Catherine Hernandez
Brendan Frost
Technology Coordination Q 367
Staff Development Plan
October 27, 2002

Professional Technology Development Proposal for
Frost-Hernandez Senior High School
Fall 2002

Overview

The C.B. Frost-Hernandez Senior High School has recently received a generous grant from a local citizen to be used for the professional development of our faculty in the use of technology. This $100,000.00 gift is a one-time allocation to the school, but our benefactor will consider additional contributions based on our effective use of his original gift.  Presented in this document is a proposal for a Professional Technology Development plan designed to maximize the benefit of this grant. We request your careful consideration and encourage your input and comments to ensure the success of our plan.

A)	School/Faculty Characteristics

Frost-Hernandez is a medium sized, suburban high school with a student body of 1500 students spanning 9th, 10th, 11th and 12th grade. Our faculty base of 73 full time teachers and four half-time teachers provide excellent instruction in the subject areas of English, Math, Science (Chemistry, Biology, Physics and Computer Programming), Social Studies, Foreign Language (Spanish, French and German), Physical Education, and Vocational Studies. There are several specialized elective courses offered at Frost-Hernandez including Journalism, Wood Shop, Auto Shop and Aeronautical Science (basic ground school instruction). 

Most of our faculty have been in the school district for 15 or more years, while there are an increasing number of young teachers joining Frost-Hernandez as the district continues to grow at an accelerated rate. At the current time we have 40 teachers with 25 or more years of service, 21 teachers with between 10-25 years of service with the remaining 12 full-time and 4 half-time faculty having less than 10 years of service.

B)	Objective 

The objective of this plan is to enhance the professional development of our teachers in the use and integration of technology for the purpose of improving teaching and learning. This training and development will have a strong emphasis on methods for effectively using computers to improve teaching and learning, but will also include other methods and applications for using technology in the classroom.

There are several principles that will be emphasized on campus with the implementation of the Professional Technology Development Plan. First, this development plan emphasizes faculty involvement in the formulation of the initial program and its future evolution. Faculty input to course content, program structure, and workshop timing is crucial to the success of this program. Second, this program strives to empower faculty to explore and learn independently and with their peers so that they can better integrate technology into their curriculums. Third, CBFH administrators will be participating in a campus wide adoption of technology by working to incorporate new technologies into their daily operations. Administrators will actively attend and participate in on-campus workshops enhancing their own professional development and interacting and observing teacher needs and performance in technology related issues.

C)	Professional Technology Development Plan

1.	Faculty stipend 
(estimated cost: $37,500.00)
(75 faculty each receive $500.00)

Each faculty member will be allocated a stipend to be applied to professional development in technology related topics. The faculty member has complete control over this allocation as long as it is used for topics addressing technology in education. Faculty may attend seminars or workshops or purchase training materials or references. Faculty may also pool their allocation for a common expenditure, if desired. In order to ensure that all funds are spent within the academic year, each department will have to spend at least one-half of their faculty allocation in the first semester, and the remainder in the second semester.

2.	Selecting departmental faculty technology representatives to form the “Campus Technology Committee”
(estimated cost: $0.00)

The Campus Technology Committee will be comprised of six (6) academic members and one (1) member from the Professional Technology Development Staff. Faculty will name one (1) faculty representative from within each of the five (5) departments.  The sixth academic member will be one (1) Librarian. This group will form a cadre of specialists to be known as the “Campus Technology Committee”. This Committee will disseminate information into the departments and bring concerns and desires to the Professional Technology Development Planning Staff, hereafter known as Development Staff. The duration of the term of each Campus Technology Committee academic member is one (1) academic year. Members of the Committee will be responsible from time to time to attend off-campus conferences in order to collect information and report to the department and the school what was learned at the conference. 

3.	Campus Technology Committee organizational meetings
(estimated cost: $1,800.00)
(Cost to cover substitutes teachers while Tech Reps are meeting.)

The Campus Technology Committee will meet monthly with Development Staff to conduct the business of the Development Plan. Agenda items will include tuning and refining survey questions, determining teacher technology training needs from the survey and other sources, brainstorming to formulate ways to disseminate information which may be specific to each department, in-service topics to introduce new equipment or applications acquired or under consideration, etc.

4.	Campus Technology Committee members to attend off-campus conferences to learn about technology
(estimated cost: $18,320.00)
(Cost for conference attendance and to provide substitute teachers.)

Development Staff will collect and review completed surveys to learn about topics and conferences faculty have an interest in attending or learning more about. Using this information, Development Staff will propose conferences for consideration. In this way, teachers are presented with choices appropriate to their needs and interests, without having the burden of undertaking the research to locate and investigate conferences of interest to CBFH faculty. 

