The CCSD Online Management System
Charleston County School District
Charleston, SC
Introduction/Overview
Organizational Change
Budget & Finance
Professional Development
Technology Infrastructure
Outcomes
Evaluation
Contact Information
Introduction/Overview
“We are moving beyond word-processing, e-mail, and surfing the net,” says Crystal Lottig, Coordinator for Educational Technology at Charleston County School District. “School walls are coming down as teachers and students become actively involved in the global community. When technology is used this way, it provides opportunities for real-world problem solving and promotes higher order thinking skills. And, our K–12 students are the real winners.”
Charleston County School District (CCSD) has provided the framework to offer teachers and administrators a rigorous and relevant technology professional development program that is driven by technology standards from the International Society for Technology in Education (ISTE) and National Educational Technology Standards (NETS), requirements of the No Child Left Behind Act (NCLB), and standards from state curriculums.
As the result of a recently enacted state law (Proviso 1.29), combined with a groundbreaking approach by CCSD, teachers across Charleston are taking technology in teaching and student learning to new heights. Proviso 1.29 is the South Carolina state law that sets teacher technology competency standards and also requires school districts to provide training and support to help teachers reach proficiency and fully integrate technology into their classrooms, where students ultimately reap the rewards.
The CCSD Online Management System, possibly the only one of its kind in the nation, was developed in partnership with the CCSD Departments of Educational and Informational Technology, the University of South Carolina, Beacon TSP, Inc., community leaders, school board members, media specialists, administrators, principals, and teachers.
The online system is breaking new ground because it offers both diagnostic and prescriptive information to meet individual teacher technology needs. The diagnostic component provides teachers with the ability to assess their own technology skills. Through a series of questions, the self-assessment places teachers in one of four skill levels: Entry Level I, Progressive Level II, Proficient Level III, and Exemplary Level IV. Then, technology classes and support are recommended to help teachers advance to the next technology level.
Charleston County teachers know the value of technology training and support for teachers and have seen first-hand the ways in which it offers very real benefits to students. According to Deidra Gilyard, a special education teacher at Murray-LaSaine Elementary School, “The technology support from the district through Proviso 1.29 allows me to develop and enhance my skills so I can improve my students’ skills in academic areas, build on their strengths, take risks, and become confident life-long learners. Toni Herrmann, a computer teacher at St. James-Santee Elementary School states, “When working with students of this generation, it is imperative that teachers find new, creative, challenging, and innovative ways to help our students understand a concept. Effective use of technology engages students and motivates even reluctant learners to achieve success in the classroom in all grades and subject areas.”
Assessment and accountability measures are built into the system with school-based administrator reporting requirements. With the click of a button, principals in every CCSD school are able to use the data from the online management system to:
· Provide evidence supporting NCLB requirements for teacher professional development.
· Use technology data to develop meaningful school-renewal plans.
· Use data to develop Professional Growth Plans for teachers.
· Plan schoolwide professional development based on teachers’ technology ability levels.
· Determine budget requirements needed for teacher advancement from Entry Level I to Exemplary Level IV.
· Write technology grants based on teacher professional development needs.
According to Art Ellis, an assistant principal at West Ashley High School, “The Online Technology Management System allows administrators to view the technology skills of each teacher and plan effective professional development opportunities for teachers. Utilization of the data enables teachers to deliver a higher quality content based on state standards in a way that engages the student in the learning.”
Although teachers may begin their training at different levels, it is expected that all CCSD teachers will continually build upon their technology knowledge, skills, and experiences and apply these strategies appropriately in the classroom with students. According to the CCSD Proviso 1.29 Plan, every certified teacher must demonstrate technology proficiency by successfully completing the first three levels prior to the conclusion of that teacher's certification validity period. Yet, teachers are encouraged to move beyond the proficient level and to become technology mentors and leaders (Exemplary Level IV) in their schools. Based on data gathered from the online management system, the district has set an ambitious goal to bring at least 75 percent of the teachers who are not proficient to Proficient Level III competency within the next 2 years.
Additional Goals
Given access to technology professional development and resources:
· Educators will be able to develop standards-based lesson plans/curriculum units that integrate technology into instruction to be shared with teachers, students, parents, and business partners on the district’s Web page.
· Educators will be able to provide students with relevant and engaging learning experiences that incorporate workplace skills and higher order thinking skills as evidenced by the creation of project-based activities, including WebQuests, to be shared with teachers, students, parents, and business partners on the district’s Web page.
· Educators will have access to technology resources for training and classroom use to provide students and teachers with “anywhere, anytime” learning experiences to increase student achievement.
· Educators will use computers and technology as a tool to solve problems as part of the learning process as evidenced by the teacher-created materials and activities.
As described below, there are four key steps that teachers must undertake to reach, maintain, and move beyond the proficient level.
Step 1: Online Self-Assessments
To determine technology mastery levels, each teacher completes an annual online self-assessment. The self-assessment helps the teacher gauge his/her knowledge and use of various software and hardware and classroom technology integration skills.
The CCSD Proviso 1.29 self-assessment is a computerized adaptive “testing” system that adjusts to each person’s ability level and prescribes technology professional development based on the individual user’s responses.
Step 2: Professional Development
To ensure that all teachers receive sustained technology professional development and stay current with technology applications, the CCSD Proviso 1.29 Plan requires that all certified teachers take 8 hours of administrator-approved technology professional development.
Step 3: Portfolio/Observation
To demonstrate technology skills and performance of technology integration activities, all certified teachers are required to complete a professional portfolio or demonstrate technology integration in the classroom. The technology portfolio contains lesson plans and supporting sample student work showing the teacher’s level of technology competency.
Step 4: Recertification/Graduate Course Requirement
The final step in demonstrating technology proficiency is the requirement that all certified teachers must take one 45-hour graduate or recertification technology course during the teacher’s certification validity period.
CCSD developed the Proviso 1.29 Online Management System in the 2003·2004 school year and continues to expand the Online Management System in the following ways:
· Ensure teachers complete the self-assessment August to October (yearly).
