The Role of Leadership in The Role of Leadership in Implementing A Technology-Implementing A Technology-

Integrated CurriculumIntegrated CurriculumPresented at the 2009 ASCD National ConferencePresented at the 2009 ASCD National Conference

Presented by: Glenn Maleyko, Principal, Ph. D CandidatePresented by: Glenn Maleyko, Principal, Ph. D Candidate

Bob Attee, Science Teacher & Administrative InternBob Attee, Science Teacher & Administrative Intern

Kareem Naimi, Bilingual Resource TeacherKareem Naimi, Bilingual Resource Teacher

Salina Intermediate School, Dearborn, MichiganSalina Intermediate School, Dearborn, Michigan

Dearborn Public SchoolsDearborn Public Schools

All of us can consciously All of us can consciously decide to leave behind a life of decide to leave behind a life of mediocrity and to live a life of mediocrity and to live a life of greatness---at home, at work greatness---at home, at work

and in the community. No and in the community. No matter what our matter what our

circumstances may be, such a circumstances may be, such a decision can be made by decision can be made by

everyone of us. everyone of us. Stephen CoveyStephen Covey

Pg. 29

Whether that greatness is manifest Whether that greatness is manifest by choosing to have a magnificent by choosing to have a magnificent

spirit in facing an incurable disease, spirit in facing an incurable disease, by simply making a difference in the by simply making a difference in the

life of a child, given that child a life of a child, given that child a sense of worth and potential, by sense of worth and potential, by

becoming a change-catalyst inside becoming a change-catalyst inside an organization, or by becoming an an organization, or by becoming an initiator of a great cause in society.initiator of a great cause in society.

We all have the power to We all have the power to decide to live a great life, or decide to live a great life, or

even simpler, to have not only even simpler, to have not only a good day but a great day. No a good day but a great day. No matter how long we’ve walked matter how long we’ve walked life’s pathway to mediocrity, we life’s pathway to mediocrity, we

can always choose to switch can always choose to switch paths. Always. It’s never too paths. Always. It’s never too late. We can find our voice. late. We can find our voice. Pg. 29.

These People just realize that These People just realize that they can’t wait for their boss or they can’t wait for their boss or

the organization to change. the organization to change. They become an island of They become an island of

excellence in a sea of excellence in a sea of mediocrity. And it’s contagious.mediocrity. And it’s contagious.

The history of a free man is never The history of a free man is never written by chance but by choice– written by chance but by choice–

their choice. their choice.

Dwight D. EisenhowerDwight D. Eisenhower

Activity 1Activity 1

Turn to a partner and discuss the following Turn to a partner and discuss the following questions:questions:– What is your reaction to the quotation from What is your reaction to the quotation from

Steven Covey and Eisenhower?Steven Covey and Eisenhower?– What implications does this have on your What implications does this have on your

perception of leadership?perception of leadership?

Technology Standards for Technology Standards for School AdministratorsSchool Administrators

International Society for International Society for Technology Education (ISTE) Technology Education (ISTE)

PublicationsPublications

http://www.iste.orghttp://www.iste.org

ISTE standards for ISTE standards for AdministratorsAdministrators

1. 1. Leadership and VisionLeadership and Vision 2. 2. Learning and TeachingLearning and Teaching 3. 3. Productivity and Professional PracticeProductivity and Professional Practice 4. Support, Management, and Operations4. Support, Management, and Operations 5. Assessment and Evaluation5. Assessment and Evaluation 6. Social, Legal, and Ethical Issues6. Social, Legal, and Ethical Issues

Within the Standards there are Within the Standards there are performance Indicators Forperformance Indicators For

Campus leaders or PrincipalsCampus leaders or Principals District LeadersDistrict Leaders The Superintendent and Cabinet.The Superintendent and Cabinet.

Standard I. Leadership and Standard I. Leadership and VisionVision

Educational Leaders inspire a shared Educational Leaders inspire a shared vision for comprehensive integration of vision for comprehensive integration of technology and frost an environment technology and frost an environment

and culture conducive to the realization and culture conducive to the realization of that vision. of that vision.

What is our frame of mind?What is our frame of mind?

Is the Glass half full or half Is the Glass half full or half empty?empty?

www.Walkthetalk.comwww.Walkthetalk.com

Education leaders foster and Education leaders foster and nurture a culture of nurture a culture of

responsible risk-taking and responsible risk-taking and advocate policies promoting advocate policies promoting continuous innovation with continuous innovation with

technology.technology.

