Craven County Schools Technology Plan Draft: Nov. 1, 2013 Approved March 20, 2014

Transcription

1

2 Craven County Schools Technology Plan Draft: Nov. 1, 2013 Approved March 20,

3 Table of Contents Vision 5 Strategic Priorities Overview 6 Priority 1: Shared Services Model 8 Priority 2: Universal Access to Personal Teaching and Learning Devices 12 Priority 3: Access to Digital Teaching and Learning Resources, Including Digital Textbooks 16 Priority 4: Model of Technology-Enabled Professional Development 20 Priority 5: 21 st Century Leadership for Your LEA 25 Appendices 31 Home Base- Roll Out 43 3

4 Craven County Schools Technology Planning Committee/MTAC Member Chris Thornton Wayne Beasley Joan Bjork Alfred Gray Nancy Moore Michelle Lee Sarah Emmerich Jill Darrough Job Title/Position Director of Technology Assistant Superintendent for Technology District Technology Facilitator Technician III Home Base/PowerSchool Principal District Technology Facilitator District Technology Facilitator 4

5 Craven County Schools Technology Plan Vision Statement Vision Statement Craven County Schools ITC, united with integrated multi-departmental support will build an Information/Technology System that will be deployed to provide support in managing, integrating, and improving teaching and learning systems for 21st Century skills, as well as effective and efficient district-wide operations. Belief Statement Craven County Schools believes that through the use of technology tools the capacity of students and teachers will be optimized and the use of these tools will develop globally competitive students led by 21st Century professionals. The basic goal of educating students has not changed but the tools and the technique now available allow us to better fit the instruction to the individual student and allows us to expand the horizon of the classroom beyond the walls of the school. 5

6 Craven County Technology Plan Strategic Priorities Shared Services Model Universal Access to Personal Teaching and Learning Devices Access to Digital Teaching and Learning Resources, Including Digital Textbooks Model of Technology-Enabled Professional Development 21 st Century Leadership for Your LEA/Charter Craven County has made adequate progress in infrastructure, hardware, and accessibility as compared to other LEA across the state. The district technology team now consists of eleven staff members that are housed at the Information Technology Center and 15 school level Techs (which are serving 25 schools) that serve a student population of around 15,000. This past year has seen my technical staff cut by 7 positions due to budgetary problems. The team focuses on two main purposes; to keep instructionally appropriate safe connectivity to all students and staff, and to provide training, consultation, and guidance in an ever changing and advancing technological world. This includes everything from anti-virus and general computer repair and maintenance to underground fiber, communications between our district and the North Carolina Department of Public Instruction, phones, intercoms, school and district web page hosting, and security alarms. With limited staff and increasing accessibility demands our district must participate in shared services whenever possible. We are actively participating in NC Educator Modules for training and staff development, using Moodle and wikis for district collaboration and a variety of other shared opportunities. The current percentage of students that are economically disadvantaged for the district is currently 56.3%, making accessibility to personal teaching and learning devices an essential part of equitable access to teaching and learning resources both virtually and face-to-face. Craven County exceeds the state student to computer ratio and has implemented 1:1 laptops in several of our classrooms. Current leadership is committed to providing all craven county students those same resources throughout the district and is exploring connectivity barriers for at home use. Craven County, along with the rest of the state, is currently going through two major changes. We are implementing the Common Core Curriculum and changing from NCWISE to the Home Base/PowerSchool. Each alone are major changes but together is making for a very trying year. 6

7 In order to continue to make meaningful strides in teaching and learning Craven County currently has four district technology facilitators. These positions are key to the success of 1:1 pilots. The technology facilitator works directly with classroom teachers at the school level. IMACT school self-assessments indicated a distinct gap between indicators of not yet proficient. The district also maintains an Admin Coach and an Evaluation Analysis Coordinator that supports district administrators and principals with professional development and data analysis. District leaders are utilizing the North Carolina Educator Effectiveness System (NCEES) and EVAAS, data analysis features to better understand the needs of teachers and of their evaluators. A challenge faced by many school districts with limited human resources is to determine next steps and identify priority targets that are equitable throughout 25 school sites. 7

