PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Instructional Technology Division NCDPI TFPAI Training: Technology Facilitators

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION TFPAI Rating Scale Based on the 4 point scale used in the TPAI-R Above Standard At Standard Below Standard Unsatisfactory

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Above Standard Performance is consistently above defined job expectations. The technology facilitator demonstrates outstanding teaching practice and program management skills. The technology facilitator seeks to provide leadership; take initiative; expand scope of competencies; and undertakes additional, appropriate responsibilities.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION At Standard Performance is consistently adequate/acceptable. Teaching practices fully meet all performance expectations at an acceptable level. The technology facilitator maintains an adequate scope of competencies and performs additional responsibilities as assigned. A TF At Standard is doing a good job but lacks some of the initiative and leadership qualities.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Below Standard Performance within this function is sometimes inadequate/unacceptable and needs improvement. The technology facilitator requires supervision and assistance to maintain an adequate scope of competencies and sometimes fails to perform additional responsibilities as assigned. A Below Standard rating requires the implementation of an improvement plan monitored by the principal.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Unsatisfactory Performance is consistently inadequate/unacceptable and most practices require considerable improvement to meet minimum performance expectations. The technology facilitator requires close and frequent supervision in the performance of all responsibilities. Unsatisfactory requires documentation for dismissal

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Rating Scale Proactive Obstructionist The more proactive a Technology Facilitator, the higher the performance rating The more obstructionist, the lower the rating

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Recommended Observation Cycle Career status – If a TF has career status as a Teacher, they will have career status as a TF One annual interview or shadowing evaluation by principal or designee (in place of snapshots) Administrators may wish to use the full observation cycle to monitor a TF during their first year in a new position

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Exception: renewal year requires full observation schedule

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Recommended Observation Cycle Provisional/Non-career status One instructional activity observation (Suggested as the first observation) If observation is successful, other evaluation methods are suggested to address functions two and three. One interview One shadowing by principal/designee One observation by peer (not mentor) One cumulative evaluation by principal/designee

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION What does a good instructional technology facilitator do?

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION TFPAI Video This video gives an overview of the TF’s job but cannot highlight every single aspect Look for the 3 different functions: 1.Teaching and Learning 2.Information access and delivery 3.Program administration Note particularly who the TF is collaborating with and how

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Video Discussions What did you notice about the TF’s job? Who were they working with? What were some of the things they were doing throughout the school day? Did you notice that the TF position is a “stealth” position, under the radar, supporting classroom teachers and students? Describe the collaboration you saw taking place. Did it differ from school level to school level? Could you delineate between the functions? What was the key to making it all work?

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Let’s Take A Look At The TFPAI

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION 3 Major Functions Planning and Facilitating Teaching and Learning Planning and Facilitating Information Access and Delivery Planning and Facilitating Program Administration Based on the national standards from: The International Society for Technology in Education (ISTE) The Educational Computing and Technology Standards for Technology Facilitation Also based on state guidelines in IMPACT: Guidelines for Media and Technology Programs What is the key phrase in each function?

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Planning and Facilitating Reflects the fundamental role of the technology facilitator in working with others to plan and facilitate effective services that support the total instructional program.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Collaboration is the key to enhancing student achievement.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Building Level Observation Activity Observation Activity The purpose of this activity is to begin exploring the appraisal instrument and reflect on the many responsibilities and services of the TF. Note: Many of the examples can have multiple answers because TF practices are often cross functional – Principals decide in which function a responsibility will be emphasized for the purpose of the final evaluation. Answer Key

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Teaching and Learning Practices Instruction is one of the most important parts of a TF job. Refer to FODI Instruction – Note inserted under 1.2 is the teacher observation information. Make this your first observation. If teaching is satisfactory, move on to interview/shadowing observations. If teaching is unsatisfactory, outline suggestions for improvement and observe again.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Teaching and Learning... Modeling technology integration Many times teachers are not comfortable with technology. The TF can assist teachers with this fear through modeling. TF’s work with teachers to plan integration ideas. TF’s can lead the first lesson if needed and offer guidance the second time while allowing them to teach without the TF in subsequent lessons.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Teaching and Learning... Facilitating in technology programs and activities TF’s are the point of contact for the school for special technology related activities. They lead or co-lead special events such as technology fairs, computer learning month activities, PTO presentations, etc.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Teaching and Learning... Staff Development Includes the staff development that the TF offers to teachers and the staff development that they participate in. Teacher Staff Development Should determine staff development by assessing the needs of the school staff Should be varied year to year based on the needs of the staff

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Teaching and Learning... Staff Development Continued TF Personal Staff Development It is very important that the TF continue learning either through workshops, classes, or personal study The TF should share new ideas and resources they learn The TF should be an active participant in regional and LEA meeting and workshops. HCS offers TF Collaboration workshops

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Teaching and Learning... Collaboration Collaborating with teachers with media coordinator To address the needs of the students Research shows that collaboration has a huge impact on student achievement. TF’s should go to planning meetings with some knowledge of what the teacher is going to be working with students on and bring ideas and resources.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Information Access and Delivery Practices Availability of computers and access to technology The TF’s role is to create and maintain an environment in which technology supports instruction. The TF helps teachers integrate technology into classroom instruction. This function also addresses the technology infrastructure and access to hardware and technology resources.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Information Access and Delivery Practices There are 8 practices under this function, an overview of them is listed below. Best practices Flexible access to facility/resources Hardware/software issues Technology infrastructure Copyright/ethics

