Community Members: Email your questions and feedback to techplan@psusd.us.


Note: This website contains only DRAFT material generated by the technology planning committee. The content has not been presented to - or approved by - the board of education. The site does not include built in spell check or grammar check, and many typographical errors remain on these pages. This will be rectified in the first draft of the complete document. Please accept our invitation to view (and offer feedback on) this work in progress.



Professional Development


This section of the wiki is provided for discussion and collaboration related to the Professional Development component of the technology plan. Please share your thoughts below by clicking on Edit This Page above.

Subcommittee Lead: Don Slusser
Subcommittee Members: Nettie Roberts, Barbara Anglin, Wendy Sherwood, Matt Hamilton

Guiding Questions

4a. Summary of the teachers’ and administrators’ current technology skills and needs for professional development.

This Education Technology Plan provides a summary of the District teachers’ and administrators’ current technology skills from the EdTech Profile survey, developed by the California Department of Education’s State Educational Technology Service (SETS). The survey findings are summarized by specific skills in order to help individuals, schools, and districts plan technology professional development based on identified needs. The EdTech Profile survey data and teacher input are reviewed at the District level as well as at the site level annually to better define the following year’s professional development activities. Additional District technology integration data can be found in Component 3b (pages 18-19) of the Education Technology Plan.

These results were used to develop the goals for technology staff development.

Administrators' Current Technology Skills

Implications: The District has provided many training opportunities to administrators, and this seems to be reflected in their relatively high level of proficiency as a group. However, administrators still need training in computer skills, particularly in presentations, spreadsheets, and databases (Zangle and Data Director). Providing this training will be an important part of meeting goal 4b3 below.

Note: Though there are not significant EdTechProfile data on Palm Springs administrators' related to standards 9 and 16, the planning committee believes it is important for administrators to receive training in these areas as well. (See the implications of teachers' skills below.)

Teachers' Current Technology Skills:

Implications: Teachers, too, show a relatively high level of proficiency in general computer, email, internet, and word processing skills. However, they too require additional training in computer skills, particularly in presentations, spreadshets, and databases (Zangle and Data Director). Providing this training will be an important part of meeting goal 4b3 below.

Based on these reports it is clear that teachers require additional professional development in using technology in the classroom (standard 9). In particular, they need to learn to evaluate and select educational software (9g). They also need to learn to use electronic research tools, and to assess the data gathered (9h).

Also, it is clear that teachers require additional professional development in using technology to support student learning (standard 16). In particular, they need to learn to interact and communicate with other professionals through a variety of methods, including the use of computer-based collaborative tools to support technology-enhanced curriculum (standard 16b). In addition, they need to be able to demonstrate competence in evaluating the authenticity, reliability and bias of the data gathered, determine outcomes, and evaluate the success or effectiveness of the process used. Teachers need to learn to frequently monitor and reflecs upon the results of using technology in instruction and adapting lessons accordingly (standard 16g).

The EdTechProfile also provides data on teacher staff development needs and preferences, as reported by the teachers themselves. The following three questions were asked of all teachers who completed the survey. Below each question, the responses are summarized and the implications are discussed.

I need opportunities to participate in educational technology staff development focused on: (Number of Respondents, Percent)
Basic computer/technology skills. 322 (28%)
Integrating technology into the curriculum. 820 (72%)

Implications: The District will focus professional development efforts on helping teachers integrate technology into the curriculum, while still providing opportunities to develop basic computer/technology skills for those who need remediation in this area.

The training format I prefer is: (Number of Respondents, Percent)
One−on−one informal technology training. 269 (21%)
Small group technology training. 738 (58%)
Online web−based technology training. 262 (21%)

Implications: The District will focus professional development efforts on providing small group training, while also making an effort to provide one-on-one coaching for those who need it. In addition, the District will continue to support the use of online learning via on-demand services such as Atomic Learning, and to explore additional online and distance learning environments, including video chat or services such as WebEx for online meetings.

I prefer technology training to be offered: (Number of Respondents, Percent)
During the school day. 587 (39%)
After school. 452 (30%)
In the evening. 85 (6%)
On the weekend. 95 (6%)
During the summer/off track. 284 (19%)

Implications: The District will focus professional development efforts on providing training during the school day (whenever possible) and after school. In addition, classes may be successful if offered during the summer break.

Note: Include approximately 1 to 2 pages of narrative based on the Guiding Questions.


