I was not able to physically complete a web conference during this course. This was completely my fault and was mainly because of poor timing and planning, as well as work, holidays, family and work events, etc. I did however read the web conference scripts for about 5 web conferences. These seemed to be very helpful in answering specific questions about the course and Lamar expectations, as well as discussing matters relevant to the week's assignments. I noticed that some of the conferences were hard to follow based on how many people were participating in the conference and it could become hard to follow. In reading the scripts I was able to have many questions answered about the updated assignments, as well as what the specific expectations were for the current week.
These conferences are very helpful in graduate school, and I can see these being a huge asset to high school students in preparation for college courses.
Sunday, February 19, 2012
Sunday, February 12, 2012
Technology Integration Action Plan
Technology Integration Flow Chart
North East ISD, Canyon Ridge Elementary School
District/Campus Personnal Job Title Role/Responsibility
J. Juddhawkins Superintendent of Curriculum and Instruction Works with district leaders to determine curriculum and instructional goals, supervises subject areas
D. Sis Head of Educational Technology Department Oversees all Ed Tech personnel, develops lessons, trainings for schools
P. Vaoula Educational Technology Cluster leader Oversees lessons and professional development activities for 5 schools, including my campus. Gives ideas and co-teaches lessons, presents new resources to the campus
L. Huggins Principal, Canyon Ridge Uses district expectations in the areas of technology to make sure standards are being met at our campus. Purchases needed resources, allows for professional development opportunities to take place for our campus. Encourages integration through our lesson plans.
Campus CIC/SBDM team Grade Level GLC Takes the expectations of the campus principal as well as dates for professional development opportunities and passes them on to each team.
Individual teachers Integrate technology into each subject taught using professional development opportunities, district and campus expectations, and campus resources.
Further Role of the Principal: The principal has many roles at their campus in seeing that each of the above responsibilities is completed. The principal must gather information and ask questions, as well as making sure that each teacher is receiving needed professional development opportunities. If the campus is not receiving the necessary trainings or resources, it is the responsibility of that principal to make sure he/she is asking for these resources to best meet the needs of the campus.
Based on my research of my district and campus improvement plan, as well as the interviews with school leaders, teachers, and my students, I have found that our biggest technology professional development need is in the area of our newly received Smartboards and Airliners. We received these resources in the middle of last school year, were given very minimal training on how to use them, and almost no training on the actual implementation of use in the classroom. Our district and campus expectation is that we will seamlessly integrate technology into our lessons. Our school is very comfortable with the technology we have for record keeping, grades, data, showing work, exchanging lessons, etc. Based on my interviews from last week, most campus leaders and teachers at my school feel like we are wasting a resource in not using the Smartboards and Airliners to the fullest extent possible.
Our Smartboard and Airliner professional development sessions would take place during our August staff development week. The leaders of this professional development would be educationa; technology teachers from the district as well as other teachers who are experts in this area. In order for teachers to fully have a decision in the type of training they receive. The CIC (SBDM Team) will develop a survey to ask teachers what area they feel like they could most successfully implement the Smartboard in their classroom. When those surveys have been received the CIC will compile the results in order to develop professional development sessions and a schedule that will best meet everyone’s needs. During this professional development day we will offer a basic course on how to use the Smartboard/Airliners and a basic runthrough of how it can be used at each grade level. We will then split into breakout sessions where courses are offered in each of our major subject areas based on grade level. These breakout sessions will offer opportunities for teachers to present and share out lessons and ideas for using this resource, as well as a question and answer session. Day 2 of the professional development session will allow grade level teams to work together to find, plan, and practice using the Smartboards in their classrooms.
The needs of our campus (based on interviews and observations) as well as research of my district and campus improvement plans stress the need for technology integration that students can be involved with that teaches a lesson and has all students actively engaged. Using the Smartboard and Airliners in each classroom will meet this need. After the professional development sessions and opportunities for teachers to plan and practice using this resource we will evaluate the success of the professional development sessions and the need for future professional development in this area. Campus leaders will visit classrooms to observe a lesson taught using the Smartboards. Teachers at my campus will fill out surveys detailing the areas they have used the Smartboards, and further training or collaboration they would like to have. The CIC will again come together with the administration observations and teacher surveys in order to decide as a campus what our next steps will be in integrating this resource into our classrooms. The hope is that teachers will feel like they have a decision in this process, receiving enough time and resources to collaborate with other teachers in using this resource, and are able to fully integrate this technology into their lessons after this training.
