Technology Organization Chart
Responsibilities

Superintendent
· Ensures budget and funds are in place for operation of technology department
· Oversee initiatives and efficiency of technology department.
· Facilitates professional development program as needed.
· Develop and maintain a long-range planning and vision.
· Assist with the development of technology policies and procedures.
Director of Technology
· Lead the district technology long-range planning and vision.
· Ensure maintenance and an up to date technology infrastructure.
· Make data based decisions.
· Support technology staff professional development.
· Manage technicians and repair process.
· Maintain department budget.
· Assist campuses with technology action plans
· Oversee all areas within the department.
· Communicate with staff in regard to technology policies and procedures.
· Assist with the development of technology policies and procedures.

Instructional Technology Coordinator
· Assist campuses with technology action plans.
· Develop and maintain professional development program.
· Model technology use and collaborate with teachers for technology integration.
· Oversee student technology standards.
· Develop technology course curriculums and activities.
· Communicate with staff in regard to technology policies and procedures.
· Assist with the development of technology policies and procedures.
District Technology Technicians
§ Set up and install district computers and other technology equipment.
§ Troubleshoot issues onsite in buildings.
§ Assist with purchasing of equipment.
§ Offer recommendations to department and buildings on hardware and infrastructure

District Media Specialists
· Help facilitate technology action plan items
· Facilitate technology workshops for staff members
· Assist in previewing software
· Assist in district long-range planning

Campus Principals
· Keep technology budget records.
· Approve building level technology purchases.
· Support technology staff development efforts.
· Model technology integration.
· Assist in district long-range planning.
· Communicate with staff in regard to technology policies and procedures.

Campus Technology Specialists
· Coordinate with district technicians and media specialists
· Help orchestrate campus based technology action plan items.
· Facilitate technology workshops for staff members.
· Assist in previewing software.
· Coordinate campus level strategies that address the district long-range plan.
· Create lessons for teachers to use within their content areas.
· Model and collaborate integration lessons with teachers.
· Establish an enthusiastic approach to technology use for teaching and learning.
· Manage campus technology inventory.
· Communicate with staff in regard to technology policies and procedures.

Classroom Teachers
· Coordinate lessons with campus technology specialists.
· Collaborate with other teachers to develop technology integration to use within specific content areas.
· Model the use of technology to support student use.
· Establish an enthusiastic approach to technology use for teaching and learning.
· Attend staff development that will improve all areas of technology use.


STAFF DEVELOPMENT
Based on STaR Chart data and personal interviews, staff development in technology is a concern for most teachers at Ford Middle School. The STaR Chart indicates that the biggest area for improvement is in the catagories of “Professional Development Experiences” and “Capabilities of Educators.” Many teachers report that they simply do not understand all of the things equipment and software can do, so they do things the old fasioned way. Further more, staff members have indicated that staff development sessions are too short and infrequent for teachers to become comfortable with new programs. With students wishing to use more technology in learning, coupled with requirements of technology integration, it is important to develop a professional development program that addresses the individual skill level and needs of the teachers. Individualized staff development can help to prioritize and monitor teacher learning.

My action plan for Technology Staff Development is to build a three teer staff development workshop plan. Using the STaR Chart as an example, teachers would first begin with a self analysis of skills and ability. If the training session is about intergrating Power Point presentations into classroom lectures, the teachers would first define their abilities as Advanced Technology, Developing Technology or Early Technology.

Early Technology teachers would be the teachers that have never or rarely used Power Point presentations. These teachers would go to a session where they would learn the very basics on creating slides, using templets and orginizing ideas into Power Point form. Because the information is directed at their ability level, Early Technology teachers can be more comfortable in exploring the program at their own pace and not be afraid to ask questions and seek help.

Developing Technology teachers would be teachers that have used Power Points before, but want training beyond just building slides. These teachers do not need to go through the basics and can use the staff development session to refine and enhance the skills they already have. This session can allow for idea sharing and colaboration to help advance teacher presentations.

Advanced Technology teachers would be the teachers who are very comfortable with using most or all parts of the Power Point program. They can use their specific ability levels to discover new ways to orginize and share presentations. These teachers would further develop their skills and become mentors and coaches for other staff members. This training would establish these teachers as the specialists for their teams and further work to integrate technology in the classroom.

This three teer aproach could be used for most technology training. The key to efficiant staff development is to meet the teachers at their ability level and specifically address the individual need. However, with limited time and resources, most staff development is “one-size-fits-all” training. With the individualized training, a network of technology saavy teacher leaders can help guide others for overall school improvement and student learning.

EVALUATION
The action plan has two ways to evaluate progress. The first way is to receive direct feedback from teachers on professional development and their opinions of how the new technology is assisting in the learning process. This feedback should be more specific than just the STaR Chart. Professional development sessions should contain the opportunity for teachers to respond to the new information they have learned. Follow up surveys during and after the training can help facilitators focus the staff development to better suit individual needs. Informal evaluations should be ongoing and would consist of technology leaders and campus team members visiting classrooms and teachers to find areas they feel need follow up for improvement.

The second means of evaluation would be in the form of classroom visits by principals or team leaders. Visits to classrooms would be done with a technology rubric that would gage teacher and student technology use. These quick snapshots can provide information to help make decisions regarding the next round of professional development workshops. The main measurable outcome to technology integration would be if the curriculum and class procedures allow students to seamlessly use technology for learning. Teachers hesitant to use technology, or have limited student technology in the lessons, can be given specific training to fill any gaps in technology competency.