4b. List of clear goals and a specific implementation plan for providing professional development opportunities based on the needs assessment and the Curriculum Component goals, benchmarks, and timeline.

4b.1. Goal - Instructional staff will guide students in the use of technology to support mastery of district and state academic standards.

4b.1.1 Objective 1 - The District will work with all sites to ensure delivery of appropriate professional development to instructional staff in the use of technology to support student mastery of district and state academic standards, as measured by the professional development opportunities offered, records of participation, and the Educational Technology Profile.
  • Baseline:Existing oportunities and records of participation include Data Director, Zangle gradebook and web applications training, AB430 Module 3, BTSA, and EETT.
  • Benchmark 2007-2008: Establish a centralized district-wide system for tracking and quantifying educational technology professional development opportunities offered and records of participation. Assess the technology-based professional development needs of instructional staff. Create a professional development plan to meet the needs of instructional staff, with a focus on creating engaging learning experiences in the core curricular areas and English Language Development.
  • Benchmark 2008-2009: Implement the professional development plan created in 2007-2008 using the centralized district-wide system for tracking and quantifying professional development opportunities and records of participation. Establish baseline data for comparison in 2009-2010. Continue needs assessments and create a plan for 2009-2010.
  • Benchmark 2009-2010: Continue assessing needs and implementing the professional development plan. Show growth in comparison to baselines established in 2008-2009.

  • Baseline: 7% Proficient in Standard 9, 5% in Standard 16 (40% Intermediate or Proficient in Standard 9, 32% in Standard 16)
  • Benchmark 2007-2008: 17% Proficient in Standard 9, 15% in Standard 16 (50% Intermediate or Proficient in Standard 9, 42% in Standard 16)
  • Benchmark 2008-2009: 27% Proficient in Standard 9, 25% in Standard 16 (60% Intermediate or Proficient in Standard 9, 52% in Standard 16)
  • Benchmark 2009-2010: 37% Proficient in Standard 9, 35% in Standard 16 (70% Intermediate or Proficient in Standard 9, 62% in Standard 16)


4b.1.2 Objective 2 - The District will work with all sites to provide ongoing support to instructional staff in the use of technology to support student mastery of District and State Academic Standards, as measured by technology coaches logs, the District Teacher Technology Use Survey, the District Administrator Technology Use Survey.
  • Baseline: Existing ongoing support includes EETT coaches, the Educational Technology Specialist, the Data Systems team, and the Technology & Information Services help desk staff. Baseline survey data will be established in 2006-2007.
  • Benchmark 2007-2008: On average, instructional staff will answer "more than a week, but less than a month" in response to this item on the District Technology Use Surveys.
  • Benchmark 2008-2009: On average, instructional staff will answer "two to five work days" in response to this item on the District Teacher Technology Use Surveys.
  • Benchmark 2009-2010: On average, instructional staff will answer "within a day" in response to each item on the District Teacher Technology Use Surveys.


4b.2. Goal - Instructional staff will guide students in the use of technology to support development of 21st Century Learning Skills.

4b.2.1. Objective 1 - The District will work with all sites to ensure delivery of appropriate professional development to instructional staff in the use of technology to support student development of 21st Century Learning Skills, as measured by the professional development opportunities offered, and records of participation.
  • Baseline: This is a new initiative and no related professional development has been offered in the past.
  • Benchmark 2007-2008: Establish a centralized district-wide system for tracking and quantifying educational technology professional development opportunities offered and records of participation. Assess the technology-based professional development needs of instructional staff. Create a professional development plan to meet the needs of instructional staff, with a focus on student development of 21st Century Learning Skills.
  • Benchmark 2008-2009: Implement the professional development plan created in 2007-2008 using the centralized district-wide system for tracking and quantifying professional development opportunities and records of participation. Establish baseline data for comparison in 2009-2010. Continue needs assessments and create a plan for 2009-2010.
  • Benchmark 2009-2010: Continue assessing needs and implementing the professional development plan. Show growth in comparison to baselines established in 2008-2009.

4b.2.2. Objective 2 - The District will work with all sites to provide ongoing support to instructional staff in the use of technology to support student development of 21st Century Learning Skills, as measured by technology coaches logs, the District Teacher Technology Use Survey, and the District Administrator Technology Use Survey.
  • Baseline: This is a new initiative and no related support has been offered in the past.
  • Benchmark 2007-2008: On average, instructional staff will answer "more than a week, but less than a month" in response to this item on the District Technology Use Surveys.
  • Benchmark 2008-2009: On average, instructional staff will answer "two to five work days" in response to this item on the District Teacher Technology Use Surveys.
  • Benchmark 2009-2010: On average, instructional staff will answer "within a day" in response to each item on the District Teacher Technology Use Surveys.


