Humphries

ITEC 7410: Action/Evaluation Plan
Name: Cara Humphries

Semester: Summer, 2018
Goal: Skilled Teachers

By May 2019, teachers will fluently create engaging, technology-embedded lessons at least 4 times
per week.
Evaluation Method: Success Indicator:
 Lesson plans Weekly lesson plans turned in will document the use
 Peer walkthroughs of technology at least 80% of the week (4 out of 5
 Administrative walkthroughs days)
 Teacher Survey (Pre/Post) to be
given at the beginning of school year
and end of school year (LoTi, 2017,
see Appendix A.).
Strategies Timeline Budget/Funding Source Person(s) Responsible
All teachers will Workshop will be No funding needed;  Academic Coach

attend a mandatory held during pre- workshop will be (training schedule)
workshop during planning for school conducted by  Media Specialist
pre-planning that year 2018-2019 Media Specialist. (Facilitator)
focuses on the use of (August 1, 2018)  Teachers (attendance)
Google Apps. They
will learn how to
easily incorporate
these apps into daily
lessons.
attend a mandatory held during pre- workshop will be (training schedule)
workshop during planning for school conducted by  Media Specialist
pre-planning that year 2018-2019 Media Specialist. (Facilitator)
focuses on the use of (August 2, 2018)  Teachers (attendance)
online
assessment/review
tools such as
Kahoot!, Plickers,
and Jeopardy. They
will learn how to
easily incorporate
these Web 2.0 tools
into daily lessons by
exploring and
creating tools they
can use throughout
the year.
Teachers will meet Training will take No funding needed;  Academic Coach
during planning place the first week workshop will be (training schedule)
period once per of every month conducted by  Media Specialist
month to learn about Media Specialist (Facilitator)
a new Web 2.0 tool. during teachers’ and Academic  Teachers (attendance)
The tool will be planning time. Coach.
modeled for teachers  Sept (Reading
and they will Wonders
explore how to use Tech tools)
these tools.  Oct (EnVision
Math tools)
 Nov
(Productivity
Tools such as
Google Slides
and Prezi)
 Dec (Review
of all tools
trained on)
 Jan (Blogger)
 Feb (Padlet)
 Mar
(Edmodo)
 April (no
training-
GMAS)
 May (Post
Survey/
Review of all
tools learned)
Goal: Instructional Change
By May 2019, teachers will plan lessons using educational technology and best practices to promote
higher-order thinking skills.
 Lesson plans 85% of teachers will document the use of
 Administrative Walkthroughs educational technology that promotes higher-order
thinking skills at least once per day in lesson plans.

attend a training on held during pre- workshop will be (training schedule)
how to use Code.org planning for school conducted by  Media Specialist
in the classroom year 2018-2019 Media Specialist (Facilitator)
conducted by Media (August 3, 2018) and Academic  Teachers (attendance)
Specialist. Code.org Coach.
is a free website that
promotes the use of
logic, problem
solving, and
creativity for all

students (Code.org,
2018). Teachers will
understand the need
for computer science
within the classroom
and learn how to
create plugged and
unplugged lessons.
Lead teachers from 9/7/18 All Day $219 per  Academic Coach
each grade level and teacher/Title I funds (schedule workshop,
Academic Coach ($1533.00) attendance)
will attend Kagan  Teachers (attendance)
workshop in Muscogee County
Atlanta, GA that will cover the cost
focuses on of subs for 6
developing teachers for one
engaging, higher- day.
order thinking skills.
Teachers that This will take place No funding needed;  Academic Coach
attended training during Tuesday workshop will be (facilitator)
will redeliver faculty meeting over conducted by  Lead Teachers
information that was the course of three grade-level chairs (facilitators)
learned at Kagan weeks. and Academic  Teachers (attendance)
workshop to all Coach.
faculty members. 9/11/18-Redelivery
Teachers will work 9/18/18-Lesson
in grade levels to planning
create lessons that 9/25/18- Lesson
promote critical planning
thinking skills using
technology.
Goal: Student Focused
By May 2019, students at Reese Road Leadership Academy will have had the opportunity to
participate in learning environments that encourage problem-solving, collaborating with peers, and
creativity.
 Student survey for 3 ,4 5 graders
rd th, th 90% of students will indicate learning environments
(Pre/Post) to be given at the that encourage problem-solving, collaboration with
beginning of the year and the end of peers, and creativity takes place in the classroom.
the year (see Appendix B.)
 Administrative Walkthroughs
All teachers will Workshop will be No funding needed. Teachers (attendance)

