The Plan

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Technology Professional Development Program
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The Plan (202k)

Introduction

For our final project for IT 524 Technology Leadership, our group has chosen to create a Professional Development Program that focuses on increasing teachers’ technological proficiency. In order for this project to mimic as closely as possible a real-world experience, we have situated our plan within a real school district, New Bedford (Mass) Public Schools (NBPS), where one of our team members is employed as a Technology teacher.

While most districts’ Professional Development Programs are open to and designed for all teachers at all three school levels, to do so would be beyond the scope of this project. Therefore, for the purposes of this project, we have designed our Technology Professional Development Program to be piloted in one school, Normandin Middle School, in the chosen district. While this pilot program has been specifically designed for classroom teachers, other school personnel such as administrators, counselors, and support staff are welcome and encouraged to participate in relevant offerings. The specific technological needs of these groups should be addressed and included in future programs.

Strategic Planning Model

Our project is based on the Center for Strategic Planning’s Outcome-based Strategic Planning Approach for Schools. We’ve molded the model a bit to better fit the requirements of our specific tech plan because the main model is meant for more complex, school- or district-wide planning. The five steps in this planning model are

Define Current Status
Create a Shared Vision and Over-Arching Goals
Build the Institutional Strategic Plan
Launch the Strategic Plan
Commence Year-One Plan Implementation

1. Define Current Status

Scenario

As outlined in The New Bedford School District’s Technology Plan (See Appendix A), all faculty members are required to take, annually, the Mass Technology Self-Assessment Test (TSAT) (See Appendix B). The results of last year’s (2005) test revealed that 85% of Normandin’s faculty placed at or below the “Early Technology” level of expertise. (See Chart in Needs Assessment) This finding inspired the district to investigate how best to significantly increase the number, content, and quality of technology-related professional development offerings. The Professional Development Committee formed a Technology Professional Development Program Team to address this issue.

Technology Professional Development Program Team

The team consists of 12 members. Some members also serve on the District’s Professional Development Committee and the Technology Committee. Members were selected based on their knowledge of, and in some cases - in order to represent the needs of the less technologically-inclined - their lack of knowledge of instructional technology! So that multiple perspectives and ideas could be considered in the program, Normandin parents and community members were encouraged to join the team. The team includes representation from the following stakeholder groups:

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2. Create a Shared Vision and Over-Arching Goals

Vision / Mission / Objectives

The team envisions 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. Because the content of our plan is technology, it is appropriate that the team’s goals align with the goals of the NBPS Technology Plan.

The VISION of the NBPS Technology Plan is one in which

All students and citizens of our community are given the chance to achieve success and to be productive in a global workforce set in a technology-enhanced world. Technology-supported classrooms must be equipped with diverse options for teaching and learning which only technology can make possible, and they must be managed by knowledgeable, skilled, and motivated educators who are both comfortable and creative with technology.

As in most districts, the goals of the NBPS Tech Plan are based on the Benchmark Standards of the DOE’s Local Technology Plan Guidelines (See Appendix C ). The team’s MISSION is to realize and, if possible, to surpass all the OBJECTIVES of the Tech Plan that relate to Professional Development and Technology Integration. The team plans to fulfill these goals by implementing a high-quality, leading-edge Professional Development Program that focuses on technology and is based on successful models of adult learning and on Mass DOE recommendations. Therefore, the team has established the following objectives, adapted from the NBPS Tech Plan:

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.

3. Build the Institutional Strategic Plan

Methodology

In order to design and implement a successful program, the team began its task by carrying out a Needs Assessment. There were three components to this process. One involved an inventory of the current technological resources (networks, hardware, software, peripherals) of the school. The other two components involved assessing teachers’ technological proficiency via the TSAT (quantitative), and the more qualitative Tech PD Team’s survey of teachers’ needs and preferences. While these Needs Assessments were being conducted, the team simultaneously researched the characteristics of leading-edge professional development programs and consulted state and local requirements and recommendations for professional development providers and programs to ensure compliance.

Needs Assessment

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:

To inventory the current technological resources of Normandin Middle School including hardware, software, and peripherals (e.g. scanners, printer, etc.)
To assess the faculty’s technology proficiency and the use of technology inside and outside the classroom
To survey the faculty as to their needs and preferences for technological training
To report the findings of the above assessment and surveys
To determine solutions (i.e. coursework) to address any deficiencies of a working knowledge of technology and how it relates to the curriculum.