The Professional Technology Development Plan will accommodate sending three (3) CBFH representatives to one conference three (3) times a year. It is anticipated that there will be one conference in each semester and one in the summer. The conference attendees will be drawn from the Campus Technology Committee to include the one the Development Staff representative and two (2) of the academic committee members. 

5.	Campus Technology Committee to host on-campus workshops and seminars
(estimated cost: $3,900.00)
(Costs to cover substitute teachers and refreshments.)

Development Staff will work with the Campus Technology Committee to develop a series of workshops and seminars to be presented on campus focusing on specific technology training goals.  The goal for the inaugural year of this program is six (6) workshops during the academic year. 

Development Staff in consultation with Campus Technology Committee will work with the initial faculty surveys to begin the process of workshop formulation. In addition, the Development Staff will perform informal classroom observations to better understand teaching styles and environmental obstacles and to define workshops which introduce technology that can effectively address teaching issues experienced in the classrooms. Development Staff members will work closely with Campus Technology Committee and school administration to analyze test scores for information and identify areas in need of improvement in student education. Workshops will be developed around specific learning hurdles for which technology can be identified that will aide in improving learning outcomes.

At the conclusion of each training seminar or workshop, an assessment instrument will be distributed to the participants. Feedback about content, delivery, presentation, location and pertinence will be requested. This information will be gathered anonymously, but the outcomes of these assessments will be compiled into a report and presented to faculty and administration for discussion. The object is to get immediate and significant input from workshop participants so that training can be improved and evolved.

6.	Formalized recurring skills training
(estimated cost: $5,000.00)
(Costs to cover substitutes while faculty are in training and refreshments.)

There will be formalized skills building training which is designed to expedite the integration of technology into curriculum by enhancing the basic computing skills of faculty. 

This proposal outlines a tiered program defined by three skill levels: Beginning, Advanced and Master. These skills are related directly to the use of basic administrative applications adopted by CBFH and internet navigation skills. The mastery of at least a basic computing skill level by all faculty is critical to the success of this Development Plan. Therefore, it is proposed that all faculty be required to demonstrate confidence with the skills presented in the Basic Skills Training.

	Basic Skills Training (16 hours): This workshop will provide faculty with an understanding of PC hardware components; ability to launch an create simple documents in MS Word, MS Excel and MS PowerPoint; an understanding of basic file management principles; ability to use administrative software to track grades and attendance; ability to navigate the Internet demonstrating comfort with at least three search engines.
	
	Faculty who are experienced with basic technology will have the opportunity to “test out” of this requirement.

Faculty who can demonstrate a mastery of Basic Skills will be encouraged to continue their skills development by completing the Advanced Skills Training course:

	Advanced Skills Training (16 hours): This workshop will provide faculty with a more in-depth understanding of computers and their applications. Faculty will receive an overview of basic networking information including a look at the network organization of the school; study the advanced features in MS Word, MS Excel and MS PowerPoint; study the advanced features of administrative software; learn how to perform “power searches” in the Internet; study details of web content to learn methods to assess validity; review copyright issues as they are related to the Internet.

Faculty who can demonstrate a mastery of Advanced Skills will be assigned to mentor other faculty who are less experienced. This mentoring assignment is separate from the informal Peer-to-Peer mentoring discussed below in paragraph 8. This assignment works in conjunction with workshop materials so that less experienced faculty are provided assistance to achieve fundamental skills outside of the limited workshop session. This assignment also exercises the concept that “we understand best that which we teach.” Mentors will be strengthening their skills as their train their peers, build stronger working relationships with their peers and will have the opportunity to gather vital information on how the program can be improved.

7.	Professional Development web site
(estimated cost: $0.00)

Development Staff has identified space and support on CBFH campus servers to host a web site to support the Professional Technology Development program. This dynamic web site will be frequently updated so that it is always current. This proposal suggests that the web site will contain links to educational technology resources such as ISTE, state and district standards and other educational web sites and technology tools. A discussion forum will be established to allow faculty to interact with one another as they exchange information and assistance. This forum will be established and moderated by the Development Staff. Additionally, there will be an embedded link to send e-mail questions, comments or suggestions directly to Development Staff.

The setup time and effort involved with even a basic web site can be significant; therefore it is proposed that the design be formulated by students in the Intermediate Computer Science class as a project for their coursework. The student(s) will work closely with Development Staff and Committee members to ensure that the design is effective and appropriate for our faculty audience and complies with all state and district guidelines.

8.	Peer-to-peer coaching forum 
 (estimated cost: $0.00)

This proposal pulls together resources and provides venues and experiences for our faculty to expand their knowledge of technology and learn methods to better integrate technology into their teaching. An important aspect of this Professional Technology Development plan is the encouragement of peer-to-peer coaching.  As stated in Maurer & Davidson (1998), peer coaching provides a common language and shared bond for learning new strategies.  It encourages teachers to increase their professionalism – their dedication to lifelong learning and the improvement of instruction. Much peer-to-peer coaching occurs informally, but this proposal includes several tools designed to assist and encourage these kinds of exchanges among faculty.  The Development Staff will research and encourage the adaptation of Joyce and Showers (1982) model incorporating the following four stages; study, demonstration, practice & feedback and coaching.

