By Lucille Dew
EDLD 5352, EA 1173
TECHNOLOGY ORGANIZATIONAL CHART
District Based Personnel
Technology and Information Systems
TECHNOLOGY– James Gray, Manager
Maggie Anaya, Technolgy Supervisor
Davant Stewart, Supervisor II
NETWORKING SYSTEMS—Scott Gilhousen, Manager
(TIS) / Educational Technology (ET)
Mark Landrum, Network Architect
Carl Bradley, Networking Supervisor II
OPERATIONS—Silvia López, Supervisor
School Based Personnel
Delesa O’Dell Thomas, Principal
LaShovious Smith -Technician
Inge Garibaldi -Technology Coordinator
Helen Franklin -Technology Instructor
TECHNOLOGY ORGANIZATIONAL CHART
District Office Personnel
Technology and Information Systems (TIS)
It is the mission of TIS Applications to effectively and efficiently create, implement, manage, and maintain computer systems using best-practice project management tools and techniques in support of the District’s mission “to strengthen the social and economic foundation of Houston by assuring its youth the highest-quality elementary and secondary education available anywhere.”
Technology Support Resources
Technology Curriculum Integration
Online technology resources to assist teachers with the effective integration of technology
EasyTech by Learning.com for grades K-6
TechConnect for grade 7
Connected Tech for grade 8
HISD Online Resources
What We Do
Build custom applications
Manage implementation of 3rd party systems
Provide data products and services
Provide professional project management products and service
Educational Technology (ET)
Educational Technology (ET) develops curriculum documents for Technology Applications grades K-5 and grades 6-8. These documents are available on the Curriculum Web site.Additionally, ET supports the integration of technology in the teaching and learning process in all content areas. Currently, the ET staff is working with the content area curriculum staff to infuse technology support in Horizontal Alignment Planning Guides.
What We Do
Develop Technology Applications curriculum PK-8
Support teachers in the integration of technology tools into all curriculum content areas
Maintain EasyTech enrollment
Support Assessment Projects (TPRI/mClass, Kathy Richardson Assessing Math Concepts, 8th grade Literacy)
Support Technology PLCs across the district
Support district/state Technology Initiatives
Videoconferencing
REDE grant
Vision 2020 grant
Campus and Teacher STaR Charts
School Based Personnel
What We Do
Inge Garibaldi – Technology Coordinator
· Schedules professional development for all school-based personnel
· Inventories and installs new hardware/software
· Writes/monitors technology grants
LaShovious Smith – Technician
· Completes minor repair of computer equipment, data projectors, smart boards, etc.
· Provides basic training on computer programs
· Installs new hardware/software
· Inputs test scan sheets into KAMIKO data program for disaggregation of test data
Helen Franklin – Technology Teacher
· Instructs technology courses for students and staff
· Attends technology update meetings/trainings as school-based representative
· Coordinates STaR Chart / technology surveys and monitors teacher participation
· Assists teachers with the integration of technology
Principal’s Role
Ultimately, the principal is responsible for the implementation of technology on the campus. She is involved with all aspects of campus implementation. District level directives filter down into the school via her office. She receives memos from the district and she holds meetings with the key personnel on campus (Garibaldi, Smith, and Franklin) to ensure that they are aware of the district mandates. She monitors their transcripts to ensure that they have attended the required training from the district before implementing new programs at our school.
Additionally, Principal Thomas meets with the Site Based Decision Making Committee to develop the CIP for our campus. Together they make decisions regarding technology acquisition and resource allocation for the upcoming school year. During the summer she plans the comprehensive two week professional development activities for the entire staff upon their return. She surveys the staff regarding their technology needs and meets with each teacher to hear a “wish list” for technology. As funds become available, she refers to the lists to increase teaching resources.
When the committee plans meetings/workshops to inform the staff of new technology, Principal Thomas must first approve the agenda and verify that the scheduled trainer is district approved or sponsored. An avid user of technology herself, Mrs. Thomas collects yearly transcripts of the professional staff and monitors training and technology usage. She conducts walk-through observations and monitors teacher lesson plans to ensure that teachers are integrating technology.
Since all of the student data is computerized, our principal keeps track of our electronic grade books, attendance submission, and parent contact through our district sponsored student information system. The principal’s monitoring software allows her to see and know what is happening throughout her campus.