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 From Now On: The Educational Technology Journal 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

One laptop per teacher (wireless enabled)
Four computers per classroom
Three computer labs
Three mobile computer labs
Two printers per room
One scanner in each computer lab (3)
Three digital projectors for each floor to share
One digital projector installed in each computer lab (ceiling),
IT consultant to troubleshoot and maintain systems
Three IT specialists/teachers
IT committee (5 members)

Technological Resources - Hardware

400 PCs – P4 1.8 GHZ, 512 MB RAM, 80 GB HD
200 Laptops – Pentium M 1.73 GHZ, 512 MB RAM 60 GB HD
HP LaserJet 3000 Series – 1/Classroom
HP DeskJet – 1/Classroom
HP ScanJet (1/Computer Lab)
InFocus Digital Projector (3 mobile projectors for the school)
InFocus Digital Projector (1/Computer lab installed in the ceiling)

Technological Resources - Software

Microsoft XP Professional (OS of all computers)
Microsoft Office XP
GradeQuick (instructors computers only)
Inspiration ((instructors computers only)
TypingPal
Administrator+ (Guidance Department Computers)
Adobe Acrobat
Microsoft Publisher
Microsoft Visual Studio
Microsoft Outlook
Internet Explorer
Mozilla Firefox

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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.

	Concepts	Ethics	Integration
Total # of Teachers	100	100	100
% of Teachers at Advanced level of technology expertise	1%	1%	1%
% of Teachers at the Proficient level of technology expertise	15%	15%	15%
% of Teachers at Early/No technology level of expertise	84%	84%	85%
Total	100%	100%	100%

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 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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The Research

Elements of Effective PD Programs

The team researched elements of effective PD Programs from various sources such as the National Educational Technology Plan, the National Staff Development Council, and the WestEd Agency. (See References for complete list.) Team members also conducted a review of the literature pertaining to PD Programs. Based on the analysis of these sources and on the requirements of the Massachusetts DOE Plan for Professional Development (See Appendix D ) and the NBPS District Plan for Professional Development (See Appendix E ), the team has developed a program that is based on the following elements:

Balance of staff preferences/needs and school/district goals
Emphasis on “adult learning” over “teacher training.”

Adult learning emphasizes adults’ preferences, interests, and learning styles.

Provides differentiated learning formats

Project-based, Coaching/Mentoring, Online, …

Emphasis on learning that is concrete; directly applicable to classroom
Provides ongoing assistance and support
Conducted in school settings and linked to school-wide efforts
Offers incentives to participants

Elements of Effective PD Courses

In addition to fulfilling the requirements of the Mass DOE Professional Development State Plan (See Appendix D ), each course will also include in its description the appropriate National Educational Technology Standards for Teachers (See Appendix F ) and, once the curriculum map is developed (see “Further Recommendations”), the Massachusetts Recommended 5-8 Technology Standards for Students. (See Appendix G )

Aligns with district and school improvement goals
Aligns with district technology plan
Encourages teams of teachers working together
Provides on-the-job, ongoing support throughout the school year.
Includes follow-up activities in the educator's own classroom.
Connects professional development to the workplace and encourages teachers to develop curriculum and lesson plans that show students real world applications of their learning.
Includes pre- and post-assessments.
Requires some kind of product from participants, such as a lesson plan or curriculum unit.

Incentives

Our team cannot require that teachers take technology courses. Teachers are lifelong learners. Professional educators realize the importance of keeping abreast of the latest developments in their field in order to increase both teacher and student learning. Teachers must also earn Professional Development points in order to recertify. In addition to these intrinsic factors that help to motivate teachers to take technology PD courses, our research suggests that leading-edge PD programs also offer extrinsic incentives. Our program's incentives are

Release Time

Early Release Days
Team meeting time once per month

Tuition Reimbursement
Graduate Credit
- Current Collaboratives
  - Fitchburg State College (through Hampshire Education Collaborative)
  - UMass Dartmouth/NBPS
- Proposed Collaborative
Recognition

Exemplary tech use in classroom
Best Faculty Website

Stipend/Extra PD points for coaches and mentors
Expenses paid for site visits, conferences
Awards, gifts

Critical Issues

There are critical issues that must be addressed if our plan is to be successful. Since our target audience is teachers, we’ve written the critical issues couched as questions from reticent teachers.

Point: “I don’t have time to take these extra courses!”

