Karen+Bunn

Hi, My name is Karen Bunn, so happy you took the time to visit my Wiki page. I work and reside in Atlanta, Georgia. This page was created as a requirement in partial fulfillment of coursework toward an Ed.S in Educational Technology. Please critique, as comments are most welcome!


 * Assignment ** objective** : Over the duration of this course is ** to produce a comprehensive written proposal for a performance improvement intervention beginning in Module 1 and culminating in Module 6.

Module 1

Name of Organization: GIVE West (Alternative)

Background: GIVE was founded in 1994 to serve both the needs of Gwinnett County Public Schools and the independent Buford City School district. Due to the increasing size of the student population, GIVE West split from GIVE East in 2003, although both schools were led by principal Donna Scott. In April, 2006, GCPS alloted GIVE West its own principal, Dr. James Kahrs. Upon the retirement of Dr. Kahrs a year later, assistant principal Maryanne Grimes was appointed principal of GIVE West.

The Gwinnett InterVention Education (GIVE) Center West is in Gwinnett County, Georgia to serve the needs of students with discipline issues.

Mission Statement: The mission of GIVE Center West is to provide a structured and supportive alternative school environment which holds high academic and behavioral standards and fosters excellence in GCPS academic knowledge and skills as measured against local, national, and world class standards.

Vision Statement: The vision of GIVE Center West is to become a model alternative school which achieves measurable gains in students' academic knowledge and skills in order to enable them to make positive behavioral choices, return to their home school, graduate, and become productive citizens.

GIVE West serves students in grades 6-12 from clusters of both Middle and High Schools in Gwinnett County: The school has a student-teacher ratio of approximately 18:1 ; the popuation at last count is 600. Students are transient, some may stay for as little as two months, others for a full school term or two. All GIVE students must wear the school uniform which is a white shirt/blouse and khaki pants, black shoes, and black belt. No lipstick, nailpolish, hair jewelry, necklaces, chains, or logos on clothing are allowed. Any student that has a tattoo must have it covered at all times.

GIVE West is housed in the Buchanan High School of Technology which was formerly Norcross High School, prior to that school moving to its current location. Gwinnett County Public Schools has purchased property on Peachtree Industrial Blvd to relocate GIVE Center West at a date not yet determined.

Problem Statement/Summary: Many staff use technology (computer/projector) in the classroom, but have not upgraded their skill level to incorporate new and emerging technologies, that when utilized purposely and effectively in the classroom, can provide students with the academic knowledge and skills necessary to compete in a technology-driven society:

Technological Solution: Development of an in-service program (digital) for training of teachers and relevant staff to learn Smartboard, Mimio, and iPod Technologies.

Key personnel in the organization who can provide insights, and/or offer possible resources and solutions into the performance problem at this point are MaryAnne Grimes, Principal, and Ralph Fernandez, Media Specialist. Additional information (LSPI/Goals, Testing Calendar, School Calendar, and school resources ) can be located at the Georgia County’s Public Schools website click on schools, then GIVE West: site: []

Module 2

Performance Analysis



Module 3

Three Intervention Strategies

• The low-cost strategy would meet the minimum needs to solve the performance gap but most likely will not be sustainable beyond the initial period of implementation (at a cost of approximately $5,000).

The strategy at the lower end of the spectrum would be to present a proposal to the principal what would involve three half-day staff development sessions for introduction to technologies for classroom integration. Cost of substitutes and materials for those days would be under $5,000.00 Facilitators for those sessions would include me, the Media Specialist, TST and LSTC.

• The medium-cost strategy would resolve the performance gap over several years’ time (at a cost of approximately $25,000).

The strategy that is at the medium-cost of the spectrum would involve design of an online Professional Development Course. This course would be run by a course management system such as Blackboard, and need the approval of the Regional Office’s Professional Development Office. The course would taken in units, staff would also be awarded credits (PLUs) for completion of each unit. Registrants would pay a registration fee of $15. Cost of two-year will not exceed $25,000. for blackboard services, part-time instructor, and materials.