Performance Indicator I.CPerformance Indicator I.C

VisionVisionWe envision We envision an innovativean innovative, successful , successful

school where diversity is respected and school where diversity is respected and celebrated, where all students use celebrated, where all students use higher higher order thinking skillsorder thinking skills to meet to meet high standardshigh standards developed developed collaboratively collaboratively by a motivated, by a motivated, compassionate, and highly skilled staff, compassionate, and highly skilled staff, working in partnership with parents and working in partnership with parents and

the community.the community.

Visionary LeadersVisionary Leaders

Leaders can use vision to build trust rather Leaders can use vision to build trust rather than break it if they are willing to let their than break it if they are willing to let their rhetoric give way to reality and allow their rhetoric give way to reality and allow their vision to become a blueprint rather than vision to become a blueprint rather than public relations baloney. public relations baloney.

Reeves, Douglas (2006). The learning Leader. Reeves, Douglas (2006). The learning Leader.

Effective visions help individuals understand Effective visions help individuals understand that they are part of a larger world and also that they are part of a larger world and also reassure them of their individual importance reassure them of their individual importance to the organization. to the organization.

Reeves, Douglas (2006). The learning Leader. Reeves, Douglas (2006). The learning Leader.

““People want to be part of People want to be part of something larger than something larger than

themselves. They want to be part themselves. They want to be part of something they’re really proud of something they’re really proud of, that they’ll fight for, sacrifice of, that they’ll fight for, sacrifice

for , trust.”for , trust.” — — Howard SchultzHoward Schultz

Salina Intermediate MissionSalina Intermediate Mission

The mission of Salina Intermediate School is to The mission of Salina Intermediate School is to increase academic achievementincrease academic achievement by implementing by implementing and evaluating a and evaluating a technology integratedtechnology integrated comprehensive curriculum which enables students comprehensive curriculum which enables students to become to become literate problem-solving critical thinkers.literate problem-solving critical thinkers. We have high expectations for all students, and We have high expectations for all students, and provide a safe and nurturing environment provide a safe and nurturing environment collaborativelycollaboratively with parents and community to with parents and community to ensure that all students become responsible, ensure that all students become responsible, productive citizens.productive citizens.

Activity 2Activity 2

Discuss with a partner the following Discuss with a partner the following question:question:– Why is it essential to have clear mission and Why is it essential to have clear mission and

vision statements?vision statements?– What does a mission or vision statement tell us What does a mission or vision statement tell us

about an organization?about an organization?

Poll everywhere surveyPoll everywhere surveyhttp://www.polleverywhere.comhttp://www.polleverywhere.com

Immigrant Status

21%

79%

Immigrant/Refugee (117)

Non-Immigrant (430)

Salina Immigration Status 2007-08 Salina Immigration Status 2007-08 School YearSchool Year

Salina Intermediate Limited English Salina Intermediate Limited English Proficient PopulationProficient Population

School Demographic

70%

30%

ELL

NonELL

Economically Disadvantaged Economically Disadvantaged StudentsStudents

at Salina Intermediate 2008-09at Salina Intermediate 2008-09Salina Intermediate Economically

Disadvantaged 2008-09

97.5%

2.5%

Free and Reduced Lunch

Non Free and ReducedLunch

We face many barriers, but …We face many barriers, but …

We have been effective at improving student We have been effective at improving student achievement levels through the use of technology, achievement levels through the use of technology, literacy, and differentiated instruction under literacy, and differentiated instruction under Professional Learning Communities model!Professional Learning Communities model!

Schools Do Make a DifferenceSchools Do Make a Difference

Effective School Research of Ron Effective School Research of Ron Edmunds, Larry Lezotte, Wilbur Bookover, Edmunds, Larry Lezotte, Wilbur Bookover, Michael Rutter, and other concluded:Michael Rutter, and other concluded:

All children can learn; and the school All children can learn; and the school controls the factors to assure student controls the factors to assure student mastery of the core curriculummastery of the core curriculum

Rebecca Dufour, PLC presentation

Schools Do Make a DifferenceSchools Do Make a Difference

An analysis of research conducted over a An analysis of research conducted over a thirty-five year period demonstrates that thirty-five year period demonstrates that schools that are highly effective produce schools that are highly effective produce results that almost entirely overcome the results that almost entirely overcome the effects of student backgrounds.effects of student backgrounds.

