1. The Role of Professional Learning Communities and Leadership with the implementation of a Technology-Integrated Curriculum Presented by: Glenn Maleyko, Principal, DuVall Elementary Ph. D Candidate, Wyatt David, DuVall Teacher and DTAC Leader Bob Attee, Teacher and Tech Chair Salina Intermediate DuVall Elementary, Dearborn, Michigan Dearborn Public Schools

2. DuVall Elementary Salina Intermediate

3. 1st Grade Students in Ms. Sims class

4. DuVall Elementary  Located in Dearborn, MI – A suburb of Detroit  276 students in grades K-5  We are located near Greenfield Village and the Henry Ford Museum

5.   9% students with disabilities  12% ELL students  24% Free and reduced lunch  AYP has been met for several consecutive years.

6. Salina Intermediate, Dearborn, Michigan

7. Salina Intermediate - By The Numbers  Located in Dearborn, MI – A suburb of Detroit  520 students in grades 4 – 8  100% ethnically diverse (Arabic primary ethnicity) These students qualify as Caucasian under federal guidelines

8.  23% annual mobility rate  9% students with disabilities  60% English Language Learners  97.5% Free and reduced lunch  AYP has been met for several consecutive years.

9. Salina Intermediate and DuVall Elementary. Model School Major Achievements  Award winner of Several Technology Grants over the past 11 years  Ameritech Technology Academy Recognition as one of the top 8 schools in Michigan that are integrating technology into the curriculum

10. Achievements Continued -We have Provided Training in Technology Integration to teachers throughout the state through the DuVall Tech Camp.

11. Provide Frequent Presentations at State and National Conferences  ICLE Model Schools Conference and ICLE Summit  ASCD National Conference 2009  MACUL State Conference 2001-present  ACTFL National Conference 2008  MABE State Conference 2008  Arkansas Literacy Conference 2007  Michigan ASCD Middle School Summit 2007

12.  ATA Academy 2007 and 2008  NMSA National Conference 2005  Michigan ASCD Conference 2003

13. Research & Data  There is an enormous amount of data supporting technology integration in the classroom.  International Society of Technology Education (ISTE) Standards  National Education Association NEA  Michigan Association for Computer Users in Learning (MACUL)

14. DuVall Technology  Data projectors, Document cameras and promethean board in most of the classrooms.  Wireless connectivity  mobile wireless labs including a new dell mini lab  DuVall Student Broadcasting Network DSBN  Multimedia software applications  Streaming Video software  On-line learning, communication and blogs  Big Blue Button Conference software

15. DuVall Elementary ELA & Math Objective Proficiency Index

16. DuVall Elementary ELA & Math Objective Proficiency Index for Economically Disadvantaged Students.

17. All of us can consciously decide to leave behind a life of mediocrity and to live a life of greatness---at home, at work and in the community. No matter what our circumstances may be, such a decision can be made by everyone of us. Stephen Covey Pg. 29

18. The history of a free man is never written by chance but by choice– their choice. Dwight D. Eisenhower

19. What is our frame of mind? What is our frame of mind? Is the Glass half full or half empty? At DuVall we always view the glass half full. An optimistic viewpoint.

20. Technology Standards for School Administrators International Society for Technology Education (ISTE) Publications http://www.iste.org

21. ISTE standards for Administrators  1. Leadership and Vision  2. Learning and Teaching  3. Productivity and Professional Practice  4. Support, Management, and Operations  5. Assessment and Evaluation  6. Social, Legal, and Ethical Issues

22. Within the Standards there are performance Indicators For  Campus leaders or Principals  District Leaders  The Superintendent and Cabinet.

23. Standard I. Leadership and Vision Educational Leaders inspire a shared vision for comprehensive integration of technology and frost an environment and culture conducive to the realization of that vision. Educational Leaders inspire a shared vision for comprehensive integration of technology and frost an environment and culture conducive to the realization of that vision.

