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| Normandin Middle School North Tier Professional Development Grant April 25, 2006
RE: Professional Development Grant Proposal
To Whom It May Concern: In our efforts to meet the benchmarks set by the Massachusetts Department of Education, and in our district technology plan, the members of the Professional Development Technology Team at Normandin Middle School would like to submit this proposal for your consideration on behalf of the staff, students, parents, and administration. Normandin Middle School is a public school of 1,269 students serving grades 6, 7, & 8. One of our primary goals is to encourage the effective integration of technology with teacher training and curriculum development to strengthen our students and prepare them for the twenty-first century. Our Professional Development Program seeks to improve ongoing professional development of teachers, principals, and administrators, by providing constant access to training and updated research in teaching and learning through electronic means which ultimately impacts student academic achievement. Our teaching staff consists of 100 teachers, 15% of whom are at the proficient level of technology expertise. Teacher surveys show another 84% are at the early or no technology level desiring to learn how to better incorporate technology as a teaching tool in the classroom. In order to achieve our goals and accomplish the standards set forth by the Department of Education we believe it is imperative that ongoing professional development in technology be pursued and documented to best accomplish teaching with technology. Our plan consists of several individual Professional Development trainings of different levels, specific to staff needs which will provide high quality, leading edge Professional Development based on successful models of adult learning in order to achieve a high level of technology proficiency of all staff members. Our plan will also provide ongoing support once teachers have gone through the training modules. The proposed plan of courses aligns with ISTE’s National Technology Standards catering learning to the Massachusetts recommended 5-8 Technology Standards. Our proposal requests funds to supplement our federal, state and private funding of professional development. Your institution’s support in professional development of our teachers will empower us to develop a comprehensive and ongoing training system that will enable us to have technologically proficient teachers who develop technology rich lessons with authentic learning tasks and projects where students will utilize their creativity, collaborative, and problem solving skills while raising their academic achievement levels. Thank you for considering the request of the Normandin Middle School Technology Professional Development Team. We envision this project to enrich the lives of our students and prepare them for the global workforce in a technology enhanced world.
Sincerely, The Normandin Middle School Technology Professional Development Team
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Normandin Middle School is committed to addressing the challenging and diverse needs of our students in the twenty-first century. To do so we need a wide-ranging curriculum that fosters effective communication, creativity, critical thinking and problem solving. The effective use of the technology of today is a crucial component to student learning. It supports quality instruction and improved student achievement on MCAS testing. It helps to widen students’ horizon to see a different way to express the usual topics of school. Technology helps to differentiate instruction in a way that allows students to take knowledge from other subjects and bring it collectively into a new light. Based on the amount of technology currently in the school and surveys taken by our staff we have an overwhelming concern to provide training to teachers in order to help them better serve our students. Each teacher is equipped with a laptop, but few know how to use it to its full capabilities. Our training courses will allow our teachers to integrate technology into the curriculum, sharpen technology skills, and cultivate new skills. Staff will learn how to integrate software and the Internet into classroom learning activities in their respective subject areas. We expect the training courses to have many positive aspects including, the integration of technology into the curriculum, develop higher level technological skills, and bring our students up to speed in the technology world. The major components to our plan consists of; surveying teachers to identify current skill levels, target specific needs of staff, implement requirements for educator professional development programs, set up courses for teachers and a system to require professional development training, evaluations after trainings of teachers, and evaluation of effects of student learning. For the academic year of 2006-2007, Normandin Middle School is requesting $15,000 to fund the resources needed to fulfill the professional development plan requirements. We have estimated the total cost of $38,600 for this program of which $23,600 has already been pledged by our school district and local businesses. . |
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Normandin Middle School is committed to aggressively address the challenging and diverse needs of our students in the twenty-first century. Technology usage is a vehicle for changing our school in ways that better support the achievement of higher-order thinking by all students. The use of technology can have a significant impact on the instruction of economically disadvantaged students. We envision that every student is given the chance to achieve success and to be productive in a global workforce set in a technology enhanced world. The effective use of technology is an integral component of learning and requires careful preparation and experience. It serves as a tool that supports quality instruction and improved student achievement. Goals of our strategic technology plan include access to diverse technology resources, providing educators with a variety of high-quality professional development activities that will advance curriculum technology integration in all learning environments, and to integrate technology into the curriculum to enhance student learning through teacher preparation and student activities. With these three goals in mind, and all technology already in place, we have found to be in need of the professional development training workshops to bring our educators up to speed with the technology surrounding them. It has been communicated that teachers feel that they are not currently receiving the full “learning value” to go along with this new technology in the building. It has also been recommended that the district establish performance benchmarks in order to evaluate the progress in the use of the technology. Targets include the number of technology-rich units being taught, the amount and type of participation in technology professional development activities, and the amount of student technology use. As indicated by the Mass Networks’ report, the districts professional development programs need to be restructured to create a closer relationship between instructional priorities and technology training. After surveying our staff we have developed an intense professional development program catering to the exact needs in every level of technology experience our teachers need. Programs in the past have been unsuccessful because they have taught general information that teachers either forget or don’t carry over into the classroom. The approach we are bringing forward is one that will target the specific need of each individual and allow them to create projects they can actually use right away in their classrooms. Workshop activities are ongoing allowing educators to use them and rework them as need be. Our staff will increase proficiency in their technological skills and develop strategies that they may integrate into all areas of their curriculum. Confidence levels will increase by the collaborative, reflective, and coaching support given by peers and instructors. With technology- qualified teachers, our students will improve achievement and successfully enter the global community. Normandin Middle school in combination with the Technology Professional Development Team foresees a technology enriched curriculum that will help our students to develop critical thinking and cooperative skills. These skills will be need for our students to meet the needs of a technology enhanced world. The first step is to educate and train our teaching staff by giving them the professional development workshops that will give them the support, strategies, and practices to change from a teacher-centered to a learner-centered environment.