Robert Marzano, What works in schools, 2003.Robert Marzano, What works in schools, 2003.

Standard V: Assessment Standard V: Assessment and Evaluationand Evaluation

Educational leaders use Educational leaders use technology to plan and implement technology to plan and implement

comprehensive systems of comprehensive systems of effective assessment and effective assessment and

evaluation.evaluation.

Salina Intermediate ELA AYP Salina Intermediate ELA AYP Proficiency GrowthProficiency Growth

Salina Intermediate ELA AYP Proficiency Index Percent Proficient 2006-08

56.00%63.20%

73.80%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

2005-06 2006-07 2007-08

PercentProficient

Salina Intermediate Mathematics Salina Intermediate Mathematics AYP Proficiency GrowthAYP Proficiency Growth

Salina Intermediate Mathematics AYP Proficiency Index 2006-2008

73.60%80.80%

85.30%

0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

100.00%

2005-06 2006-07 2007-08

Percent Proficient

Salina AYP proficiency GrowthSalina AYP proficiency Growth

Salina Intermediate Mathematics MEAP AYP Proficiency Growth

2006-07 to 2007-08

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

2006-07

2007-08

2006-07 48.80% 77.70% 84.00% 80.60% 80.80%

2007-08 59.50% 80.00% 96.70% 84.90% 85.30%

Special Education

LEP Non-LEP ED All Students

Salina AYP proficiency GrowthSalina AYP proficiency Growth

Salina Intermediate ELA MEAP AYP Proficiency Growth

2006-07 to 2007-08

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

2006-07

2007-08

2006-07 30.20% 55.10% 79.00% 63.00% 63.20%

2007-08 45.20% 62.70% 97.50% 73.20% 73.80%

Special LEP Non-LEP ED All

N T

There must Be a Cultural Shift There must Be a Cultural Shift in how we do business on a in how we do business on a

day to day basis.day to day basis.

QuickTime™ and aSorenson Video decompressorare needed to see this picture.

Fullan (2008) The Six Secrets of Fullan (2008) The Six Secrets of ChangeChange

Secret One Love your employeesSecret One Love your employees Secret Two Connect peers with purposeSecret Two Connect peers with purpose Secret Three Capacity Building PrevailsSecret Three Capacity Building Prevails Secret Four Learning is the workSecret Four Learning is the work Secret Five TransparencySecret Five Transparency Secret Six Systems LearnSecret Six Systems Learn

Marzano, Waters and McNulty Marzano, Waters and McNulty (2005) 1st order change vs. 2(2005) 1st order change vs. 2ndnd order order

changechange

11stst order change all of the 21 responsibilities order change all of the 21 responsibilities applyapply

11stst order change is incremental. It can be order change is incremental. It can be thought of as the next most obvious step to thought of as the next most obvious step to take. take.

22ndnd order change order change

22ndnd order change is anything but order change is anything but incremental. It involves dramatic departures incremental. It involves dramatic departures from the expected, both in defining a given from the expected, both in defining a given problem and in finding a solution.problem and in finding a solution.

Marzano, McNaulty and Waters (2005). Marzano, McNaulty and Waters (2005).

22ndnd order change order change Leadership for second order change Leadership for second order change

includes the following:includes the following: Knowledge of Curriculum, Instr. & Knowledge of Curriculum, Instr. &

Assessment.Assessment. OptimizerOptimizer Intellectual StimulationIntellectual Stimulation Change AgentChange Agent Monitoring/EvaluatingMonitoring/Evaluating FlexibilityFlexibility Ideals/BeliefsIdeals/Beliefs

Marzano, McNaulty and Waters (2005). Marzano, McNaulty and Waters (2005).

Negatively impacted Negatively impacted responsibilities:responsibilities:

CultureCulture CommunicationCommunication OrderOrder InputInput

Standard IV: Support, Standard IV: Support, Management and Management and

OperationsOperations

Educational leaders ensure the Educational leaders ensure the integration of technology to integration of technology to

support productive systems for support productive systems for learning and administrationlearning and administration

Monitoring and EvaluatingMonitoring and Evaluating

Classroom Walkthroughs are a critical Classroom Walkthroughs are a critical component within the School Improvement component within the School Improvement Process at Salina Intermediate.Process at Salina Intermediate.