• The high-cost strategy gives you much more flexibility. In other words, you have been given a “magic wand” to eliminate the performance gap. Understand that this high-end, “blue sky” strategy is seldom realistic but is worth consideration (at a cost of approximately $50,000).

• For the high-end strategy, three courses, also awarding PLUs will have learning objectives that include learning how to use and effectively implement two technologies in the classroom. Smartboard, Mimio, Promethean, Tablet, iPod, and a Web 2.0 technology (Wiki/Blog/Twitter, etc.) will be among the choices of technologies. A part-time instructors will be hired. Courses will be offered online (Blackboard or other similar host) with one class held F2F for those with navigation issues. Registration fee is $20. The length of the course(s) will be an entire school year, and repeated each year (updated and redesigned as needed) Cost will not exceed $50,000.

Chosen Intervention Strategy

My chosen intervention strategy is The medium-cost strategy which would resolve the performance gap over several years’ time (at a cost of approximately $25,000). The strategy that is at the medium-cost of the spectrum as noted involves design of an online Professional Development Course that addresses and meets the diverse needs of staff utilizing methods that are both cost- effective and in alignment with state and professional learning standards. The Online course will provides both synchronous and asynchronous learning environments, which will alleviate one of the most pressing of barriers for teachers which is time constraints because of its anytime, anywhere learning; the courses' facilitators also maks provision for ongoing support.

Module 4

Justification

The medium-cost strategy would resolve the performance gap over several years’ time (at a cost of approximately $25,000).

The strategy that is at the medium-cost of the spectrum would involve design of an online Professional Development Course. This course would be run by a course management system such as Blackboard or Moodle, and need the approval of the Regional Office’s Professional Development Department. The course would taken in units, staff would also be awarded credits (PLUs), or possibly college credits for completion of each unit. Registrants would pay a registration fee of $15. Cost of two-year will not exceed $25,000. for blackboard services, part-time instructor, and materials.

My choice of the medium-cost strategy as the best of three offered was based on the following:

1) The desired level of performance is in keeping with the present and observable abilities of teachers . Many teachers have a working knowledge of how to incorporate at least one technology, so to upgrade those skills to include another technology is obtainable. Also, teachers will be provided onoing training and support that will be provided by me, the TST, Media Specialist, and LSTC.

2) Teachers will also be able to reach what I feel is a reasonable goal in part because they will be provided materials, tools, the necessary time, and support to be able to effectively integrate technology (Smartboard, Mimeo, iPod, or other technology) into the curriculum as a component of at least one weekly lesson plan.

3) Also, the cost factor not to exceed $25,000 can be paid for through either Title I monies or Technology Grants offered through the state of Georgia’s Technology Initiative. These monies will cover the cost of a two-year Professional Development Plan supported by either Blackboard or Moodle Course Management Systems. The latter being a lower cost model, which would allow for these funds to be dispersed for additional support and resources.

4) Documentation collected thus far are the results of discussion with key change agents (principal, LSTC, TST, and Media Specialist) and a survey administered to approximately 30 teachers 20 of whom responded. The results of the survey indicate the following:

a) Half (50%) of the teachers surveyed indicated a high interest in participating in professional development if it were offered during school hours, and (43.8%) if follow-up and ongoing support were also offered.

b) Receiving college credits (58.8%), compensatory time (61.5%) and monetary (72.2% incentives were also a factor for more than half of those surveyed.

c) Web 2.0, Smartboard, and iPod technologies were the those chosen by more than 50% of those surveyed as the tool they would like to be skilled at.

d) Surprisingly, more than 50% of those teachers surveyed felt that an online course that also offered hands-on training would be very much a viable way to learn for them, but an even higher percentage (64%) would if they had access to technology at home.

e) Over 60% of teachers felt that alignment of the course’s content with what they already learned/knew was important (57.1%) as was the ability to increase what they already knew of the technology, (68.8%) and if it (the technology) would be an effective method of presenting information to students (64.3%).