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Information Access and Delivery Practices Best practices – The Technology Facilitator: Is familiar with outstanding practice in using technology to support teaching and learning. Plans, designs, and models technology in effective learning environments. Assists teachers in developing lesson plans that incorporate technology and computer skills objectives. Promotes partnerships with the community, parents, and business to support academic success.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Information Access and Delivery Practices Flexible access to facility/resources The Technology Facilitator: Works with administration and staff to provide access to the technology facility and resources of the school when needed by teachers and students Function 1 addresses flexible access to the services of the Technology Facilitator.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Information Access and Delivery Practices Hardware/software issues The Technology Facilitator: Works with teachers and the school’s media coordinator to select appropriate technology resources to support teaching and learning. (The TF and MC should co-chair the MTAC committee) Determines that resources obtained through the school selection process will be compatible with the school’s technology infrastructure.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Information Access and Delivery Practices Technology infrastructure The Technology Facilitator: Has input into the design and planning for the school’s network/technology infrastructure. Assists in maintaining the infrastructure and technology resources of the school Serves as the school contact for central office in dealing with infrastructure issues. (TeamWorks)

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Information Access and Delivery Practices Copyright/ethics The Technology Facilitator: Adheres to all policies and laws pertaining to the ethical use of technology resources (e.g., copyright) Assists teachers in understanding the social, ethical, legal, and human issues surrounding the use of technology.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Program Administration Practices Policies and procedures for effective instructional technology administration The focus of the practices in this function is the management of the technology program in order to provide appropriate services that support the integration of instructional technology with the total curriculum.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Program Administration Practices Media and Technology Advisory Committee (MTAC) The TF enlists the assistance of team members in: Planning technology program priorities, services, and activities Revising the building-level technology plan Evaluating and selecting appropriate instructional technology resources Evaluation of the technology program – The TF should periodically evaluate how the media program is meeting the needs of students and staff. Budget – The TF helps develop an annual budget that includes instructional technology resources.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Program Administration Practices Effective interaction – The TF’s role is highly dependent on the ability to interact effectively with everyone students, staff, and parents. The administrator should observe this interaction throughout the year in a variety of settings. Accurate reporting – required documentation such as the AMTR, SEA proposals, work orders, etc. should be submitted accurately and by established deadlines Non-instructional duties – An important way that a TF can fulfill this responsibility is by serving on school-based committees where the they can offer a total school perspective.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Post-it Activity Brainstorm as many things as you can think of that you have done as a TF. Write each task separately on a post-it note.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Post-it Activity Place your post-it notes under the most appropriate practice.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Post-it Activity Discussions Under what practice did most of you jobs go under? How will you equal out your responsibilities so that you cover each function?

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Post-it Activity Reflections Although TF’s may not have activities in all 3 functions in a single day, over the days and weeks of the school year, they should be able to document performance in all 3 function areas. TF’s are evaluated on the entire function, not individual practices.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Getting Ready for YOUR Evaluation Now let’s focus on strategies for having a successful evaluation. Remember – Evaluation is not a spectator sport, you will need to be actively involved in your own evaluation. You have the same evaluation documentation that the principals have, your responsibility is to document your performance within each of the three functions.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION How can you have a successful evaluation? It’s all about TIME Organization is the key The following slides may provide some strategies and tips to help...

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Scheduling Time with Flexible Access Keep a plan book in your office or on the network (teachers do not sign up their own classes – collaborate first). Set up a color-coded folder for each class in a posting tub,hanging file rack, or on the network. Record activities and dates for each class.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Include worksheets, teacher hand-outs, notes etc. in the class files. Check the files periodically to see who needs coaxing (the “chuckwagon approach” doesn’t work with everyone). Reuse the files each year, adding new records If this method does not fit just find something that works for you.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Planning with Teachers Take the file(s)/notes with you when planning with a teacher or team. Be prepared to share suggestions and ideas for activities, lessons, units, etc. Schedule dates for working with students. Work in their environment

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Preparing for Your Observations

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Observation Preparation Document planning meetings Have lesson plan/activities ready Be ready to discuss: the curriculum the resources the learning styles addressed the integration strategies final outcome/evaluation

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Shadowing Preparation What do you want to demonstrate: Planning meeting? Staff development? Small group instruction? Working with MTAC? Following a shadowing experience it might be an ideal time to “educate” the principal in all the activities that can take place in your day.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Be Prepared Have resources/documents available. Be ready to discuss Process Timelines Rationale.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Interview Preparation Invite principals to the computer lab for your interview in order to more easily show the resources of the facility, files, and other documentation. Review Matrix of Data Sources to prepare for: Interview questions. Documents needed. Remember there are no surprises You know the expectations.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Have folders with sample documents ready to show. Prepare several projects/activities/initiatives to showcase. Follow-up the interview with any additional information requested.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Rating Scale Remember the more proactive you are the higher your rating! Proactive Obstructionist You control your evaluation by the documentation that you provide and by the responsiveness to questions and request.

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Resources To Help: Matrix of Data SourcesMatrix of Data Sources – For interpreting observation data, reviewing additional documentation, and obtaining additional information during a conference (questions to ask) Looks LikeLooks Like – For examples of practices for each of the rating scales

PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Evaluation Please complete the evaluation and place on the back table before leaving today. Thank You For You Attendance Please feel free to call or us this year if you have any further TFPAI questions. Grades K-5 (910) Grades 6-12 (910)