Counterpoint: There are many different formats of classes that will be offered: From Summer Institutes to “anytime” online courses. We’re also hoping to offer some training on Early Release and Professional Days.

Point: “Technology never works for me in the classroom, and I get flustered when something goes wrong and 20 students are waiting to be dazzled!

Counterpoint: Our tech program includes coaches and mentors that will make sure you’re ready to use the technology. Plus, they’ll be available in case something does go wrong.

Point: “It’s a waste of time and money! I don’t need to learn technology to teach.”

Counterpoint: Like it or not, technology is here to stay. We already have the computers and software in place. It’s just a question of learning how to use it to reach more students in different ways in order to increase student achievement. We’d be doing an enormous disservice to our students if we did not expose them to all that technology can offer.

Point: “I’m already pretty good at using technology. The courses will be a waste of time for me!"

Counterpoint: You’ll be able to take Intermediate and Advanced levels of most of the skills-based offerings. In addition, there will be project-based workshops that stress interdisciplinary learning and graduate courses offerings if you really want to challenge yourself.

Point: “With all the focus on MCAS, isn’t technology taking away from more important content like English and Math?”

Counterpoint: Teaching and learning in all content areas can be enhanced with technology. Plus, all the program offerings are standards-based with reference to both the content you’ll be teaching your students and the technological standards you’ll be learning for yourself (and your students).

Evaluation

The goal of the Technology Professional Development Program is to provide teachers with the skills and knowledge necessary so that they feel comfortable using technology in their classrooms in their efforts to increase 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. Both formative and summative assessments will be performed.

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 Professional Development Committee will report its findings to the School Committee.

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Annual Yearly Progress Goals

Objective 1. At least 85% of teachers 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.

June 2006	June 2007	June 2008	June 2009	Instrument(s)	Person(s) Responsible
Unknown	85%	90%	95%	Tech team survey	PD Committee

Objective 2. Within the classroom at least 85% of teachers use technology appropriately with students each week, including some of the following areas: research, multimedia, simulations, data interpretation, communications, and collaboration

June 2006	June 2007	June 2008	June 2009	Instrument(s)	Person(s) Responsible
Unknown	65%	75%	85%	Tech team survey	PD Committee

Objective 3.
A. At least 90% of teachers are working to meet the proficiency level in technology.

A. Percent of teachers working toward proficiency

June 2006	June 2007	June 2008	June 2009	Instrument(s)	Person(s) Responsible
Unknown	80%	90%	100%	Tech team survey	PD Committee

B. By the end of school year 2008 -2009, 45% of teachers will have reached the proficiency level as defined by the Massachusetts Technology Self-Assessment Tool (TSAT).

B. Percent of teachers having reached proficiency

June 2006	June 2007	June 2008	June 2009	Instrument(s)	Person(s) Responsible
6%	15%	30%	45%	TSAT	PD Committee

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.

June 2006

June 2007

June 2008

June 2009

Instrument(s)

Person(s) Responsible

Unknown

15%

45%

85%

-Tech team survey

-Attendance records

PD Committee

Instrument(s)

Person(s) Responsible

Tech PD Program catalogue

PD Committee

Objective 6. Professional development planning includes 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.

Instrument(s)	Person(s) Responsible
-Tech PD Program catalogue - District PD Guidelines - Tech Team survey -TSAT	- PD Committee - School Committee

Objective 7. The District encourages the development and use of innovative strategies for delivering specialized courses through the use of technology.

Instrument(s)

Person(s) Responsible

Tech PD Program catalogue

-PD Committee

-School Committee

-Tech Planning Committee

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4. Launch the Strategic Plan &
5. Commence Year-One Plan Implementation

Program Timetable

Phase I: Needs Assessment - Spring 2006- Summer 2006
This phase includes carrying out the three Needs Assessments mentioned above. The results of the faculty assessments (June, 2006) aided in deciding which workshops would be offered during the first year. Subsequent years’ courses will also be adapted to the changing needs of the district and faculty.

Phase II: Development of Courses and Program - Summer 2006- Fall 2006
Upon completion of Phase I, courses will be developed to cater to the specific needs of the faculty. In Phase II, the details (e.g. content, format, presenters) of the workshops to be offered during the first year will be established. The technology professional development program will go into place to make sure the above objectives will be met by the end of the school year 2008 - 2009.

