Kristy+Burrough

=**Module 1 **= **Performance Improvement Intervention Project**

**Organization Name:**

Del City High School

**Problem Summary:**

Many teachers within the school are reluctant to use technology in the classroom. With the reluctance there is technology equipment being underutilized. There is also a lack of equipment available in some classrooms. It is the hope to create a program which will encourage and train teachers to integrate technology into the classroom.

Also, as we grow closer to the adoption of common core standards into math and English language arts, the integration of technology is crucial. The use of technology has been integrated into the common core standards from K-12. It is the hope of this intervention to offer training to teachers aiding in an increased use and comfort of technology by the end of the year.

**Background Information:**

Del City High School is a suburb of Oklahoma City and was founded in 1953. The school is part of the Mid-Del School District and is one of three high schools. Del City High School serves 1,279 students in 9th through 12th grades. Forty-two percent of the student population is black, thirty-eight percent is white, and twenty percent other.

There are 91 teachers, 3 assistant principals, 1 academic principal, and 1 head principal in the high school. The high school has two STEP educators who serve the teachers by training in the programs the district uses. These STEP educators are also allowed to carry on other training sessions as needed. Approximately 50% of these teachers have SmartBoards in their classroom. There are four business computer labs, two writing labs, and computers in the library. There are also computer carts with laptops in each department.

The mission is as follows:

The mission of DCHS is to empower students for the 21st Century in the areas of academics, personal qualities, social awareness, self-expression, and love of learning. Each one of these concepts is vital in developing a well-rounded individual. The following is a description of how each are implemented:

Academics - In academics, DCHS makes sure that the students have developed their reading, problem solving, and communication skills. The school also makes sure that each student has developed their higher thinking skills such as; general knowledge, comprehension, application, analysis, and evaluation.

Personal Qualities - Concerning personal qualities, DCHS makes sure that the students are developing a good self-esteem, are attaining good psychological wellness, and can achieve success from a full range of experiences from within the school.

Social Awareness - Concerning social awareness, DCHS teaches the students to respect each other. This includes cooperation within the school, community, and society in general.

Self-Expression - Students at DCHS are exposed to diverse areas of self-expression such as; art, music, drama, athletics, technical, manual, and political. All expressions are to be sensitive to both natural and man-made environments.

=<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Love of Learning - Students at DCHS learn to develop a drive for learning through cooperation and independent learning opportunities. This drive will help them to improve self, community, and society. =

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The district vision is:

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">"When the young people of Mid-Del enter our schools, they will be safe. When they enter our classrooms, they will be challenged. When they leave our schools, they will be ready."

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The school website address is: http://sc.mid-del.net/education/school/school.php?sectionid=29&

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Stakeholders and Decision Makers:**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Possible persons who can give more detail into the problems consist of the principal and the core department heads.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Principal - Gina Hill <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">English Department Head - Rene Frolich <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Social Sciences Department Head - Eloise Blanton <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Math Department Head - Kristy Cooper <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Science Department Head - Jennifer Beggs = = =<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Module 2 =

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Actual Current Performance.**
<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Many teachers within the school are reluctant to use technology in the classroom. Training classes are offered to teachers to help increase their skills and few attend. The teachers who do attend seldom use what they learn. One excuse they have is there is no time.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">With the reluctance there is technology equipment being underutilized. Many teachers have Smartboards in the classrooms being used as projector screens. The teachers complain there is a lack of equipment available in some classrooms; however, each department has a computer cart. Many of these carts are not utilized.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Desired Performance.**
====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">If this problem is completely resolved we would see teachers properly integrating technology into the classroom. Teachers would understand how to use different technologies such as Smartboards, blogs, Google Apps, and wikis. They would as know when to use them. This would help aid in meeting the common core standards and average yearly performance because students would be engaged in the classroom. ====

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Performance Gap**.
<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Presently we have several teachers who use Smartboards in the classroom; however, they do not use them to their full potential. There are some teachers using the Smartboards as projector screens. Google Docs are being used by the English Department. This is because of a initiative by the administrative office. Many do not understand the full capabilities of Google Docs or the other applications associated. Blogs and wikis are not utilized by teachers in the school.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Cause Analysis**.
====<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Those interviewed agreed that some teachers do an excellent job at integrating technology, but there are some who do not try. Those who use technology agree it is a 21st century skill students need to learn and students enjoy learning when technology is used. One teacher agreed the district offers plenty of training in technology but teachers do not use the training available. ====

====<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The reasons behind not integrating technology were expected, but there were some unexpected responses. Expected responses consisted of lack of equipment, time, motivation, and knowledge. One veteran teacher offered responses that were unexpected. She agreed she did not use technology. The frustration of trying to use the technology and it does not work was one reason offered. She feels there is no value in using technology in the classroom and viewed integrating technology as using PowerPoint presentations. Perhaps if taught true integration of technology such as using blogs there would be more interest in attempting technology in the classroom. ====