North East ISD, Canyon Ridge Elementary School
District/Campus Personnal Job Title Role/Responsibility
J. Juddhawkins Superintendent of Curriculum and Instruction Works with district leaders to determine curriculum and instructional goals, supervises subject areas
D. Sis Head of Educational Technology Department Oversees all Ed Tech personnel, develops lessons, trainings for schools
P. Vaoula Educational Technology Cluster leader Oversees lessons and professional development activities for 5 schools, including my campus. Gives ideas and co-teaches lessons, presents new resources to the campus
L. Huggins Principal, Canyon Ridge Uses district expectations in the areas of technology to make sure standards are being met at our campus. Purchases needed resources, allows for professional development opportunities to take place for our campus. Encourages integration through our lesson plans.
Campus CIC/SBDM team Grade Level GLC Takes the expectations of the campus principal as well as dates for professional development opportunities and passes them on to each team.
Individual teachers Integrate technology into each subject taught using professional development opportunities, district and campus expectations, and campus resources.
Further Role of the Principal: The principal has many roles at their campus in seeing that each of the above responsibilities is completed. The principal must gather information and ask questions, as well as making sure that each teacher is receiving needed professional development opportunities. If the campus is not receiving the necessary trainings or resources, it is the responsibility of that principal to make sure he/she is asking for these resources to best meet the needs of the campus.
Based on my research of my district and campus improvement plan, as well as the interviews with school leaders, teachers, and my students, I have found that our biggest technology professional development need is in the area of our newly received Smartboards and Airliners. We received these resources in the middle of last school year, were given very minimal training on how to use them, and almost no training on the actual implementation of use in the classroom. Our district and campus expectation is that we will seamlessly integrate technology into our lessons. Our school is very comfortable with the technology we have for record keeping, grades, data, showing work, exchanging lessons, etc. Based on my interviews from last week, most campus leaders and teachers at my school feel like we are wasting a resource in not using the Smartboards and Airliners to the fullest extent possible.
Our Smartboard and Airliner professional development sessions would take place during our August staff development week. The leaders of this professional development would be educationa; technology teachers from the district as well as other teachers who are experts in this area. In order for teachers to fully have a decision in the type of training they receive. The CIC (SBDM Team) will develop a survey to ask teachers what area they feel like they could most successfully implement the Smartboard in their classroom. When those surveys have been received the CIC will compile the results in order to develop professional development sessions and a schedule that will best meet everyone’s needs. During this professional development day we will offer a basic course on how to use the Smartboard/Airliners and a basic runthrough of how it can be used at each grade level. We will then split into breakout sessions where courses are offered in each of our major subject areas based on grade level. These breakout sessions will offer opportunities for teachers to present and share out lessons and ideas for using this resource, as well as a question and answer session. Day 2 of the professional development session will allow grade level teams to work together to find, plan, and practice using the Smartboards in their classrooms.
The needs of our campus (based on interviews and observations) as well as research of my district and campus improvement plans stress the need for technology integration that students can be involved with that teaches a lesson and has all students actively engaged. Using the Smartboard and Airliners in each classroom will meet this need. After the professional development sessions and opportunities for teachers to plan and practice using this resource we will evaluate the success of the professional development sessions and the need for future professional development in this area. Campus leaders will visit classrooms to observe a lesson taught using the Smartboards. Teachers at my campus will fill out surveys detailing the areas they have used the Smartboards, and further training or collaboration they would like to have. The CIC will again come together with the administration observations and teacher surveys in order to decide as a campus what our next steps will be in integrating this resource into our classrooms. The hope is that teachers will feel like they have a decision in this process, receiving enough time and resources to collaborate with other teachers in using this resource, and are able to fully integrate this technology into their lessons after this training.
Thursday, January 26, 2012
Texas Long-Range Plan for Technology, 2006-2020
In the Texas Long-Range Plan for Technology, 2006-2020, the section on Educator Preparation and Development gives a vision as to the preparation teachers will have coming into the 21st Century Classroom as well as the professional development these teachers will have throughout their teaching career. Students who are entering schools in this age of technology need to be taught differently than we were in school because of the changing world and their need to succeed in this world. Teachers entering the classroom must be proficient in many areas of technology and also have the skills to teach these areas to their students. Teachers will take three technology tests to measure their profeciency, and will receive training in areas they are not proficient in. Teachers also need to participate in professional development opportunities in order to learn about and exlpore ways to use technology in the classroom.