24. Education leaders foster and nurture a culture of responsible risk-taking and advocate policies promoting continuous innovation with technology. Performance Indicator I.C

25.  Effective visions help individuals understand that they are part of a larger world and also reassure them of their individual importance to the organization.  Reeves, Douglas (2006). The learning Leader. Visionary leaders

26. “People want to be part of something larger than themselves. They want to be part of something they’re really proud of, that they’ll fight for, sacrifice for, trust.” — Howard Schultz

27. DuVall Vision   We see a DuVall Community that supports and builds on the strengths of each student, uses instructional best practices, inspires students to think critically and creatively in school and community.   We see an educational partnership in which DuVall staff, families, and members of the community faithfully share the responsibility of educating each student in an atmosphere of trust and mutual respect.   We see a continually changing teaching and learning environment that uses technology and research based best practices as the focal point for developing and implementing sound educational programs and instructional practices.

28. Vision Cont’d   We see a school community that encourages and insists its students achieve beyond GLCE’S.   We see a school community that respects, appreciates, and celebrates our similarities and differences.   We see a school community that embraces the Core Values.

29. DuVall Mission   The Mission of the DuVall Community is to educate all students to high academic standards within a safe, nurturing and engaging environment assuring they become productive citizens and life long learners.

30. Standard III: Productivity and Professional Practice  Educational leaders apply technology to enhance their professional practice and to increase their own productivity and that of others.

31. Standard IV: Support, Management and Operations Educational leaders ensure the integration of technology to support productive systems for learning and administration

32. Activity 1 Poll everywhere survey http://www.polleverywhere.com Poll everywhere survey http://www.polleverywhere.com Poll everywhere survey http://www.polleverywhere.com

33. Cultural Shifts Becoming a Professional Learning Community  “To put it as succinctly as possible, if you want to change and improve the climate and outcomes of schooling both for students and teachers, there are features of the school culture that have to be changed, and if they are not changed your well-intentioned efforts will be defeated” Seymour Sarason: Taken From Robert Eaker PLC presentation.

34. Change Video

35. Marzano, Waters and McNulty (2005) 1st order change vs. 2 nd order change  1 st order change all of the 21 responsibilities apply  1 st order change is incremental. It can be thought of as the next most obvious step to take.

36. 2 nd order change  2 nd order change is anything but incremental. It involves dramatic departures from the expected, both in defining a given problem and in finding a solution.  Marzano, McNaulty and Waters (2005).

37. 2 nd order change  Leadership for second order change includes the following:  Knowledge of Curriculum, Instr. & Assessment.  Optimizer  Intellectual Stimulation  Change Agent  Monitoring/Evaluating  Flexibility  Ideals/Beliefs Marzano, McNaulty and Waters (2005).  Negatively impacted responsibilities:  Culture  Communication  Order  Input

38. Fullan (2008) The Six Secrets of Change Fullan (2008) The Six Secrets of Change  Secret One Love your employees Secret One Love your employees Secret One Love your employees  Secret Two Connect peers with purpose Secret Two Connect peers with purpose Secret Two Connect peers with purpose  Secret Three Capacity Building Prevails Secret Three Capacity Building Prevails Secret Three Capacity Building Prevails  Secret Four Learning is the work Secret Four Learning is the work Secret Four Learning is the work  Secret Five Transparency Secret Five Transparency Secret Five Transparency  Secret Six Systems Learn Secret Six Systems Learn Secret Six Systems Learn

39. DuVall School Professional Learning and Expertise  We have established our own experts in the school in several areas including: –Technology, literacy, differentiated instruction, writing, leadership, etc.

40. The Power of Professional Learning Communities  The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community. The path to change in the classroom lies within and through professional learning communities. Dufour & Eaker

41. In order to be successful, professional learning communities must be embedded in the culture of our school. Teamwork and collaboration at DuVall is not an option, it is who we are and what we do as a part of our daily routine. Glenn Maleyko

42. Team Collaboration Effective collaborative teams share knowledge, define learning standards, agree on pacing, build knowledge of best practice, and focus on issues that MOST impact student achievement. Effective collaborative teams share knowledge, define learning standards, agree on pacing, build knowledge of best practice, and focus on issues that MOST impact student achievement.

