STaR Chart Prezi

STaR Chart on Prezi

STaR Chart Presentation

This was part of my Lamar University graduate school assignment for EDLD 5352 (Instructional Leadership), week two.  The assignment was to create a presentation using a Web 2.0 tool, and embed it into my blog.  Since I've learned to always have a Plan B when dealing with technology, I have a couple of backup plans.  I will include a link to my presentation using the Web 2.0 tool, Prezi.  In case the hyperlink does not work, I will include the web address of the Prezi.  I will include my outline of my speaker notes that go along with the Prezi.  Finally, I will attempt to embed the Prezi in my next post.


Here is a link to my presentation using the Web 2.0 tool, Prezi.

STaR Chart Prezi
In case that link does not work, here is the web address below:
http://prezi.com/tgi0dkshph1d/star-chart/

I also tried the embed feature from Prezi, but it just ended up being a mess of code instead of the presentation.  I finally figured out how to do that, so I have embedded that Prezi above.

Finally, here is the outline of my presentation.  (Speaker notes)

Agenda

What is STaR?

Why is it important?

What does it tell us?

How can we use it?

What are our next steps?

Introduction

What is STaR?

Why is it important?

Closer Look

What does it tell us?

Areas

    Teaching & Learning

                                    Educator Preparation

                                    Administration & Support

                                    Infrastructure

Levels of Progress

Early Tech

Developing Tech

Advanced Tech

Target Tech

How can we use it? 

Annual report based on our teacher survey results

We can pull up any past years. (hyperlink)

Conclusion / Plan of Action

Where are the schools in Texas, overall?

            State Graphs

How have we been doing as a campus?

            Campus Graphs

            Discuss trends 

What are our next steps?

            Target Tech is the goal

            Set personal, team, department, campus goals in the coming weeks

            Follow up meeting to discuss and refine those goals will be scheduled

Educator Preparation and Development - STaR Chart

(Based on Lamar Assignment EDLD 5352 - Week 2)

Educators must strive to continue to grow professionally by staying up to date with the latest technology and how it can be used in the classroom.  They must be able to use the technology to bring about the learning that is planned for.  This professional development requires time and resources that are already stretched.  It also requires a commitment by the school system to provide the structure in which these new tools can be developed and used. 

In my analysis of the statewide campus summary of the STaR Chart feedback, I have noticed that the largest majority of schools fell into the Developing Tech category of this particular area, Educator Preparation.  Out of all four areas and four categories, this was the single biggest group.  Also, on my particular campus, this area, Educator Preparation, had the lowest average score over the last three years.  This indicates that although the other areas are improving, we are not keeping up with that growth in Educator Preparation.  I think there are two fundamental problems in the way we attack this issue. 

The first is that we do not provide adequate, strategic, structured, differentiated, and systematic professional development.  What we provide is usually a broad overview of available resources, and then we expect the teachers to spend time investigating, practicing, and implementing these tools.  However, educators are under constant pressure for short-term improvement, so their own long-term education is neglected.  We must differentiate our professional development programs.  We target their needs based on their readiness for certain types of technology.  It must be structured to help them to integrate it into their specific practices.  Finally it needs to be part of a system that will help them become well rounded in a specific skill set.  These new skills need to become part of their normal activities; otherwise the learning will be short lived. 

The second fundamental problem with the way we attack this issue is we do not set them up for success.  A component of this is time.  I have learned that unless we take something off of their plate, we should not put something else on it.  I know that is easier said than done, but we must make an effort to streamline some systems that allow teachers to take something off of their plate before placing a professional development goal onto their plates.  Now, with that comes a set of structured supports and accountability.  Teachers must be held accountable to implementing the technology they learn into their lessons.  They should be allowed to investigate, practice, and implement these tools with our support.  That support and time costs money, but it is money worth investing.  Once these teachers begin their journey to “Advanced Tech”, and then they are more likely to continue without our constant prodding and nagging.  It becomes something they want to do and enjoy doing for their students, because they have seen it work in their own classrooms.

I just finished my web-conference for week 1 of EDLD 5352 Instructional Leadership for my Lamar grad school program. 

Lesson learned:  
Communicate clearly, and then seek to clarify what you thought was clear in the first place... inevitably some will not have found it as clear as you intended it to be.  This will decrease frustration levels for both parties, and you will learn the difference about what you thought you communicated and what you actually communicated.

Background:
During the web-conference, I realized that many people have concerns about the Tk20 portfolio system, the EPIC portfolio system, and how ILD fits into the program (degree requirements and/or principal certification).  Many people shared that they are doing both, Tk20 and their EPIC portfolio.  I was frustrated about these questions when I began my program also, and to me this illustrates the importance of clear communication.  Some people had clear communication about what they would be required to do, and those people experienced less frustration.  Other people did not seek clarification and their frustration level grew.  These people ended up doing work in both systems, which resulted in time spent on duplicating their work.  During the web-conference my "lesson learned" became more important to me.  I cannot have this type of confusion/frustration at my school.  As an instructional leader, I have to make sure I work on clarity of message.