166 Vision
- 1. A DIGITAL MEDIA JOURNEY… LET’S POINT IN A NEW DIRECTION!
- 2. A DIGITAL MEDIA JOURNEY In December 2006, the National Center on Education and the Economy issued their report, Tough Choices or Tough Times: The Report of the New Commission on the Skills of the American Workforce , which generated comments like these: “ The current public education system at the K–12 level is broken. Can it be fixed? This report says no, it has to be replaced. This is more than a wake-up call. It is a call to arms...” Albert J. Simone, President, Rochester Institute of Technology
- 3. A DIGITAL MEDIA JOURNEY “ Tough Choices or Tough Times is an exciting vision of a reformed and revitalized American education system...” Susan Fuhrman, President, Teachers College, Columbia University “ This penetrating, scary analysis and astute, far-reaching recommendations amount to “A Nation at Risk” for the next generation, a brave, clear call for top-to-bottom reforms in U.S. education. While overturning plenty of creaky apple carts, Tough Choices sketches a bold and efficient new vehicle for equipping 21st century Americans with the skills and knowledge they will need—and that the nation needs.” Chester E. Finn Jr., Senior Fellow, Hoover Institution, Stanford University, and President, Thomas B. Fordham Foundation
- 4. A DIGITAL MEDIA JOURNEY An understanding of digital media and technology is critical in this environment. We are not adequately preparing the students and teachers of Roberto Clemente JHS. Before defining the vision, we conducted an analysis of our strengths, weaknesses, opportunities and threats.
- 5. SWOT ANALYSIS STRENGTHS Guidance, direction, support of Title IID I3 program and team members Supportive school administration Increasing interest among teachers Tech-aware, part-time Literacy Coach (AUSSIE) Can only improve in servicing students Well-resourced: equipment and two years of thought/planning for integration Timing is right on school development scale
- 6. SWOT ANALYSIS WEAKNESSES Many administrators, teachers, and students are not as technologically savvy as they want to be School community has experienced on-going culture change over last 3 years School community loses ground by not working with digital media every day Under-resourced: staff (workers) and space Concern with evolving teacher role and impact to workload Infrastructure, policies, and procedures need to be developed, distributed and implemented
- 7. SWOT ANALYSIS OPPORTUNITIES Principal to participate in the ILead program and model new skills regularly Plan which includes the school community in the change process while identifying and working with core team of teacher innovators/evangelists School community is kept aware of changes by utilizing technology as a communication tool In collaboration with the Literacy Coach, integrate digital media into the locally-created ELA curriculum Hire a Technology Leader who will implement a three-year plan with initial focus on development and infrastructure, gradually shifting to focus on teaching
- 8. SWOT ANALYSIS THREATS Program is not given sufficient, regular attention by administration and core team to ensure work takes place and school community is a part of the process External priorities derails focus of core team and/or larger innovator team Insufficient resources results in lack of development and infrastructure, which undermines program feasibility
- 9. VISION At Roberto Clemente, we create a learning environment which offers multiple avenues for students to achieve. Over the next two years, in conjunction with the Title IID grant, we will address a major missing piece – utilization of digital media in the curriculum. Our vision is that, at the end of this two year period, we can quantify the resulting seamlessness between teaching, learning, and technology.
- 10. VISION Based on the SWOT analysis, we will fulfill our responsibilities, separately and collectively, so that integration of digital media is evidenced at Roberto Clemente by the following: Development and Infrastructure (ITS) Strategically plan use of all current equipment, including minimum of one computer lab (not LMC) Network server is active and, at minimum, 5 th grade class of 2009/10 use it for digital portfolios E-Chalk, or other web-based tool, in place to communicate internally & externally (school and classroom websites; lesson plan sharing; grade books; pictures and videos; blogs, wikis, etc.) Web-based equipment reservation system in place Mouse Squad in place
- 11. VISION INFRASTRUCTURE (continued) Teachers have access to two computers & printer on each floor Policies and procedures in place CONTENT LIAISON (CAS) Assist ELA teachers with understanding the importance for technology in the classroom Facilitate and lead PD’s with teachers based on the information given at workshops/trainings Maintain a “Portaportal” (webquests, assessments, lesson plans, etc.) for teachers’ reference and use
- 12. VISION CONTENT LIAISON (continued) Encourage and facilitate discussion surrounding teacher concerns regarding responsibilities and work load associated with implementation of technology in the classroom Participate in all technology-related initiatives in the school community OPERATIONS (SBM) Facilitate understanding of importance and needs of initiative with administrative team Coordinate PD from a logistics point-of-view Manage I3 grant (data, surveys, etc.) Participate in all technology-related initiatives in the school community
- 13. HOW DO WE POINT IN THE RIGHT DIRECTION? Develop a Plan Set objectives, strategies, tactics, actions, timeline and responsibilities Continually evaluate how it correlates with ELA curriculum, school budget and current resources