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Goals**.
<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">One of the goals stated in the mission is academics. It states we will help develop the higher order thinking skills. Blooms has revised their taxonomy to include the use of technology (TechLearning, 2008). There are many technology skills which can aid in higher order thinking.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Part of the vision states we will prepare the students for when they leave our district. Using technology incorporates many 21st century skills the students will need when they graduate.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> **History.**
====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The district in which Del City presides has a wonderful history with technology. They are forward thinking in the fact there are not many sites blocked from a students use. As for academics Del City has struggled and have not met the Average Yearly Performance (AYP) in 2009. There has always been a reluctance of teachers to use technology despite the increase in the tools. In the last few years we have received four new computer business labs, Smartboards in 50 percent of the classrooms, and computer carts in every department. ====

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Mission and Vision.**
<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The mission of DCHS is to empower students for the 21st Century in the areas of academics, personal qualities, social awareness, self-expression, and love of learning. Each one of these concepts is vital in developing a well-rounded individual. The vision is that, "When the young people of Mid-Del enter our schools, they will be safe. When they enter our classrooms, they will be challenged. When they leave our schools, they will be ready."

=Module 3=


 * Three Intervention Strategies **

The next step in solving the performance gap is to offer suggested solutions. There are three interventions offered, a low-end, a middle-end, and a high-end intervention. These solutions are based on the amount of money available. The strategy chosen is the low-end intervention.


 * Low end intervention. ** A low end intervention strategy could be to offer in-house training and education. Teachers who are knowledgeable and use technology integration to facilitate classes can assist in training those in need. There could also be education regarding tools available and how to use those tools. Teachers can also be trained on how to implement technology solutions that use tools the students already have. An example would be using the students cell phones as clickers.

= = = Module 4 =
 * Middle end intervention. ** Middle end intervention would include additional training from professionals such as Alan November from November Learning. "November Learning provides a wide range of custom-designed keynotes and practical hands-on workshops. Our Innovation Planning Partnership and NL ProNet services can help you maximize your investment in educational technology" (November Learning, 2012). Smartboards could be purchased for those classroom that do not already have them. <span style="background-color: #ffffff; color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">ovember Learning provides a wide range of custom-designed keynotes and practical hands-on workshops. Our Innovation Planning Partnership and NL ProNet services can help you maximize your investment in educational technology
 * High end intervention. ** High end intervention strategies would include the training options above but would also include acquiring equipment for classrooms. Smartboards would be purchased for those classrooms that do not already have them. There would also be the purchase of additional computer carts that can be checked out to classrooms.

The intervention chosen to propose is the low-end solution. This solution will solve an immediate problem of training teachers. This training can involve using resources the students already have. Training will have the objective of integrating technology with emphasis on facilitating the students learning and increase a higher level of learning (Januszewski & Molenda, 2008). The strength of this strategy is the low cost of implementation. There is no cost involved because teachers will be used for training other teachers. However, the school will still lack equipment needed in some classrooms.
 * Justification for Intervention Strategy **

November Learning is an organization that helps train and coach teachers on proper integration of technology into the classroom. It would have been beneficial to have a trained facilitator and coach that remains current on the newest technologies and theories available. Technology that is not integrated properly is simply just using technology for fun. The middle-end intervention was not chosen because of the cost associated with hiring a trainer and coach. There are no funds available with which to perform this function.

Equipment is needed to enable teachers to implement technology in the classroom. Computer carts could be used for research in the classroom as opposed to taking students to the library. The library is limited on what is available and the Internet is an endless source for resources. Teachers at DCHS are unable to take students on field trips because of the lack of funds and buses. Teachers could conduct virtual field trips for students if equipment were available. However, this solution was not chosen because of the lack of funds.

Those interviewed were chosen for various reasons. Some teachers with negative attitudes were chosen to understand why they had developed those attitudes. Often it is assumed they just do not want to use technology. They did have reasons most do not think they would have. Teachers with positive attitudes were chosen to understand how they integrate technology and determine if it was proper integration.


 * Interview Data: (Only three responded to the interview)**

I'm probably not the best person to answer since I know I am not integrating technology as well as I should. In fact, I think most teachers are in the same boat. There are probably a lot of reasons for this, but I will address the question as it relates to my experience. I am not afraid of technology, although I have had times when it did not work as expected once I was trying to use it in front of a class. I do need more instruction than perhaps younger teachers and would particularly benefit from one-on-one instruction. Further, I find it to be very time-consuming to put things together, time that is already scarce. Additionally, technology is just another tool and does not make anyone more knowledgeable about their subject(s). It does not make students value learning (an intrinsic motivation) and it does not make any teacher more caring. From a sociological point of view, it seems to me we are equating technology with intelligence and that is a big mistake. Just because I can drive a car does not mean I understand hybrid synergy engines. Just because I can create a jazzy power point presentation doesn't mean the kiddos are going to learn or that I have the knowledge to answer questions over the topic.

