1.2: Strategic Planning
Candidates facilitate the design, development, implementation, communication, and evaluation of technology-infused strategic plans. (PSC 1.2/ISTE 1b)
Artifact: SWOT Analysis
Reflection:
The artifact used to provide evidence of mastery for this standard is a Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis. The SWOT Analysis is a needs assessment for technology planning. The SWOT Analysis is a technology strategic plan. The SWOT Analysis identifies eight essential conditions which are addressed in order to accurately establish the strategic plan. The SWOT Analysis allows for the identification of what the current reality is in the school as far as technology. For each condition, Strengths, Weaknesses, Opportunities, and Threats are identified.
The conditions include:
· Effective instructional uses of technology in a standards-based classroom
· Shared vision
· Planning for technology
· Equitable Access
· Skilled personnel
· Ongoing professional learning
· Technical support
· Curriculum framework
Teachers are gradually gaining ground in using technology at West Fannin Elementary School. Teachers are able to fluently use email to communicate, record and post grades, and keep attendance. Some teachers are able to create webpages and lessons using technology. Additionally, teachers are using technology as a means of differentiation for students in their classrooms. They are able to target specific needs areas and address these with technology. Teachers document technology usage on lesson plans each week.
Technology usage is still problematic for students. Many students aren’t using technology enough especially beyond drill and practice. Through Focus Walk data, this could be due to the lack of technology use since teachers are primarily using technology. Students are not getting the research-based, engaging projects and lesson through technology. Since teachers need additional training in creating these lessons, current lessons are basic. Technology is being used as a means to an end.
With the implementation of BYOT in the system, more access to higher order thinking skills lessons would be available to students. Teachers could use this policy in order to enhance the classroom experience for all students. Online tutorials could be used to help students freeing the teacher to work with other groups. Additionally, advanced projects could be assigned and completed within a reasonable amount of time.
There are still several threats that exist to be addressed: slowed student growth, poor student test scores, unprepared students, teachers not taking ownership for technology and fear of using technology. All of these will need to be addressed via professional learning and professional learning communities.
West Fannin Elementary School follows the district technology plan. The plan is structured around the Common Core State Standards. This vision is implemented in a few classrooms. Parents, students, and teachers are unaware of this vision or technology standards. Parents seem to not mind if technology is being used in the classroom or not. Perhaps educating parents on technology usage and its success in education would be essential for parent involvement.
Since technology is available in the school, the problem lies with the way the technology is used. Since there is no technology leadership or technology expertise in the building, it is essential for teachers to be aware of the technology standards. This will help teachers begin to prepare students for real world situations not just classroom experiences. Professional learning could also help teachers become more familiar with how to develop lessons in the classroom which are technology-based and contain higher order thinking skills.
There are many opportunities for a successful vision plan to be used at West Fannin Elementary. Aside from professional learning opportunities, grants could be written by teachers and the academic coach in order to gain top of line technology or access to new technology-based programs. The vision statement could be revised with input from teachers and parents so there is ownership in the policy. All of these are essential if the school wants to continue to make gains toward student success. Professional Learning Communities could also be developed within the school in order to establish commonality amongst teachers.
While various technology sources are available and being used, no formal technology plan is in place for teachers or students. Focus Walk data does show teachers use technology more than students. This needs to be improved. With a formal plan in place, steps could be taken to correct this data.
The school could begin developing a plan by introducing teachers to ISTE and LoTi in order to enhance the learning experience for students. Ongoing professional learning could be used to help teachers create lessons using available technology in order to prepare students for real world situations. Additionally, giving teachers the opportunity to collaborate regarding technology lessons would be helpful. This would alleviate the use of only “drill and practice” technology and provide teachers with options for using technology.
Creating technology mentors within the school would help to ensure teachers are comfortable with technology. There could be set meeting times and discussions/learning opportunities for ways to improve technology usage throughout the school. This would help familiarize teachers with technology standards.
While technology is available at school, many students and parents have limited access outside of school. There are many forms of technology available to students such as iPads, laptops, and computer labs. Teachers use the Smartboard as their primary means of technology use in the classroom. These are used to enhance student learning and achievement as proposed in the School Improvement Plan. Smartboards enable students to participate in the classroom with a hands-on interactive approach.
Since the computer lab will be new this year, it is hard to address exactly how accessible it will be to teachers. Additionally, it is also hard to determine the usage of it. One could assume it would be used as a means for students to play “educational games” as a means of technology learning. It would be ideal to have more devices present in the classroom to continue to enhance lessons. Also, adding money to the budget for more ink cartridges and printers would be essential to student research as they can’t print at this time.
At this point, the biggest struggle present is external factors. Many students and parents are unable to access technology outside the building. This issues causes problems when trying to reinforce skills taught and communication with parents.
Teachers use technology on a daily basis. According to surveys, teachers can use Smartboards, Microsoft Word programs, and email. However, teachers are not proficient when troubleshooting, creating technology-enhanced lessons, and using Excel to track student data.
There are alternatives to help teachers gain proficiency and feel more comfortable with the weak areas. Technology mentors, Google, and YouTube are cheap and efficient ways to assist teachers in daily technology needs.
