evaluated using post data from the Technology Excellence Indicator System Surveys, AEIS data, Campus School Technology and Readiness Charts (STaR), surveys of stakeholders, Speak Up, Project Tomorrow as well as interviews of all stakeholders including students. This is the same data used for assessment and should provide an accurate picture of progress. Additionally, ongoing evaluation will take place in all phases by periodic assessing as well as feedback from technology liaisons and the campus technology coordinator. Once complete, evaluations will be presented to leadership for reflection and possible revisions for future plans and professional development. Revisions and future plans should include input from all stakeholders.

Texas STaR Cart Presentation

Texas STaR Chart Presentation

View more presentations from mcham007

Leadership, Administration and Instructional Support-Key Area III of the Texas Long Range Plan for Technology

Leadership, Administration and Instructional Support is Key Area III of the Texas Long Range Technology Plan. This area vision statement emphasizes the role of administrators in implementing and sustaining school improvement, technology innovation and the sharing of visions and expectations. Effective leaders conduct assessments to determine strengths and challenges that will impact planning and implementation of technology in schools.

Priorities for this Area as designated by the LRTP include:

• develop, implement, budget for and monitor a dynamic technology plan that aligns resources to improve student learning and support school operations.

• create innovative, flexible and responsive environments to maximize teaching and learning and community involvement.

• offer expanded curricular and instructional opportunities to students via online, digital technology, and a variety of distance learning technologies.

• provide opportunities for sustained, relevant and timely staff development in a variety of formats.

• expect and plan appropriate technology use throughout the teaching and learning process as well as throughout administration.

• use data effectively and appropriately in decision making.

Local trends align closely with state trends. Data from 2007-2010 indicate that the majority of schools in Texas were in the Developing Stage in 2007-2009. This area remained in that stage until moving to the Advanced Stage in 2009-2010. These trends also mirror local statistics.

Recommendations for improving this area include additional training for administrators’ that is designed to provide skills that allow for achievement of key priorities as well as providing the necessary funding needed to achieve the goal of reaching the Target Stage.

Action Research Project Revision and EDLD 5397 Week 4 Assignment

Week 4 Assignment, Part 3
Draft Action Research Project Report

      How are you implementing the vision (ELCC 1.3)

The table below describes in detail how my action research project is being implemented. This description notes who, what, when, where, and how, and emphasis results. Timelines and deadlines of benchmarks to be accomplished are included.  Faculty and community involvement is also noted.

Goal:   To determine the impact of fine arts students on school performance.

                                        Person(s)                    Timeline                       Needed

        Action Steps            Responsible                Start/End                     Resources                Evaluation

1. Discuss Action Research topics with site supervisor	Mark Chambers  Diana Schumacher	02/28/2011 – 03/04/2011	School Data Intern Plan	Establish an Action Research question
2. Gather and organize data concerning discipline referrals, school attendance, TAKS scores, SAT/ACT scores.	Mark Chambers NEISD Research and Information Technologies Mike Lara (Executive Director, Research and Information Technologies	3/28/2011 – 01/22/2012	School Data Go Arts – advocacy research group TEA	Evaluate data to look at statistics in relation to fine arts and non fine arts students
3. Gather and organize data concerning class rankings, and college scholarships	Mark Chambers School Counselors at NEISD seven comprehensive high schools	3/28/2011 – 01/22/2012	Counselor data at NEISD seven comprehensive high schools	Evaluate data to look at statistics in relation to fine arts and non fine arts students
4. Meet with NEISD fine arts teachers to explain Action Research to establish procedures for class evaluations	Mark Chambers NEISD Fine Arts Teachers	8/22/2011	EDLD 5301 Materials Power Point on Inquiry/Action Research	Survey teachers to see if they are willing assist in research by allowing class observations and taking a survey
5. Meet with community leaders to explain Action Research to establish procedures their evaluations	Mark Chambers North Central San Antonio community leaders	11/21/2011	EDLD 5301 Materials Power Point on Inquiry/Action Research	Select Community leaders to participate in survery and seek their input into the process and collaboration
6. Meet with principals of all 7 high schools to seek permission to administer surveys to their teachers and fine arts students	Mark Chambers HS Principals (Bill Boyd, Jeff Vaughan, Pete Martinez, Rick Canales, Michael Cardona, Chris Thompson,	11/21/2011	Principals Meeting CLC room 2.11 Brochure outlining Action Research inquiry, process and plan for sharing information	Determine if principals will assist with research by participating in a survey and allowing an electronic survey to be distributed to their faculty
7. Determine my own thoughts and assessments by reflecting on past experiences	Mark Chambers	December 2011	Personal journal entries Videos	Evaluate objectivity in regards to my conducting this topic
8. Develop a survey that assesses feelings and perceptions of administrators, teachers, community leaders and students concerning fine arts student’s impact on school performance	Mark Chambers Diana Schumacher Joseph Johnson	December 2011	Survey Monkey Previous surveys concerning similar topics
9. Review current literature and statistics regarding Action Research topic as well as NEISD data from previous years	Mark Chambers TMEA Joseph Johnson (NEISD) Mike Lara (NEISD)	Fall 2011	TMEA (Texas Music Educators Association) resource dept. Go Arts.org (Arts advocacy organization School Data	Evaluate data from previous years to see if it is consistent with current data and how it correlates with data from previous literature
10. Electronically distribute administrator, community leader and teacher survey	Mark Chambers	February 2012	E-mail contacts for all participating in survey	Evaluate survey results
11. Distribute student survey to each of the classes at the 7 high schools previous mentioned.  Classes chosen for the survey will be the same sample at each high school.	Mark Chambers Teachers and students of the 7 selected schools and classes	February 2012	Survey forms, collection envelope, pens	Evaluate survey results
12. Disaggregate information	Mark Chambers Joseph Johnson (NEISD) Mike Lara (NEISD)	March 2012	Completed surveys Computer spreadsheets and graph programs	Review and reflect on disaggregated information to determine if revisions to process are necessary
13. Create document with conclusion and recommendations for future research	Mark Chambers Diana Schumacher (site supervisor)	April 2012	All data Examples of other conclusion papers	Distribute paper with selected reviewers to provide feedback before results are distributed
14. Present Conclusion to Principals, Executive staff, teachers, parents and students as well as colleagues in the arts community.  Some presentations will be oral and others will be written or electronic	Mark Chambers NEISD stakeholders TMEA TMAC (Texas Music Administrators Conference)	End of 2011-2012 Academic year Late May 2012	Power Point Brochure with main points Blogs E-mail blasts Website	Observe and evaluate reactions to information.  Determine if perceptions change or remain the same
15. Determine if follow-up research is needed or if more questions develop as a result of the action research project.	Mark Chambers Diana Schumacher Arts Leaders NEISD Stakeholders	June 1012	New wonderings	Brainstorm Survey all stakeholders