5) Interviews with key personnel (TST, LSTC, Media Specialist, and Principal) also revealed that technology integration is a 21st century skill that is sorely needed to enhance and increase critical thinking, analytical and problem-solving skills of today’s students.

Strengths/Limitations

The chosen strategy that would resolve the performance gap over several years’ time at a cost of $25,000 or less (dependent on choice of CMS) proved to be the best choice for the following reasons: It is well matched with the school’s LSPI and Professional Development Department’s goals. Also, professional development is said to be a key component for the success of a 1:1 initiative. Also, a study done by Lemke and Martin (2004a) revealed the most effective professional development is job-embedded, student-centered, collegial, ongoing, and metacognitive. In addition, professional development needs to be ongoing and structured so that teachers have the opportunity to practice and reflect on training (Crutchfield, 2006).

The registration fee that will be applied assists in offsetting the overall cost of the program, and the incentive of Professional Learning Units (PLUs) 10 of which are required by the State Education Department each year are awarded to participants upon completion of each course. The participants will have to attend an initial Face-to-Face (F2F) which is an orientation session at the inception, and one again (celebratory) though not required, at the end of the course. Participants would have full access to school labs, support staff, and hardware as needed to practice their learned skills.

The limitations, unforeseeable at this juncture are lack of participation, infrastructure issues, (bandwidth), and availability/scheduling of lab use if participant does not have access at home. One other limitation would be teacher transiency, a high turnover rate may affect the decision as to whether or not offer a course to staff who may not utilize the benefits of receiving such training at the school.

First of the strategies and on the low end of the spectrum at a cost of $5,000 does not allow for purchase of hardware (if necessary) and minimal purchase of software and resources. It also offers no provision for compensation for a part-time instructor.

An identifiable strength outside of not having any training at all, does allow for purchase of a site license for hardware or a one-time effort in the way of at least two half-day workshops for teachers to learn how to integrate one technology into the curriculum.

On the high end of the spectrum is the $50,000 model. The first limitation is the cost of such a strategy. Funds, if taken from Title I monies will absorb more than a quarter of the funds that are available.

Second is the fact that the funds from Title I are earmarked for programs (afterschool, books, software, credit recovery programs, etc.) and resources that will have a direct and immediate effect on improving students’ academic and test scores, and although designed to support teacher efforts, a smaller chunk taken for professional development would be more feasible.

Third, justification for investing that amount of funding for training teachers in an alternative school, one which has a high transiency rate among its students the majority of whom are only in the school between 3 months to a full school term; and staff - most of whom do not stay beyond two years or three years, is cause for further consideration as to whether putting this amount of funding into professional development would be a wise decision.

My Role as Project Manager

Techniques that are said to be synonymous with project management and essential to running an effective school, team, or organization are being able to plan, coordinate, organize and supervise actions. [ Donaldson, Smaldino, & Pearson, p. 179) My role will be that characterized by each of the aforementioned components, as I bring together a carefully selected group of like-minded committed individuals who share in the vision and are able to communicate that through their actions. As project manager I will oversee the design and development of the professional development modules, and its resources. This will increase the likihood of the course’s success (p. 183) My responsibilities also include choosing the type of and most effective medium or CMS that will be utilized for the delivery of the course; how the course content is managed, updated and monitored throughout its duration. Two course management systems Blackboard and Moodle are being considered for delivery of course content.

All materials, resources, course content accessed by clients/students will be tracked, monitored, and archived for review, retrieval, evaluation and assessment by instructors and supervisors during and after the course ends. Evaluation of modules will take place on a weekly basis to ensure that the service is delivering the value it is intended to provide and to reveal any unintended results. There will be both formative, medial, and summative evaluation to detect and recommend needed changes during the initial stages of course development.