I looked at articles published by ASCD. I looked at articles published by ASCD. The Three Minute Classroom Walk-Through The Three Minute Classroom Walk-Through

by Carolyn Downey. by Carolyn Downey.

Downey(2004) Walk throughDowney(2004) Walk through The most important thing is conversations and building The most important thing is conversations and building

relationships with faculty.relationships with faculty.

5 Step Downy Approach5 Step Downy Approach

1.1. Student Orientation to the workStudent Orientation to the work

2.2. Curricular Decision PointsCurricular Decision Points

3.3. Instructional Decision PointsInstructional Decision Points

4.4. Walk the Walls---Curricular and Instructional Decision Walk the Walls---Curricular and Instructional Decision PointsPoints 5.5. Safety and Health IssuesSafety and Health Issues

DtubeDtube

http://video.dearbornschools.org/http://video.dearbornschools.org/

QuickTime™ and aH.263 decompressor

are needed to see this picture.

A Traditional School Focuses A Traditional School Focuses on on Teaching Teaching

and a Professional Learning and a Professional Learning Community Focuses on Community Focuses on

Student Learning. Student Learning.

The thing that does not make a The thing that does not make a DifferenceDifference

Technology is not a magic pill for school Technology is not a magic pill for school reform. The mere presence of technology reform. The mere presence of technology will make no difference in student will make no difference in student performance, particularly if it is unused or performance, particularly if it is unused or misusedmisused

The Technology Bond without training is not The Technology Bond without training is not going to provide for an enhanced going to provide for an enhanced curriculum.curriculum.

2002 MAKING TECHNOLOGY STANDARDS WORK FOR YOU ISTE.

Cultural Shifts Cultural Shifts Becoming a Professional Becoming a Professional

Learning CommunityLearning Community ““To put it as succinctly as possible, if To put it as succinctly as possible, if

you want to change and improve the you want to change and improve the climate and outcomes of schooling both climate and outcomes of schooling both for students and teachers, there are for students and teachers, there are features of the school culture that have features of the school culture that have to be changed, and if they are not to be changed, and if they are not changed your well-intentioned efforts changed your well-intentioned efforts will be defeated”will be defeated”

Seymour Sarason: Taken From Robert Eaker PLC presentation.

Cultural ShiftCultural Shift

Traditional SchoolTraditional School Professional Learning Professional Learning CommunityCommunity

Teacher IsolationTeacher Isolation CollaborationCollaboration

Decisions about Decisions about improvement are opinion improvement are opinion based.based.

Decisions are researched Decisions are researched based with collaborative based with collaborative teams seeking out best teams seeking out best practices.practices.

When students don’t When students don’t learn not systematic learn not systematic response.response.

Systematic response as to Systematic response as to how the school responds how the school responds when students don’t learn.when students don’t learn.

Administrators are Administrators are viewed a leaders and viewed a leaders and teachers as followers.teachers as followers.

Administrators are leaders Administrators are leaders of leaders teachers are of leaders teachers are transformational leaders.transformational leaders.

Decisions about Decisions about improvement are opinion improvement are opinion based.based.

Decisions are researched Decisions are researched based with collaborative based with collaborative teams seeking out best teams seeking out best practices.practices.

Activity 3Activity 3

Reflecting on the differences between a Reflecting on the differences between a Professional Learning Community and a Professional Learning Community and a Traditional School, what dynamic Traditional School, what dynamic differences can you help to implement in differences can you help to implement in your school?your school?

It is critical to develop a PLC It is critical to develop a PLC calendar for the buildingcalendar for the building

Use an electronic Calendar.Use an electronic Calendar.

We use outlook for PC and We use outlook for PC and entourage for Macintosh entourage for Macintosh

computerscomputers

Educational leaders facilitate Educational leaders facilitate and support collaborative and support collaborative

technology enriched learning technology enriched learning Environments conducive for Environments conducive for

innovation for improved innovation for improved learning.learning.

Performance Indicator II.B.Performance Indicator II.B.

Team CollaborationTeam Collaboration

We can achieve our fundamental purpose We can achieve our fundamental purpose of high levels of learning for all students of high levels of learning for all students

only if we work together. We cultivate this only if we work together. We cultivate this collaborative culture through the collaborative culture through the

development of high performing teams.development of high performing teams.