In my campus and school district I feel like we are right on track with the visions set forth by this technology plan. All teachers who have been in the district for 5 or more years have taken (and passed) the state profeciency tests. My district offers many opportunities for professional development in the area of technology, and we are given many resources to use in our classrooms. The teachers at my school use technology in every area of our teaching, and most of us are very comfortable sharing our lessons with other teachers.
There are many recommendations given in this area to help teachers in the area of preparation and development. As a classroom teacher, I think the best recommendation would be for teachers to have time throughout the year to actually prepare and develop their technology skills as well as to collaborate with their colleagues to develop integrated lessons for their students.
Long-Range Plan for Technology, 2006-2020. www.tea.state.tx.us/technology/etac
In my campus and school district I feel like we are right on track with the visions set forth by this technology plan. All teachers who have been in the district for 5 or more years have taken (and passed) the state profeciency tests. My district offers many opportunities for professional development in the area of technology, and we are given many resources to use in our classrooms. The teachers at my school use technology in every area of our teaching, and most of us are very comfortable sharing our lessons with other teachers.
There are many recommendations given in this area to help teachers in the area of preparation and development. As a classroom teacher, I think the best recommendation would be for teachers to have time throughout the year to actually prepare and develop their technology skills as well as to collaborate with their colleagues to develop integrated lessons for their students.
Long-Range Plan for Technology, 2006-2020. www.tea.state.tx.us/technology/etac
Wednesday, March 23, 2011
Reflection of EDLD 5301
In my last week of the research class EDLD 5301 I have many thoughts and reflections about what I have completed, explored, and learned throughout this class. When the class began I had a completely different view of what the expectations and outcomes of this class would be. I assumed I would be asked to research an education or leadership topic and then write a research paper about my findings. I had no idea that I would be asked to take action about a topic pertinent to my campus.
Watching the interviews with various school and district leaders at the beginning of the course was extremely helpful to me. I was able to really see what action research was and how it was used in different schools throughout Texas. I was also able to see how I could use action research to meet the needs of my school and teachers, rather than developing an abstract research plan.
The weekly lectures from our class professors were also very helpful. Not only did they provide information related to our course on action research, but they provided an incredible amount of support as well. I think it is natural for students going through a graduate program to place an enormous amount of stress on themselves, and completing a research plan that might not always go smoothly can be very stressful. As students we were assured each week that even if the research plan is not completely finished or approved, we would be graded and appreciated for our efforts and ideas. It was very helpful to know the professors understood ‘real world’ situations that could stand in the way of a perfect and complete research plan.
Another helpful piece of this class was the internet searches I was able to do after various textbook readings. I enjoyed reading about the different strategies for collaboration that can be used in my campus rather than just taking a majority vote. After reading about the three different strategies that were discussed I was able to look up more information in order to find ways to use them at my specific campus.
The layout of the class as a whole helped me as an individual meet the goals of the class. I was able to take a step by step approach to a form of research that was new to me. This ensured I understood the expectations of each step, as well as ensuring I was doing quality work, not rushing to get the job complete. I was also able to take the time to talk to my site supervisor and find relevant topics to be researched, as well as other resources that could be helpful to me as I complete my research action plan.
The final part of this class that I personally found the most helpful was the weekly discussion board postings and blog reflections. Being able to share ideas, plans, and challenges with classmates working on the same thing helped me to gain new ideas, as well as see that I was not alone in my questions and challenges. The support and questions from my classmates showed me that I was on track in writing a successful and relevant action plan.
I thoroughly enjoyed and appreciated the learning that took place during this class. I will use the knowledge and skills I have gained in other classes, as well as through my career as an administrator. I also look forward to exploring the results of my research plan.
Watching the interviews with various school and district leaders at the beginning of the course was extremely helpful to me. I was able to really see what action research was and how it was used in different schools throughout Texas. I was also able to see how I could use action research to meet the needs of my school and teachers, rather than developing an abstract research plan.
The weekly lectures from our class professors were also very helpful. Not only did they provide information related to our course on action research, but they provided an incredible amount of support as well. I think it is natural for students going through a graduate program to place an enormous amount of stress on themselves, and completing a research plan that might not always go smoothly can be very stressful. As students we were assured each week that even if the research plan is not completely finished or approved, we would be graded and appreciated for our efforts and ideas. It was very helpful to know the professors understood ‘real world’ situations that could stand in the way of a perfect and complete research plan.
