2. McVee, M.B., Bailey, N.M. & Shanahan, L.E. (2008). Technology lite: Advice and reflections for the technology unsavvy. Journal of Adolescent & Adult Literacy, 51(6), 444-448.

3. The FDMA Diamond Model Adapted from the American School Counselor Association National Model, our FDMA Diamond model will provide HRHS with a solid basis for reform in areas such as Teacher Empowerment Collegiality Administrative Respect Technology Integration Achieving District Goals Embracing Our Mission, Vision, and Purpose Statements

5. District Goals 1.To create conditions whereby purpose, values, information, and relationships are meaningfully connected and aligned around the school system’s desire to develop an integrated, technologically supported curriculum. 2.To create a process in the schools that builds on the capacity of everyone in the school, so as to develop the school’s collective intelligence. 3.To encourage experimentation and implementation. 4.To examine creative ways to distribute power throughout the school so as to improve respect and each person’s opportunity to make a difference (Cunningham & Cordeiro, 2009)

8. Foundation

15. Management System

22. “When teachers are empowered as agents of change they become active agents rather than passive workers.” -Woods and Weasmer Maintaining Job Satisfaction Delivery Systems

23. Incorporating Technology into Curriculum Create a technology Committee consisting of new staff members and veteran staff members Create a technology Committee consisting of new staff members and veteran staff members Each classroom was recently wired and has 15 computers Each classroom was recently wired and has 15 computers The District wanted to make Hickory High School a technological center The District wanted to make Hickory High School a technological center Delivery Systems

24. Data-Driven Instruction Use of online assessments for immediate feedback and baseline testing Use of online assessments for immediate feedback and baseline testing Use for progress monitoring on classroom achievements and standardized testing Use for progress monitoring on classroom achievements and standardized testing Delivery Systems

25. Staff Support, Development, and Empowerment Technology Committee focus on technologies to be implemented in curriculum Technology Committee focus on technologies to be implemented in curriculum Monthly meetings focusing on a new technology Monthly meetings focusing on a new technology Sharing ideas between new staff members and veteran teachers Sharing ideas between new staff members and veteran teachers Delivery Systems

26. Creating a Learning Community Where staff members share information and ideas Where staff members share information and ideas Where staff members support each other Where staff members support each other Where we empower teachers to become active agents Where we empower teachers to become active agents Delivery Systems

27. “Not only is it essential for teachers to know that they have contributed to shaping curriculum, but they also need to sense their own roles in the culture of the school. To become stakeholders, they need to know their contributions to the school culture are honored.” (p.118) Delivery Systems Woods, A.M. & Weasmer, J. (2004). Maintaining job satisfaction: Engaging professionals as active participants. Clearing House, 77 (3), 118-121.

30. Data Driven Results Online tests and quizzes will be completed online using Data Warehouse program. Online tests and quizzes will be completed online using Data Warehouse program. These tests and quizzes will provide us with data which will allow for us to make the necessary gains and improvements in our classrooms. These tests and quizzes will provide us with data which will allow for us to make the necessary gains and improvements in our classrooms. Accountability

31. State Standards Teachers need to be aware of the Sunshine State Standards and how each lesson they’re teaching appropriately meets the standards. Teachers need to be aware of the Sunshine State Standards and how each lesson they’re teaching appropriately meets the standards. The Sunshine State Standards are closely linked to the FCAT assessment and need to be addressed in order for students to show gains on the test. The Sunshine State Standards are closely linked to the FCAT assessment and need to be addressed in order for students to show gains on the test. Accountability

32. State Standards continued Objectives and standards should be posted in the room in a visible location. Objectives and standards should be posted in the room in a visible location. Since we have become a technology- driven school, teachers should try to implement technology following the state standards and curriculum whenever possible. Since we have become a technology- driven school, teachers should try to implement technology following the state standards and curriculum whenever possible. Accountability

33. Performance Evaluations At Hickory Ridge High School we will use the Collier Teacher Assessment System (CTAS), similar to the program used in Collier County Public Schools At Hickory Ridge High School we will use the Collier Teacher Assessment System (CTAS), similar to the program used in Collier County Public Schools This evaluation process was established to provide criteria and guidelines for assessing and improving the qualifications and performance of educators. This evaluation process was established to provide criteria and guidelines for assessing and improving the qualifications and performance of educators. Accountability

34. “The purpose of this evaluation system is to provide a multi-strand evaluation process for teachers at every level of experience, it is been proven to be a fair assessment system, provide an opportunity for professional growth, and opportunities for peer support” (Hamblett,1996). “The purpose of this evaluation system is to provide a multi-strand evaluation process for teachers at every level of experience, it is been proven to be a fair assessment system, provide an opportunity for professional growth, and opportunities for peer support” (Hamblett,1996). CTAS will follow the twelve Educators Accomplished Practices with a big emphasis on Technology. CTAS will follow the twelve Educators Accomplished Practices with a big emphasis on Technology. Accountability