Phase III : Implementation / Assessment of Program - Fall 2006 - Spring 2009
The program will begin in August, 2006. Members of the Team will present the program at the first scheduled faculty meeting. As provided in the “Evaluation” section, the program will adapt yearly to suit the changing needs of the district and the faculty.

Further Recommendations

While it is outside the Team's authority to implement any of the following suggestions, we strongly encourage the District to do so. If these further recommendations are not implemented, the Team believes that attaining the stated objectives would be jeopardized, and surpassing them, all but impossible.

That the District hire technology integration and support staff to the levels recommended by the Tech Plan. The implementation of, at least, the minimum recommended staffing levels is necessary to provide ongoing support to teachers in their attempts to integrate technology into teaching and learning. Without the required support personnel in place, it would be extremely difficult to accomplish the goals of this plan. These staffing recommendations are
- Tech Support: at least one FTE person to support 100-200 computers
- Curriculum Integration Specialists: at least .5 FTE staff person to support every 30-60 staff users.
That substantial time for technology learning be included in all Early Release Days of each school year.
That a District technology curriculum map (i.e. grade-level scope and sequence), of the Mass PreK-12 Recommended Technology Standards as outlined in the NBPS Tech Plan, be completed. This would allow student technological competence to be measured in each grade. Additionally, these standards could be included in future course descriptions – along with the current NETS -T.
That “technology” be listed as one of the “priorities” in the District’s Professional Development Plan. Currently, the word “technology” is not mentioned in the plan.

Course Formats

Skill/Application-based
Teachers learn to use NBPS-approved educational and productivity software. There are three levels to most of the offerings of this format: Beginning, Intermediate, and Advanced.

Project-based
Teachers learn how to use technology by designing a curriculum-based project that they can transfer directly to their classroom. Participants attend in teams, either subject, or grade-level.

Coaching/Mentoring
Teachers learn technology integration strategies and software applications relevant to their grade or subject area. The coaches/mentors are knowledgeable teachers who teach the same grade or subject area.

Summer Institutes
These are intensive two- and three- day courses scheduled at various times throughout the summer. The instruction tends to be project-based, but could include elements of other delivery models such as online learning.

Study Groups
Teachers gather in small groups of their own choosing to meet on a monthly to pursue shared growth goals as listed in their Individual PD Plans. They determine the best path toward completion of the goals. They may sign up for classes, call for small tutorials, browse online resources, read professional books and attend conferences together.

Online Graduate Courses

Online tutorials
Teachers learn to use NBPS-approved educational and productivity software online on their own schedule and at their own pace.

Online Professional Development
Teachers choose an online course that aligns with their Individual PD Plan. These courses can address any content area. The content does not necessarily have to be technology.

Course Descriptions
Year One: SY2006 - 2007

Coaching / Mentoring

Mentor Training: Technology Integration
NETS-T Standard: II

Academic coaches will be trained so they are aware of a wide range of available technology resources and are able to model best practices for teachers to support student learning. A “Proficient” rating for some sections of the TSAT is required of mentors. Contact the PD office for details.

Mentor Training: Troubleshooting
NETS-T Standard: I

Faculty coaches will learn how to identify and correct common problems with computers and peripherals. Coaches will then be available throughout the school year to help troubleshoot for colleagues. Topics covered will also include disk formatting, how to end tasks that are not responding, connecting peripherals, mapping network drives and printers, and other useful troubleshooting techniques.

Project - Based / Problem - Based

Hiking the Appalachian Trail : Project-Based Learning
NETS-T Standard: IV, V

Learn by doing! Discover the what, why, and how of project-based learning by planning a 6-month hiking trip with friends (workshop participants) on the Appalachian Trail . You’ll use the Web, Word, Excel, and PowerPoint. No prior experience with the software is required. Learn how to adapt this project for your students.

Investigating Problem-Based Learning: A WebQuest
NETS-T Standard: III

You've heard about PBL being used at Harvard Medical School , but you're not quite sure if it has any relevance for your discipline and your middle school students. Working in groups, you’ll explore, via a WebQuest, varied multimedia resources about Problem-Based Learning. http://edweb.sdsu.edu/clrit/PBL_WebQuest.html

Designing Great Multimedia Projects!
NETS-T Standards: IV, V

Learn to design powerful, engaging student multimedia projects that teach multiple content standards in any subject and inject your classroom with excitement at the same time. Working with peers in small groups, you’ll plan, design, and create a content-based multimedia presentation that conforms to a stringent set of design specifications, addresses multiple state standards, and teaches 21st century learning skills. You’ll learn to do simple photo editing, insert sound and photo clips in a presentation, and set up an effective file management system. http://members.aol.com/mbsimkins/thacher_workshop_info.htm