4b.3. Goal - Instructional staff will guide students in the mastery of technology skills identified in the District Student Technology Skills Scope and Sequence.

4b.3.1. Objective 1 - The District will work with all sites to ensure delivery of appropriate professional development to instructional staff in the instructional use of the District Student Technology Skills Scope and Sequence, as measured by the professional development opportunities offered, records of participation, and the Educational Technology Profile.
  • Baseline: This is a new initiative and no related professional development has been offered in the past.
  • Benchmark 2007-2008: Establish a centralized district-wide system for tracking and quantifying educational technology professional development opportunities offered and records of participation. Assess the technology-based professional development needs of instructional staff. Create a professional development plan to meet the needs of instructional staff, with a focus on mastery of technology skills identified in the District Student Technology Skills Scope and Sequence.
  • Benchmark 2008-2009: Implement the professional development plan created in 2007-2008 using the centralized district-wide system for tracking and quantifying professional development opportunities and records of participation. Establish baseline data for comparison in 2009-2010. Continue needs assessments and create a plan for 2009-2010.
  • Benchmark 2009-2010: Continue assessing needs and implementing the professional development plan. Show growth in comparison to baselines established in 2008-2009.

  • Baseline: 26% Proficient in Basic Skills (70% Proficient or Intermediate)
  • Benchmark 2007-2008: 36% Proficient in Basic Skills (75% Proficient or Intermediate)
  • Benchmark 2008-2009: 46% Proficient in Basic Skills (80% Proficient or Intermediate)
  • Benchmark 2009-2010: 56% Proficient in Basic Skills (85% Proficient or Intermediate)


4b.3.2 Objective 2 - The District will work with all sites to provide ongoing support to instructional staff in the instructional use of the District Student Technology Skills Scope and Sequence, as measured by technology coaches logs, the District Teacher Technology Use Survey, the District Administrator Technology Use Survey, and the Information & Technology Services help desk records.
  • Baseline: This is a new initiative and no related support has been offered in the past.
  • Benchmark 2007-2008: On average, instructional staff will answer "more than a week, but less than a month" in response to this item on the District Technology Use Surveys.
  • Benchmark 2008-2009: On average, instructional staff will answer "two to five work days" in response to this item on the District Teacher Technology Use Surveys.
  • Benchmark 2009-2010: On average, instructional staff will answer "within a day" in response to each item on the District Teacher Technology Use Surveys.


4b.4. Goal - Instructional staff will guide students in the mastery of Information Literacy skills, as identified in enGauge: 21st Century Skills for 21st Century Learners.

4b.4.1. Objective 1 - The District will work with all sites to ensure delivery of appropriate professional development to instructional staff in the instruction of information literacy skills, as measured by the professional development opportunities offered, and records of participation.
  • Baseline: This is a new initiative and no related professional development has been offered recently.
  • Benchmark 2007-2008: Establish a centralized district-wide system for tracking and quantifying educational technology professional development opportunities offered and records of participation. Assess the technology-based professional development needs of instructional staff. Create a professional development plan to meet the needs of instructional staff, with a focus on student mastery of information literacy skills.
  • Benchmark 2008-2009: Implement the professional development plan created in 2007-2008 using the centralized district-wide system for tracking and quantifying professional development opportunities and records of participation. Establish baseline data for comparison in 2009-2010. Continue needs assessments and create a plan for 2009-2010.
  • Benchmark 2009-2010: Continue assessing needs and implementing the professional development plan. Show growth in comparison to baselines established in 2008-2009.

4b.4.2. Objective 2 - The District will work with all sites to provide ongoing support to instructional staff in the instruction of information literacy skills, as measured by technology coaches logs, the District Teacher Technology Use Survey, the District Administrator Technology Use Survey, and the Information & Technology Services help desk records.
  • Baseline: This is a new initiative and no related support has been offered in the past.
  • Benchmark 2007-2008: On average, instructional staff will answer "more than a week, but less than a month" in response to this item on the District Technology Use Surveys.
  • Benchmark 2008-2009: On average, instructional staff will answer "two to five work days" in response to this item on the District Teacher Technology Use Surveys.
  • Benchmark 2009-2010: On average, instructional staff will answer "within a day" in response to each item on the District Teacher Technology Use Surveys.