· Review teacher self-assessment data (ongoing).
· Provide sustained professional development (ongoing).
· Further refine and implement Proviso 1.29 requirements in integrating instructional technology standards (ongoing).
· Develop a student technology literacy plan that incorporates portfolios to document achievement of technology competencies by the end of 8th grade (2005–2006).
· Develop an administrator technology proficiency plan based upon ISTE/NETS-A standards (2005–2006).
· Provide technology workshops and courses that support the coherent curriculum and address how to differentiate instruction using student test results (2005–2006).
· Develop a technology management plan for all classified staff (2006–2007).
“CCSD deployed one of the most advanced technology proficiency management systems in the nation,” states Elaina Hunt, Chief Operation Officer for Beacon Technologies. The system was developed using the latest Java Struts technology, combined with years of practical education experience provided by CCSD officials. The goal was to make technology proficiency easier for teachers and administrators, not another cumbersome task for teachers to fit into a busy schedule. The Charleston community will be the beneficiary of the district’s initiatives. The workforce of tomorrow is going to be ready to meet the new challenges of a global technology economy.
Organizational Change
“Technology can change the way students think and learn and revolutionize education,” said CEO Forum co-chair Anne L. Bryant, executive director of the National School Boards Association.
Though large and diverse, Charleston County School District has the vision that all students will be technology literate citizens. Thus, the district’s goal is to continue to develop a comprehensive program that benefits more than 4,000 Charleston County educators and 42,000 students in the classroom and the workplace. It is expected that successful integration of technology can significantly improve higher-order thinking skills; promote students’ success in reading, writing, arithmetic and specified subject areas; and increase mastery of literacy and workforce skills. Additionally, technology competencies for teachers will support the continued effort to connect schools and teachers with parents and students to promote meaningful parental involvement and to foster increased communication so that parents are able to reinforce at home the instruction their child receives at school.
The process CCSD used to take this project from the initial planning stages to successful implementation with input from all stakeholders involved the following six phases:
· Needs Analysis: Meet yearlong with administrators, teachers, board members, and project vendors to determine teacher technology standards and competencies based on ISTE recommendations.
· Development: Develop online assessment with data tracking and reporting capabilities.
· Implementation: Develop a Web-based technology application and integrated data from district databases to the Proviso 1.29 interface.
· Public Relations: Create media packets, broadcast public information on cable television, broadcast via satellite to all schools, and broadcast through the statewide radio project in conjunction with Clemson University.
· Training: Train administrators, teachers, media specialists, counselors, and itinerant teachers on the components of the plan.
· Evaluation: Conduct formative and summative evaluation based on feedback from administrator and teacher focus groups.
While the teacher technology proficiency plan shifts the way teachers teach from a traditional drill and lecture mode to a technology-enriched curriculum, the move to a technology literate culture also involves changing traditional roles and responsibilities of school-based and district-level administrators. CCSD recognizes that strong leadership and clearly defined administrator roles and responsibilities are needed to accomplish the goals of the CCSD Proviso 1.29 Plan to create a meaningful organizational change that impacts student achievement.
Organizational responsibilities changes include:
For Building-Level Administrators
· Ensure that the ISTE standards are incorporated into and/or tied to the professional development component of the school’s technology plan and/or the teacher’s professional development plan.
· Ensure that teachers have completed the self-assessment instrument.
· Develop and share portfolio management plan with staff.
· Review annually teachers’ portfolios or observe successful integration of technology in the classroom.
· Verify on the online report that the teacher has completed the professional development requirements.
· Verify on the online report that the teacher has completed the portfolio requirements.
For Superintendents and Cabinet-Level Administrators:
· Inspire a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of that vision.
· Ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching.
· Apply technology to enhance their professional practice and to increase their own productivity and that of others.
· Ensure the integration of technology to support productive systems for learning and administration.
· Use technology to plan and implement comprehensive systems of effective assessment and evaluation.
· Understand the social, legal, and ethical issues related to technology and model responsible decisionmaking related to these issues.
*This material was originally produced as a project of the Technology Standards for School Administrators Collaborative.
For the Departments of Educational and Information Technology:
· Procure and implement instructional materials, including education technology such as software and other digital curricula, that are based on scientifically based reading research.
· Provide materials and methods of instruction, including teacher training, that utilize the latest advancements in educational technology.
· Acquire and use advanced technology and incorporate it into the curricula of the school to develop and enhance the information literacy, information retrieval, and critical thinking skills of students.
· Acquire, adapt, expand, implement, repair, and maintain existing and new applications of technology to support the school reform effort and to improve student academic achievement, including technology literacy.
· Acquire connectivity linkages, resources, and services (including the acquisition of hardware and software and other electronically delivered learning materials) for use by teachers, students, academic counselors, and school library media personnel in the classroom, in academic and college counseling centers, or in school library media centers to improve student academic achievement. Use technology to collect, manage, and analyze data to inform and enhance teaching and school improvement efforts.
· Implement performance measurement systems to determine the effectiveness of education technology programs, particularly to determine the extent to which activities are effective in integrating technology into curricula and instruction, increasing the ability of teachers to teach; thus, enabling students to meet challenging state academic content and student academic achievement standards.
· Develop and distribute educational and instructional television programming of high quality that is accessible by a large majority of disadvantaged preschool and elementary school children.
· Make effective use of technology, such as computer-assisted instruction, language laboratories, or distance learning, to promote foreign language study.
· Acquire equipment, networking capabilities, and infrastructure to carry out the program.
· Develop and provide services and activities for community residents that provide access to computers, information technology, and the use of such technology in support of preschool preparation, academic achievement, educational development, and workforce development.
Budget & Finance
Charleston County School District used GOF and Enhancing Education Through Technology (E2T2) formula grant funds to develop and implement the Proviso 1.29 Online Management System. Funds to sustain the project, implement upgrades, and provide standard maintenance will be funded the same or by similar funding sources.