43. The Foundation for a Professional Learning Community at DuVall Elementary

44. DuVall Leadership Teams  Grade level teams  PCL teams K-2 and 3-5  SIP team  Intervention team  PTA and parent groups  DTAC  Other

45. DuVall Technology Advisory Committee (DTAC) Members  Jacki Alabakoff, Bob Attee, Sabine Aytes, Matt Burpee,Wyatt David, Amina Guvetis, Michael Hawkins, Greg Miller, and Wanda McFarlane

46. A Traditional School Focuses on Teaching and a Professional Learning Community Focuses on Student Learning. A Traditional School Focuses on Teaching and a Professional Learning Community Focuses on Student Learning.

48. Standard II: Learning and Teaching  Educational leaders ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching.

49. Strategy 4 Technology Integration and Critical Thinking Rigor and Relevance

50. Original Terms New Terms  Evaluation  Synthesis  Analysis  Application  Comprehension  Knowledge Creating Evaluating Analysing Applying Understanding Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

51. W. M. Glasser

52. Too often the Technology itself Becomes More important than the Curriculum & Instruction  Sound Curriculum & Instruction Decisions should be made and then the appropriate technology should follow.  We should Review Site Plans  Identify Existing Decision making Committees or other decision making groups.

53. Educational Leaders Advocate for research-based effective practices in use of technology Performance Indicator I.E. Student Projects and Inquiry Learning

54. Learning with Technology Glenn Maleyko

55. Video Crew by Wyatt David

56.  MICHAMPS  Technology lessons  Mr. Maleyko’s role, teacher role, & DTAC role

57.  Operating a video camera  Operating a digital still camera  Native American Projects  http://blog.dearbornschools.org/davidw/nativ e-american-presentations/ http://blog.dearbornschools.org/davidw/nativ e-american-presentations/ http://blog.dearbornschools.org/davidw/nativ e-american-presentations/

58.  Video taping  Livestreaming (cool) http://duvall.dearbornschools.org/Live_Vide o_Stream http://duvall.dearbornschools.org/Live_Vide o_Stream http://duvall.dearbornschools.org/Live_Vide o_Stream  Working with Mr. Maleyko  Downloading, editing, uploading

59. DuVall Student Broadcasting Network (DSBN)

60.  DSBN (DuVall School Broadcasting Network)  Team work  Team Selection Grades (3-5)  Interviewing  Scripting

61. Team Collaboration We can achieve our fundamental purpose of high levels of learning for all students only if we work together. We cultivate this collaborative culture through the development of high performing teams. Dufour & Eaker

62. Advantages of collaborative teams  provide support for new teachers  promote confidence among staff members  allow teachers to work together to find quality solutions  provide opportunities for sharing ideas, materials, and methods for better teaching  enhance student achievement

63. The most effective collaborative teams  Focus on learning rather than teaching.  If teams do not focus on issues and questions that most impact student achievement, they become “coblaboration” teams.  Dufour & Eaker 2002

64. Important Team Components  Three important components keep the team focus and help to subdue the resistors –1. The development of Team Norms –2. The development of Team Goals –3. Sustaining Good team leadership.

65. Team Norms video on D-Tube Team Norms video on D-Tube Dearborn Public Schools Dearborn Public Schools http://www.dearbornschools.org/

67. Standard V: Assessment and Evaluation Educational leaders use technology to plan and implement comprehensive systems of effective assessment and evaluation.

68. Data-Driven Decisions & Instruction  The implementation of student portfolios that will include writing samples, DRA tests, common assessments, performance assessment samples and other pertinent data are examples.

69. Data-Driven Decisions & Instruction Cont’d  An assessment wall is used and we have a variety of assessments that we use including Writing, Reading, Mathematics, Science and Social Studies  We are now implementing on-line assessment via Class A--See the agenda for a session.

70. Monitoring and Evaluating  Classroom Walkthroughs are a critical component within the School Improvement Process at DuVall.  I looked at articles published by ASCD.  The Three Minute Classroom Walk-Through by Carolyn Downey.

