(MW: Lets consider the role of the CUE supported BTSA training in February, and the annual CUE Conference in March.)

Suggested Action Steps and Guiding Questions (p. 34-37)

CDE Educational Technology Planning Guide

Needs and Resource Assessment

Survey teachers’ and administrators’ current technology skills and
needs for professional development.

• Are teachers and administrators personally proficient in the use of
technology? (See Appendix D, “Levels of Proficiency in Technol-
ogy Skills.”)

According to the 2005-06 CTAP survey, 24% of the teachers felt they were at the proficient level. 76% of the teachers felt they were at the intermediate level or below.
(note: we need administrator data included)

• Do teachers and administrators know how to utilize technology in
a standards-based curriculum? (See Appendix E, “Matrix of
Professional Teachers’ Proficiency in Computer-Based Technol-

No. A recent focus group of Middle School faculty stated that in addition to the current lack of actual equipment one of the biggest needs is training in technology and also in the utilization of technology in the classroom. The teachers also expressed a desire to have differentiated training based on the skill level of the group so that all will benefit and enhance their skills.

• Do teachers have the classroom management strategies to work
with the amount of technology actually available in the class-

Based on the available equipment, the teachers do have classroom management strategies. On the whole, with the exception of the EETT grant in middle schools, there is limited available up-to-date technology in the majority of our classrooms.
At the high school level, there are some specialized technologies available for students in elective classes. The availability and use of technologies, such as Smart Boards, varies from department to department and site to site.

The current state-mandated AB75/430 training our administrators receive has a technology component which does not address implementing effective integration of technology in the classroom in a standards-based curriculum. There is not additional administrative technology training offered in our district, with the exception of data compilation in an attempt to perform data-driven decision making.

• What do teachers and administrators consider as their needs for
professional development?

A survey of some teachers revealed that teachers are eager for training that is hands-on, timely, differentiated, professional, and presented during non-classroom hours. They also see the need for continuous support and coaching to enable enhancement of skill levels.

Research professional development opportunities.
(note: this is where we need to gather more information about available resources in our community)

• What professional development does the regional CTAP provide?
Is CTAP available to customize training to meet the school
district’s needs?


• What kinds of training (e.g., local and distance learning) do
institutions of higher education provide?

We would encourage our district to extemd our current GATE partnership with UCR to bring more technology training to our teachers.

• What professional development is available through statewide
education technology services, such as Technology Information
Center for Administrative Leadership (TICAL)?


• What professional development opportunities are available online
or through software?

We have encouraged our middle school math teachers who are participating in the EETT grant to go to the CTAP website to investigate and take advantage of online learning opportunities. Middle school math teachers also have access to the atomiclearning.com website for additional focused assistance.

• Do these existing sources of professional development focus on
using technology to improve teaching and learning in a standards-
based curriculum?

The middle school math curriculum is enhanced with the use of EETT grant technology. The teachers and students are excited, and we would like to see those same strategies extended to other departments in the district.

• Do these existing sources of professional development incorporate
“The Design Elements for High-Quality Professional Develop-
ment” (Appendix C)?



Develop clear goals and a specific implementation plan for provid-
ing professional development opportunities based on the needs
assessment and the Curriculum component benchmarks and

Add in attendance at CUE Cofnerence as staff development days
Layer in administrators and hand-picked 'experts' the first year
Add a component for follow-up support
Be sure that equipment would be available for hand-on training sessions. (Not just a Powerpoint presentation)

NOTE: (We need to be sure to address the other component of staff proficiency - classified staff.
Also, this district has a high percentage of transient students. How will we meet the needs of new students - what will be built into the plan to assure that ALL students will have the opportunity to become proficient as quickly as possible.)

• What professional development will be provided to meet the
needs of the teachers and administrators as identified through the
needs assessment and established curriculum priorities?

(waiting for curriculum priorities)
Does it
focus on using technology to improve teaching and learning in a
standards-based curriculum?
Does it address any needed technol-
ogy skills development?

(Need an established definition of 'technology proficient' - define the standards to meet.)
(MW: Consider adopting the NETS as the technology standards for teachers - and for administrators and students.)

The intent is to differentiate training with differentiated focused continuous and ongoing support based on current levels of proficiency. If this is done with district-wide subject areas, each group can collaborate and build each other's skills.
It is critical that there be an ongoing plan to train replacements for the resident 'experts' so that with attrition key support remains consistent.

• How will professional development be implemented and how will
professional growth be supported as teachers and administrators
apply what they are learning?

