StudentLearning3

Student Learning: School Support
//Current Reality:// school-based support differs in each school in the division. In some places the Information Processing Teacher is responsible, other have a lab manager, some a teacher with designated time, in others a teacher who has an interest addresses concerns. There is no division-based job description or expectations for lead technology teachers. Most teachers handle technical issues with little time to provide instructional leadership, team-teaching or professional development. Review the new Saskatchewan School Library Guidelines for School Libraries and make recommendations for the following:
 * Suggestion Actions:**
 * training provided to library tech/clerks’ so that minor tech issues are dealt with promptly
 * Teacher-librarian time as per the guidelines to ensure effective just-in-time technology support in three areas:
 * Management of information system
 * Collaboration and team-teaching
 * Instructional leadership
 * Vision Questions**
 * What role could the library and //qualified// library staff play in school-based technology (maintenance, management, teaching, instructional leadership)
 * What should be included in a job description for either lead technology teachers or teacher-librarians

//Current Reality:// Former LandsWest had a teacher designated to deliver professional development. A series of instructional videos were created on productivity applications. In the former Battlefords School Division professional development was delivered when requested by individual schools. Currently a Computer Resources Consultant is mandated to deliver professional development. (And... its keeping me busy! - and I love it!)
 * Student Learning: Professional Development**
 * Suggested activities and Procedures:**
 * Provide all teachers with a SmartBoard in their classroom training programs that focus on lesson development and instructional strategies.
 * Expect that each teacher’s professional growth plan will include one area of growth with regards to technology
 * I agree whole-heartedly. I have experienced, however, that for a large number of our staff, this goal could simply be something like improve keyboarding skills to 20 WPM, or to actually use their Division-provided e-mail accounts (for the first time!). We need to level the playing field for our staff. Fortunately, this will start to take care of itself in the coming years, as we see a greater number of retirements, and young teachers with these kinds of skills already in place coming into the profession. - Brian.
 * Expect that all school-based PLC’s include a technology/information literacy component
 * Keep in mind the Division is implementing grade-alike groupings to focus on either Math or Reading Comprehension for the coming school year, and that those schools with existing PLC's already have their own goals/initiatives in place that should be respected for the time, effort and energy put into them. Mandating something like this will have to wait for another year or so, or you could have open rebellion on the part of some staff members/schools. - Brian.//I don't see technology as something separate they would do.. but a integral part of the Math or Reading comprehension plan. -- Donna//
 * //I agree, Donna. Could there even be (within a PLC) a member responsible to ensure that best practices and current initiatives relating to the integration of technology in that particular subject area be discussed and brought to light - - someone who would search out the best that his happening both within and outside the division. I think that this should be organic, for the very reason that technology is not an "add-on," it may also serve the purpose of showing how the teachers are accomplishing curricular objectives by using technology in creative ways. - - Ruth//
 * Designate funds for professional development opportunities and training for lead technology teachers and teacher-librarians
 * e.g. [|Intel Teach to the Future]; [|PBS TeacherLIne]; SaskLearning inTECH Mentorship Program
 * Coordinate with STF Convention and school division PD committees to ensure the inclusion of technology related sessions.
 * This has been tried in the past, and the standard response to any type of specific technology in-servicing or training is that this is an area for special subject councils, and not for Convention or Showcase. As well, current Convention facilities make this very difficult at best (next to impossible in reality) to have any sort of actual hands-on technology session. This could (and I hope will) change when a decision is made about 2009 Convention and whether to continue a partnership with Sun West SD in Saskatoon. - Brian.
 * //For a short session, however, there may not be the need for teachers to actively use the technology, but rather be exposed to research on best practices, inspired by examples, and given contact names and resources to build on (rather than worry about actually using applications, etc. at sessions) - - Ruth//
 * Designate PD and Bursary funds for University classes for teacher-librarians to meet the ‘qualified’ requirements of Sasklearning guidelines
 * Why is there a constant focus on Teacher-Librarians? How many of these do we ACTUALLY have in this division? Most schools to my knowledge are operating with a Library Tech, NOT a teacher-librarian, and this is not likely to change in the near future. We need to find a more suitable role within the schools to look after this responsibility, and therefore, any funding for training should be available to all staff. - Brian.//You will notice that in the school support section I have suggested that library technicians and teacher-librarian play a role in technology in schools. Saskatchewan Learning will release a new set of guidelines this June and the province has legislated that each school division create a plan for school libraries. Sasklearning is providing a definition of 'qualified' teacher-librarian that I know will be difficult to find... so I have suggested that educational funding be available for those individuals willing to take on the responsibilities. I hope that we are able to pull the library plan and the technology plan together so we are not trying to do the same thing and duplicate services and funding. -- Donna//
 * Ensure that all workshop and in-service programs and sessions include intensive training about Web 2.0
 * Create a web portal that provides access to learning tools, lesson plans, current new and professional development opportunities
 * Respond to requests for professional development workshops and support (computer resources consultant)
 * Maintain a blog to disperse new information to all division schools
 * //provide release time for mentoring and "as needed" training - - Ruth//
 * Vision Question:** Laptops
 * If laptops are part of the technology picture what kind of professional development is required?
 * Extensive - I wrote a significant manual for the pilot project undertaken 2 years ago in Living Sky South (I don't like the use of legacy this, and legacy that ;) ). There was a significant amount of time spent on training staff on the proper use and handling of these machines, on how to run updates for the various software suites, on how to ensure proper security when dealing with online grading or marks programs when at school and at home, etc. It was very labor intensive, and that was only 21 machines in Kerrobert (not Wilkie) and Unity. - Brian.
 * //many some of the handing/use issues could be alleviated with a purchasing program, such as I mentioned earlier - - we tend to be careful when we are paying the shot! - - Ruth//

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