Dufour & Eaker

Advantages of collaborative teamsAdvantages of collaborative teams

provide support for new teachersprovide support for new teachers promote confidence among staff members promote confidence among staff members allow teachers to work together to find quality allow teachers to work together to find quality

solutions solutions provide opportunities for sharing ideas, materials, provide opportunities for sharing ideas, materials,

and methods for better teachingand methods for better teaching enhance student achievementenhance student achievement

Effective collaborative teams share Effective collaborative teams share knowledge, define learning standards, agree knowledge, define learning standards, agree on pacing, build knowledge of best practice, on pacing, build knowledge of best practice, and focus on issues that MOST impact and focus on issues that MOST impact student achievement. student achievement.

Standard III: Productivity and Standard III: Productivity and Professional PracticeProfessional Practice

Educational leaders apply technology to Educational leaders apply technology to enhance their professional practice and to enhance their professional practice and to increase their own productivity and that of increase their own productivity and that of

others. others.

Team Norms video on D-TubeTeam Norms video on D-Tube

Dearborn Public SchoolsDearborn Public Schools

http://www.dearbornschools.org/http://www.dearbornschools.org/

Team Meetings componentsTeam Meetings components Three important components keep the team focus and Three important components keep the team focus and

help to subdue the resistors help to subdue the resistors – 1. The development of Team Norms1. The development of Team Norms– 2. The development of Team Goals2. The development of Team Goals– 3. Sustaining Good team leadership (This could be one or two 3. Sustaining Good team leadership (This could be one or two

individuals.individuals.

Weekly 6th Grade Team Meeting Topic Schedule:

Monday: Tuesday: Wednesday: Thursday: Friday:

Teaching Across The Curriculum Integration Strategies / Coteaching Planning

and Coordination

Improving Student Writing Abilities

Differentiated Instruction / Coteaching Planning and

CoordinationTechnology Integration

Student Concerns Based On Data From

Common Assessments/ Parent contact for

students of concern

What do we want students to know?

How will we know if they understand the content?

How can we connect what students are learning to the content we are covering?

How are students performing on writing

samples?

What are some common areas of concern consistent with

writing samples?

How can we meet the diverse needs of our students?

What skills should student be able to do that relate to our

content areas? (Ex. Graphing, PowerPoint, etc.)

Did the students understand the content?

What can we do to help those who did not

understand the content?

What can we do to challenge those who

understood the content well?

What activities (using the multiple intelligences)

would best make the content meaningful for students?

Do we need professional development on related topics

in this area?

Do we need professional development on related

topics in this area?

Do we need professional development on related topics

in this area?

Do we need professional development on related

topics in this area?

Do we need professional development on related

topics in this area?

Visitation of classroom for department sharing.

The 6th Grade Team Norms:1. Be on time and prepared for meetings.

2. Stick to the agenda for meetings except during required assessment timelines.

3. Engage in open, honest communication.4. Practice active listenting and be courteous and attentive

to the ideas of others.5. Be an active participant and stay open minded.

6. Support other members by showing a commitment toward implementing ideas and suggestions.

6th Grade Team roles:

Grade level Representative: Bob AtteeCurriculum Coordinater: Reem Rababeh

Notetaker: Linda HallickGrade Level Contact: Glenda Darin

Time Keeper: Sharkas AhmedBilingual Liason: Jaleelah Ahmed

The 6th grade team will meet in room 306 for team time.

Norm's norms for 6th Grade:

Work with students in the homework assistance program.

Contact parents of students that are not meeting expectations.

Note:Glenda and Sharkas will meet on Wednesdays

with Inaya about the Literacy Model.Jaleelah will meet with us on alternate

Tuesdays due to a SST meeting.Linda meets monthly with administration

Activity 4Activity 4

During the Team Norms Video, identify the During the Team Norms Video, identify the positive and negative elements took place positive and negative elements took place during the team meetings using a tally during the team meetings using a tally sheet.sheet.

View the Team Norms VideoView the Team Norms Video

Standard II: Learning and Standard II: Learning and TeachingTeaching

Educational leaders ensure that curricular Educational leaders ensure that curricular design, instructional strategies, and learning design, instructional strategies, and learning

environments integrate appropriate environments integrate appropriate technologies to maximize learning and technologies to maximize learning and

teaching. teaching.