Initially, CCSD researched existing teacher technology proficiency management plans that utilized existing district databases and correlated with recertification status. However, none of the plans met the district’s needs at that time. Therefore, CCSD collaborated with the University of South Carolina and Beacon TSP, Inc., to develop a customized management system. Initial start-up costs for the project were higher for CCSD than for other districts that may want to adapt the program to meet their own needs. Other costs include Department of Educational Technology staff hours allocated toward the project, infrastructure, and technology support costs.
Current vendor charges are based on total number of students enrolled within the school district. The technology vendor determines pricing within each district according to students enrolled at a rate of $1.10–$1.50 per student. Yearly maintenance and telephone support are priced at a rate of 30 percent of total purchase price.
As part of the vendor’s technology strategy, enhancements and upgrades are introduced yearly with new version releases. The technology is unique in architecture and design in that planned refresh cycles are determined within each district, allowing district flexibility with incorporating its particular technology plan and strategy.
Professional Development
"The challenge facing America’s schools is the empowerment of all children to function effectively in their future, a future marked increasingly with change, information growth, and evolving technologies. Technology is a powerful tool with enormous potential for paving high-speed highways from outdated educational systems to systems capable of providing learning opportunities for all, to better serve the needs of 21st century work, communications, learning, and life.”
Charleston County School District’s professional development emphasizes the importance of integrating technology into instruction and focuses on learning with technology, not about technology. The teacher technology proficiency project impacts classroom instruction by training educators how to use technology to facilitate student-initiated projects, inquiries, explorations, and problem-solving activities. These skills directly relate to English, math, and science curriculum standards. The belief basis for this project is best expressed in the following statement in the Report to the President on the Use of Technology to Strengthen K–12 Education in the United States, March 1997: “[The student will assume] a central role as the active architect of his/her own knowledge and skills, rather than passively absorbing information proffered by the teacher.”
The district provides ongoing, sustained professional development for teachers, principals, administrators, and school library media personnel by coordinating with the Math and Science Hub, the Trident Area Consortium, the Regional Technology Center, the South Carolina State Library System, the College of Charleston, and The Citadel.
Teachers who participate in technology professional development identified by the teacher’s technology proficiency level create research-based technology best practices for all teachers throughout the district. These best practices are made available to local and national educational communities via videotape, the Web, teleconferences, and in-person mentoring activities (http://www.ccsdschools.com/instructionaltechnology/webpages/bestpractice/main.cfm).
Student academic achievement is assessed through a variety of methods including PACT scores, pre- and posttests, observations, surveys, and other evaluation instruments.
Professional development sessions include workshops, online courses, and recertification and graduate courses and other distance learning opportunities. Participants are exposed to a relevant, lasting, integrated technology approach, which incorporate the following components:
Relevant Professional Development Major Education Technology Areas
· Relevant research in classroom practices. Integration of technology with curricula and instruction. These include online resources, such as online library databases and streaming video.
· Relevant Learning by Using ISTE (NETS) Technology and Curriculum Standards. Integration of technology with curricula and instruction-integrate technology into instruction based on National and State Curriculum Standards: Guest speakers, ISTE Report, and best practices.
· Relevant Learning by Studying Technology Best Practices Around the State and Nation. Strategies for improving academic achievement and teacher effectiveness: research findings, video segments, and virtual tours.
· Sustained Professional Development. Strategies for improving academic achievement, teacher effectiveness, and on-the-job training at school sites during teachers’ planning periods through just-in-time training, small teams, and traditional or online courses.
· Sustained Professional Development: A Technology Mentoring Program. Mentoring mentors will conduct training with all teachers, including those based at high-need schools. Attendance at technology conferences will expose teachers to lasting educational “best practices.”
· Classroom Integration. Integration of technology with coherent curriculum. Project-based training in integrating technology that supports the coherent curriculum and benchmark assessments.
· WebQuest Training (refocus instructional unit to integrate technology, academic, and workplace standards). Innovative delivery strategies: Teams jointly develop unit(s) of curriculum which incorporates student problem solving/learning, criteria for scoring of successful learning, and workplace/applied standards and content/performance standards through PC tablets, video, and distance learning activities.
· Multimedia Development of Innovative Delivery Strategies. Conduct training on the effective use of multimedia and using digital cameras in a project-based, technology-supported environment.
· Partnerships Coordination with Other Resources. Teachers will learn how to integrate technology into their lesson plans in cooperation with the Charleston Aquarium, the MUSC, the Charleston Math-Science Hub, and the Charleston Regional Technology Center.
· Pilot Units of Instruction (including science inquiry-based activities, WebQuests and lesson plans) with Students to Allow for Ongoing Collaboration and Improvement. Strategies for improving academic achievement and teacher effectiveness: classroom use, videotape for feedback, and pictures; decide on students’ showcase event.
· Family Technology Nights and Parental Involvement. Provide parents, including those who are already socially or economically disadvantaged, with training opportunities.
Implementation of the CCSD Proviso 1.29 Plan requires a rigorous schedule of professional development opportunities for all teachers at all levels of proficiency. Please see Appendix A for workshops, recertification courses, and graduate courses that are planned for the 2004–2005 school year.
Technology Infrastructure
The Proviso 1.29 Online Management System was developed using the latest industry-proven, Web-based technologies. The technology platform is a solid framework that allows for a stable data collection tool with mobility of functions. Java was used as the development language. Since Java is a platform independent language, it provides the flexibility to deploy the server-based components on any platform. This creates a significant advantage due to the recent advances in open-source environments such as Linux. Thus, deployment of the product via the Web, or internal system servers, can be accomplished with virtually no associated license fees for server software components.
The application architecture is based on the industry standard Model-View-Controller methodology. In essence, this means that the software is developed in layers that are separated into three functional categories:
· Data access.
· Business processing.
· User presentation.
This architectural strategy enables maximization of software reuse, lowering development and maintenance costs over the long term. The framework’s flexibility allows for the deployment of the application to be either an internally or externally hosted model.
The Application Service Provider (ASP) or externally hosted version of the application operates the software at a secure data center, which users access online. No additional hardware or software is required for deployment.