By taking ideas from teachers and building trust, teacher will begin to want to take stock in the use of technology. This will eliminate the threats teachers see present. There are various opportunities throughout the year for teachers to gain professional knowledge. These opportunities have a main focus on classroom management, differentiation, or technology. If technology mentors were implemented, professional learning would be in a more informal setting where teachers can feel more comfortable with what they are learning. Administrators should recognize teachers need time to implement and practice what has been learned. Therefore, they should not be penalized rather encouraged to take time to practice.
If a relationship of ownership and trust is developed between teachers and administrators through discussion, teachers are likely to be more accepting of the changes. With this being said, enhancement in the usage of technology will become present in all classrooms.
West Fannin Elementary has recently updated the internet connection providing high speed internet to all areas of the school. With the lack of troubleshooting skills and technology personnel, teachers often feel frustration when something planned does not work as it should. A policy outlining time frames for response would be essential in keep the classroom running smoothly. Perhaps a help ticketing system.
Having additional help for technology mentors would definitely alleviate stress on the technology specialist in the building. It would also build confidence among teachers to solve their own problems if possible. Additionally funding could ensure equipment is working properly and up-to-date.
Teachers at West Fannin Elementary understand the impact technology has on education. They document technology usage daily in their lesson plans. There are a few teachers who are fluent in technology use and development. Those teachers could be asked to volunteers as mentors to help others develop lessons and troubleshoot. West Fannin does have a teacher drive in which lessons are stored for others to use.
Additionally, educating teachers on technology standards and their usages would be necessary in student success. Also, incorporating parents into this mix would allow them to understand the importance and take stock in their child’s education.
In addition to identifying strengths, weaknesses, opportunities, and threats, the analysis also gives a summary of the information as well as where the school can go to improve the area. Since all eight conditions are essential in the success of technology implementation in the classroom, it was important to honestly consider where the school was as far as strengths and weaknesses.
The evidence for the SWOT Analysis consisted of several documents from the school. The documents include Focus Walk data, survey data from both parents and teacher, and lesson plans. The data gathered from each of these items helped in the determination of the strengths, weaknesses, opportunities, and threats.
After the SWOT Analysis was completed, I had an idea of the direction the school needed to go in order to be successful. It is important for all members of the school and stakeholders be involved. Since the needs assessment affects everyone, honesty is imperative.
The experience of creating a SWOT Analysis gave me an insight into planning I have not had. I was able research each condition and honestly evaluate it. It was important to determine where weaknesses were. By doing this, I was able to determine which opportunities would be essential to make growth in the condition. Moreover, threats also had to be identified. The threats are something that needs to be addressed immediately in order to ensure the plan
Artifact: SWOT Analysis
Reflection:
The artifact used to provide evidence of mastery for this standard is a Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis. The SWOT Analysis is a needs assessment for technology planning. The SWOT Analysis is a technology strategic plan. The SWOT Analysis identifies eight essential conditions which are addressed in order to accurately establish the strategic plan. The SWOT Analysis allows for the identification of what the current reality is in the school as far as technology. For each condition, Strengths, Weaknesses, Opportunities, and Threats are identified.
The conditions include:
· Effective instructional uses of technology in a standards-based classroom
· Shared vision
· Planning for technology
· Equitable Access
· Skilled personnel
· Ongoing professional learning
· Technical support
· Curriculum framework
Teachers are gradually gaining ground in using technology at West Fannin Elementary School. Teachers are able to fluently use email to communicate, record and post grades, and keep attendance. Some teachers are able to create webpages and lessons using technology. Additionally, teachers are using technology as a means of differentiation for students in their classrooms. They are able to target specific needs areas and address these with technology. Teachers document technology usage on lesson plans each week.
Technology usage is still problematic for students. Many students aren’t using technology enough especially beyond drill and practice. Through Focus Walk data, this could be due to the lack of technology use since teachers are primarily using technology. Students are not getting the research-based, engaging projects and lesson through technology. Since teachers need additional training in creating these lessons, current lessons are basic. Technology is being used as a means to an end.
With the implementation of BYOT in the system, more access to higher order thinking skills lessons would be available to students. Teachers could use this policy in order to enhance the classroom experience for all students. Online tutorials could be used to help students freeing the teacher to work with other groups. Additionally, advanced projects could be assigned and completed within a reasonable amount of time.
There are still several threats that exist to be addressed: slowed student growth, poor student test scores, unprepared students, teachers not taking ownership for technology and fear of using technology. All of these will need to be addressed via professional learning and professional learning communities.
West Fannin Elementary School follows the district technology plan. The plan is structured around the Common Core State Standards. This vision is implemented in a few classrooms. Parents, students, and teachers are unaware of this vision or technology standards. Parents seem to not mind if technology is being used in the classroom or not. Perhaps educating parents on technology usage and its success in education would be essential for parent involvement.
Since technology is available in the school, the problem lies with the way the technology is used. Since there is no technology leadership or technology expertise in the building, it is essential for teachers to be aware of the technology standards. This will help teachers begin to prepare students for real world situations not just classroom experiences. Professional learning could also help teachers become more familiar with how to develop lessons in the classroom which are technology-based and contain higher order thinking skills.
