STaR Chart Presentation

STaR Chart Info, Summary, and Conclusion

STaR Chart

View more presentations from dandrew10.

STaR Chart Opinion Piece

The area of the StaR Chart that I believe is the most integral is Teaching and Learning. It does not matter if you are proficient in Educator Preparation and Development, Leadership or Administrative Support, or if you have Infrastructure for Technology in place. If you do not implement technology in the area of teaching and learning the other areas are void. The campus statewide summary states that to be advanced in the area of teaching and learning “instruction is teacher-facilitated and students work with peers and experts to evaluate information…in order to problem solve.” This goes against the traditional come in, sit down, and listen approach that many of us experienced as we made our way through school. But with the modern technological advancements and our student’s fascination with technology, it makes sense to implement technology in order to grasp their attention. We all know that when students are interested in a subject, they will be more likely to comprehend and retain the material being presented.

As for our campus, we made a jump in 2008-2009 in Teaching and Learning. . We made the jump from a “developing tech” campus to an “advanced tech” campus. The subgroups we improved on are frequency/design of instructional setting and student mastery of technology applications. I believe this is a direct correlation to our teachers being more comfortable with technology therefore; they are more likely to implement it on a consistent basis in their classroom. While our district has improved in the area of professional development regarding technology, it is my belief that we can take it to the next level to ensure our teachers are adequately trained and continue to make the most of technology in the classroom.

TEKS that give students multiple opportunities to master knowledge/skills

I compared K-2 standards with 3-5 standards and realized that students are having the opportunity to have overlapping skills for mastery. Objective 1A at both levels expects those students to use the mouse, keyboard, disk drive, and modem. This vertical alignment between the 2nd and 3rd grades will be a critical role in the success of the long-range technology plan. Objective 1B at both levels also expects students to know how to save files. Object 4A for both grades also expects Texas students to apply key work searches on an effective level. If funded and implemented correctly, these objectives will be monumental for the future of our next generation.

Pre-K Technology Applications TEKS.

I believe that the guidelines for pre-K are integral in building a foundation for computer literacy. It is important to navigate through a problem and understand the names of the parts of the computer. The students who engage in enriched programs are beginning to process hands-on information years ahead of the workforce generation. This background of information also levels the playing field for those who still do not have computers at home.

Reflection on Texas Long-Range Plan for Technology

I was not aware of this plan before this analysis. I am encouraged by the goals set forth by the state of Texas. I was not aware that the Hispanic population is now the majority in Texas. I do believe that the 21st Century learner demands different instructional strategies due to the age of information. New learners are tested differently than those of an older generation; therefore they should be taught differently as well. Current TAKS tests require students to apply to synthesis knowledge as opposed to the type of tests 20 years ago. Older standardize tests were knowledge-based which fits better with the “sit down and be quiet” style of teaching. I believe that this plan can assist me as an administrator to become more aware of the delivery styles that our students need. Technology aligned curriculum provides differentiated instruction for all learners and also allows students to apply knowledge subjectively according to how they understand the information.

Instructional Leadership, Part One Assessment

After analyzing the Technology Applications Inventory discovered that I am up to date on most technological applications that are used in the classroom today. Areas that I need improvement include “interactive virtual environments…such as virtual reality or simulations.” I have not had any exposure to such software of programs that would allow me to implement these types of “environments” into my classroom effectively. Another area in which I need improving is designing and creating “interdisciplinary multimedia presentations.” I have utilized power point presentations in the classroom but this sounds like these are more detailed than a regular power point.

In the SEDTA survey for teachers I found that our district is top notch when it comes to having up to date technological services. Our district furnishes each teacher with an “ELMO” as well as desktops, laptops, scanners, and any additional programs and/or tools we may need. Our administration is extremely supportive when it comes to purchasing tools that teachers will be able to utilize in order to improve instruction. One area that I wish our district would advance is allowing teachers more time to collaborate in the area of technology. Every year during the week of in-service prior to the first day of school we have four, one hour training sessions on various technological applications and that is usually the extent of our technology training for the year. This leaves many teachers who are not comfortable with technology frustrated and with the feeling they are spinning their wheels.

After studying this assessment I believe that these are an accurate reflection of my personal strengths and weaknesses as well as our district’s strengths and weaknesses where technology is concerned.