The ASP Model includes:
· Data housed in a secured data center with 3 levels of security, UPS backup power, a 750 kw generator, and N+1 redundant HVAC systems.
· Multiple backbones with OS-3 and OS-12 connections.
· The hosting system is entirely switched with Cisco GSR 1200 class routers, running HSRP to ensure that data can be routed even in the event of a router failure.
· 99.999% uptime and 24/7/365 technical support.
· The information is hosted on managed Linux servers.
· Monitoring is available as well as load balancing.
· Database administration is managed through mySQL monitoring and reporting.
Minimum hardware and software requirements of the internally hosted application (district-controlled server):
· Hard Drive 1: 30GB.
· Memory: 1GB DDR RAM.
· IP Address(es): 1 IP.
· Bandwidth: 5GB per month.
· Operating System: Platform independent.
· Processor: 1.3 GHz.
· Java Runtime v1.4.1_01.
· Tomcat v4.x.
· mySql v4.x.
Outcomes
Imagine children recording their grandparents’ voices to narrate PowerPoint presentations tracing their family history. Imagine a special education second grader using a digital camera to take pictures for story writing prompts on a walking tour of downtown Charleston. Imagine science students collaborating with a local meteorologist to gather and interpret hurricane data. Imagine during a Family Technology Night Jennifer’s mom sitting with her daughter in a classroom composing a business letter asking about employment opportunities. Imagine students teaching teachers.
With the successful implementation of the CCSD Proviso 1.29 Plan, these visions are becoming a reality in Charleston County with the following long-term outcomes:
1. Provide teachers, administrators, parents, and other CCSD personnel the technology resources (training, equipment, and support) needed to focus on successful integration of technology into instruction.
2. Ensure that all teachers will possess the knowledge and skills needed to effectively integrate technology into the curriculum.
3. Guide the implementation and integration of technology to improve student learning.
4. Promote communication between the home and school to facilitate parental involvement, consequently promoting student achievement.
5. Ensure continual improvement of technology integration and implementation through effective research, evaluation, and assessment.
In addition to training, the CCSD Proviso 1.29 Teacher Technology Proficiency Plan requires teachers to showcase student achievement through the use of technology portfolios. Portfolio contents include artifacts that integrate technology into all curricular areas. Below are examples of student short-term impacts:
Technology into Language Arts and Social Studies
· Students are improving their real-world writing skills by using e-mail to collaborate with other students and experts around the world.
· Teachers are using digital cameras to help students organize their thoughts and write stories and essays. Digital pictures are used for story starters and for students to manipulate and sequence events, which are two important skills tested on the Palmetto Achievement Challenge Test.
Teachers and Differentiated Instruction
· K–12 teachers are creating technology-based lessons and projects that demonstrate differentiation. For instance, 4th grade elementary school teacher Jeanne Trapanese has developed a daily rotation plan in which each student has 25 minutes to work on an assigned task that is directly correlated to the curriculum. Tasks are derived from various programs such as Inspiration, Word, PowerPoint, WebQuest, Publisher, Excel, and the Internet. Each child has a folder that contains detailed instructions for each task, a grading rubric, a student disk, and a packet of information concerning computer troubleshooting tips.
Early Childhood Education
· Early childhood educators are learning how to use educationally sound software and age-appropriate Web sites to effectively enhance early childhood classroom instruction.
Ways CCSD Teachers and Students Integrate Technology into Math and Science
· Linda Shelley, science teacher at Cario Middle School, uses a hands-on approach to learning and incorporates interactive scientific activities from the Internet in her curriculum. Linda has incorporated real-world science learning activities by including the Jason Project as a major component of her instruction. The JASON Foundation for Education is dedicated to inspiring in students a lifelong passion to pursue learning in science, math, and technology through exploration and discovery.
· To provide inquiry-based labs in math and science, CCSD implemented a pilot project using PASCO science probes and Zire 71 Palm Pilots to help educators use technology and science applications with their students to analyze and solve real-world problems. Training for year 1 targeted middle and high school math and science teachers who were interested in becoming technology mentors for their schools on the use of math/science probes. To date, 35 teachers from non high-needs schools and 23 teachers from high-needs schools have participated in the PASCO Probeware training. The first recertification class of Interacting with Technology in Mathematics and Science was developed, and 14 teachers completed the course on May 1, 2003. Ten out of the 14 teachers are from high-needs schools. Building on experiences from year 1, the district has redesigned the class, requiring course participants to work with students in their classrooms and share their results with other teachers. Currently, 15 middle school teachers are participating in year 2 of the pilot project.
Technology Best Practices
· CCSD teachers are using technology in creative and unique ways to engage students in dynamic, engaged learning environments. These best practices model effective integration practices and provide teachers of all levels and abilities with proven success stories to help them integrate technology into their classrooms.
· Throughout the past 2 years, the district’s Distance Education Learning Center and the Office of Instructional Technology have collaborated to produce 22 technology best practices that have been showcased on local and state cable television programs. The best practices have also been formatted on CD and DVD and posted on the district’s Web site for all educators to access. Features of the best practices include standards-based lesson plans, assessment rubrics, and samples of student work (http://www.ccsdschools.com/instructionaltechnology/webpages/bestpractice/main.cfm).
· CCSD partnered with SCETV to create a video Web presence for the Technology Best Practice video series. SCETV is hosting each of the segments on their video server linked through the CCSD Instructional Technology Web page. Additionally, this Web page contains a complete narrative and lessons plans using technology. This streaming video allows teachers and administrators from CCSD and around the state access to this resource. The segments can be viewed at times convenient to the viewer.
· Teachers use wireless portable lab and probes in professional development activities. Teachers learn the specifics of using technology probes in inquiry-based learning.
· An up-close look at the PDA/probe connection: Even the teachers are using their higher-order thinking skills! Talk about engaged learning!
· All of the equipment working together. I can do this!