4b.5. Goal - The District will implement one-to-one pilot programs in order to better understand an environment in which each student will have access to a computer whenever necessary to meet the goals in sections 3d and 3e.

4b.5.1. Objective 1 - The District will work with pilot sites to ensure delivery of appropriate professional development to pilot instructional staff in the use of computers in a one-to-one learning environment, as measured by the professional development opportunities offered, records of participation, and pilot program records.
  • Baseline: This is a new initiative and no related professional development has been offered recently.
  • Benchmark 2007-2008: Establish a centralized district-wide system for tracking and quantifying educational technology professional development opportunities offered and records of participation. Assess the technology-based professional development needs of pilot instructional staff. Create a professional development plan to meet the needs of pilot instructional staff, with a focus on the use of computers in a one-to-one learning environment.
  • Benchmark 2008-2009: Implement the professional development plan created in 2007-2008 using the centralized district-wide system for tracking and quantifying professional development opportunities and records of participation. Establish baseline data for comparison in 2009-2010. Continue needs assessments and create a plan for 2009-2010.
  • Benchmark 2009-2010: Continue assessing needs and implementing the professional development plan. Show growth in comparison to baselines established in 2008-2009.

(NOTE: Apple will provide training and support? Align these benchmarks to Curriculum?)

4b.5.2. Objective 2 - The District will work with pilot sites to provide ongoing support to pilot instructional staff in the use of computers in a one-to-one learning environment, as measured by technology coaches logs, the District Teacher Technology Use Survey, the District Administrator Technology Use Survey, and the Information & Technology Services help desk records.
  • Baseline: This is a new initiative and no related support has been offered in the past.
  • Benchmark 2007-2008: On average, pilot instructional staff will answer "more than a week, but less than a month" in response to this item on the District Technology Use Surveys.
  • Benchmark 2008-2009: On average, pilot instructional staff will answer "two to five work days" in response to this item on the District Teacher Technology Use Surveys.
  • Benchmark 2009-2010: On average, pilot instructional staff will answer "within a day" in response to each item on the District Teacher Technology Use Surveys.

4b.6. Goal - The District will use technology to improve student achievement through data collection, analysis, reporting, and data driven decision-making.

4b.6.1. Objective 1 - The District will work with all sites to ensure delivery of appropriate professional development to instructional staff in the use of technology to improve student achievement through data collection, analysis, reporting, and data driven decision-making, as measured by the professional development opportunities offered, and records of participation.
  • Baseline: In 2006-2007 the district provided training on Data Director for all teachers and administrators via a trainer-of-trainers model. At least one administrator and one teacher from each site was formally trained, and then provided formal and/or informal training for others at their site. Additional training and support has been provided at several sites.
  • Benchmark 2007-2008: The district will provide beginning training on Data Director for all incoming instructional staff. Optional advanced training will be provided to existing instructional staff.
  • Benchmark 2008-2009: The district will continue providing beginning training on Data Director for all incoming instructional staff. Optional advanced training will continue to be provided to existing instructional staff.
  • Benchmark 2009-2010: The district will continue providing beginning training on Data Director for all incoming instructional staff. Optional advanced training will continue to be provided to existing instructional staff.

4b.6.2. Objective 2 - The District will work with all sites to provide ongoing support to instructional staff in the use of technology to improve student achievement through data collection, analysis, reporting, and data driven decision-making, as measured by technology coaches logs, the District Teacher Technology Use Survey, the District Administrator Technology Use Survey, and the Information & Technology Services help desk records.
  • Baseline: The staff and director of standards, assessment. and accountability provide support as needed. Baseline survey data will be established in 2006-2007.
  • Benchmark 2007-2008: On average, instructional staff will answer "more than a week, but less than a month" in response to this item on the District Technology Use Surveys.
  • Benchmark 2008-2009: On average, instructional staff will answer "two to five work days" in response to this item on the District Teacher Technology Use Surveys.
  • Benchmark 2009-2010: On average, instructional staff will answer "within a day" in response to each item on the District Teacher Technology Use Surveys.