About our Organization George Baker,
Principal
Demographics: Grades: 6th - 403 7th - 407 8th - 439
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Introduction This comprehensive needs assessment was performed to determine the level of technology proficiency of the one hundred faculty members of Normandin Middle School and their use of technology in the curriculum. The collected information was then be used by Technology Professional Development Team, which consisted of stakeholders of varying backgrounds, to fulfill the objectives of the districts technology plan that relate to professional development and technology integration into the curriculum. Specifically, the needs assessment team, a subset of the larger Technical Professional Development Team identified the following objectives:
Process and Implementation In June 2005, a two member team consisting of a member of the districts Information Technology department and a qualified faculty member from the Math department, conducted a site survey aimed at taking inventory of Normandin’s technological resources. The results of this site survey are summarized in the needs statement section of this document. Assessment of the one hundred faculty members’ technology proficiency was determined by the use of the Massachusetts Department of Education’s Technology Self-Assessment Test (TSAT). The assessment team administered an anonymous paper-version of this test to every faculty member. The team collated the results of this test to establish a baseline, of the current technological knowledge, as a metrics for future advancement of technology skills among the faculty. To further assess faculty needs and learning preferences, the team created its own survey, based on a survey from http://www.fno.org/techlife.html to better determine the individual needs of faculty. All 100 faculty members completed this survey on June 18, 2006. The results are listed in the needs statement section of this document.
Needs Statement The results of the site survey are as follows: Technological Resources - General
Technological Resources - Hardware
Technological Resources - Software
Faculty Technology Proficiency The following table shows the technology proficiency levels at Normandin Middle School. It was found that most faculty do not use computers at all or have a proficiency level too low to qualify for an early technology level.
The results of the team’s “Technology in my Life Survey” showed similar results among faculty members. Common responses included application software widely used in the school such as the Microsoft Office Suite, GradeQuick, and Microsoft Outlook. Numerous faculty members also indicated that they wish to learn more about the hardware of the computer works and how to troubleshoot common problems that occur on their computers. Finally, the faculty showed an overwhelming interest in learning how to integrate technology into their lessons. In the conclusion section of this needs assessment a matrix discusses deficiencies and how the professional development plan intends to address those areas.
Summary Examining all the results of the TSAT show that over 85% of the faculty have a very low or an early technology level of expertise, whereas only 1% show an advanced level. Deficiencies were apparent in the areas of components of a computer system, Internet research, ethics, and safety, software applications, and integration of technology. A major finding in the “Technology in my Life Survey” shows that many faculty members share common interests in what they would like to know more about. However, the survey also indicated that faculty have many different preferences for how they prefer to learn about technology. The majority of faculty did agree that a hands-on approach was required but differed in execution (whether it is through computer based training, workshops provided by the school, or training sessions with outside firms). The data also suggested that some faculty preferred to learn in a group environment with a partner. The team collated and summarized the results of the two surveys and, to addresses the functional needs of the faculty, proposed a set of solutions in the form of classes that fulfill professional development requirements.
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Program Goals and Objectives
Vision By the end of 2009 school year we as a team envision a school where all teachers are proficient in using technology and integrating technology into the curriculum with the overarching goal of increasing student learning. To ensure that teachers are receiving high quality, researched-based, relevant professional development, ongoing evaluation at both the course- and program level is essential. Technology Integration Objective 1. By the end of the school year 2008-2009, at least 85% of teachers will use technology everyday, including some of the following areas: lesson planning, administrative tasks, communications, and collaboration. Teachers share information about technology uses with their colleagues. Objective 2. By the end of the school year 2008-2009, at least 85% of teachers will use technology appropriately with students each week, including some of the following areas: research, multimedia, simulations, data interpretation, communications, and collaboration Objective 3. By the end of the school year 2008-2009, at least 90% of teachers will be working to meet the proficiency level in technology, and by school year 2008-2009, 45% of teachers will have reached the proficiency level as defined by the Massachusetts Technology Self-Assessment Tool (TSAT).