There are many opportunities for a successful vision plan to be used at West Fannin Elementary. Aside from professional learning opportunities, grants could be written by teachers and the academic coach in order to gain top of line technology or access to new technology-based programs. The vision statement could be revised with input from teachers and parents so there is ownership in the policy. All of these are essential if the school wants to continue to make gains toward student success. Professional Learning Communities could also be developed within the school in order to establish commonality amongst teachers.
While various technology sources are available and being used, no formal technology plan is in place for teachers or students. Focus Walk data does show teachers use technology more than students. This needs to be improved. With a formal plan in place, steps could be taken to correct this data.
The school could begin developing a plan by introducing teachers to ISTE and LoTi in order to enhance the learning experience for students. Ongoing professional learning could be used to help teachers create lessons using available technology in order to prepare students for real world situations. Additionally, giving teachers the opportunity to collaborate regarding technology lessons would be helpful. This would alleviate the use of only “drill and practice” technology and provide teachers with options for using technology.
Creating technology mentors within the school would help to ensure teachers are comfortable with technology. There could be set meeting times and discussions/learning opportunities for ways to improve technology usage throughout the school. This would help familiarize teachers with technology standards.
While technology is available at school, many students and parents have limited access outside of school. There are many forms of technology available to students such as iPads, laptops, and computer labs. Teachers use the Smartboard as their primary means of technology use in the classroom. These are used to enhance student learning and achievement as proposed in the School Improvement Plan. Smartboards enable students to participate in the classroom with a hands-on interactive approach.
Since the computer lab will be new this year, it is hard to address exactly how accessible it will be to teachers. Additionally, it is also hard to determine the usage of it. One could assume it would be used as a means for students to play “educational games” as a means of technology learning. It would be ideal to have more devices present in the classroom to continue to enhance lessons. Also, adding money to the budget for more ink cartridges and printers would be essential to student research as they can’t print at this time.
At this point, the biggest struggle present is external factors. Many students and parents are unable to access technology outside the building. This issues causes problems when trying to reinforce skills taught and communication with parents.
Teachers use technology on a daily basis. According to surveys, teachers can use Smartboards, Microsoft Word programs, and email. However, teachers are not proficient when troubleshooting, creating technology-enhanced lessons, and using Excel to track student data.
There are alternatives to help teachers gain proficiency and feel more comfortable with the weak areas. Technology mentors, Google, and YouTube are cheap and efficient ways to assist teachers in daily technology needs.
By taking ideas from teachers and building trust, teacher will begin to want to take stock in the use of technology. This will eliminate the threats teachers see present. There are various opportunities throughout the year for teachers to gain professional knowledge. These opportunities have a main focus on classroom management, differentiation, or technology. If technology mentors were implemented, professional learning would be in a more informal setting where teachers can feel more comfortable with what they are learning. Administrators should recognize teachers need time to implement and practice what has been learned. Therefore, they should not be penalized rather encouraged to take time to practice.
If a relationship of ownership and trust is developed between teachers and administrators through discussion, teachers are likely to be more accepting of the changes. With this being said, enhancement in the usage of technology will become present in all classrooms.
West Fannin Elementary has recently updated the internet connection providing high speed internet to all areas of the school. With the lack of troubleshooting skills and technology personnel, teachers often feel frustration when something planned does not work as it should. A policy outlining time frames for response would be essential in keep the classroom running smoothly. Perhaps a help ticketing system.
Having additional help for technology mentors would definitely alleviate stress on the technology specialist in the building. It would also build confidence among teachers to solve their own problems if possible. Additionally funding could ensure equipment is working properly and up-to-date.
Teachers at West Fannin Elementary understand the impact technology has on education. They document technology usage daily in their lesson plans. There are a few teachers who are fluent in technology use and development. Those teachers could be asked to volunteers as mentors to help others develop lessons and troubleshoot. West Fannin does have a teacher drive in which lessons are stored for others to use.
Additionally, educating teachers on technology standards and their usages would be necessary in student success. Also, incorporating parents into this mix would allow them to understand the importance and take stock in their child’s education.
In addition to identifying strengths, weaknesses, opportunities, and threats, the analysis also gives a summary of the information as well as where the school can go to improve the area. Since all eight conditions are essential in the success of technology implementation in the classroom, it was important to honestly consider where the school was as far as strengths and weaknesses.
The evidence for the SWOT Analysis consisted of several documents from the school. The documents include Focus Walk data, survey data from both parents and teacher, and lesson plans. The data gathered from each of these items helped in the determination of the strengths, weaknesses, opportunities, and threats.
After the SWOT Analysis was completed, I had an idea of the direction the school needed to go in order to be successful. It is important for all members of the school and stakeholders be involved. Since the needs assessment affects everyone, honesty is imperative.
The experience of creating a SWOT Analysis gave me an insight into planning I have not had. I was able research each condition and honestly evaluate it. It was important to determine where weaknesses were. By doing this, I was able to determine which opportunities would be essential to make growth in the condition. Moreover, threats also had to be identified. The threats are something that needs to be addressed immediately in order to ensure the plan