35. Administrator to Teacher Professional Development Opportunities Professional Development Opportunities Workshops Workshops Technology development Technology development Team Building Activities Team Building Activities Teachers will be placed in Professional Learning Communities (PLC’s) to collaborate with staff members, an administrator will be present to monitor this process. Teachers will be placed in Professional Learning Communities (PLC’s) to collaborate with staff members, an administrator will be present to monitor this process. Accountability

36. Teacher to Administrator Teachers will have an open Door Policy with administrators and know that they are here for the same purpose. Teachers will have an open Door Policy with administrators and know that they are here for the same purpose. “Trust contributes to a positive working environment characterized by honest supportive relationships. It enables the open exchange of ideas and impacts the quality and quantity of information exchanged” (Moye, Henkin & Egley, 2005, p.2) “Trust contributes to a positive working environment characterized by honest supportive relationships. It enables the open exchange of ideas and impacts the quality and quantity of information exchanged” (Moye, Henkin & Egley, 2005, p.2) Accountability

39. TQM Tightly Coupled Organizations 1. They are self-correcting rational systems with highly interdependent components. 2. They have a consensus in goals and the means to accomplish those goals. 3. They can coordinate activity by disseminating information. 4. They have predictable problems and the means to address those problems.

40. Our district goals include the following: 1. To create conditions whereby purpose, values, information, and relationships are meaningfully connected and aligned around the school system’s desire to develop an integrated, technologically supported curriculum. 2. To create a process in the schools that builds on the capacity of everyone in the school, so as to develop the school’s collective intelligence. 1. To create conditions whereby purpose, values, information, and relationships are meaningfully connected and aligned around the school system’s desire to develop an integrated, technologically supported curriculum. 2. To create a process in the schools that builds on the capacity of everyone in the school, so as to develop the school’s collective intelligence. Striking the Right Balance

41. Our district goals include the following: 3. To encourage experimentation and implementation. 4. To examine creative ways to distribute power throughout the school so as to improve respect and each person’s opportunity to make a difference (Cunningham & Cordeiro, 2009) 3. To encourage experimentation and implementation. 4. To examine creative ways to distribute power throughout the school so as to improve respect and each person’s opportunity to make a difference (Cunningham & Cordeiro, 2009) Striking the Right Balance

42. Hickory High School Short term and long term goals Short Term 1. To incorporate interactive, learner-centered technology into teachers' lessons at least twice per week and implement online assessments for progress monitoring. 2. To establish a technology committee. 3. To establish PLCs to promote data driven instruction by integrating 21st century technology and to encourage collegiality and collaboration among the faculty. 4. To institute the FDMA model as a permanent and fundamental doctrine of the Hickory High School culture.

43. Hickory High School Short term and long term goals Long Term 1. To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century by continuous inclusion of learner- centered technology in the curriculum on a daily basis. 2. To utilize progress monitoring results to tailor the curriculum to students' individual needs. 3. To maintain the technology committee as a forum in which to share ideas and ways to utilize technology. 4. To further integrate PLCs into the faculty community. 5. To continuously assess the fidelity and progress of the FDMA model. Long Term 1. To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century by continuous inclusion of learner- centered technology in the curriculum on a daily basis. 2. To utilize progress monitoring results to tailor the curriculum to students' individual needs. 3. To maintain the technology committee as a forum in which to share ideas and ways to utilize technology. 4. To further integrate PLCs into the faculty community. 5. To continuously assess the fidelity and progress of the FDMA model.

44. Diamond Model Framework 1. Foundation 2. Delivery System 3. Accountability 4. Management Systems

45. Diamond Model Promotes Advocacy, Advocacy, Leadership Leadership Collaboration Collaboration Systemic Change Systemic Change Foundation Foundation

46. Foundation Beliefs, and Philosophy Beliefs, and Philosophy Mission statement Mission statement Vision Vision Florida Code of Ethics Florida Code of Ethics Florida Ed Leadership Standards Florida Ed Leadership Standards

47. Delivery Relevant curriculum Relevant curriculum Data Driven Data Driven Systemic support at all levels Systemic support at all levels Staff Development Staff Development Staff Empowerment Staff Empowerment

48. Management System Behavioral Theory Behavioral Theory Organizational structure/method Organizational structure/method Data driven leadership Data driven leadership Shared decision making Shared decision making Horizontal Communication Horizontal Communication

49. Accountability Data driven results: state standards Data driven results: state standards Performance Evaluations Performance Evaluations Administration to Teacher Administration to Teacher Teacher to Adminisration Teacher to Adminisration

50. TQM