Another helpful piece of this class was the internet searches I was able to do after various textbook readings. I enjoyed reading about the different strategies for collaboration that can be used in my campus rather than just taking a majority vote. After reading about the three different strategies that were discussed I was able to look up more information in order to find ways to use them at my specific campus.
The layout of the class as a whole helped me as an individual meet the goals of the class. I was able to take a step by step approach to a form of research that was new to me. This ensured I understood the expectations of each step, as well as ensuring I was doing quality work, not rushing to get the job complete. I was also able to take the time to talk to my site supervisor and find relevant topics to be researched, as well as other resources that could be helpful to me as I complete my research action plan.
The final part of this class that I personally found the most helpful was the weekly discussion board postings and blog reflections. Being able to share ideas, plans, and challenges with classmates working on the same thing helped me to gain new ideas, as well as see that I was not alone in my questions and challenges. The support and questions from my classmates showed me that I was on track in writing a successful and relevant action plan.
I thoroughly enjoyed and appreciated the learning that took place during this class. I will use the knowledge and skills I have gained in other classes, as well as through my career as an administrator. I also look forward to exploring the results of my research plan.
Sunday, March 20, 2011
Agreed Upon Action Research Plan
1. Examining the Work--Setting the Foundation:
In the past five years my school and school district have changed the way at-risk students are identified, as well as the meetings, paperwork, and procedures that accompany this identification. My campus has not an easy transition from one system to the other, and many teachers are reluctant to even try the new system (Response to Intervention), even if it affects the students. My campus never had an effective training on the new paperwork or procedures, and many refuse to even complete the Response to Intervention paperwork. Often times the teachers at my school will start the process, find it too overwhelming, and quit the process before their student has been adequately identified. All of this led me to my research action question: What is the most effective way to train teachers on the Response to Intervention process so it will be completed consistently on my campus, and what is the affect of this training on at-risk students at my campus?
2. Analyzing Data:
As a member of my school’s RTI committee, I have access to the campus database as students are entered in from the start of the process. At the beginning of the school year many students start the RTI process, and then the paperwork is stopped. Nothing has been resolved for these students, and no further interventions take place. Also, teachers are left frustrated and overwhelmed by the paperwork—this is represented in committee meetings as well as emails to committee members asking for assistance.
3. Developing a Deeper Understanding:
As I begin work on the RTI committee this year I noticed the reluctance of teachers to approach the committee with assistance for a student. I noticed in the database there were many students who had started the process and never continued, as well as students I knew of on my grade level who were considered at-risk, but had never been brought to the RTI committee. I began to ask teachers in various grade levels about these students and was overwhelmed by the negative comments I heard about the RTI process as well as confusion and questions about the paperwork. I started to write these questions down and talk to my site supervisor and school diagnostician about them. In order to continue my understanding I will develop a set of specific questions to ask various teachers at my campus and will compile the answers to these questions.
4. Engaging in Self-Reflection:
I will need to engage in constant self-reflection during this research project to ensure I am not losing sight of the end result. I also need to ensure that I am involved in the questioning process since I too have problems with the RTI procedures at my school.
5. Exploring Pragmatic Patterns:
During this process I will need to be in constant communication with my site supervisor and school diagnostician to ensure the training we develop is meeting the needs and answering the questions of teachers. We will also need to closely monitor the students who are going through the RTI process to ensure they are not being negatively impacted by lack of understanding during this training period.
6. Determining Direction:
Once I have completed the data collection and have a clear list of teacher issues and student needs, I will be able to communicate a clear direction with my site supervisor. I will be able to adjust any research I feel as necessary, as well as adjusting timelines to best meet the needs of staff and students.
7. Taking Action for Improvement:
I will be using the written plan of action I have developed. First I will be interviewing teachers at various schools in my district as well as at other schools in the state. I will be compiling information from these successful RTI programs in order to develop a staff training for my school that will take place during our staff development week in August.
8. Sustaining Improvement:
After the August training I will be using my position on the RTI committee to ensure teachers are coming to meetings confident and prepared, checking to see what questions teachers still have, and keeping track of each student who starts the process to ensure the RTI is completed for that student. This plan will have an effect of the staff and students at my campus, and I am looking forward to ensuring it is a positive one.