Steward the Vision (ELCC 1.4)

Communication of the vision was the key to building a shared commitment to this action research project.  As the above table indicates, many strategies were implemented to build this commitment.  These strategies include informal and formal meetings with stakeholders and participants; inclusion of all stakeholders in the project; solicitation of feedback and opinions of stakeholders; electronic communication that included e-mail, and blogs; monitoring and evaluation that included surveys and assessment of data; reflection and revision bases on results; and presentation of issues and current literature to all stakeholders.  Multiple strategies were included in an effort to make sure that all stakeholders understood the need for the project as well as the vision and procedures for implementation of the project. 

Promote community involvement in the vision (ELCC 1.5) 

Originally, the community outside of the school was involved in the sharing but not the implementation of the vision.  As a result of this course and assignment, I have added community leaders to the process by including them on the survey and interviews.  This change is reflected in the table above and revised on my action research blog. The revised project uses electronic technology (e-mail, bolgs) and oral and visual presentations as methods to communicate and collaborate with community leaders in the implementation of the vision of the action research project.

Manage resources (ELCC 3.3)

Fiscal resources were managed in an effective and efficient manner by using electronic methods of communication when possible as well as minimizing expensive resources when possible.  Example include distributing surveys and collected data for review via the internet without making hard copies.  Additionally, communication for feedback and review was also electronic.  These procedures also proved to be more efficient.  Human resources were managed effectively and efficiently by organizing implementation of the project in a way that minimized wasted time.  In other words, personnel were engaged only when needed and were not engaged when the project did not pertain to them.  Human resources were also managed in an equitable manner by making sure that all stakeholders were included in the vision and implementation of the project with equal access to input.  Consensus building, problem solving, technology, planning; and conflict resolution strategies and skills were also utilized at times to manage human resources.

Mobilize community resources (ELCC 4.3)

Community resources were used to support the vision of the action research project by utilizing school district resources including research department programs and equipment as well as technology throughout the district.  Additonally, district human resources as well as fine arts department resources were also used to support the vision.  Community resources were utilized by accessing date through TEA, TMEA, local libraries and community leaders.

Promote positive school culture (ELCC 2.1)

This action research project will promote a positive school culture by providing needed insight and actual data to support the insight that will enable administration and teachers understand better the impact of fine arts education on the total education of the student in such a way that promotes school success and improvement.  This understanding will allow for better, more accurate, data driven decisions by the administration when determining how to utilize resources in an efficient, equitable and effective manner that best enhances school improvement.

Provide an effective instructional program (ELCC 2.2)

I have not yet completed the project but processes are in place that conduct feedback surveys in order to compare with the intitial needs assessment.  The process in place will also help to determine if the goal was achieved and if that goal helped improve the school culture and learning environment.  The results of the project including date as well as conclusion and recommendations will be presented in a clear, concise format using tables etc.

Influencing the larger context (ELCC 6.3)

The results of the action research project will be disseminated to all stakeholders with a special emphasis to administrators on the campus and at central office as well as the school board.  This group is the most influential in determining implementation of the proposals.  The administration and school board also determines funding in regards to curriculum.  The results will be disseminated electronically via e-mail and will include video and powerpoint presentations.  I will also be presenting an oral presentation with visual back-up to the last Principal/Leadership meeting of the 2011-2012 school year. 

Design a comprehensive professional growth plan (ELCC 2.4)

Using the data from the results as well as the recommendations provided at the conclusion of the project, professional growth strategies include designing one activity to be included on a teacher professional development day that reinforces the conclusion of the project, which hopefully is that fine arts education does indeed impact and increase student achievement and overall school success.  The professional development activity will include some ideas for intergration of the arts into lesson plans as well as an interactive demonstration of the impact of the arts in math.  This demonstration will be music/math specific and will demonstrate the correlation of fractions to meter divisions and note lengths.  The same demonstration will be presented at a principal/leadership meeting in the 2012-2013 school year. 

Key Words, Phrases or Terms describing Action Research Project: 

Key words, terms and phrases describing this project are as follows:

·         Arts Education Advocacy

·         Learning and the Arts

·         Education through the Arts

·         The impact of Music on education

·         Educating the whole child