4b.6.3. Obejctive 3 - Professional Learning Communities (PLCs) will use technology to improve student achievement through data collection, analysis, reporting, and data driven decision-making, as measured by the District Teacher Technology Use Survey and the District Administrator Technology Use Survey.
  • Baseline: This is a new initiative and no related support has been offered in the past.
  • Benchmark 2007-2008: 60% of instructional staff will answer "once a month" in response to this item on the District Teacher Technology Use Surveys.
  • Benchmark 2008-2009: 75% of instructional staff will answer "once a month" in response to this item on the District Teacher Technology Use Surveys.
  • Benchmark 2009-2010: 90% of instructional staff will answer "once a month" in response to this item on the District Teacher Technology Use Surveys.

4b.7. Goal - The District will utilize technology to make teachers and administrators more accessible to parents.

4b.7.1. Objective 1 - The District will work with all sites to ensure delivery of appropriate professional development to staff in the use of technology to be more accessible to parents, as measured by the professional development opportunities offered, records of participation, and the Educational Technology Profile.
  • Baseline: The District provided professional development in the use of Zangle web applications at all secondary sites.
  • Benchmark 2007-2008: The District will provide professional development in the use of Zangle web applications at all sites, including elementary sites.
  • Benchmark 2008-2009: The District will provide beginning training in the use of Zangle web applications for all incoming instructional staff. Optional advanced training will be provided to existing instructional staff.
  • Benchmark 2009-2010: The District will continue providing beginning training in the use of Zangle web applications for all incoming instructional staff. Optional advanced training will continue to be provided to existing instructional staff.

4b.7.2 Objective 2 - The District will work with all sites to provide ongoing support to staff in the use of technology to be more accessible to parents, as measured by technology coaches logs, the District Teacher Technology Use Survey, the District Administrator Technology Use Survey, and the Information & Technology Services help desk records.
  • Baseline: The Data Systems team (four people) currently provide ongoing on-demand training and support to approximately 2000 Zangle web users.
  • Benchmark 2007-2008: On average, instructional staff will answer "within two hours" in response to each item on the District Teacher Technology Use Surveys.
  • Benchmark 2008-2009: On average, instructional staff will answer "within two hours" in response to each item on the District Teacher Technology Use Surveys.
  • Benchmark 2009-2010: On average, instructional staff will answer "within two hours" in response to each item on the District Teacher Technology Use Surveys.

4b.8. Goal - Certificated staff will master the technology skills necessary to support instruction and administration, as identified in the CTAP Level 1 and Level 2 Teacher Technology Proficiencies.

4b.8.1. Objective 1 - The District will work with all sites to ensure delivery of appropriate professional development to certificated staff in the use of technology to support instruction and administration, as measured by the professional development opportunities offered, records of participation, and the Educational Technology Profile.
  • Baseline: (BTSA training?) Every teacher to be credentialed must have cleared California Standard for the Teacher Porfession Standard 16. With the exception of our uncredentialed teachers (those missing only the technology portion of their credential)
  • Benchmark 2007-2008:
  • Benchmark 2008-2009:
  • Benchmark 2009-2010:

  • Baseline: Average of 1.937 in Computer Knowledge and Skills.
  • Benchmark 2007-2008: Average of 2.15 in Computer Knowledge and Skills.
  • Benchmark 2008-2009: Average of 2.3 in Computer Knowledge and Skills.
  • Benchmark 2009-2010: Average of 2.45 in Computer Knowledge and Skills.

4b.8.2. Objective 2 - The District will work with all sites to provide ongoing support to staff in the use of technology to certificated staff in the use of technology to support instruction and administration, as measured by technology coaches logs, the District Teacher Technology Use Survey, the District Administrator Technology Use Survey, and the Information & Technology Services help desk records.
  • Baseline:
  • Benchmark 2007-2008: On average, instructional staff will answer "more than a week, but less than a month" in response to this item on the District Technology Use Surveys.
  • Benchmark 2008-2009: On average, instructional staff will answer "two to five work days" in response to this item on the District Teacher Technology Use Surveys.
  • Benchmark 2009-2010: On average, instructional staff will answer "within a day" in response to this item on the District Teacher Technology Use Surveys.

4b.9. Goal - Classified staff will master the technology skills necessary to support the instructional and business operations of the District.

4b.9.1. Objective 1 - The District will work with all sites to ensure delivery of appropriate professional development to classified staff in the use of technology to support the instructional and business operations of the District, as measured by the professional development opportunities offered, records of participation, and the EdTechProfile.
  • Baseline: All users of the Zangle student information system have received training in order to receive permission. Additional training on Zangle, the Microsoft Office Suite, and email is provided when requested.
  • Benchmark 2007-2008:
  • Benchmark 2008-2009:
  • Benchmark 2009-2010:

  • Baseline: No existing baseline.
  • Benchmark 2007-2008: Establish baseline data by administering EdTechProfile to classified staff.
  • Benchmark 2008-2009: Improve average for classified staff in Computer Knowlege and Skills by 10%.
  • Benchmark 2009-2010: Improve average for classified staff in Computer Knowlege and Skills by an additional 10%.