Technology Professional Development
Objective 4. By the end of the school year 2008-2009, at least 85% of Normandin staff will have participated in 45 hours of high-quality technology professional development covering technology skills and the integration of technology into instruction. Objective 5. Technology professional development is sustained and ongoing and includes coaching, modeling best practices, district-based mentoring, and study groups. The professional development includes concepts of universal design and scientifically based researched models. Objective 6. Professional development planning will include an assessment of district and teachers' needs. The assessment is based on the competencies listed in the Massachusetts Technology Self-Assessment Tool. The Department, the Educational Technology Advisory Council and stakeholders will review the levels of competencies in the Massachusetts Technology Self-Assessment Tool on an annual basis. Objective 7. To develop and use innovative strategies for delivering specialized courses through the use of technology.
The technology team has identified the following phases to achieve its objectives. Phase I: Needs Assessment - Spring 2006- Summer 2006 Phase II: Development of Courses and Program - Summer 2006- Fall 2006 Phase III : Implementation / Assessment of Program - Fall 2006 - Spring 2009
The purposes of this project are: (1) to provide updated training to the staff so that newly installed technology can be utilized effectively to its fullest capacities; and (2) to provide training for new users to the system. Therefore it’s crucial for the administration and the tech team to assess the progress and effectiveness of the said workshops and trainings. Evaluation will be conducted both in a formative and summative manner. The formative evaluation will consist of include pre- and post surveys and follow-up inquiries. The follow-up inquiries serve to assess the extent to which teachers implement what they learn into their teaching, and whether or not they feel it was effective. Workshop participants will also evaluate the workshop itself (format, content, pace) and its instructor or coach At the course/workshop level, formative assessments include pre- and post surveys and follow-up inquiries. The follow-up inquiries serve to assess the extent to which teachers implement what they learn into their teaching, and whether or not they feel it was effective. Workshop participants will also evaluate the workshop itself (format, content, pace) and its instructor or coach. At the program level, all teachers will take both the quantitative Massachusetts TSAT and the more qualitative Technology Professional Development Program survey annually. The results of these assessments will guide the planning of the following year’s program offerings as well as indicate whether or not progress is being made toward attaining the objectives of the program. The technology team will keep a database of the courses offered, proficiency surveys, workshop evaluations, assessments and the impact on student learning through classroom practices and activities. The Professional Development Committee will perform the summative assessment of the program in the summer of 2009. This assessment will consist of a comparison of the faculty’s annual TSAT results from each year, 2006 through 2009. To decide the effectiveness of the program, these results will be compared to the objectives as outlined in this plan and also in the district’s Tech Plan.
The table below shows our 3 year budget proposal for the professional development plan described. The $15,000 asked for on your behalf would cover the differences between school funding and PAC funding shown. The amounts in the table would allow Normandin Middle School to complete each year of the plan and allow for revisions based on evaluations from the years prior. After these 3 years are up, the plan will be re-evaluated and re-calculated, forming a new budget based on calculations at that point. |
Year 1 |
Year 2 |
Year 3 |
North Tier |
PAC |
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| Projects | Description |
2006-2007 |
2007-2008 |
2008-2009 |
Total |
Comments | School Funding |
Grant |
Funding |
Total |
| Salaries | 8 Instructors $1000 per class 4 classes each |
$32,000 |
$32,000 | $32,000 |
$96,000 |
$86,000 |
$10,000 |
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| Software | Updates in later years to come as level of teachers increase- more programs needed to teach |
$20,000 | $20,000 | $40,000 |
$35,000 |
$5,000 |
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| Teacher Incentives | Laptop cases ($40), disk-on-keys($20), |
$1,000 |
$2,600 |
$1,600 |
$5,200 |
80 teachers will receive a level to receive a case and all 100 teachers will receive a level to receive a disk-on-key. |
$5,200 |
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| Department Incentives | Digital camcorders($400), digital cameras ($200) |
$600 |
$1,000 |
$1,600 |
$3,200 |
$3,200 |
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| Tuition Reimbursement | Tuition Reimbursement over and above the amount given by the district (available for technology courses only) |
$5,000 |
$10,000 | $10,000 | $25,000 |
$25,000 |
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| Hardware | As needs arise at later dates |
$0 |
TBD |
TBD |
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| Other | Network management, contracted services, updates, problems |
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| Grand Total | $169,400 | $146,000 | $15,000 | $8,400 |
$169,400 |
A – ISTE National Technology Standards for Teachers B- Mass Recommended Instructional Technology Standards C- Normandin Middle School Student Demographics D- Normandin Middle School Staff Demographics E- Student MCAS data
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