attend held on teacher Training is UWG Presenter (Facilitator)
Lego/Makerspace planning day provided by MCSD.
training to learn how (October 8, 2018) The facilitator is
to incorporate from the University
problem solving into of West GA.
daily lessons.
Rubinstein (2018)
states that “Using
higher-order
thinking skills,
students are given
the opportunity to
problem-solve, ask
questions, think,
create, innovate, fix
and revise.”
All teachers will Teachers will visit St. No funding needed;  Academic Coach
visit St. Elmo Elmo by grade level. specials (training schedule)
Center for the Gifted This will take place teachers/parapros  Teachers (attendance)
in Columbus, GA to throughout the month will cover classes.
observe and gain of October and
knowledge about November. One
project-based group of teachers will
learning using go per week.
technology. 1st Week-
Kindergarten
2nd Week- 1st Grade
3rd Week-2nd Grade
4th Week- 3rd Grade
5th Week- 4th Grade
6th Week- 5th Grade
Teachers will have a Planning day will No funding needed;  Academic Coach
planning day by take place the day specials (training schedule)
grade level to work after visit to St. Elmo teachers/parapros  Teachers (attendance)
together to plan for each grade level. will cover classes.
lessons that 1st Week-
incorporate Kindergarten
problem-solving, 2nd Week- 1st Grade
collaboration and 3rd Week-2nd Grade
creativity based on 4th Week- 3rd Grade
the training and visit 5th Week- 4th Grade
to St. Elmo. 6th Week- 5th Grade
Goal: Diversity Considerations
By May 2019, teachers will learn about and apply knowledge to lesson planning that integrates
differentiation among low-SES and gender groups.
 Lesson plans 85% of teachers will document lessons that integrate
 Administrative walkthroughs strategies to meet the needs all students including
differentiation among low-SES and gender groups.
Research shows that Workshop will be No funding needed;  Media Specialist,

females often held during pre- teachers will attend Academic Coach
choose professions planning for school during pre- (facilitators)
that are not related year 2018-2019 planning. Media  Teachers (attendance)
to technology (August 6 2018) Specialist and
(Beede, Julian, Academic Coach
Langdon, McKittrick, will conduct
Khan, & Doms, training session.
2011).
Teachers will
collaborate to create
lessons
incorporating STEM
activities to promote
technology-use for
all students to
ensure digital equity
among gender
groups.
Since MCSD’s October 25-26, 2018 Workshop is free to  Principal, Media,
technology plan is All day attend. MCSD will Specialist, Academic
aiming for all reimburse attendees Coach (attendance)
schools to be Future for overnight travel.
Ready, the principal,
media specialist, and
academic coach will
attend a two-day
workshop in
Atlanta, GA
presented by Future
Ready Schools
(FRS).
FRS focuses on
digital equity
especially students
that come from low-
income families
(Future Ready
Schools, 2017).
Future Ready November 13-16 No funding needed;  Principal, Media
Schools Redelivery during grade level teachers will attend Specialist,Academic
to all teachers planning during grade level Coach (facilitators)
during grade level meetings. Principal,  Teachers (attendance)
planning. Teachers Media Specialist,
will learn about how and Academic
to differentiate and Coach will
plan lessons that redeliver
meet the needs of information learned
students from low- from conference.
SES families.
Goal: School Related
By May 2019, teachers, administrators, and all other staff at RRLA will share the same vision for
educational technology.

