Professional Learning is a critical and integral part of our technology plan, because a key premise in our staff development plan is that teachers must have the skills that the students are expected to acquire and apply. The Professional Learning Goals define a plan to support shifting teachers’ pedagogy to a student-centered, inquiry-based approach consistent with developing the IUSD Essential Capacities. The teachers’ role as facilitators, models, and navigators is essential to the successful integration of
technology.
4a. Summary of Teacher and Administrator Skills and Needs
All teachers and administrators have access to training opportunities that are available throughout the school year with in-services, BTSA training, OCDE training, and after school trainings. In May of 2012, a staff technology survey was taken by over 700 teachers and administrators and covered areas such as access, current use, professional learning and support. The results of the survey indicated that due to the decentralized nature of our District and limited time allotted for professional learning, staff availability for training varies significantly between each site.
Currently, about 70% of IUSD’s teachers use technology for student homework and practice, and 57%
use it for student assessments. However, the survey indicated that 47% of teachers do not have classroom management strategies that allow them to incorporate technology into their curriculum.
Administrators use email to communicate with teachers, staff members and other administrators. They use word processing to create reports and communications. Some Principals have started using the course management solution to demonstrate best practices by communicating to the PLCs, posting articles, and having discussions. Many teachers and administrators feel that they need Professional Learning in order to do the following: identify digital content, identify mobile applications, prepare for Common Core, and to use technology to differentiate instruction.
Seventy-three percent of teachers indicated that they learned about technology themselves, and 83%
were taught by peers. Despite each school site having a Technology Advisory Coach (TAC), 44% of teachers indicated that they have never received Professional Learning by a district TAC, and 29% never received Professional Learning from a local TAC. In contrast, 80% of the teachers acknowledge receiving information regarding available professional learning from District TACs and have indicated that they prefer to receive training from the TACs.
The discrepancy between the training and messaging teachers receive from the TACs results from many teachers being hesitant to attend TAC trainings on their own time, instead preferring a release day. In IUSD’s previous Technology Plan, the roadmap of the TAC program was outlined. Now that the TAC program has been established, the intention is to utilize the TACs’ expertise to further Professional
IUSD Technology Plan 2013-2016 Page 36 Learning, and offer trainings that are more convenient and content-relevant for IUSD staff.
4b. Providing Professional Learning Opportunities
Philosophy of PD
For Professional Learning to be successful, it cannot be isolated from pedagogical and content-based knowledge. IUSD believes that technology should never lead. If a teacher were to purchase a device without first understanding how to integrate the device into his or her lesson plan, the device becomes a “toy” rather than a tool. Conversely, a teacher who creates a lesson plan and purchases a device to augment or transform the lesson gives the device purpose and meaning. Professional learning is an integral part of connecting technology to student outcomes.
With the Schoolnet Instructional Management System implementation, IUSD piloted a new format for technological professional learning. TACs provided professional learning on the system within the context of augmenting activities teachers were already engaged in. For example, Schoolnet consolidates longitudinal student information into a single student profile. TAC training in this module was anchored to using the data to facilitate meaningful parent conferences. The training combined content
knowledge (understanding standards), pedagogical knowledge (developing student goals and engaging families) and technology knowledge (Schoolnet). This model, also known as TPACK, will inform IUSD’s structure for technology professional learning outlined in this plan.
IUSD Technology Plan 2013-2016 Page 37 Figure 4b.1: Professional learning Framework: Technical, Pedagogical, and Content Knowledge
Integration
IUSD has further found that professional learning is most effective when scaffolded, and is differentiated to meet the needs of the individual. In order to make professional learning more accessible, IUSD has implemented multiple delivery options such as in-person trainings, video tutorials, blogs, and written tutorials which highlight what the District feels are best practices. Coaching, support, and follow-up of professional learning is also essential, in that it will allow for more teachers feel safe to take risks with technology integration.
IUSD Technology Plan 2013-2016 Page 38 Goal 4b.1: Develop an effective support structure for professional learning that integrates
technological, pedagogical, and content knowledge and applications.
Objective 1.1 Benchmark By June 30, 2016, the
Technology Advisory Coach membership will develop coaches in core content area at each of the District’s secondary schools and grade level groups at the
elementary schools as measured by a list of TACs at each school and eventually the
identification of 1 FTE at each site.
June 30, 2014 June 30, 2015 June 30, 2016
Two TACs at eachElementary Site, Two TACs at each middle school and 4 TACs at each high school
Two TACs at each Elementary Site, Two TACs at each middle school and 1 FTE at each High School
1 FTE at each site
Implementation Timeline Responsible Evaluation/ Modification
Identify and assign oneprimary and one Upper TAC for each Elementary School.
One Math and one ELA TAC for each middle school. One Math, one ELA, one Science, and one Social Science TAC for each High School.
Fall 2014 and ongoing for the duration of the plan.
Ed Tech Coordinator
List of TACs at each school Yearly survey to determine the amount and quality of professional learning offered in technology.
Extend TAC hours to cover more on site demands in integrating Technology into the Common Core.