Global Project-Based Learning
NETS-T Standards: III, IV

Have you ever wanted to connect your students to students in other schools, countries or states? Would you like to create a project based on your standards and curriculum that utilizes the power of the Internet to connect your students to email pen pals (e-pals), virtual field trips, WebQuests, and other resources? Explore online projects that are available for classrooms to join. Find teachers looking for collaborative partners, and discover a variety of online resources to connect your students and curriculum with powerful worldwide learning experiences. Create an exciting project that will engage your students in learning curricular content. http://linc.ca.campusgrid.net/home/

Study Groups

Study Group: Teaching Multicultural Literature
NETS-T Standards: III, IV, V

Bring the popcorn for this series of eight one-hour videos. We’ll watch and discuss as teachers from across the country model approaches that make multicultural literature meaningful for students in grades five to eight . The featured teachers, along with leading educators, provide reflection and commentary throughout the programs. An accompanying Website supplements the video content with author biographies, information on implementing the teaching strategies, student work samples, and interviews with authors. http://www.learner.org/

Study Group: The Private Universe Project in Mathematics
NETS-T Standards: III, IV, V

Research shows that children formulate extraordinarily interesting and complex mathematical ideas, even at very young ages. The Private Universe in Mathematics demonstrates and honors the power and sophistication of these ideas, and explores how mathematics teaching can be structured to resonate with children's sophisticated thinking. This is a series of six video workshops with Web activities, discussion boards, and support materials on a companion Website. http://www.learner.org

Online

Online Tutorials
NETS-T Standards: I, II, III, V

Learn popular programs at your own pace and at any time that’s convenient for you. Short, easy-to-understand video segments teach you the basics, and then some, about Inspiration (concept mapping), Microsoft Word, PowerPoint, Excel, Access, Appleworks, and more.

Online Individualized Training
NETS-T Standards: I, II, III

Find a workshop that meets the goals of your own Individualized Professional Development Plan. These online courses have many formats that suit varied learning styles. Graduate credit is offered for some courses. Choose a course from the following list of approved providers:

Apex Learning - http://www.apexlearning.com
Classroom Connect - http://cu.classroom.com
Riverdeep Interactive Learning - http://www.riverdeep.net
PBS TeacherLine - http://teacherline.pbs.org/teacherline

Skills - Based / Application - Based

Multimedia: Scanning (Beginner)
NETS-T Standard: I

Using a scanner to scan images and text documents has become a useful way to transfer data to computers. The aim of this course is to show how to use both the hardware (the scanner) and the software. Uses for scanning as well as image formats and text recognition will be topics of discussion.

Introduction to Microsoft Excel (Beginner)
NETS-T Standard: I

Microsoft Excel is a spreadsheet program that has become an industry standard. This introductory course is designed to explain the Microsoft Excel program screen, how to use the menus and toolbars, data entry, cell formatting, and saving a workbook.

Integrating Technology in the Classroom (Beginner)
NETS-T Standards: I, II, III, V

This course explores the changes that need to happen in the transition from a traditional, teacher-led classroom to an interactive, technology-using classroom.

Multimedia: How to Use a Digital Camera (Beginner)
NETS-T Standard: I

The objectives of this course are to introduce faculty members to the world of digital cameras. Both technical aspects and aesthetical aspects will be covered. Topics include: camera controls and settings, lighting, and techniques on how to take good pictures.

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Computer Basics (Beginner)
NETS-T Standard: I

This course will provide faculty with a brief overview of computing concepts. These concepts include a discussion of what a computer is, software and hardware, peripherals, how use Windows, and software applications.

Email Software (Beginner)
NETS-T Standards: I, V

The aim of this course is to introduce faculty members to the software used to e-mail at the school. Faculty will learn the difference between web-based and client-based email, as well as how to check their e-mail from off campus. Composing, sending, forwarding, and retrieving e-mail will be discussed as introductory topics.

Introduction to Microsoft Access (Beginner)
NETS-T Standard: I

Microsoft Access is a popular relational database program. Goals of this course include a discussion of what a database is, what they are used for, terminology (e.g. table, record, rows, fields, primary key), and how to create a database with Access.