A web based Skills Profile Assessment program will be provided to faculty for purposes of self-assessment. This Professional Development proposal encourages faculty to explore these assessments and work with their peers to strengthen their skills. This proposal calls for the creation of a volunteer mentoring program among faculty. The Campus Technology Committee will be asked to invite their peers to participate in this program and explore the possibility of having a drop in schedule for peer mentoring.

9.	Professional reference library
(estimated cost: $5,000.00)

In order to provide the best possible support and encouragement to faculty to take initiative to learn about technology and integrate it into their curriculum, a reference library should be developed and supported. This Development plan will provide for the purchase of magazine subscriptions, online subscriptions, institutional membership in professional societies, and texts.

10.	Visiting Guest Presenter 
(estimated cost: $10,000.00)

One effective way to keep faculty interested and engaged with the rapid innovations in educational technology will be to invite guest speakers to campus. These visitors will be invited from ISTE or other professional organizations, the state department of educational technology, industry, and local universities. The process for selecting and inviting guest presenters will be discussed with the Campus Technology Committee at their regular coordination meetings. All faculty are strongly encouraged to suggest and recommend colleagues who may be interested in speaking at our campus.

11.	Various industry programs which promote technology in K12
(estimated cost: $0.00)

The Development Staff will investigate and report on programs in industry that may be of interest or service to CBFH. As one example, Dell Computers has a program for K12 institutions called Dell Education Alliance. The Development Staff will evaluate such programs so that there is a clear understanding of programs that are available. Information will be transmitted to the departments so that CBFH is better able to keep pace with technological offerings in industry.

12.	Other

Other items to support the program which are not directly related to faculty involvement in the program:

Administrative budget for office supplies and ancillary needs to conduct the program.
(estimated cost: $2,000.00)

Purchase of presentation equipment for the support of workshops, peer-to-peer mentoring and seminars. A network capable laptop computer and portable data projector should be purchased.
(estimated cost: $3,000.00) 

Appendix A
Professional Technology Development Plan
Cost Analysis

Cost Analysis for Faculty Technical Development Plan	 	
						
Paragraph	Item	Item Cost	Factor	Total Cost		
C-1	Faculty Stipend	500.00	75	37,500.00		
C-3	Subs for Tech Rep Meeting	40.00	45	1,800.00		
C-4	Conference Fees	3,000.00	9	27,000.00		
C-4	Subs for Conference attendance	40.00	8	320.00		
C-5	Subs for Workshop attendance	40.00	108	4,320.00		
C-5	Workshop refreshments	100.00	6	600.00		
C-6	Subs for Skills Training attendance	40.00	110	4,400.00		
C-6	Skills Training refreshments	100.00	6	600.00		
C-9	Research Library	5,000.00	1	5,000.00		
C-10	Guest Speakers	10,000.00	1	10,000.00		
C-12	Presentation equipment	6,000.00	1	6,000.00		
C-12	Admin Budget	2,460.00	1	2,460.00		
 	 	 	 	 	 	
Grand Total:				100,000.00		

Appendix B

C.B. Frost-Hernandez High School
Professional Technical Development Interests Survey

The purpose of this survey is to:

•	Determine what CBFH faculty want and need from their Professional Development program.
•	Obtain faculty input about the kinds of workshops and seminars they would like to experience.
•	Obtain faculty input about when and how Professional Development opportunities should be offered.
 
Your participation in completing this survey will provide the Technology Support Team with valuable input about your preferences and expectations from the Professional Technical Development Program. You are encouraged to elaborate on your thoughts and brainstorm about your “vision” of a development program, so that we can work to meet your expectations and provide you the training you need to succeed in the classroom with new technologies.

 What technologies would you like to learn about?

Have you heard of any technologies, applications or new innovations that you would like to explore and investigate in a seminar or workshop?

The Technology Support Team would like to introduce and support technologies that will improve teaching/learning outcomes. What are three most significant hurdles you encounter as you work to integrate technology into your teaching/learning?

Have you learned of any conferences that you would like considered for inclusion in the Professional Development program?

Have you learned about any new technologies, tools or methods that should be investigated for inclusion in the Professional Development program?

Have you learned of any innovative programs, ideas or solutions that should be considered for implementation in our school?

When are the best times/days/periods for you to attend workshops or seminars? Please be specific.  (Example: During the school year, during summer, on Fridays, on weekends, early morning, and late afternoon...)

Please include an additional comments or suggestions regarding Professional Technical Development: