Putting a Little TLC into Staff Development: Creating Learning Communities that Address the Needs of All Teachers Cromwell Valley Regional Magnet School of Technology Baltimore, Maryland

Presenter Information Jill Dunham Wright: Dana Novotny:

Our Goal CVE students will be prepared for the 21 st century by becoming technologically literate by the time they leave CVE. This can only happen if technology is seamlessly integrated throughout the school on a daily basis.

Technology Committee The technology committee realized that to reach our goal, our teachers needed to master the skills that we expect them to teach to the children. Teachers also needed strategies for integrating technology with content areas.

Technology Sub Committee Developed three year technology plan Teacher Expectations Teacher Training Student expectations Hardware/software needs

Our Challenge How do we address the needs of three very different levels of teachers? Basic - 10% Proficient -70% Advanced - 20%

Staff Development Plan Tech 4 Ten New Teacher Information Sessions Mentor Technology Teachers Technology Enrichment Teachers Technology Learning Communities BCPS In-Service Courses JHU Technology Leadership Cohort Assistance from the Office of Instructional Technology

Tech 4 Ten Faculty Meetings Three classroom teachers are responsible for a month.

New Teacher Information Sessions After School 1 Hour Trainings Report Card Training Cromwell Basics Server Information/ Training Video Production in the TV Studio CBTIAs Using Microsoft Outlook Teacher Website

Technology Mentors Individual teachers assume responsibility. Technology Committee assumes responsibility. One person, technology liaison, cannot meet needs of all.

Help Desk Technology Liaison Technology Resource Teachers Grade Level Contacts Teachers

Technology Enrichment Teachers Two part time technology resource teachers Team Teach with classroom teachers Model effective technology integration techniques Model effective use of hardware and software

Technology Learning Communities (TLCs) 1. Survey staff 2. Developed possible TLC topics 3. Staff selected topic of relevance 4. Developed schedule 5. Conducted TLC 6. Gathered feedback 7. Adjusted spring schedule based on feedback and fall experience

Possible TLC Topics Promethean Turning Point Pixie Kidspiration/Inspiration Movie Maker PhotoStory Publisher Interactive PowerPoint Web Quests Research Models Web 2.0 Tools

TLC Format Three sessions, one per month Half day each during the school day Substitutes provided Universal introduction Introduction to: Specific software Specific hardware Time to develop lesson Share

Challenges Scheduling challenge Scheduling lab time Having enough staff members proficient in the topic so that one facilitator is not burdened with all the work. Meeting to plan session, time consuming for sub committee Funding Can never please all the people all the time

Successes Peer collaboration Low stress time during school day to learn new technology More staff members were involved in implementation, therefore they were vested in the outcome Variety of choices, something for everyone Staff showed increased knowledge Positive response because of opportunities to share with each other Increased school wide use of technology

References Bennett, H. (2003). Successful K-12 technology planning: ten essential elements. Teacher Librarian, Vol 31 (Issue 1), p.22. Retrieved on September 15, 2004 from Curtis, D. & Schumacker, C. (2004). Inquiry-based science learning with interactive technology. Retrieved October 13, 2004, from teaching_staff_dev_rvsd2%20.pdf teaching_staff_dev_rvsd2%20.pdf Curtis, D. & Schumacker, C. (2004). Inquiry-based science learning with interactive whiteboard technology. Retrieved October 13, 2004, from organization/images/e- teaching_staff_dev_rvsd2%20.pdfhttp:// organization/images/e- teaching_staff_dev_rvsd2%20.pdf McKenzie, J.From Now On – The Educational Technology Journal McKenzie, J. (1999). How Teachers Learn Technology Best. Bellingham, Washington: FNO Press.