In order to create an effective staff development program, it is critical that teachers do not get yanked from the classroom for development. The priority is student learning, and teachers must be in the classroom with the students as a first priority. Perhaps the school year would need to be extended in order to create additionally scheduled non-student professional development days, or hold sessions on Saturdays or minimum days.
In addition to the District level Specialists, each site needs to have at least one full time dedicated staff person to provide onsite professional development and whose role would include troubleshooting equipment and assisting with lesson planning in conjunction with the teachers. (Note: based on the size of the faculty, this would need to be adjusted for an optimum ratio of one support person per approximately 25 teachers, or one per core curricular and career technical education department). The site representatives would be coordinated by the district specialists to standardize the professional development.
The National Staff Development council says that on-site staff development is the most effective. The National Staff development Council website states that 'ALL teachers in all schools will experience high quality professional learning as part of their daily work. High quality staff development programs mean that all students and staff members are learners who continually improve their performance.'
Each formal session would have clearly defined curriculum goals and at the end of the year the expectation would be that teachers would advance in their proficiency at least one 'level' similar to the English Language Learners

  • Who is responsible? Do the curriculum coordinator, professional development coordinator, technology coordinator, and library media coordinator for the district all share responsibility for integrating school improvement and technology initiatives?
  • Is professional development embedded in the workplace to promote practicing new skills and collaboratively discussing experiences?
  • Is professional development accessible to those who need to participate?
Currently our menu of training is complete, but availability is not well communicated to the staff who needs it. One goal would be to effectively market that the training is available, and the process in place to request specific classes (i.e., Powerpoint, Excel, and other standard software in use in the district)
One key component will be the scheduling of equipment purchase and coordinated training in a timely fashion to enable immediate application of new skills. This will require coordination with the technology department 'techs' to be sure all equipment is functioning properly prior to training.

  • Do those participating in professional development have access to the technology tools they need to apply new skills immediately following the training? How will professional development plans be coordinated with purchasing plans to facilitate access?
  • Is timely support available as teachers and administrators try to implement new skills?
  • Does the professional development program help teachers use technology to increase their own subject matter knowledge and/or advance their own professional learning?
  • How will the professional development program incorporate “The Design Elements for High-Quality Professional Development” (Appendix C)?

• How will teachers and administrators be involved in planning
their own professional development in accord with the established

• What is the time frame for providing professional development?
What is the first type of professional development that is needed?
What is the second type and so on?

This is predicated on the curriculum goals in combination with currently available technology, the purchasing goals, standardizing software, and current levels of technology proficiency demonstrated in the district.
(NOTE: refer to Newport Mesa plan for details)
Define the levels of desired proficiency
Establish baseline of skills
Establish calendar of training

Compile benchmarks and a timeline for implementing the strate-
gies and activities. (A sample management chart and sample
implementation timeline are provided in Section IV, “Technology
Planning Toolkit.”)

Monitoring and Evaluation

(Note: Each section has a monitoring and evaluation component, in addition to the overall monitoring and evaluation section.)

(MW: Answer these questions with the help of someone from the Monitoring and Evaluation group.)

Develop a process to monitor whether the strategies and method-
ologies utilizing technology are being implemented according to
the benchmarks and timeline.

• How often will progress be monitored and who will monitor the
timeline and progress toward the benchmarks for professional

there is a site technology specialist at each site (one per the ratio at secondary sites). This person reports quarterly at the district coordinator meeting.
There is a schedule of staff development in place at the district level for site coordinators, and at each site for faculty. This schedule has been communicated to all staff.
There is a plan in place for orienting new teachers to site technology
There is an outline and calendar in place for integrating anticipated new technology/software
There is a well communicated plan in place to address the development needs of administyrators and classified staff.
There is a part of the teacher evaluation that they participate in all phases of techology professional development and demonstrate mastery
There is online registration for all events, and all attendee participation is posted to individual transcripts.
There is an online evaluation of each event
sheets are monitored for each event.
Participation data is presented at the quarterly District Technology Specialist meetings.

Professional Development should be planned and scheduled well in advance. The site technology specialists need complete information of what is expected, who needs training, what they need training in, and when new equipment will be available. There sould be a built-in component for new teachers in the beginning of each contract year to assess the proficiency level and individual goals for each staff member. On at least a monthly basis the Site Technology Specialist should meet with site staff to address needs and plan training and support needs.
At least quarterly the Site Technology Specialists should meet together to collaborate on and assess individual site activities and plan future activities based on available resources. In the event new technology is adopted, the site Technology Specialists will incorporate that into the plan.

The District Technology Specialist will report quarterly to the Superintendent the information reported by the collaboration of the Site Technology Specialists.

coordinate with each other to maximize available resources.

• Were all aspects of the professional development program imple-
mented? If not, why not?

• Did teachers and administrators feel supported after the initial
training when questions or new situations arose?

Online evaluation of each event will provide feedback.

• Did teachers and administrators use what was taught? Has the
professional development program resulted in changes in instruc-
tion over time?

This will be reported at each quarterly meeting of the Site technology Coordinators.

• If change has occurred, did it have a positive effect on student

Student surveys and benchmark evaluations.

• How often will the status of implementation of the Professional
Development component be reported to the district superinten-
dent? To the local governing board?

Following each quarterly meeting of the Site Technology Coordinators, a report will be provided to the superintendent.

• What steps will be taken if parts of the plan are not being imple-
mented on target?

Reevaluate, regroup and restructure.**