Desired Teacher Technology Proficiency Outcomes:
1. Measure skill attainment and proficiency through an evaluation instrument in Electronic Registrar Online Questions on the evaluation instrument will address learning goals of the course. One-hundred percent of participating teachers will report that skills/knowledge gained from the course will enhance their professional practice and increase their own productivity and that of others.
2. Ninety percent of the course participants will respond that they will use the technology skills/knowledge gained in the course with their students or for personal use as measured by a pre-and posttest.
3. During the 2005–2006 school year:
· Twenty percent of the teachers at Level I during the 2004–2005 school year will rate themselves as Progressive Level II.
· Ten percent of the teachers at Level II during the 2004–2005 school year will rate themselves as Proficient Level III.
· Five percent of the teachers who responded that they were proficient at Level III will rate themselves as Level IV, Mastery Level.
4. During the 2006–2007 school year:
· Twenty percent of the teachers at Level I during the 2005–2006 school year will rate themselves as Progressive Level II.
· Twenty percent of the teachers at Level II during the 2005–2006 school year will rate themselves as Proficient Level III.
· Five percent of the teachers who responded that they were proficient at Level III will rate themselves as Level IV, Mastery Level.
5. During the 2007–2008 school year:
· Eighty percent of all CCSD teachers will rate themselves as Level III or Level IV.
Working in partnership with teachers, students, families, and the workplace and the community, the long-term impact of the CCSD Proviso 1.29 plan is to ensure that all students are provided the opportunity to receive a high-quality education that prepares them to succeed in a complex and competitive world. Properly applied technology is essential in achieving this mission.
Evaluation
In order to reproduce a technology management system similar to CCSD’s Online Management System, leadership and support are needed at all levels of the organization. In addition, the plan must fit the individual needs of each school district. School districts should analyze the components of the CCSD plan and seek feedback from its own teachers and administrators in the developmental and implementation stages of the project so that the stakeholders will “buy in” to the program’s success. The CCSD Online Management System is modular in design and allows for flexibility and growth.
Critical to the success of the CCSD Proviso 1.29 Plan is the accountability to assess effective teacher integration of technology into curricula and instruction, increasing the ability of teachers to teach and enabling students to meet challenging student academic achievement standards.
Communication of the data-driven results is critical to the success of the program and is crucial in determining district long-term planning needs. In Charleston, schools readily compete to have the best results on the self-assessment. This competitiveness helps to insure that all teachers and administrators are working to improve their technology skills, integrate technology effectively into the curriculum, and positively impact the way students learn. Suggested ways districts can use the data to improve instruction include:
· Provide evidence supporting NCLB requirements for teacher professional development.
· Use technology data to develop meaningful school-renewal plans.
· Use data to develop Professional Growth Plans for teachers.
· Plan schoolwide and districtwide professional development based on teachers’ technology ability levels.
· Determine budget requirements needed for teacher advancement from Entry Level 1 to Exemplary Level IV.
· Write technology grants based on teacher professional development needs.
Charleston County School District uses the data from the following reports generated by the Online Management System for long-range and short-term planning:
1. District Technology Report—results by district.
· Self-Assessment Summary Data—number and percent of teachers in the district that are on each technology level (not Level I–Level IV). This report is based on the teachers’ replies to this year’s online self-assessment.
· Technology Proficiency Summary Data—number and percent of teachers in the district who are technology proficient (completed the course, 8 hours of professional development, and the Level III portfolio). This report is based on results from the online Teacher Data Form completed by administrators.
· Teachers Demonstrating Technology Proficiency—names of teachers in the district who were reported to the State Department of Education as technology proficient. This data is reported to the State Department of Education once each school year.
*Data results change daily as teachers and administrators continue to input data.
2. Constituent District Technology Report—results by constituent district.
3. School Technology Report—results by individual school.
Chart 3: Self-assessment results for Drayton Hall Elementary.
Chart 4: Administrator verification of technology proficiencies for Drayton Hall Elementary.
Formative and summative evaluations are used to measure the success of the CCSD Proviso 1.29 Plan and its effective impact on student achievement. Elements that are critical to the program and future modifications include:
· Review data from Proviso 1.29 online self-assessment instrument.
· Review documented records of individual teacher professional development activities.
· Review course/workshop participant evaluations at the conclusion of each course or workshop.
· Review teacher created projects (required in all integration courses and workshops; samples kept on file in the Department of Educational Technology or the school site.)
· Observe professional development sessions. (The Team Associates from the Department of Educational Technology observe courses and workshops at both announced and unannounced times for quality assurance.)
· Review percentage of teachers classified as “technology proficient” according to the CCSD Proviso 1.29 Plan.
· Update pretest and/or survey instrument based on all ISTE standards.
· Develop a progressive schedule of professional development offerings to meet identified needs.
· Create professional development delivery schedule.
· Deliver continuous professional development.
· Pretest and survey staff to determine needs.
· Update District Proviso 1.29 Plan and Management System.