In the past five years my school and school district have changed the way at-risk students are identified, as well as the meetings, paperwork, and procedures that accompany this identification. My campus has not an easy transition from one system to the other, and many teachers are reluctant to even try the new system (Response to Intervention), even if it affects the students. My campus never had an effective training on the new paperwork or procedures, and many refuse to even complete the Response to Intervention paperwork. Often times the teachers at my school will start the process, find it too overwhelming, and quit the process before their student has been adequately identified. All of this led me to my research action question: What is the most effective way to train teachers on the Response to Intervention process so it will be completed consistently on my campus, and what is the affect of this training on at-risk students at my campus?
2. Analyzing Data:
As a member of my school’s RTI committee, I have access to the campus database as students are entered in from the start of the process. At the beginning of the school year many students start the RTI process, and then the paperwork is stopped. Nothing has been resolved for these students, and no further interventions take place. Also, teachers are left frustrated and overwhelmed by the paperwork—this is represented in committee meetings as well as emails to committee members asking for assistance.
3. Developing a Deeper Understanding:
As I begin work on the RTI committee this year I noticed the reluctance of teachers to approach the committee with assistance for a student. I noticed in the database there were many students who had started the process and never continued, as well as students I knew of on my grade level who were considered at-risk, but had never been brought to the RTI committee. I began to ask teachers in various grade levels about these students and was overwhelmed by the negative comments I heard about the RTI process as well as confusion and questions about the paperwork. I started to write these questions down and talk to my site supervisor and school diagnostician about them. In order to continue my understanding I will develop a set of specific questions to ask various teachers at my campus and will compile the answers to these questions.
4. Engaging in Self-Reflection:
I will need to engage in constant self-reflection during this research project to ensure I am not losing sight of the end result. I also need to ensure that I am involved in the questioning process since I too have problems with the RTI procedures at my school.
5. Exploring Pragmatic Patterns:
During this process I will need to be in constant communication with my site supervisor and school diagnostician to ensure the training we develop is meeting the needs and answering the questions of teachers. We will also need to closely monitor the students who are going through the RTI process to ensure they are not being negatively impacted by lack of understanding during this training period.
6. Determining Direction:
Once I have completed the data collection and have a clear list of teacher issues and student needs, I will be able to communicate a clear direction with my site supervisor. I will be able to adjust any research I feel as necessary, as well as adjusting timelines to best meet the needs of staff and students.
7. Taking Action for Improvement:
I will be using the written plan of action I have developed. First I will be interviewing teachers at various schools in my district as well as at other schools in the state. I will be compiling information from these successful RTI programs in order to develop a staff training for my school that will take place during our staff development week in August.
8. Sustaining Improvement:
After the August training I will be using my position on the RTI committee to ensure teachers are coming to meetings confident and prepared, checking to see what questions teachers still have, and keeping track of each student who starts the process to ensure the RTI is completed for that student. This plan will have an effect of the staff and students at my campus, and I am looking forward to ensuring it is a positive one.
Tuesday, March 8, 2011
Action Research Plan--Draft
1. Examining the Work--Setting the Foundation:
In the past five years my school and school district have changed the way at-risk students are identified, as well as the meetings, paperwork, and procedures that accompany this identification. My campus has not an easy transition from one system to the other, and many teachers are reluctant to even try the new system (Response to Intervention), even if it affects the students. My campus never had an effective training on the new paperwork or procedures, and many refuse to even complete the Response to Intervention paperwork. Often times the teachers at my school will start the process, find it too overwhelming, and quit the process before their student has been adequately identified. All of this led me to my research action question: What is the most effective way to train teachers on the Response to Intervention process so it will be completed consistently on my campus, and what is the affect of this training on at-risk students at my campus?
2. Analyzing Data:
As a member of my school’s RTI committee, I have access to the campus database as students are entered in from the start of the process. At the beginning of the school year many students start the RTI process, and then the paperwork is stopped. Nothing has been resolved for these students, and no further interventions take place. Also, teachers are left frustrated and overwhelmed by the paperwork—this is represented in committee meetings as well as emails to committee members asking for assistance.
3. Developing a Deeper Understanding:
As I begin work on the RTI committee this year I noticed the reluctance of teachers to approach the committee with assistance for a student. I noticed in the database there were many students who had started the process and never continued, as well as students I knew of on my grade level who were considered at-risk, but had never been brought to the RTI committee. I began to ask teachers in various grade levels about these students and was overwhelmed by the negative comments I heard about the RTI process as well as confusion and questions about the paperwork. I started to write these questions down and talk to my site supervisor and school diagnostician about them. In order to continue my understanding I will develop a set of specific questions to ask various teachers at my campus and will compile the answers to these questions.