Introduction Microsoft Word (Beginner)
NETS-T Standard: I

This course will explore the uses of Microsoft Word in the classroom. Topics include working within the MS Word environment, using templates, built-in functionalities, and savings data to a network drive (and why it should be done).

Grade Quick (Beginner)
NETS-T Standard: I

Grade Quick is grade book software that allows teachers to keep their grades electronically as well as keeping attendance records. This course is a tutorial on how to utilize this software. Topics include setting up grade books, daily attendance, and exporting grades for end-of-term report cards.

Research on the Web (Beginner)
NETS-T Standard: VI

Research on the Web is designed to assist teachers with online WWW resources. Topics include search engines, meta-searches, directories, citing web sources, bookmarking, and an introduction to the “hidden web.” Evaluation of web sites will also be discussed.

Using Inspiration in the Classroom (Beginner)
NETS-T Standard: I, II, III

Inspiration is the premier software tool to develop ideas and organize thinking. The aim of this workshop is to learn how to use Inspiration and utilize it in a classroom environment as a way of organization to further student enrichment.

Creating Effective PowerPoint Presentations (Beginner)
NETS-T Standard: I

Often time faculty members want to vary their instruction. Perhaps you have been asked to present before the principal, superintendent, or school committee. This workshop discusses the fundamentals of creating a Microsoft PowerPoint presentation and the components for making a presentation effective, clear, and fun.

The WWW : Resources for Your Classroom (Intermediate)
NETS-T Standard: I, II, III

The Web has a wealth of resources and information for the K-12 classroom. This workshop focuses on effective ways to use the WWW in your classroom. Topics discussed will include integration of the WWW into projects (both solo and group), as well as a discussion of the various educational sites available to students/faculty.

Email Software (Intermediate)
NETS-T Standards: I, VI

This course is a continuation of the introductory e-mail course. In this course faculty will learn about advanced topics include adding and retrieving attached files, bulk mailing lists, and how to manage the built-in calendar and scheduler. Creation of sub folders for old e-mail organization/storage will also be discussed.

Web Page Creation with Microsoft FrontPage (Intermediate)
NETS-T Standards: I, II, III, V

Intro to web page design is a course created to assist faculty in the creation of class web sites for their students. Using the popular WYSIWYG editor, Microsoft FrontPage, faculty will learn the basics of good web page layout design and how to create pages with rich content. Specific skills include: hyperlinks, table creation, and formatting.

Intermediate Microsoft Word (Intermediate)
NETS-T Standard: I

The intermediate course in Microsoft Word aims to teach organizational within a document. This is helpful for faculty who need to write long documents (departmental, grants, or otherwise). Faculty will look at how to work in outline view, how to add cross-references, bookmarks, footnotes, a table of contents, and an index.

The Internet (Intermediate)
NETS-T Standards: I, II, III, V, VI

In 21 st century the Internet has become the mainstream source for a magnitude of information. Often times the World Wide Web is synonymous with “the Internet.” This workshop discusses the difference between the WWW and the Internet and explains the various subsets of the Internet and how they can be utilized in the classroom.

Integrating Technology in the Classroom (Intermediate)
NETS-T Standard: I, II, III, V

As a continuation of the beginner level course, Integrating Technology in the Classroom will expand on the concepts and techniques discussed previously. The aim of this course is to further aid faculty in implementing technology into their lessons.

Injecting Technology into Rubrics (Intermediate)
NETS-T Standard: IV

Using the school wide rubric as a reference, teachers will learn techniques for designing rubrics that evaluate students’ use of technology.

Intermediate Microsoft Excel (Intermediate)
NETS-T Standards: I, V

Intermediate Microsoft Excel is a continuation of the introductory Microsoft Excel course. This course continues to teach how to use Microsoft Excel. Topics will include: entering labels, selecting cell ranges, AutoSum, AutoFill, and entering formulas.

Intermediate Microsoft Access (Intermediate)
NETS-T Standards: I, V

Intermediate Microsoft Access will expand on the concepts learned in the introductory level course. Topics will include importing and exporting table data, creating relationships between tables, foreign keys, and simple report creation.

Creating Web Quests (Advanced)
NETS-T Standard: III

Web Quests will be defined and their creation will be the primary focus of this class. Faculty members are expected to have taken Web Page Creation (Intermediate) prior to enrollment in this workshop.

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Appendices

A. New Bedford School District’s Technology Plan

B. Mass Technology Self-Assessment Test (76k)