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June 1, 2002

Technology Professional Development for Life Long Learners

By Brian P. Czapla

Introduction

In January of 2001, Smith Middle School opened its doors after years of planning and construction. This new, technologically-rich middle school houses more than 560 computers (both Windows 2000 and Macintosh OS), 7 File servers, 3 general purpose computer labs, 4 subject specific computer labs, distance learning center, wireless science lab set-ups, and numerous peripherals to support instruction and technology integration. Long before the doors opened we realized that the staff would be transitioning from a 30-year-old building that had only 40 Macintosh computers into a dynamic new environment. So the training needs became paramount.

We also realized that the success of implementing reform in education is based on a well thought out training plan and continuous support. Change within any organization is often slow, meets resistance and can be painful. Change utilizing technology can meet the most resistance due to teaching staff's lack of confidence and competence with current and emerging tools. This is the story of how we avoided some common pitfalls.

Technology Composition

Smith Middle School's technology professional development program was a collaborative effort among the administration, teaching staff, union representatives and central office personnel. It was important to include all the stakeholders' perspectives in this training program in order to develop a meaningful program based on the needs, concerns, and ideas of the diverse groups. Administration and central office personnel helped ensure the program was financially feasible and provided logistical support. Union representation on the committee guaranteed that everything the team did complied with the contract. Teacher representation involved the most diverse group, with teachers from all grade levels, academic departments, and levels of technological proficiency represented. This was significant as our primary goal was to have a diversity of perspectives so we could build a strong training program that met the needs of all staff members while facilitating acquisition of basic computer skills.

Identified Need

As the construction progressed and the technology specifications for the building became clear, there was a realization the staff would need extensive training not only to integrate these tools into instruction but also to survive daily management. The staff would be transforming from a school that relied heavily on paper for communications, data collection, and information dissemination to an electronic environment where all the management would be done via the Wide Area Network (WAN) and the Internet. Before teachers could effectively integrate technology into instruction, they needed basic computer skills and a confidence level that would facilitate further training and self-exploration. The underlying belief was that once the staff had confidence in their basic computer skills and used the tools daily, they would strive to acquire more technology skills that would ultimately lead to self exploration and integration into instruction and curriculum.

Process

• Needs assessment - Before any plans were drawn up, we conducted two needs assessment surveys with all staff members. This data served two functions. The first was to identify Personal Technology Proficiency Skills for each staff member. We set four levels: Novice, Emergent, Integrator, and Leader. Once we determined individual proficiency levels, each teacher was responsible for developing a specific skill set. In a sense, each staff member had an Individualized Technology Improvement Plan (ITIP). These surveys also helped to identify personal learning styles. Good teaching requires the teacher to differentiate instruction based on the varied learning styles of the students. In order to differentiate training for the staff, a learning style assessment was conducted. After the data was analyzed, we developed numerous training formats based on the individuals' preferred learning styles, such as:
  1. CD-Rom based tutorials
  2. Small and large group instruction
  3. Text books
  4. Mentor relationships
  Recent feedback indicates the staff would like to continue the training program in a "Saturday Academy" environment as well as research online subscription professional development possibilities.
• Technology Team - This team had to collect and analyze data. Their primary function was to take the data from surveys and then develop and facilitate meaningful professional development seminars for the staff.
• Administrative support and expectations - We required staff to incorporate their ITIP Goals into their annual objectives. This validated all the work and data-gathering that the Technology Team did and allowed us to incorporate measurable expectations and assessments for this program.
• Grants and strategic corporate partnerships - The Technology Team also brought in outside consultants to help with the training during the school day rather than in after-school sessions. The Technology Team won a Technology Literacy Challenge Fund Grant (TLCF), and this grant provided for a technology consultant who visited the school numerous times throughout the year and worked with staff members on technology skills acquisition and integration issues during the school day. In addition to the TLCF Grant, we developed a strategic partnership with EdGate (parent company of Copernicus - an educational portal that validates and organizes Internet based resources). A major component of this partnership was to provide all staff members with extensive training on the Internet and the use of Copernicus.
• Required team planning time for technology training - As a middle school, our structure facilitates collaboration among team members. Each day, the academic teams and elective teachers meet as a group to discuss students, develop projects, and meet with parents. During the training, the administration required each team to devote one day a week to technology training. Each team determined the content of the training, based on team and/or individual needs. The Technology Team, consultants, and administration then facilitated the weekly training session for the teams. These training times were short (45 minutes) but made the teachers reflect about their needs and exposed them to higher-level skill sets and instructional possibilities.

Results of Professional Development Program

In June of 2001 the staff again took the original technology survey, this time to determine if the program achieved its goals. The survey again classified staff into four categories (novice, emergent, integrators, and leaders). Overall, staff identifying themselves as "novices" dropped in half from 48% in 2000 to 23% in 2001. Two unexpected positive results were the number of staff that identified themselves as "integrators" and "leaders" of technology. The integrators more than doubled from 11% to 27%. The percent of "leaders" tripled from 2% to 6%. These results were significant because the program was geared to moving staff out of the novice category. The program focused on providing basic computer skills to staff and did not directly address the instructional components of technology. This increase may be indicative of increased confidence and comfort levels with technology that facilitated self-exploration and development of more advanced skills.

We also did an additional survey that evaluated the entire Professional Development Program (see attached survey results). Results from this survey were overwhelmingly favorable in support of the entire plan. Ninety-seven percent of the staff indicated the program was worthwhile, 85% indicated they would recommend this program to others, and 98% indicated the program addressed issues for which there was a need.

The increased confidence level in technology has led many staff members to more readily utilize existing technologies for classroom instruction. Also, because teachers have seen positive results when they supplement their classroom activities with technologically advanced tools, they now seek out new and emerging technologies. Staff members are currently engaged in distance learning virtual environments via Blackboard [http://www.blackboard.com], an Internet-based, distance learning environment, to extend the classroom beyond the physical walls. They are also using on-demand streaming video and other emerging technologies. Use of these technologies continues to grow as more staff members see their colleagues engaged in meaningful and interesting integration initiatives.

Summary

The Smith Middle School Technology Professional Development Program succeeded for many reasons. The school came together as a unified entity and realized that there was a definite need to increase the technological competence levels. Each staff member had his/her own Individualized Technology Improvement Plan based on his/her technological competence level, personal learning style and individual needs. The program's continuity and strong administrative support also gave it a sense of legitimacy. Staff members knew they would be held accountable to meet realistic expectations, and we supported their meeting these goals throughout the program. One-shot seminars became a thing of the past, replaced by a well thought-out, sustained, meaningful training program. This led to dramatic increases in the technological competence of the staff. Today, the staff-members' success in achieving technological proficiency has led to numerous teachers seeking new challenges beyond the scope of the original plan and beyond their competence levels. The plan has created a group of life long learners.

Email: Brian Czapla Brian is President of Education Associates of Connecticut, LLC and Assistant Principal at Smith Middle School, Glastonbury, CT.

Data Analysis (as percent of respondents)

Section 1

Section 2

Survey Results by Question Category

Survey Results by Proficiency Levels

Overall Results