Appendix A
Professional Development
Charleston County School District ~ Office of Instructional Technology
Professional Development Matrix
Course # Course Title Course Description Proviso Level ISTE/ NETS Semester Offered Course Type
TECH29001 Workshop: GroupWise WebAccess Level 1 In this workshop participants learn how to log in to GroupWise using WebAccess. The following basic features are covered: sending, reading and deleting mail, changing passwords, using the address book and exploring the GroupWise environment. 1 1,2,5,6 Fall Workshop
TECH29014 Workshop GroupWise 6.0 Level 2 and 3 Training This training covers review of GW level 1; good netiquette; creating folders in the mailbox cabinet; creating groups in the address book; using the calendar for tasks, appointments, reminders; creating shared folders, proxy settings, and archiving. 1 1,2,5,6 Fall Workshop
TECH29017 Workshop: Time Management with GroupWise Client--Level 1 In this workshop, participants will practice the following GroupWise components: Creating and sending attachments, Sending phone messages, Adding an electronic signature, Tracking messages, Prioritizing e-mail, Resending/retracting items, Creating filters, Creating folders, Creating groups, and Creating an “out of office” message. 1 1,2,5,6 Fall, Spring Workshop
TECH29018 Administrator Symposium: Time Management with GroupWise Level 1 In this workshop, participants will practice the following GroupWise components: Creating and sending attachments, Sending phone messages, Adding an electronic signature, Tracking messages, Prioritizing e-retracting/retracting items, Creating filters, Creating folders, Creating groups, and Creating an “out of office” message. 1 1,2,5,6 Fall Workshop
TECH29019 Administrator Symposium: Time Management with GroupWise Advanced In this workshop participants will learn valuable time saving tips in GroupWise Client. Learn to use the calendar feature to manage appointments and meetings. You will become more efficient with e-mail through filtering and finding. Do you need to send e-mail to groups of people? If so, this is the workshop for you. 1 1,2,5,6 Fall, Spring Workshop
TECH29020 Administrator Symposium: Updates for Proviso 1.29 This workshop will provide administrators with an update to the teacher technology competencies (Proviso 1.29). Topics of interest include: online teacher data reports, school and District reports, administrator requirements, and administrator technology resources. 1 1,2,5,6 Fall, Spring Workshop
TECH29042 Workshop: Proviso Training This workshop provides useful information concerning teacher requirements for Proviso 1.29. Topics covered include: the online self-assessment, course requirements, eight hours of annual professional development, teacher portfolios, and helpful links to courses, workshops, lesson plans, and lesson plan templates. 1 1,2,3,4,5,6 Fall, Spring Workshop
TECH29059 Workshop: Information Session for Online Courses Come to this workshop and learn about online recertification courses through Connected University (CU). In this one-hour session you will see what courses are available, and if CU is right for you. 1 1,5 Fall, Spring Workshop
TECH29083 Workshop: Assessment Made Easy Learn to make the most of technology when it comes to assessment. In this workshop, you will explore online rubric makers, test and quiz generators, and other Internet resources to measure the effectiveness of student and group activities. 3 1,2,3,5,6 Fall, Spring Workshop
TECH29086 Workshop: Item Test Bank This workshop is an introduction to using the Item Test Bank of questions for South Carolina Standards. Teachers are able to access test questions related to each curriculum standard using the Item Test Bank. Teachers can then create benchmark tests to assess student mastery of standards. Come to this workshop and learn how! 2 1,2,3,4,5 Fall, Spring Workshop
TECH29100 Microsoft Windows Introduction This workshop is designed to teach the beginner the basic Windows operating system and file management. Students will learn basic computer concepts and skills related to IBM and compatible computers. In addition, they will learn Windows 2000 techniques and become acquainted with applications like Word, Excel and Internet Explorer. 1 1,2,3,4,5,6 Fall, Spring 1-credit Recertification
TECH29101 Microsoft Word Integration Under development 2 1,2,3,4,5,6 Fall, Spring 1-credit Recertification
TECH29102 Microsoft Excel Integration Under development 2 1,2,3,4,5,6 Fall, Spring 1-credit Recertification
TECH29103 Microsoft PowerPoint Integration Under development 2 1,2,3,4,5,6 Fall, Spring 1-credit Recertification
TECH29104 Microsoft Publisher Integration Under development 2 1,2,3,4,5,6 Fall, Spring 1-credit Recertification
TECH29105 Microsoft Access Integration Under development 2 1,2,3,4,5,6 Fall, Spring 1-credit Recertification
TECH29190 Workshop: Proviso 1.29 Train-the-Trainer Model This workshop is designed to inform and train school representatives on the updates to the Teacher Technology Competencies (Proviso 1.29). 1 1,2,3,4,5,6 Fall, Spring Workshop
TECH29191 Workshop: Proviso 1.29 Updates 2003-2004 This workshop is designed to inform and train school personnel on the updates to the Teacher Technology Competencies (Proviso 1.29). 1 1,2,3 Fall, Spring Workshop
TECH29200 Be a Tourist in your own Town - Digital Cameras & PowerPoint Come take a field trip with us (location TBA)! This class is designed for K-12 teachers who already have knowledge of basic computer skills and want to explore digital photography to use with PowerPoint research presentations. This digital photography course is designed to help teachers learn about basic camera operations, basic photo editing techniques and integration of digital images into a newly created PowerPoint research presentation. 5 Sessions - 3 hours each. 2 1,2,3,4,5,6 Fall, Spring, Summer 1-credit Recertification
TECH29201 Internet in the Classroom - First Steps Teachers will learn ways to effectively integrate the Internet into their classroom. Guided activities and assignments will target specific technology competencies as they relate to using the Internet in education. Teachers will learn to effectively search the Web and use existing educational websites to create effective standards-based lessons and projects. 2 1,2,3,4,5,6 Fall, Spring, Summer 1-credit Recertification
TECH29202 EChalk for Teachers eChalk is a web-based communication and resource network that connects students, teachers, parents and administrators within the Charleston County School District. This set of integrated tools facilitates online interaction between members of the school community. In this course, you will set up and learn to use your own personal account with email, address book, file storage, bookmark storage and access to the member directory of students and staff. You will also create your own teacher web page to be posted through the eChalk website. 5 sessions - 3 hours each. 2 1,2,3,4,5,6 Fall, Spring, Summer 1-credit Recertification