Intended VS. Implemented Intended VS. Implemented CurriculumCurriculum

Intended Curriculum-Intended Curriculum- the essential concepts that the essential concepts that you you planplan to teach to teach

Implemented Curriculum-Implemented Curriculum- your executed lesson your executed lesson plans, what you actually teachplans, what you actually teach

By comparing the two on a regular basis over By comparing the two on a regular basis over time, teams will have a more clear & concise time, teams will have a more clear & concise response to: response to: What must students know?What must students know?

10% OF WHAT WE READ

20% OF WHAT WE HEAR

30% OF WHAT WE SEE

50% OF WHAT WE HEAR AND SEE

70% OF WHAT I S DI SCUSSED WI TH OTHERS

80% OF WHAT WE EXPERI ENCE PERSONALLY

95% OF WHAT WE TEACH SOMEONE ELSE

WE LEARN

W. M. Glasser

Salina TechnologySalina Technology

Data projector, Document camera and Data projector, Document camera and promethean board in most of the classrooms. promethean board in most of the classrooms.

Full wireless connectivityFull wireless connectivity 9 mobile wireless labs9 mobile wireless labs Community Center with Technology accessCommunity Center with Technology access A media broadcast studio with a green screen for A media broadcast studio with a green screen for

video productionvideo production Multimedia software applicationsMultimedia software applications Activote systems. Activote systems.

Standard VI: Social, Legal and Standard VI: Social, Legal and Ethical IssuesEthical Issues

Educational leaders understand the social, Educational leaders understand the social, legal and ethical issues related to legal and ethical issues related to

technology and model responsible decision-technology and model responsible decision-making related to these issues. making related to these issues.

Educational Leaders Advocate Educational Leaders Advocate for research-based effective for research-based effective

practices in use of technologypractices in use of technologyPerformance Indicator I.E.Performance Indicator I.E.

Student Projects and Inquiry Student Projects and Inquiry LearningLearning

Additional Reference SlidesAdditional Reference Slides

Not part of the presentationNot part of the presentation

Activity 5Activity 5

How can leaders promote systemic change How can leaders promote systemic change in the assessment strategies teachers in the assessment strategies teachers implement?implement?

Team Collaboration and the 3 Team Collaboration and the 3 Essential QuestionsEssential Questions

Question ThreeQuestion Three 3. How will we respond when they don’t learn?3. How will we respond when they don’t learn?

Classroom:Flexible Grouping Intervention Referral

Teacher-student conferenceClassroom Behavior/ Academic Plan

Formative assessment: follow-up & retest Student portfoliosClassroom Behavior/ Academic Plan

Differentiated Instruction Parent Conference/Contact

Team/ Grade Level:Pullout Study Skills Support w/ Samira

Bullying Intervention & Community Safety w/ William AliParent Liaison Support

Home VisitCo-teaching

Intervention Referral ProcessParent Communication and Meeting

DRA assessmentTeam Collaboration Time

School:Mentoring

Peer MediationTitle I Tutoring

Instructional DialoguesCommunication Box

Social Work intervention21st Century Program

Parent-Principal ForumsSOS programCounseling

Detention/ISS, Brunch with Social Workers

CRSD Rec ProgramSocial Work InternsCareer Education

Community Resource CenterBilingual Support

Salina Intermediate PLC Pyramid of Interventions IF STUDENTS DO NOT MEET EXPECTATIONS . . .

04-02-07

PICL MODELPICL MODELAdvisor/Advisee

Technology Integration

Writing Program

Bullying Prevention

Team Collaboration and the 3 Team Collaboration and the 3 Essential QuestionsEssential Questions

A new, fourth question is: How will A new, fourth question is: How will we respond when they have we respond when they have learned?learned?

School:IGNITESTAND

Emerging ScholarsDCMST Partnership

Peer MediatorsAcademic Games

Math CountsStudent Council

Academic GamesCRSD Rec Program

Inter-School Multicultural Technology Partnerships Media Broadcast Technology Camp Career Education Science Club

Team/ Grade Level:Co-teaching

Student MentorsTeam Teaching

Team Collaboration Time

Classroom:Flexible Grouping

Enrichment ActivitiesTeacher-student conference

Above Grade Level AssignmentsDifferentiated Instruction

Student led co-teaching presentations/lessonsTechnology Trainers

Classroom leadership Committees or Clubs

Salina Intermediate PLC Pyramid of Interventions04-02-07

IF STUDENTS EXCEED EXCPECTATIONS . . .

PICL MODELAdvisor/Advisee

Technology Integration

Wrting Program

Bullying Prevention

Page 88 Admin standards bookPage 88 Admin standards book

Alan November (1998) suggests that Alan November (1998) suggests that technology has not been fully integrated into technology has not been fully integrated into the education environment because its use the education environment because its use is viewed as an additional layer over what is is viewed as an additional layer over what is already done rather than as an information already done rather than as an information and communication tool that can that can and communication tool that can that can change the structure of the organization. change the structure of the organization.

Because there is great potential for Because there is great potential for organizational change through the use of organizational change through the use of technology tools, administrators need to be technology tools, administrators need to be active players in technology integration. active players in technology integration. November also differentiated between November also differentiated between automating, what happens when technology automating, what happens when technology is layered on the existing system, and is layered on the existing system, and infomating what occurs when systemic infomating what occurs when systemic change is achieved using information and change is achieved using information and communication. As mentioned abovecommunication. As mentioned above

November suggests that doing the same November suggests that doing the same old thing faster should not be your goal, old thing faster should not be your goal, but rather it should be making better but rather it should be making better use of information and how you use it, use of information and how you use it, which may, in turn, lead to some time which may, in turn, lead to some time being saved or better used.being saved or better used.

Engaging in DialogueEngaging in DialogueStrategies offered in Strategies offered in Crucial ConversationsCrucial Conversations:: Clarify what you do and don’t want to result Clarify what you do and don’t want to result

from the conversationfrom the conversation Find mutual purposeFind mutual purpose Create a safe environment for dialogueCreate a safe environment for dialogue Use factsUse facts Share your thought processShare your thought process Encourage recipients to share facts and Encourage recipients to share facts and

thought processthought process

Confronting resistorsConfronting resistors

Even after an open dialogue, resistors may persist. Even after an open dialogue, resistors may persist. Leaders must act as promoters and protectors of Leaders must act as promoters and protectors of decisions and:decisions and:

Continue working with the resistorContinue working with the resistor Make no exemption from the collaborative Make no exemption from the collaborative

processprocess Clarify the specific Clarify the specific behaviorsbehaviors required required Clarify specific consequencesClarify specific consequences Monitor Monitor behaviorbehavior rather than rather than attitudeattitude Apply the specified consequences, if necessaryApply the specified consequences, if necessary

Administrator Expectations Administrator Expectations and Support for Teachers! and Support for Teachers!

Both are critical.Both are critical.

Making A DifferenceMaking A Difference

What does make a difference is a school What does make a difference is a school administrator at any level who is a thoughtful administrator at any level who is a thoughtful instructional leader. instructional leader.

In order to Be successful there must be a In order to Be successful there must be a technology plan of action.technology plan of action.

Example: The Strategic Plan. Example: The Strategic Plan.

2002 MAKING TECHNOLOGY STANDARDS WORK FOR YOU ISTE.

Research & DataResearch & Data

There is an enormous amount of data There is an enormous amount of data supporting technology integration in the supporting technology integration in the classroom.classroom.

International Society of Technology International Society of Technology Education (ISTE) StandardsEducation (ISTE) Standards

National Education Association NEANational Education Association NEA Michigan Association for Computer Users in Michigan Association for Computer Users in

Learning (MACUL)Learning (MACUL)

Too often the Technology itself Too often the Technology itself Becomes More important than Becomes More important than the Curriculum & Instructionthe Curriculum & Instruction

Sound Curriculum & Instruction Decisions Sound Curriculum & Instruction Decisions should be made and then the appropriate should be made and then the appropriate technology should follow.technology should follow.

We should Review Site PlansWe should Review Site Plans Identify Existing Decision making Identify Existing Decision making

Committees or other decision making Committees or other decision making groups.groups.

Presentation ReferencesPresentation References Covey, S. (2004). The Covey, S. (2004). The 8th habit: 8th habit:

From effectiveness to greatnessFrom effectiveness to greatness. . New York, NY: Franklin Covey New York, NY: Franklin Covey Co. Co.

Downey, Steffy, English, Frase & Downey, Steffy, English, Frase & Poston (2004). The Three Minute Poston (2004). The Three Minute Classroom Walk-Through.Classroom Walk-Through.

Dufour, R., Dufour, R., Eaker, R. Dufour, R., Dufour, R., Eaker, R. & Many, T. (2006). & Many, T. (2006). Learning by Learning by Doing.Doing. Bloomington, IN: Solution Bloomington, IN: Solution Tree. Tree.

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