Oak Grove School District

To: Mr. Randall

From: Sarah Phillips
CC: Melissa Adkins
Date: March 23, 2017
Re: Instructional Technologys Center Program Evaluation

Executive Summary

Upon completion of the Instructional Technologys Center Program Evaluation , it has

been determined that overall the center is in good and exemplary standing. We have
found some improvements to be made, and we have planned accordingly.

The organizational chart highlights the duty and responsibilities of each of the
employees. The focus of the evaluation lies under one of the instructional technologists.

The data and methods of collecting the data focuses on the day to day operations and
activities of the center. A variety of methods were used to collect the data and develop
the evaluation report.

The goals and mission of the center match centers activities. The goals are clearly
stated and known by all stakeholders. The mission is carried out to the best of the
centers abilities.

The evaluation is based upon the idea of technology becoming more and more prevalent
in todays society. Technology plays a huge role in the education, business, and medical
worlds. Giving students the chance to learn how to responsibly use, become a producer,
and have another tool to become actively be engaged in their learning is the motivating
factor and mission of this center.

Organizational Chart
Methods

I gathered data about this center from an interview with an instructional technology
coach, a checklist I created, and review of the website for the center. I had a chance to
interview the coach the first time I met with her (see Appendix A).The interview allowed
the coach to express the way the activities are run and the goals and desires for the
stakeholders. I created a checklist before I began going to the center. The checklist
includes meeting standards, involving students in their learning, and providing
professional development for teachers (see Appendix B). The checklist is one that
cannot be used in just one observation of the center. It took several observations of the
center before conclusions could be drawn for the checklist. The last form of data I
gathered was reviewing the website for the center. The instructional technology coach
maintains her own website, so I reviewed it at a few different points during the practicum
to see how it was maintained (see Appendix C). The website is continually updated and
provides a snapshot of what is going on in the center. A quick glance of the website
allows one to quickly know the happenings and participation of others in the activities.

Center Context and Goals

The instructional technology center in this school district was started ten years ago.
There was one instructional technologist staffed for the first five years the center was
 opened, and now there are four in the district. The mission of the center is to support
and train all users of the technology, including teachers and students. The goals of the
center is to provide teachers and students with instructional technology strategies that
include research-based learning, and to have one required and two optional meetings
per campus each month.
The center also designs and plans technology training for participants. The instructional
technologists from the center does the aforementioned as well as helps teachers with
their SAMS gradebooks, troubleshoot and maintain the interactive whiteboards and
projectors, configures and maintains the iPads and Chromebooks, and completes the
work orders from the assigned schools.

Center Activities

The center that I have mainly been observing includes one instructional technology
coach who travels to four different schools. I have observed her doing many of the same
type of things.
What is the purpose of the activity?
1. The purpose is to show teachers the new website being implemented for
reading. www.teachyourmostertoread.com for Kindergarten and First Grade.
2. The purpose is to hold a sandbox meeting for Kindergarten and First Grade
teachers.
3. The purpose is to show the teachers www.soundtrap.com from Kindergarten
and First Grade.
4. The purpose of the meeting was to check in with Fourth and Fifth Grade
teachers who are using Google Classroom and show them a project from Google
Slides that one class did.

Who is the target audience?

Every time I was there to observe we met with each pod of teachers from
different grade levels. It was always pretty informal and very comfortable for the
teachers. They were able to discuss and ask questions when needed.

Where is it conducted?
We were always on-site during school

Evaluation

The technology center observed is striving to meet all of the goals set forth. The center
has implemented strategies to meet the goals that support the mission of the center.
Guidelines are in place for stakeholders and those affected by the center to ensure
success for everyone involved. Observation of the center over the course of a few
months has led to the conclusion that the center is fulfilling its mission and
accomplishing its goals. Required meetings with grade levels have been observed, and
 optional meetings after school have been observed. Working with individual teachers in
their classrooms with students has been observed. For example, the coach collaborated
with a kindergarten teacher to teach the kindergarten class how to create a Google
Drawing. They created a queen that day, because they were studying q and u. The
instructional technology coach coordinates with the teacher to ensure what she is
teaching lines up with the help that will be provided in Google Apps. The optional
meetings only have about five percent attendance, so I would encourage the center to
create incentives to attend these meetings. For example, one optional after-school
meeting had four teachers in attendance. I would also encourage the center to create an
online forum for teachers to have to look at. They would be able to ask questions and
have them answered, and that may benefit others who are more hesitant in participating.