4b.9.2. Objective 2 - The District will work with all sites to provide ongoing support to classified staff in the use of technology to support the instructional and business operations of the District, as measured by Technology and Information Services help desk records.
  • Baseline:
  • Benchmark 2007-2008: On average, instructional staff will answer "more than a week, but less than a month" in response to this item on the District Technology Use Surveys.
  • Benchmark 2008-2009: On average, instructional staff will answer "two to five work days" in response to this item on the District Teacher Technology Use Surveys.
  • Benchmark 2009-2010: On average, instructional staff will answer "within a day" in response to each item on the District Teacher Technology Use Surveys.

(Note: Benchmarks can include identification of necessary skills.)


NOTE: Instructional staff are teachers, administrators, para-professionals, and other staff that instruct students or directly support the instruction of students.


c. List of benchmarks and a timeline for implementing planned strategies and activities.

Note: Integrated above.


d. Description of the process that will be used to monitor whether the professional development goals are being met and whether the planned professional development activities are being implemented in accordance with the benchmarks and timeline.

Site Level: Technology Coaches

With input from the educational technology specialist, principals will identify one teacher at each school site to serve as a technology coach at each site. Technology coaches are teacher leaders who implement, model, and evaluate technology plan goals and benchmarks at their site. Technology coaches will meet with the Educational Technology Specialist on a bi-monthly basis, either in a large group meeting, in small (zone-based) meetings, or individually. Technology coaches will support the monitoring and evaluation of this plan by...
  • facilitating the implementation of the above goals at their site.
  • modeling the implementation of the above goals at their site.
  • sharing instructional techniques for implementing the above goals at their site (and with other sites at bimonthly meetings).
  • mentoring other teachers in the implementation of the above goals at their site.
  • implementing District surveys required to measure progress on benchmarks at their site.
  • implementing state technology surveys as necessary.
  • communicating site needs and issues to the district.
  • communicating district needs and issues to the site.

Note: Funding is required in order to provide a 7.5% annual stipend to compensate technology coaches for performing their duties and attending meetings.

District Level: Advisory Committee

The District Educational Technology Advisory Committee will consist of the Educational Technology Specialist, representative curriculum specialists, the Professional Development Coordinator, the IT director, the Director of Fiscal Services, the Director of Standards, Assessment and Accountability, the Principal of Adult Education, a special education and assistive technology representative, three "lead" technology coaches (one each from an elementary, middle, and high school). The Advisory Committee will be chaired by a Senior Director of Educational Services. The committee will meet quarterly to coordinate technology use between programs, to focus on technology needs, and to integrate the implementation of the above goals into existing programs so that the goals do not represent an additional burden for educators and staff. The advisory committee will support the monitoring and evaluation of this plan by...
  • providing support for technology coaches.
  • monitoring and evaluating district survey results to measure progress on benchmarks district-wide.
  • monitoring and evaluating state technology survey results as necessary.
  • monitoring and evaluating site needs as reported by the technology coaches and others.
  • communicating district needs and issues to the technology coaches.
  • acting on their analysis of the above evaluations to improve implementation of the tech plan goals as needed.
  • annually reviewing progress on technology plan benchmarks, evaluating the effectiveness of the technology plan, and revising the technology plan as needed.

A Professional Development Subcommittee will be formed to focus on issues relevant to this section of the plan, and to provide support and guidance in these matters for the Advisory Committee as a whole.

The Advisory Committee chair and the Educational Technology Specialist will report to the Instructional Council and other bodies as needed.

The Advisory Committee chair and the Educational Technology Specialist will report annually to the Board of Education in open session.

Annually, the Advisory Committee will reevaluate and revise the educational technology plan for review and approval by the Instructional Council, Cabinet, and the Board.

The Senior Director of Educational Services is responsible for implementing, monitoring, and evaluating this plan.

(Note: Technology Coach Qualifications and Outine of Commitment will appear in an appendix. Also, the role of tech coaches will be discussed further in the PD section and infrastructure sections. For instance: leading training, attending conferences, reporting problems...)