TECH29203 Using the Net for Student Projects This course is designed for K-12 teachers who already have a basic knowledge of basic computer skills and want to use the Internet more effectively to enhance and supplement classroom instruction. The emphasis will be on teacher and student created projects. Guided activities and assignments will target specific technology competencies and allow teachers to explore the Internet for content specific online resources, project ideas and interactive websites. Teachers will create online projects that then can use in their classroom. 2 1,2,3,4,5,6 Fall, Spring, Summer 1-credit Recertification
TECH29204 Integrating Inspiration into the Curriculum Under development 3 1,2,3,4,5,6 Fall, Summer 1-credit Recertification
TECH29205 Integrating Kidspiration into the Curriculum Under development 3 1,2,3,4,5,6 Spring, Summer 1-credit Recertification
TECH29206 My 1st Web Page - Composer Under development 3 1,2,3,4,5,6 Fall, Spring, Summer 2-credit Recertification
TECH29207 Technology and Science on the Sea Under development 3 1,2,3,4,5,6 Fall, Summer 1-credit Recertification
TECH29299 Introduction to Computers For computer BEGINNERS. Course participants will learn to operate in the Windows environment and use Microsoft Word to create simple documents. Skills learned in this course include: saving and finding files, email fundamentals, accessing the Internet, mouse skills, changing settings in Windows, beginning Microsoft Word, and other basic computer operations. 1 1,2,3,4 Fall, Spring, Summer 3-credit Recertification
TECH29300 Beginning Classroom Technology Integration FORMERLY: BASIC TECH FOR THE BEGINNER This course is a continuation of the "Introduction to Computers" course. In addition to Microsoft Word, participants will also be introduced to other components of Microsoft Office--Excel, PowerPoint and Publisher. Throughout the course, participants will create classroom-ready projects, which will demonstrate what they have learned as it pertains to their content area. 2 1,2,3,4,5,6 Fall, Spring, Summer 3-credit Recertification
TECH29310 Adobe Photoshop Basics Adobe Photoshop allows users to edit photographs and create dynamic designs for print and the Web. This course serves as an introduction to Adobe Photoshop. You will learn basic through intermediate Photoshop skills, including placing text in an image, working with layers, filters and colors, creating special effects, and designing products for the Web. 3 1,2,3,4,5,6 Fall, Spring, Summer 3-credit Recertification
TECH29400 Intermediate Classroom Technology Integration FORMERLY INTEGRAT. MS OFFICE INTO CURR This course is designed with two areas of emphasis: teacher competency with Microsoft Office applications and integration of the software into the classroom curriculum. Teachers will learn to use Microsoft Office components to enhance their own productivity. They will also plan and design effective lesson plans that incorporate newly learned skills and applications into their teaching. Guided activities and assignments will target specific technology competencies and offer teachers dynamic integration ideas for classroom use. 3 1,2,3,4,5,6 Fall, Spring, Summer 3-credit Recertification
TECH29402 Creating Educational Web Pages with DreamWeaver. DreamWeaver is an effective and widely used web development program that allows users to create professional-quality web sites and web pages. This course focuses on using DreamWeaver to create content-related web pages for education. It is designed for individuals who have had some web development experience with another web editing program OR are competent in basic computer operations and Microsoft Word. Participants will create their own web page that can be readily used in their teaching. 3 1,2,3,4,5,6 Fall, Spring, Summer 3-credit Recertification
TECH29403 Video Editing for Teachers This course will introduce users to the Avio Video Editing System. Participants learn how to capture video and use the Avio system to digitize and edit footage to create professional quality video productions. Participants will learn to storyboard, incorporate music, and work with still footage, voice-overs, titles, and transitions. Teachers will create a variety of video projects that can be applied to the classroom to enhance their curriculum. 3 1,2,3,4,5,6 Spring, Summer 3-credit Recertification
TECH29499 Recertification: Integrating Technology with Math and Science In this course, math and science teachers will be instructed on how to collect real-world data using probes and data collection devices. They will then analyze and display their results using graphing calculators and Excel spreadsheets. Participants will also learn to use PowerPoint, scanners and digital cameras as they pertain to the math and science classroom. They will create lesson plans that incorporate their new skills into the curriculum. 3 1,2,3,4,5,6 Spring 3-credit Recertification
TECH29501 Creating a WebQuest Learn to create exciting Internet projects for students using the WebQuest teaching model. Course participants learn to create basic web pages with Netscape Composer, then design a WebQuest for use in the classroom. Using WebQuests, your students will research on the Internet, then create class projects using the research data. WebQuests promote interdisciplinary study, cooperative learning, and independent thinking with students. 3 1,2,3,4,5,6 Fall, Spring, Summer 3-credit Graduate
TECH29502 Meeting Standards with Multimedia This course is designed for the intermediate-advanced computer user. A multimedia approach to teaching is one that combines multiple media types to enhance curriculum. In technology, this refers to an application that incorporates a combination of text, pictures, motion and sound. In this course, participants will learn to use several multimedia computer applications, such as Hyperstudio, KidPix, Inspiration, PhotoJam, and advanced PowerPoint. These applications will be used to develop integrated projects for classroom use. Participants will also develop lessons that showcase newly learned skills, support standards and further the curriculum. 3 1,2,3,4,5,6 Spring 3-credit Graduate
TECH29505 Integrating the Internet into the Curriculum This course is designed as an integrated approach to incorporating the Internet into the curriculum for teachers of all grades and content areas. With proper direction, the Internet can be used to teach responsible online researching, access valuable teacher and student resources, interact with fellow educators in remote locations, promote cooperative learning, and encourage higher-level thinking. The course will provide participants with information, opportunities and direction that will allow them to incorporate emerging and continuing online materials and ideas into their classroom, while supporting both state curriculum and national technology standards. This course is for intermediate to advanced computer users. 3 1,2,3,4,5,6 Fall, Summer 3-credit Graduate
TECH29508 Project Based Learning with Technology In this intermediate-advanced course, participants will explore Project Based Learning as a teaching strategy and learn how to incorporate student technology projects into the curriculum to enhance learning. In addition to developing projects for classroom use, participants will also create a workshop that can be held for other educators. 3 1,2,3,4,5,6 Fall, Spring, Summer 3-credit Graduate