8 Strategic Priority 1: A Statewide Shared Services Model Essential Questions for Craven County How will we leverage collaborative purchasing to pay substantially less for technology services and platforms? How can a Statewide Shared Services Model assist in shifting primary support from infrastructure to instructional needs? How can a Statewide Shared Services Model enable increased infrastructure and technology efficiency and sustainability? How can a Statewide Shared Services Model provide higher service reliability? How can a Statewide Shared Services Model facilitate more strategic budgeting models for our LEA/Charter School? Current Status and Moving Forward Continuation of annual support from the Craven County Commissioners provides financial funding for both new and replacement projects. Title I budgets have taken a hard hit with the state budgetary problems. Funds that spent in the past for hardware and software have had to be used to save positions. In response, the district utilizes four District Technology Literacy coaches to support instructional best practice delivery to multiple sites. The district budget is planned for the next year in January and February of each year in order to prioritize and secure funding for larger projects that impact multiple school sites. In addition to these funding sources, Craven County is fortunate that PIE, (Partners in Education) a local educational foundation is very supportive of our system. They have written and received many grants. Continued funding for PIE liaison / part time grant writer has been secured. Emergency notification system contracts and Anti -Virus software are bid annually. Recent contracts for Anti-virus and web filtering will save the district over $40,000 over the next 2 years. Craven County Schools currently uses an older GroupWise system district wide. Several schools are using Google Apps for education services with promising finical savings in lieu of GroupWise s costly upgrades. Craven County Schools have 15 Moodle applications providing 24/7 access to content delivery at no cost. The district currently uses NCWISE, EVAAS, NCEES data to merge with local assessment data to further enhance decision making. Anticipation in future participation in state shared services such as NC Ed Cloud will provide an even better world class IT infrastructure at a sustainable predictable operation cost. Strategic Goals: Priority 1: A Statewide Shared Services Model 1.1 Continue to provide school connectivity and increase wireless access for mobile devices. The district is continually advancing in the number of mobile devices. Craven County Schools currently has close to 750 wireless APs and those will be aging out in the next couple of years. We will be looking for replacement units in the near future.. 8

9 Implementation of 1:1 classrooms and considerations for bring your own device sites places demands on our declining support staff. Limited up-front training for our 1:1 teachers has already created major issues with the rapidly growing number connected devices. This requires process improvements and shared services in order to maintain and increase connectivity, including investigating the potential for transitioning to an active type directory service. 1.2 Craven County Schools will continue to use GroupWise service while investigating the possibility of going to a managed solution. The district has reached a critical decision point for . Evaluations of Gmail will determine the most effective electronic communication service; expand to student access, and encumber minimal cost. 1.3 Identify and prioritize sharing of cloud based instructional resources. Utilizing resources that maintain student safety yet capitalize on supporting classroom to focus on 21 st century literacy skills is a district priority. Finding and evaluating those resources for instructional best practices will require collaboration between technical and instructional support staff. A systematic process for communicating those resources to the classroom student accessibility level will need to be developed and implemented. 1.4 Identify aging telephone systems and investigate and implement a change to using SIP Trunk lines from PRI and traditional phone lines. The changing to SIP Trunk lines will allow us to further utilize the 76 miles of fiber we have in Craven County. 1.5 Investigate and purchase a Video Storage and Retrieval system for our schools to create and then later retrieve these videos for instruction 1.6 Investigate and update layer 3 and layer 2 switches in our schools. We currently have 1000 Gb layer 3 switches between our schools and 100 Mb layer 2 switches in the schools/classrooms. The switches are getting to the age they need to be updated and replaced. 9

10 Alignment to Other Plans and Initiatives: Strategic Priority 1: A Statewide Shared Services Model Craven County Schools will utilize and align with the following key initiatives/plans to reach for the vision and complete the strategic priorities of our plan ACRE Update the analysis of the technology infrastructure needed to support a 21st century curriculum and assessment system and to move additional testing to appropriate technology formats. This analysis will allow the transition from a paper-based assessment system to one that takes greater advantage of technology. Career and College Ready, Set, Go! Race to the Top Local and State Scopes of Work Objective (A)(2) 2.1: Implement the infrastructure blueprint. Objective (A)(2) 3.1: Provide and support student, teacher, administrator access to Learner Management System, Learning Object Repository, and web collaboration tools. Objective (C)(3) 1.2: Utilize LEA/Charter and school technology funds to enhance school and LEA/Charter technology infrastructure to facilitate online real-time assessments at each school. 1. Statewide Shared Services Model Goals should be precise and measurable. See notes/guidelines regarding evaluation. Suggested Goals/Targets Provide equitable and additional access to mobile devices Year 1 July 1, 2014 June 30, 2015 All schools will have an Access Point in 75 % of classrooms Chris Thornton Year 2 July 1, 2015 June 30, 2016 All schools will have an Access Point in 80 % of classrooms Chris Thornton Yearly Evaluation Evaluation DPI Use Method(s) School Survey 10

11 Provide equitable and additional access to digital resources Coordinate the training materials to aid our staff in the use of Home Base Provide staff development to teachers implementing 1:1 on accessing digital resources that promote 21 st Century Technology Literacy Skills Jill Darrough Identify Web base training along with face to face training for staff, PowerSchool and SchoolNet; attendance, academic progress and generating and administrating tests. Provide staff development to teachers implementing 1:1 on accessing digital resources that promote 21 st Century Technology Literacy Skills Jill Darrough Identify Web base training along with face to face training for staff; TestNav. List of Staff Development offered by Jill Darrough List of trainings and sites Facilitate a more strategic budgeting model utilizing blended funding and reducing isolated programmatic spending Provide content filtering in accordance with the Children's Internet Protection Act (CIPA). Jill Darrough All schools will apply for a minimum of $1,000 in various grants annually. Darlene Brown Evaluate and ensure filtering levels are age/grade appropriate Chris Thornton Jill Darrough All schools will apply for a minimum of $1,000 in various grants annually. Darlene Brown Review and adjust filtering levels so they are grade/age appropriate Chris Thornton List of those schools applying Survey from schools Maximize E-rate in support of instructional programs Maximize E-rate reimbursement and monitor the upcoming ESL s in light of the new E-rate 2.0 program. Chris Thornton Maximize E-rate reimbursement and monitor the upcoming ESL s in light of the new E-rate 2.0 program Chris Thornton Compare funding from year to year Video Storage and Retrieval system for our schools Investigate video retrieval systems Chris Thornton Install video retrieval system for use by all Craven County Schools List of systems available 11