Professional Development for M. C. Williams Middle School :
Statement of Need
A review of the M.C. Williams STaR chart data indicates that our school has made improvements in technology utilization, but we still need improvement. The major area of improvement for our school is a need for Educator Preparation and Development. Many of our professional staff have been trained extensively in technology integration in the classroom, but some have very little training. The following Power Point presentation illustrates where we stand and offers some suggestions for improvement. (right click + presentation action + show to view show)
Professional Development Plan
Session Purpose: To familiarize learners with curriculum resources in various middle level subject areas including lesson plans, how-to’s and a quick reference guide.
Learning Objective to Be Addressed: Participants will be guided through the process of learning how to create a WebQuest for student use
Grade Level:
6-8
Facilitator:
Lucille Dew
Location:
M.C.Williams Library/Computer Lab
Start Time:
8:00 a.m.
End-Time:
12:00 p.m.
Learner-Centered Activity
Purpose
Description
Steps
Estimated Time
Warm Up Activity
Follow the Leader
To have participants communicate non-verbally with colleagues
Participants organize themselves into a line by their birthdates without speaking to each other.
Participants are asked to stand at their seats. The leader tells them that they are expected to form one line beginning with the earliest birthday to the latest birthday (month and date). They must communicate their month and day of birth without speaking or writing. Only their bodies can be used to communicate. When the line is formed, each person then says his/her birthday. If someone is out of order, the entire team loses. If everyone is in order, then the entire group receives a “prize.” (Teamwork certificate/button)
10 minutes
Activity
Teachers will understand characteristics of a WebQuest. • Teachers will be able to evaluate a WebQuest. • Teachers can create their own WebQuests.
Presentation created by: Kristina Roys, Samantha McLeod, and Koreen Gonzales
Teachers will show their understanding of WebQuests by creating their own WebQuests during the in-service. Once the WebQuests are complete, the WebQuests will be evaluated by other teachers in the inservice based upon the rubrics.
Participants will:
1. Review the definition of WebQuests;
2. Evaluate at least one good and one bad WebQuest using a rubric WebQuest rubric
3. Teachers work in same subject/grade to brainstorm ideas on topics for their own WebQuest
4. Teachers work in pairs or teams to build their own WebQuests using a WebQuest outline as a guide.
WebQuest outline
(To find resources, utilize the following link: http://webquest.org/findlinks/)
5. Teachers will save their work. At this point teachers should be use their flash drives so that they can save their WebQuests to use in the classroom.
6. Assessing WebQuests. Teachers trade computers and evaluate another teacher's WebQuest and note likes and suggestions for improvement. It may be helpful to use the rubric used earlier as a guide.
7. Question and Answer session.
3 hours
***Additional Professional Development Topics:
- Cyberbullying
- Creating Wiki Spaces
- Protecting Students from Online Predators
- Thou Shalt Not Be Boring...Using Technology in the Classroom
Evaluation
To gain feedback on the usefulness of the staff development
Participants will be asked to complete a three question evaluation form.
The following questions will be asked:
What did you like about today’s activities?
What did you dislike?
Do you have the classroom resources to use this information immediately?
Comments:
5 minutes
Participant Questionnaire
(Level One)
1. Did you think your time was well spent?
2. Were the activities meaningful?
3. Do you think the activities will be useful in practice?
4. Will the lessons have to be modified for use in your classroom?
5. How can we improve on this staff development?
Participant Questionnaire
(Level Two)
To be distributed one –two weeks after implementation
1. What is a WebQuest?
2. Name three methods of retrieving information to create a WebQuest.
3. What area of your course (grammar rules for English, problem solving for math, muscular system for science or health, etc.) would be suitable for a WebQuest?
4. Has your attitude changed about using technology as a result of your workshop experience? If so, how? If not, why not?
Evaluation of Organizational Support for Skills Gained in Professional Development
(Level Three)
To be completed one month after implementation
The data this type of analysis requires may involve observations, analyzing school records or the minutes of follow-up meetings, questionnaires, or structured interviews.
1. Was individual change encouraged and supported?
2. Was administrative support public and overt?
3. Were problems addressed quickly and efficiently?
4. Were sufficient resources made available, including time for sharing and reflection?
5. Were successes recognized and shared?
Participant Questionnaire
(Level Four)
To be completed as needed at least two months after implementation
Please respond to the following questions:
1. Are you using WebQuest in your classroom?
2. Have you experienced success?
Please attach one lesson plan in which you used WebQuest.
Participant Questionnaire
(Level Five – Student Impact)
To be completed at the end of the term/year
1. After using WebQuest, did students show improvement in academic, behavior, or other areas?
2. Did the students benefit from the activity?
3. Were there any unintended/unexpected results?
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