Januszewski, A., & Molenda, M. (2008). Educational technology: A definition with commentary. New York: Lawrence Erlbaum Associates, Taylor & Frances Group

Lemke, C. & Martin, C. (2004a). One –to-one computing in virginia: A state profile. Retrieved January 24th from http://www.metiri.com/NSF-Study/VAProfile.pdf

Tech Trends. Volume 53, [6] Crutchfield, L. (2006). Study: Laptop use tried to higher studentscores.http://www.inrich.com/cva/ric/news/community/henrico.apx.content-articles-RTD-2008-07-06-0214.html



Module 5


 * Financial and Budget Information**

Of the allocation of $25,000 budgeted for Online Courses for Integrating Technology into the Curriculum, monies for computers are not required, as participants will utilize computer in labs housed in the school building’s Online Campus room. Personnel training and additional support costs are as follows:

The Media Specialist, TST, TSTC, and Staff Development Specialist will receive training on how to build and navigate the Course Management System (CMS) that will be utilized for the entire length of the course. Moodle, a free Course Management System, is the site that participants will use for all online coursework.

The coursework will consist of online instructions on creating lessons for the integration of the technology into the curriculum. The instructor-led, hands-on component would be held on campus utilizing the lessons created online (readings/vodcasts/assignments) and video of instructors demonstrating how to use the hardware. Moodle is the CMS which participants can utilize anytime/anywhere. Training will entail approximately 10 hours at a cost of 32.50 per hour. Materials (paper, manuals/binding) will be the responsibility of the instructors (materials for binding are stocked in supply room and are readily available at no cost.)

In addition to salaries for staff training, and as a direct result of data obtained from a staff survey administered recently, which indicated that more than 70% of staff stated that if a stipend were included, they would be more likely to take a course, funding has been allocated for teacher/participants at a the training rate of 13.75 per hour.

The course registration fee of $15.00 will solicit highly interested participants, and help to offset minor expenses. (end of course celebration) .
 * < Item ||< Cost per unit ||< Units ||< 1st Year Total ||< 2nd Year Total ||
 * > Staff Training ||> @$32.50 per hr ||> 10 hours ||> $325.00 ||> $0 ||
 * > Binders ||> @$7.99 per binder ||> 15 binders ||> $119.85 ||> $119.85 ||
 * > Copy Paper ||> @32.99/5000 case ||> 5 cases ||> $164.95 ||> $164.95 ||
 * > Stipend ||> @13.75 per hr ||> 540 hours ||> $7,425.00 ||> $7,425.00 ||
 * > iPods ||> @225.00 per unit ||> 19 units ||> $4,275.00 ||> $0 ||
 * > Sansdisk 4GB ||> @12.99 per unit ||> 15 units ||> $194.85 ||> $194.85 ||
 * > Lunch ||> @$700.00 ||> 2 units ||> $700.00 ||> $700.00 ||
 * >  ||>   ||> **Grand Totals** ||> **$13,203.85** ||> **$8.604.65** ||


 * Supporting Documentation**

There are no specific layout sketches needed, support, or other considerations that would warrant additional considerations specific to this proposal.


 * Technical Information**

The Gwinnett County Online High School Campus is housed in the building and can be utilized (scheduling) for this purpose. There are also three computer labs, each with internet connection, 30 computers, LCD projectors, and a printer, if scheduling conflicts arise.

Hardware - Smartboards, Mimio, and LCD projectors are on site and in locked storage closets; each technology has its respective software and is available upon request. Web 2.0 is a web-based technology requiring only an Internet connection. Teacher-participants will have access to hardware/software as often as needed.

iPods and flash drives are the only hardware that is to be purchased which will be at a Apple educator’s discount of 10%. Course sessions will be held twice monthly, from 2:40-4:40 or two Saturdays (yet to be decided) from 10:00am-12:00pm for the months September through May for two consecutive school years. Monies for each school year will be allotted from Title I funding source. Monies remaining will be utilized as participation/class size warrants.

Education Discount: [] Website for purchasing iPod: [] Office supplies: staples. [|www.staples.com/ofice/supplies/c]


 * Project Assessment/Evaluation**

Attached documentation includes both a formative evaluative and summative evaluative instruments. The former will be completed by peers/faculty and the latter by teacher/participants at the end of the course.