4. Engaging in Self-Reflection:
I will need to engage in constant self-reflection during this research project to ensure I am not losing sight of the end result. I also need to ensure that I am involved in the questioning process since I too have problems with the RTI procedures at my school.
5. Exploring Pragmatic Patterns:
During this process I will need to be in constant communication with my site supervisor and school diagnostician to ensure the training we develop is meeting the needs and answering the questions of teachers. We will also need to closely monitor the students who are going through the RTI process to ensure they are not being negatively impacted by lack of understanding during this training period.
6. Determining Direction:
Once I have completed the data collection and have a clear list of teacher issues and student needs, I will be able to communicate a clear direction with my site supervisor. I will be able to adjust any research I feel as necessary, as well as adjusting timelines to best meet the needs of staff and students.
7. Taking Action for Improvement:
I will be using the written plan of action I have developed. First I will be interviewing teachers at various schools in my district as well as at other schools in the state. I will be compiling information from these successful RTI programs in order to develop a staff training for my school that will take place during our staff development week in August.
8. Sustaining Improvement:
After the August training I will be using my position on the RTI committee to ensure teachers are coming to meetings confident and prepared, checking to see what questions teachers still have, and keeping track of each student who starts the process to ensure the RTI is completed for that student. This plan will have an effect of the staff and students at my campus, and I am looking forward to ensuring it is a positive one.
In the past five years my school and school district have changed the way at-risk students are identified, as well as the meetings, paperwork, and procedures that accompany this identification. My campus has not an easy transition from one system to the other, and many teachers are reluctant to even try the new system (Response to Intervention), even if it affects the students. My campus never had an effective training on the new paperwork or procedures, and many refuse to even complete the Response to Intervention paperwork. Often times the teachers at my school will start the process, find it too overwhelming, and quit the process before their student has been adequately identified. All of this led me to my research action question: What is the most effective way to train teachers on the Response to Intervention process so it will be completed consistently on my campus, and what is the affect of this training on at-risk students at my campus?
2. Analyzing Data:
As a member of my school’s RTI committee, I have access to the campus database as students are entered in from the start of the process. At the beginning of the school year many students start the RTI process, and then the paperwork is stopped. Nothing has been resolved for these students, and no further interventions take place. Also, teachers are left frustrated and overwhelmed by the paperwork—this is represented in committee meetings as well as emails to committee members asking for assistance.
3. Developing a Deeper Understanding:
As I begin work on the RTI committee this year I noticed the reluctance of teachers to approach the committee with assistance for a student. I noticed in the database there were many students who had started the process and never continued, as well as students I knew of on my grade level who were considered at-risk, but had never been brought to the RTI committee. I began to ask teachers in various grade levels about these students and was overwhelmed by the negative comments I heard about the RTI process as well as confusion and questions about the paperwork. I started to write these questions down and talk to my site supervisor and school diagnostician about them. In order to continue my understanding I will develop a set of specific questions to ask various teachers at my campus and will compile the answers to these questions.
4. Engaging in Self-Reflection:
I will need to engage in constant self-reflection during this research project to ensure I am not losing sight of the end result. I also need to ensure that I am involved in the questioning process since I too have problems with the RTI procedures at my school.
5. Exploring Pragmatic Patterns:
During this process I will need to be in constant communication with my site supervisor and school diagnostician to ensure the training we develop is meeting the needs and answering the questions of teachers. We will also need to closely monitor the students who are going through the RTI process to ensure they are not being negatively impacted by lack of understanding during this training period.
6. Determining Direction:
Once I have completed the data collection and have a clear list of teacher issues and student needs, I will be able to communicate a clear direction with my site supervisor. I will be able to adjust any research I feel as necessary, as well as adjusting timelines to best meet the needs of staff and students.
7. Taking Action for Improvement:
I will be using the written plan of action I have developed. First I will be interviewing teachers at various schools in my district as well as at other schools in the state. I will be compiling information from these successful RTI programs in order to develop a staff training for my school that will take place during our staff development week in August.
8. Sustaining Improvement:
After the August training I will be using my position on the RTI committee to ensure teachers are coming to meetings confident and prepared, checking to see what questions teachers still have, and keeping track of each student who starts the process to ensure the RTI is completed for that student. This plan will have an effect of the staff and students at my campus, and I am looking forward to ensuring it is a positive one.
Subscribe to:
Posts (Atom)