Technology Assessment Literacy Institute (TALI)

San Antonio Independent School District

San Antonio, TX
 

Introduction/Overview
Organizational Change
Budget & Finance
Professional Development
Technology Infrastructure
Outcomes
Evaluation
Contact Information
 

Introduction/Overview

Although 99% of San Antonio ISD's principals had participated in the TASA Technology Leadership Academies (three cohorts completed SAISD during 2002–2004 school years), it was clear that more work needed to be done with campus administrative teams. While teams recognized the value of technology and that it could have an impact on teaching and learning, there was no clear way to describe or quantify that impact. As such, the Levels of Technology Implementation (LOTI) Assessment was completed in spring 2004. Yet, dissemination of the data in a usable format was just as critical as recognizing the need for the data.

The TALI resulted from the combined efforts of the Associate Superintendent (Robert Alfaro) and the Instructional Technology Director (Miguel Guhlin) to transform how administrative and instructional campus leadership teams approached the use of technology in schools. This multihour institute addressed how to assess the level of technology implementation (LOTI) as well as use the language of the Texas StaR Chart to plan future growth. The TALI was followed up by specific presentations that demonstrated examples of instructional activities at various LOTI levels, as well as an online video library appropriate to target LOTI level 4, or target technology level.

The LOTI assessment was completed in spring 2004 with a 72% completion rate. Results of this assessment were disseminated to campus leadership teams during late spring and summer of 2004. The video library was begun in fall 2003 and completed in early spring 2004. Correlated instructional activities were developed and available to teachers in fall 2004.

*Please note that you can find executive summaries for each of these initiatives online at http://itls.saisd.net/initiatives.

Organizational Change

As far back as 2002, when the TASA Technology Leadership Academy began implementation, a significant amount of planning and outreach was accomplished. The goal was to better prepare principals for using technology in schools. Principals, as well as their site-based teams, had articulated a clear need for guidance in terms of using technology to enhance both instructional and administrative processes. This need was communicated to area superintendents in San Antonio ISD, discussed at the superintendent's cabinet, and, with their approval, implemented. It was recognized that the momentum gained by the TASA TLA could not be lost in subsequent years and with new campus administrative staff.

Recognition of this need necessitated the addition of professional staff in the Instructional Technology Office. As campus principals and their teams recognized that technology could be implemented at various levels, this allowed them to implement technology into their Campus Improvement Plans. In addition to seeing more technology being used at the appropriate LOTI level for a campus, increased professional learning opportunities abounded. These opportunities enabled teachers to achieve the next level of technology implementation as appropriate to their needs.

Based on their LOTI level, instructional staff can seek out professional learning according to the Technology Competency Certification Plan (TCCP). Each staff member can access his or her LOTI assessment through the district professional development planner (PDP) at http://itls.saisd.net/pdp.

Budget & Finance

The implementation cost for this project was approximately more than $100,000, not including hardware for related initiatives such as the Data-Driven Administrator Seminars (DDAS).

Professional Development

Extensive professional learning opportunities were made available with support structures to match. These opportunities are briefly described below:

Technology Assessment Literacy Institute: These sessions were delivered to all campus principals and administrative staff. Attendance was required by area superintendents.

Summer Summits: These summits—designed for campus leadership teams—enabled campus staff to analyze LOTI and StaR Chart data to better develop a plan of action using the Technology Competency Certification Plan (TCCP–http://itls.saisd.net/tccp) and revise their campus improvement plans. Followups were done with campuses over the 2004–2005 school year.

Technology Infrastructure

A variety of hardware, software, and services was purchased to facilitate achievement of the overall goal of transforming teaching, learning, and leadership through the strategic application of technology. Specific objectives—such as the Technology Competency Certification Plan (TCCP)—also required purchases of appropriate software and/or services.

Hardware purchases included laptops for principals, wireless handheld computers with keyboards and wireless access points, digital cameras and USB flash drives (a.k.a. pen drives), managed Web-based services such as Media-X's mVAL for Professional Development Appraisal System (PDAS) and LOTI walkthrough management.

Outcomes

The primary impact of the aforementioned initiatives was to establish a clear dialogue regarding the levels of technology implementation, defining exactly what constitutes target technology integration, and charting a path toward that target. This was the most powerful outcome of the TALI and supporting initiatives (e.g., TCCP, LOTI, DDAS). This outcome was intendend and desired. Campus and district staff had to recognize—with a little guidance—the urgent need they all had for using technology to affect teaching, learning, and leadership. Yet, this need could not remain undefined; definition had to be provided. The defining instruments included the Texas StaR Chart and, more importantly, the scientifically valid and reliable Levels of Technology Implementation (LOTI) assessment.

As teachers and campus leadership teams came to better understand their current LOTI level and where they needed to be, campuses were motivated to close the gap. This resulted in recognition of the need for Campus Instructional Technologists, campus improvement planning, and teaching differently in the classroom.

In the short term, with most of the District (51%) at Pre-Entry to Entry Level on the StaR Chart, it has become clear that increased technology access with ample professional learning opportunities is critical to achieving the target technology level. As campuses and teachers set short-term goals—moving from their present LOTI to the next one or beyond—the whole district can make plans to provide the necessary hardware, software, and network tools. It is clear from the increased recognition of need that San Antonio ISD is in dire straits. Funding for hardware, software, and staffing has diminished in Texas, but the total cost of ownership is ever present, as is the need for new hardware and software. Now that 51% of SAISD staff recognize there is a need, San Antonio ISD lacks necessary funding to advance.

Evaluation

The critical element of the TALI was really the LOTI. Conducting the LOTI assessment and sharing the data provided information that campuses needed to begin moving. Although they recognized the need, they did not have a baseline for growth. The LOTI established that baseline in a way no other assessment could have done—including the Texas StaR Chart. However, in collaboration, both Texas StaR Chart and LOTI complemented each other to present a more complete picture of technology use in San Antonio ISD. In this regard, having multiple data collection instruments (e.g., LOTI, StaR, TAGLIT) validated the qualitative data we had all collected.

Also critical to success was the implementation of the following initiatives:

-LOTI Video Library: A sample of video clips that exemplify different levels of the LOTI framework.

-Technology Competency Certification Plan (TCCP): A plan that outlines exactly what professional learning opportunities are needed. Organized by stage and correlated to the State Board of Educator Certification (SBEC) Beginning Teacher Technology Competencies, it clearly defines the path that administrators, teachers, and paraprofessionals must follow to use technology effectively in schools.

-Stakeholder Support: District-level support made the TALI and the LOTI required components of campus improvement planning, as opposed to just extraneous data.

With regards as to whether this project could be scalable, it is easily so. It worked in a district with more than 3,000 campus professionals, 57,000 students, and more than 100 campuses. As to reproductibility, San Antonio ISD has graciously made everything it has done available to other school districts for just these purposes. The motivation for this is simply that the more we share, the sooner we can all arrive at the target technology level.

In addition to reviewing the resources available at http://itls.saisd.net/, districts are also encouraged to review the executive summaries online at http://itls.saisd.net/initiatives for specific information and planning help. Also, many of these initiatives had detailed implementation plans—all available online—that would be useful.

Contact Information

Miguel Guhlin
mguhlin@saisd.net
210-527-1400