TECH29509 Integrating Technology with the Arts Under development 3 1,2,3,4,5,6 Summer or Fall 3-credit Graduate
TECH29510 Integrating Technology with Language Arts and Social Studies Under development 3 1,2,3,4,5,6 Summer 3-credit Graduate
TECH29511 Integrating Technology into Special Education Under development 3 1,2,3,4,5,6 Summer 3-credit Graduate
TECH29509 Using the Net to Create Thematic Units The vast resources of the Internet can help creative teachers develop exciting thematic learning units. During this course, you will be introduced to the thematic unit development model, then create a virtual field trip and other projects as part of a thematic unit. Along the way, you will learn tips to brainstorm ideas, find cross-curricular materials, and use technology to enhance your instruction. 3 1,2,3,4,5,6 Spring 3-credit Graduate
TECH29600 ONLINE COURSE - WebQuests WebQuests provide a responsible classroom use of the Internet in the form of a Web page with curriculum based challenges and timely resources. Participants will explore existing WebQuests then work through a step-by-step approach to writing their own. 3 1,2,3,4,5,6 Ongoing through Connected University 3-credit Recertification
TECH29601 ONLINE COURSE: Virtual Fieldtrips - Exploring the World without Leaving the Classroom Imagine taking your students on a walking tour of the Smithsonian museums in Washington, D.C., or sailing down the Nile with them and stopping to investigate Egypt’s oldest tombs and temples. The Internet puts all of this—and much more—within reach of every classroom. In this course you’ll learn how to create your own virtual field trip, including finding the best online resources, writing activities to guide students’ explorations, and assessing student learning. "Connected University" Course. 3 1,2,3,4,5,6 Ongoing through Connected University 3-credit Recertification
TECH29602 ONLINE COURSE: Teaching Multiple Intelligences through Technology "It's not how smart you are," says Dr. Howard Gardner..."it's how you are smart!" This course examines Dr. Gardner's popular theory of Multiple Intelligences (M.I.), beginning with an historical lesson on how the theory came to be, and ending with technology based M.I. lessons that you will feel comfortable using and creating with your students. 3 1,2,3,4,5,6 Ongoing through Connected University 3-credit Recertification
TECH29603 ONLINE COURSE: Using the Net to Create Thematic Units The vast resources of the Internet can help creative teachers develop exciting thematic learning units. Learn the tips to brainstorm ideas, find cross-curricular materials, and use technology to enhance your instruction. During this six-week course, you will be introduced to the thematic unit development model, critique thematic units available online, and refine your skills in developing thematic units. "Connected University" course. 3 1,2,3,4,5,6 Ongoing through Connected University 3-credit Recertification
TECH29604 ONLINE COURSE: Using Laptops in your Classroom This course is designed to help educators introduce laptop computers into their classrooms. Learners examine how schools are currently using laptops under different applied models, and what advantages and challenges are in store when using laptop technology instead of traditional desktop computers. 2 1,2,3,4,5,6 Ongoing through Connected University 3-credit Recertification
TECH29606 ONLINE COURSE: Evaluating Web Sites Learn to effectively evaluate web sites for educational value and appropriateness. 1 1,2,3,4,5,6 Ongoing through Connected University 1-credit Recertification
TECH29607 ONLINE COURSE: My First Web Page - Part 1 Learn to create simple web pages using Composer. You will create a web page during this class for use in your classroom. 1 1,2,3,4,5,6 Ongoing through Connected University 2-credit Recertification
TECH29608 ONLINE COURSE: My First Web Page - Part 2 Continuation of My First Web Page - Part 1. 1 1,2,3,4,5,6 Ongoing through Connected University 2-credit Recertification
TECH29609 ONLINE COURSE: PowerPoint in the Classroom Beginning PowerPoint. 1 1,2,3,4,5,6 Ongoing through Connected University 1-credit Recertification
TECH29610 ONLINE COURSE: Admin II - Learning and Teaching with Technology Technology for educational administrators. 1 1,2,3,4,5,6 Ongoing through Connected University 1-credit Recertification
TECH29611 ONLINE COURSE: Enhancing Classroom Learning with Primary Sources Learn to use online technology to access primary sources with your students. 2 1,2,3,4,5,6 Ongoing through Connected University 2-credit Recertification
TECH29612 ONLINE COURSE: Using Technology to Enhance Teaching and Learning Enhance teaching and learning in your classroom through available online technologies. 2 1,2,3,4,5,6 Ongoing through Connected University 2-credit Recertification
TECH29620 ONLINE COURSE: Collaborating with Parents Technology can stretch the boundaries of education and transform how parents and schools work together. During this course, participants will explore parent involvement activities that support learning goals, and ways technology can enrich how schools and families work together. 2 1,2,3,4,5,6 Ongoing through Connected University 3-credit Recertification
TECH29630 ONLINE COURSE: Internet in the Classroom - First Steps If you are new to the Net, then this course is just for you. This beginner class covers Internet terminology, computer literacy, Web searching, email, and other essential skills for soon-to-be techno-savvy educators. 1 1,2,3,4,5,6 Ongoing through Connected University 3-credit Recertification
TECH29670 ONLINE COURSE: Mathematics for Information-Age Decision Making This math education course covers standards-based curricula for grades 6-8, emphasizing information-age mathematics, like online collaboration. Case studies show how math can be used in a variety of careers so learners will be ready to demonstrate the relevance of mathematics to their students. 3 1,2,3,4,5,6 Ongoing through Connected University 3-credit Recertification
TECH29671 ONLINE COURSE: English Language Learners in the Mainstreamed Classroom Learn to use technology to address needs of English language learners in your classroom. 2 1,2,3,4,5,6 Ongoing through Connected University 3-credit Recertification
TECH29672 ONLINE COURSE: Social Studies Online - An Overview In this course, you will learn to use an integrated approach to using technology to enhance social studies. Access available online resources and tools to help you with your social studies curriculum. 2 1,2,3,4,5,6 Ongoing through Connected University 3-credit Recertification
TECH29673 ONLINE COURSE: Paragraphs, Poetry and Persuasion Use the Internet to enhance the writing process with your students. Find a variety of web sites that will help you motivate your students through technology. 2 1,2,3,4,5,6 Ongoing through Connected University 1-credit Recertification
TECH29690 ONLINE COURSE: Creative Assessment Strategies Looking for a variety of assessment tools for your classroom? This course will introduce you to some creative ways to approach assessment with your students through technology. 2 1,2,3,4,5,6 Ongoing through Connected University 1-credit Recertification
Contact Information
Linda
Hains
Linda_hains@charleston.k12.sc.us
843-937-6463 |