Fall 2015 and ongoing for the duration of the plan
Ed Tech Coordinator
TAC hours TAC training logs
Identify 1 FTE for each site Fall 2016 Ed Tech Coordinator
List of FTE TOSAs for each site.
FTE Survey for TOSAs to report out their duties and hours.
Goal 4b.2: Embed technology Professional Learning (PL) into District-wide professional learning initiatives, including Common Core, State Assessments, Response to Instruction, Professional Learning Communities, Intervention Lead Training, and Positive Behavior Intervention and Support.
Objective 2.1 Benchmark
By June 30, 2016, all PL for major District initiatives will have an
June 30, 2014 June 30, 2015 June 30, 2016
60% of teachers willmeet Objective 2.1
75% of teachers will meet Objective 3.1
100% of teachers will meet Objective 3.1
IUSD Technology Plan 2013-2016 Page 39 embedded technology
component where appropriate as measured by the staff technology survey and training evaluations.
Implementation Timeline Responsible Evaluation/ Modification
Train District coordinators,TOSAs and other professional development providers on the use of technology resources available to teachers.
Fall of 2015
Training agendas, training attendance logs, and training evaluations.
District trainers will incorporate appropriate technology
resources into all PL activities.
Fall of 2015
Training agendas, training attendance logs, and training evaluations.
Goal 4b.3: Develop a library of on-demand technological professional learning resources, including promising practices and training videos that are Irvine centric.
Objective 3.1 Benchmark
By June 30, 2016, technology professional learning resources will be available for every grade level as measured by a repository catalog and usage statistics.
June 30, 2014 June 30, 2015 June 30, 2016
30% of teachers willuse on-demand learning resources in technology
60% of teachers will use on-demand learning resources in technology
90% of teachers will use on-demand learning resources in technology
Implementation Timeline Responsible Evaluation/ Modification
Select a video repositorysolution.
Winter of 2014 Ed Tech
IUSD Coordinator and Media Developer
Selection of repository solution.
Plan the production of the training and promising practices resources
Spring 2014 Ed Tech
Coordinator and Media Developer
Resources list, including locations/talent/equipment Production schedule
IUSD Technology Plan 2013-2016 Page 40 Produce technology training
and promising practices learning resources and upload into an online repository.
Spring 2014 and ongoing for the duration of the plan.
Ed Tech
Coordinator and Media Developer
Number of resources uploaded to the online PL repository.
Train teachers on how to access the video repository site.
Fall 2015 and ongoing for the duration of the plan
Ed Tech
Coordinator and Media Developer
Professional Learning
technology survey and usage reports.
Goal 4b.4: Provide all teachers professional learning regarding the safe and appropriate use of technology, including effective classroom management in a technology-rich environment.
Objective 4.1 Benchmark
By June 30, 2016, all teachers will receive training on the district’s RUP policy and have a deep understanding of effective classroom management in a BYOD classroom, as measured by signed RUPs and training attendance sheets.
June 30, 2014 June 30, 2015 June 30, 2016
60% of teachers willmeet Objective 4.1
75% of teachers will meet Objective 4.1
100% of teachers will meet Objective 4.1
Implementation Timeline Responsible Evaluation/ Modification
Teachers will participate in a yearlytraining on effectively using the District RUP for their students and themselves, including the
appropriate and ethical use of technology and Internet safety.
Fall of 2014 and annually for the
duration of the plan.
Educational Technology Coordinator, TOSA and TACs
Training sign-in sheets and agendas.
Signed Responsible Use Policies will be compared to total staff count to
determine the percentage of teachers who have not yet attended training.
Teachers will be trained on classroom management and appropriate use for a Bring Your Own Device environment.
Fall of 2015 and ongoing for the
duration of the plan.
Educational Technology Coordinator, TOSA and TACs
Training sign-in sheets and agendas
IUSD Technology Plan 2013-2016 Page 41
4c. Professional Learning Monitoring Process
IUSD will continually collect data by using the following three surveys: a yearly survey of all District staff members, a survey immediately following all District-offered professional learning training, and finally, the results from the national “Speak Up” Survey. In addition, IUSD will review Professional Learning participation data from its Educator Development System (Schoolnet) and usage data on accessing on-demand Professional Learning resources.
The surveys will collect data regarding the use of technology, the staff’s and students’ perceived technological needs, and knowledge of current technology. The District will use the aforementioned survey results to make data-driven decisions regarding current and future professional learning efforts.
The yearly staff survey will be developed by the Educational Technology department and will be distributed by the Technology Advisory Coaches at each site. The data will be collected online. The Professional Learning Survey will be a required survey to be completed after each training, which will automatically be tracked by Schoolnet. Finally, the National Speak-Up Survey is made available to the District through Project Tomorrow and pushed out by the TACs.
To validate and deepen understanding of the survey results, the Education Technology Coordinator will conduct focus groups with teachers and students. Findings from the focus groups will be shared with the Technology Steering Committee.
To assess the level of technology integration into initiative-based professional learning and effectiveness of content-area coaching, the Education Technology Coordinator will meet monthly with the Education Services Curriculum Coordinators.
IUSD Technology Plan 2013-2016 Page 42