71. DuVall Elementary Administrative Walkthroughs and team Learning Walks. (based on the Downey Model (2004)  The most important thing is conversations and building relationships with faculty and students in order to develop a framework for change.  Deposits, Deposits, Deposits

72. Educational leaders facilitate and support collaborative technology enriched learning Environments conducive for innovation for improved learning. Performance Indicator II.B.

73. Standard VI: Social, Legal and Ethical Issues  Educational leaders understand the social, legal and ethical issues related to technology and model responsible decision- making related to these issues.

76. Page 88 Admin standards book  Alan November (1998) suggests that technology has not been fully integrated into the education environment because its use is viewed as an additional layer over what is already done rather than as an information and communication tool that can that can change the structure of the organization.

77.  Because there is great potential for organizational change through the use of technology tools, administrators need to be active players in technology integration. November also differentiated between automating, what happens when technology is layered on the existing system, and infomating what occurs when systemic change is achieved using information and communication. As mentioned above

78. November suggests that doing the same old thing faster should not be your goal, but rather it should be making better use of information and how you use it, which may, in turn, lead to some time being saved or better used. November suggests that doing the same old thing faster should not be your goal, but rather it should be making better use of information and how you use it, which may, in turn, lead to some time being saved or better used.

79. Confronting resistors Even after an open dialogue, resistors may persist. Leaders must act as promoters and protectors of decisions and:  Continue working with the resistor  Make no exemption from the collaborative process  Clarify the specific behaviors required  Clarify specific consequences  Monitor behavior rather than attitude  Apply the specified consequences, if necessary

80. Administrator Expectations and Support for Teachers! Both are critical.

81. Making A Difference  What does make a difference is a school administrator or teacher at any level who is a thoughtful instructional leader.  In order to Be successful there must be a technology plan of action.  Example: The Strategic Plan. 2002 MAKING TECHNOLOGY STANDARDS WORK FOR YOU ISTE.

82. Presentation References  Covey, S. (2004). The 8th habit: From effectiveness to greatness. New York, NY: Franklin Covey Co.  Downey, Steffy, English, Frase & Poston (2004). The Three Minute Classroom Walk- Through.  Dufour, R., Dufour, R., Eaker, R. & Many, T. (2006). Learning by Doing. Bloomington, IN: Solution Tree.  Dufour, R., Dufour, R., Eaker, R., & Karhanek. (2004). What ever it takes: How professional learning communities respond when kids don’t learn. Bloomington, Indiana: Solution Tree  Dufour, R., Dufour, R., & Eaker, R. (2002). Getting started: Reculturing schools to become professional learning communities. Solution Tree: Bloomington, Indiana.  Dufour, R. & Eaker, R. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, Indiana: Solution Tree.  Education Week,, (2002) Technology in Education, October 1st, 2003.  Friend, M. (2008). Co-teach: A handbook for creating and sustaining effective classroom partnerships in inclusive schools. Greensboro, NC: Marilyn Friend Inc..  Fullan. (2008). The Six Secrets of Change.  Fullan, Hill, & Crevola. (2006). Breakthrough. Prentice-Hall.  Gardner () Do Technology Based Lessons Meet the Needs of Student Learning Styles  Jackson, Anthony W & Davis, Gayle (2000). Turning Points 2000: Educating Adolescents in the 21st Century.  Marzano, R. (2006). Classroom Assessment and Grading that Work. ASCD Publications.

83. Presentation References  Marzano, R., Waters, T., & McNulty, B. A. (2005). School Leadership that works: From Research to Results.  National Association of State Boards of Education (2002)  McLaughlin, M., & Talbert, J. (2001). Professional learning communities and the work of high school teaching. Chicago: University of Chicago Press.  Sarason, S. B. (1996). Revisiting ‘The culture of the school and the problem of change’. New York: Teachers College Press.  Souden, Mike (2003). Evolution of Standards: Enhanced Information opportunities that technology provides. Taken on October 24, 2003, form www.macul.org www.macul.org  Stiggins, R. (2004). Student Involved Classroom Assessment: 3 rd Edition. Prentice Hall.  International Society for Technology Education (2007). NETS Standards for Teachers  International Society for Technology Education (2005). Making Technology Standards Work for you: A guide for administrators.