Part B: Monthly Report

https://magic.piktochart.com/output/21168662-og-monthly-snapshot

Appendix A
Interview
An interview was conducted with Melissa, the instructional technology of the center on the first
day at the center. We talked for the first hour about the following:

Question: How many schools do you visit in a week?

Answer: Four - 1 Monday, 1 Tuesday, 1 Wednesday, and 1 Thursday. Friday is spent floating to
schools that may need additional assistance.

Question: What does a typical day look like?

Answer: I typically begin my day checking emails from teachers and the work tickets website to
plan the day out. I also have a set schedule of when I meet with Pods from each grade level
during their planning times. I make sure to send an email out at the beginning of the week to
those Pods that I will be meeting with and when I will be meeting with them. In between
meetings, I am checking emails and work tickets again.

Question: How many work tickets do you usually work on?

Answer: It depends on what the teachers needs are, but I usually have at least two each day.

Question: What do you go over in your meetings?

Answer: I am involved in a lot of professional development, so I typically cover new ideas from
those with the teachers to make sure they are updated on things going on. I make sure to give
them at least one useful tool to try, either a website or something for a Google App. I try to give
teachers a chance to discuss whats working and not working for them. If they need more
assistance I schedule a time that I can meet with them and/or their class

Question: When you have your after-school professional development training sessions what do
you cover?
Answer: I call them my digital sandbox, and I discuss new trends and different ideas for them
to incorporate technology in their classrooms. I do not repeat information that I may have
discussed with them in their pod meetings.

Question: When you go into classes what do you work on?

Answer: It depends on the teacher and their wants, but I usually show the students how to do
. on Chromebooks. I always collaborate with the teacher to make sure what they are studying
lines up with something I am doing, so if I am showing them how to create a Google Drawing
then I am showing them how to create a flower, so they can name the parts.

Appendix B
Checklist
X Facilitates use of a variety of technologies in the classroom
X Works with colleagues to locate appropriate integration materials
_ Explores online resources provided by the school and/or district
X Utilizes research-based technology practices for improving instruction
X Accesses online resources and databases to support research activities
X Employs knowledge obtained from technology training courses
X Collaborates with colleagues to understand effective methods of technology integration
_ Sets up bookmarks of appropriate websites
_ Utilizes existing WebQuests or other types of online lessons
X Enables students to explore appropriate online resources
_ Creates rubrics to evaluate student understanding
X Integrates technology and content with teaching and learning theories
X Identifies areas for improvement with regards to technological ability
X Considers a range of resources for improving technological ability
X Participates in educational technology training courses and professional development
X Accesses websites of professional organizations
X Collaborates with people in my district who support the use of instructional technology
X Uses the standards, district technology benchmarks, and other applicable resources to
develop technology-infused lessons

Appendix C
Review of Website

http://www.lamarcountyschools.org/technology-fae549e3
This website was reviewed because it is the homebase of the Instructional Technology Coachs
district. The website has links to the other coaches websites as well. The basic information for
the center is located on this page as well.

http://www.lamarcountyschools.org/melissa-adkins/bits-amp-bytes-310e3be9/classroom?skip=1

This website is the coachs personal district page. It is continually updated and maintained. The
coach posts the recent happenings on this page for teachers, parents, administrators to see.
The coach has a link to her own active Twitter feed that is used to communicate with other
Instructional Technologists worldwide, which demonstrates her dedication to her profession.