 Pre/Post Educational Technology 90% of teachers, administrators, and all other staff at
Survey (see Appendix C.) RRLA will share the same vision for educational
 Administrative Walkthroughs technology as it relates to student achievement by
 Lesson Plans documenting engaging, meaningful lessons that
incorporate technology.
Throughout the Various Trainings See above for All faculty members
school year, teachers that take place from funding. (participation/implementation)
will attend August-November,
workshops and 2018 (see above
trainings that focus schedule)
on the following:
digital equity for all;
student-centered
learning that
involves problem-
solving and
creativity; and
trainings that focus
on using Web 2.0
tools.
All faculty Faculty meeting on No funding needed;  All faculty members,
members, student December 4. session will take parent volunteers,
council, and parent place after school. Student Council
volunteers will use members (attendance)
their new-found
knowledge of
educational
technology to create
a vision for
technology use at
Reese Road
Leadership
Academy.
Presentation of December 13, 2018 No funding needed;  All faculty members,
Educational at 6:00pm. Presentation will be parents, students,
Technology Vision conducted by superintendent
to RRLA parents, students, parents, (attendance)
students, and faculty and faculty  Teachers, Student
members, and members. Council, Parent
MCSD volunteers (presenters)
superintendent
during PTA
meeting.
References
Beede, D., Julian,T., Langdon, D., McKittrick, G., Khan, B.K., & Doms, M. (2011) Women
in stem: A gender gap to innovation. U.S. Department of Commerce. Retrieved from
http://www.esa.doc.gov/sites/default/files/womeninstemagaptoinnovation8311.pdf.
Code.org. (2018). Computer Science Advocacy. Retrieved from https://code.org/promote.
Future Ready Schools. (2017). About the Effort. Retrieved from
https://futureready.org/about-the-effort/.
ISTE (2018). GAP Analysis Report. Retrieved from https://www.iste.org/standards/lead-
transform/diagnostic-tool/results
ISTE. (2018). ISTE Essential Conditions. Retrieved from
http://www.iste.org/standards/essential-conditions#
LoTi. (2017). LoTi Framework. Retrieved from https://www.loticonnection.com/loti-
framework
Muscogee County School District (2017). Technology Plan. Retrieved from
https://www.muscogee.k12.ga.us/Documents/InformationServices/Technology/MC
D_Technology_Plan_2017_2020.pdf.
Rubinstein, K. (2018). The Journal. Making Space for Makerspaces. Retrieved from
https://thejournal.com/articles/2018/05/15/making-space-for-makerspaces.aspx
Appendices
Appendix A: Pre/Post Technology-Use Survey
Please complete the following survey. Information from this survey will be utilized to
determine current levels of technology integration as well as teacher needs for further
professional development.
* Required
1. What grade level do you teach?
Pre-Kindergarten/Early Intervention
Middle School
High School
Post-Secondary
other
2. How many years have you been teaching? *
0-5 years
6-10 years
11-15 years
16-20 years
21-25 years
26-30 years
more than 30 years
Option 1
3. How would you describe the technology availability in your classroom? *
Technology is only available for teacher use (laptop, projector, some instructional tools)
Teacher Technology is available as well as devices to provide for center rotations
Teacher technology, devices for center rotation and access to mobile technology is available
Teacher Technology is available as well as access to stationary labs
Teacher Technology is available as well as a BYOD (Bring Your Own Device) program for
students
Teacher Technology is available as well as 1:1 devices for students (device for every student)
4. When I need assistance with technology or want to integrate technology in my classroom, I
would ask *
Fellow Teachers
Instructional Technology Coach
Administrators
County/System Technology Staff
Students
Seek out websites with information
other
5. I want to use technology in my classroom but ________________ *

There are never enough devices.
I don’t feel comfortable teaching a technology lesson.

I don’t have time for something extra. There are too many things I am required to teach.
No one has taught me how to use the technology tools.
other
6. Select the digital sources that you (teacher) most frequently use to guide your instruction. *
Social Learning applications (e.g. EdBlog, Skype, etc.)

Productivity applications (e.g. Edmodo, Google apps, Socrative, Animoto)
Content applications (e.g. Khan Academy, Brainpop, etc)
Support applications (e.g. Prezi, Wordle, Quizlet, Google Earth, Youtube)
Productivity tools (e.g. data base, word processing, multimedia, spreadsheets)
Communication tools (e.g. blogs, wikis, journals, discussion boards)
Hardware (e.g. laptops, mobile devices, interactive boards, digital responders, digital
cameras)
Digital resources, non-digital artifacts or environmental (e.g. manipulative, displays, guess
speakers, photos, games, art supplies)
7. Select the digital sources that your students most frequently use. *

cameras)
Digital resources, non-digital artifacts or environmental (e.g. manipulative, displays, guess
speakers, photos, games, art supplies)
8. How often are you (teacher) using those digital resources during your instructional day? *
Never
One time per semester
One time per quarter
Once a month
Once a week
Every day
9. How often are your students using those digital resources during your instructional day? *
Never
One time per semester
One time per quarter
Once a month
Once a week
Every day
10. How do your students use digital resources? *
Individual
Center rotation
Stations
Collaboration
Projects
Appendix B: Pre/Post Student Survey
1. How often do you participate in collaboration? (working with a partner, groups)