Hope this helps.

Eloise Blanton

Basic computer use: Sending an attachment using rich text format, cut and copying graphics, properly using a search engine. PowerPoint presentations: Creating a PowerPoint presentation including music, graphics, and designing backgrounds. Web page design: Creating a Web page using Geocities including links, graphics, and background designs. Microsoft Publisher: Creating brochures, fliers, invitations, labels, postcards, and newsletters.

One or two students taught each course, with six to eight other student helpers in the room. "Many teachers till cannot send e-mail, attachments, or even turn on the computer, while some teachers are advanced and want to learn video, PowerPoint, and inserting music and sound into projects" says Ann Bolzenius, student council adviser. "Kids love showing off their computer knowledge and teachers appreciate the opportunity to learn a new skill or program. As we all know, computers are great, but when we get stuck, we just need somebody to show us the shortcut or help instead of referring to the manual." Bolzenius reports that many teachers and students have formed an informal tutoring relationship for the year. "When a teacher is stuck, she finds her computer student tutor," she says.

I think technology in the classroom for teaching the 21st century student is vital for today. With social networks, apple products, and products such as the nook, students do not learn the same way we learned at students. I believe the technology is there for the classroom but too many teachers are not open to a new way of learning.

I agree with Frolich that teachers are not willing to learn the new ways of technology to teach todays student, but that is not the fault of the district who provides the technology.

We as educators have to be continuous learners as well. And, if we do so then technology in the classroom and have endless Opportunities of tomorrows Future.

Kristy Cooper

Some teachers do an excellent job integrating technology, but others could do much better. Availability of technology is an obstacle for some, but others who have technology available choose not to use it. For the latter group, the primary obstacle seems to be not knowing how to utilize the available technology. The district offers training, but many teachers either don't have the time or the motivation to learn.

Rene Frolich


 * The Manager’s Many Roles **

Project Management Techniques:

My role as project manager consists of motivating, coaching and training the teachers. In this role the manager needs to determine what level the teacher are at. After this has been determined than the manager can begin motivating the level R1 and R2 teachers by meeting with them and discussing reasons for using technology. When those teachers move beyond level R1 the team can begin coaching and training. Training will consist of meeting with those teachers and training them on aspects of technology that is appropriate for facilitating learning in their classes. Coaching will consist of visiting periodically to see how they are doing. (Chevalier, 2007)

Resource Management Techniques:

Resources that will be used in the project are computer labs or computer carts for training, Smartboards, software, and the Internet. Depending on whether the trainer meets one-on-one with a teacher or groups teachers in a computer lab will determine the use of a cart or lab. Most rooms have Smartboards, but if a teachers room does not then that teacher will be shown where the portable Smartboard is located. The teachers training needs will determine the software or Web 2.0 tool from the Internet. The teachers needs will be determined from a questionnaire created in Survey Monkey.

Delivery system management techniques:

There will be a team of teachers who are at a level R4 who will help in training other teachers. These teachers are chosen by how they use technology in the classroom to help in facilitating learning. Each teacher will be assigned to another as a coach and trainer. The project manager and team member will decide on how often to meet with the teacher after their initial training. The coaching will take place at least once a month.

Information management techniques:

Survey's to determine the needs of each teacher will be conducted and stored in Survey Monkey. There will be follow-up survey's also conducted and stored in Survey Monkey. Each trainer or coach will keep track of when they meet with the teacher and the outcome of that meeting.

=Module 5=

The following are steps for implementation:

1.Conduct a survey to see where the teachers are and willingness to learn. 2.Hold a meeting with the other STEP educator fo the school to determine who will be the directive change agent and who will be the participative change agent. 3.After the surveys have been assessed the teachers will be split into levels (1-4) according to need and willingness to learn. 4.Levels 3 and 4 will be the first trained according to what they need to learn. 5.Levels 1 and 2 will be the next trained according to willingness to learn. 6.A month after training the post-survey will be conducted to determine if more training needs to be conducted.

The link to the survey is listed below. This survey was taken from Survey Monkey and will be conducted online. [|Pre- and Post-Survey]

Budget:
 * || ** Income **  ||  ** Cost **  ||
 * **2 STEP Educators** || $3,000  || ||
 * **Training** || || $3,000  ||

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**References:**

http://www.techlearning.com/article/blooms-taxonomy-blooms-digitally/44988

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Chevalier, R. D. (2007). //A manager's guide to improving workplace performance.// New York, NY: American Management Association.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Del City High School. (n.d.). [Wikipedia]. Retrieved from http://en.wikipedia.org/wiki/Del_City_High_School

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Roscoria, Tanya. (2010). Technology permeates common core standards. //Converge.// Retrieved 12/18/2011 from <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">http://www.convergemag.com/policy/Technology-Permeates-Common-Core-Standards.html

http://novemberlearning.com/services/

http://www.surveymonkey.com/