Daily
Twice per week
Once per week
Monthly
Never
2. How often do you use technology to work with others? (working with a partner,
groups)
Daily
Twice per week
Once per week
Monthly
Never
3. How often does your teacher use technology-based learning in the classroom?

cameras)
Daily
Twice per week
Once per week
Monthly
Never
4. How often do you get to make a choice about your learning?
Daily
Twice per week
Once per week
Monthly
Never
5. Does your teacher allow you to show creativity when working?
Every day
Sometimes
Once in a while
Never
Appendix C: Pre/Post Educational Technology Survey
The survey is a multiple choice with the following multiple choice answers: strongly
disagree, disagree, neutral, agree, and strongly agree.
1. Administrators, teachers, and other faculty members share the same vision for educational
technology.
2. Access to current technologies, software, and online collaboration is provided for all
students, teachers, faculty, and support personnel in each classroom and both inside and
outside the school and during and beyond the school day.
3. All faculty, teachers, and administrators are skilled users of technology to improve
teaching, learning, assessment, evaluation, and school management.
4. All faculty members are provided with timely, on-going, needs-based professional
development opportunities for technology, skill development, and application of technology
in teaching and learning.
5. Technical assistance is provided for all faculty members and students which includes
mentoring to enhance skills in managing classroom hardware and software resources and
facilitating effective instructional strategies to support teaching, learning, communication,
and collaborations.
6. All teachers and administrators are knowledgeable in subject areas they teach.
Technology-based curriculum resources that are appropriate in meeting content standards are
readily accessible and appropriately applied.
7. All teachers and faculty implement student-centered lessons (meaningful active,
cooperative, and project-based learning) that facilitate appropriate student use of technology.
8. With administrator support, teachers model integration of technology and assess regularly
to measure the effectiveness of technology-supported teaching strategies.
9. Students, teachers, and faculty demonstrate real-world use for technology by connecting
with the community.
10. School policies, financing, and reward structures are in place to support technology in
teaching and learning for all students, teachers, and other faculty members

Humphries

Uploaded by

Humphries

Uploaded by

ITEC 7410: Action/Evaluation Plan

Name: Cara Humphries

Goal: Skilled Teachers

All teachers will Workshop will be No funding needed;  Academic Coach

All teachers will Workshop will be No funding needed;  Academic Coach

creativity for all

All teachers will Workshop will be No funding needed. Teachers (attendance)

Research shows that Workshop will be No funding needed;  Media Specialist,

Evaluation Method: Success Indicator:

in stem: A gender gap to innovation. U.S. Department of Commerce. Retrieved from

Code.org. (2018). Computer Science Advocacy. Retrieved from https://code.org/promote.

Future Ready Schools. (2017). About the Effort. Retrieved from

ISTE (2018). GAP Analysis Report. Retrieved from https://www.iste.org/standards/lead-

ISTE. (2018). ISTE Essential Conditions. Retrieved from

LoTi. (2017). LoTi Framework. Retrieved from https://www.loticonnection.com/loti-

Muscogee County School District (2017). Technology Plan. Retrieved from

Appendix A: Pre/Post Technology-Use Survey

5. I want to use technology in my classroom but ________________ *

I don’t feel comfortable teaching a technology lesson.

Social Learning applications (e.g. EdBlog, Skype, etc.)

Social Learning applications (e.g. EdBlog, Skype, etc.)

10. How do your students use digital resources? *

Appendix B: Pre/Post Student Survey

1. How often do you participate in collaboration? (working with a partner, groups)

Social Learning applications (e.g. EdBlog, Skype, etc.)

Appendix C: Pre/Post Educational Technology Survey

You might also like