12 Chris Thornton Investigate and update layer 3 and layer 2 switches Investigate layer 3 and layer 2 switches Chris Thornton Update layer 3 and layer 2 switches Chris Thornton List of switches investigated/updated Reduce operating costs by facilitating the use of SIP trunk lines replacing the PRIs and traditional phone lines Investigate the use of SIP trunks through MCNC and Century Link Wayne Beasley Replace outdated phone systems with SIP capable systems Wayne Beasley List of systems investigated/updated 12

13 Strategic Priority 2: Universal Access to Personal Teaching and Learning Devices Essential Questions What is universal access to personal teaching and learning devices? Why do our teachers and students need access to personal teaching and learning devices? How will we provide ample access to individual teaching and learning devices? What models can be used for implementing universal access to personal teaching and learning devices in our LEA/Charter. Current Status and Moving Forward Universal access to personal teaching and learning is multi-faceted. It not only translates into a computing device assigned to all members of the school but translates genuine accessibility to on-demand learning. That includes the individual s ability to access information, apply and evaluate the content to an authentic experience, and the power to access and receive real time feedback based on performance standards. Craven County is continuing on its journey to 1:1 but is finding it more and more difficult to find the necessary funding to purchase additional units to expand or replace its aging devices. We have a large number of devices with some flavor of Windows XP which is coming to its End of Life on April 8, A designated member of each middle and high school staff is assigned the role of the distant learning advisor for students enrolled in NCVPS classes. Not all of these students have access to personal teaching and learning devices. Many students enrolled must access online courses through computer labs or stations, many located in the school library. Some students that are participating in the 1:1 initiatives may not have connectivity at home. Exploring options for students to bring their own devices may have potential to free up dollars for more resources. With those considerations, network security and student safety concerns increase. In addition to moving forward to on-demand learning; using personal devices to respond to formative and authentic assessments provides 360 degree feedback option. Teachers and students will know instantly there growth progress on key learning targets and responses to interventions will be evaluated in real time. Fast and more precise feedback leads to higher instructional time and learning outcomes. As assessment becomes technology-enabled and moves to online administration, so must teaching and learning activities. It is nonsensical to expect a student to do well on online assessments at the end of a course or grading period if that student has not had ongoing technology-integrated, online learning activities throughout the course of study. Simply stated, students should learn in the way they are assessed, and assessed in the way they have learned. Technology must be an integral element of teaching and learning from start to finish. In order to guarantee our success, technology integration in the classroom must become a transparent delivery system in all aspects of instruction. 13

14 Strategic Goals: Priority 2 Universal Access to Personal Teaching and Learning Devices 2.1 Provide support for schools currently implementing 1:1 and expand 1:1 to additional sites. The support, coaching, professional development, and implementation have been placed on individual schools using school level funding. This is due primarily from unfunded DPI recommendations from the state which has created unleveled accessibility throughout the district. Developing a district needs assessment will reveal priorities and ensure all schools are supported. Funding for these priorities will continue to be a problem due to the state s continuing budgetary crisis. 2.2 Develop a sustainable funding formula and implementation plan for personal teacher and learner devices to assure equity of access for all North Carolina schools. As the district strives to graduate future-ready students, ubiquitous access to personal teaching and learning devices is critical, in anticipation of difficult economic forecast, the district must develop equitable funding and implementation plans to ensure all students use technology to access resources and acquire and demonstrate the knowledge and skills they will need as life-long learners. 14

15 Alignment to Other Plans and Initiatives: Strategic Priority 2: Universal Access to Personal Teaching and Learning Devices Craven County will utilize and align with the following key initiatives/plans to reach for the vision and complete the strategic priorities of our plan... ACRE Create a comprehensive, customized professional development system to provide teachers and administrators with the skills and understandings needed to use data to inform instructional practice and make formative assessments a daily practice in the classroom. Update the analysis of the technology infrastructure needed to support a 21st century curriculum and assessment system and to move additional testing to appropriate technology formats. This analysis will allow the transition from a paper-based assessment system to one that takes greater advantage of technology. Career and College Ready, Set, Go! Implement Diagnostic Assessments using hand held technology that allow teachers to check where each child is with reading, writing and math basics throughout the year so they have a solid foundation for continued learning. Develop more international schools and learning partnerships with other countries for global awareness-especially with second languages -Students will need to compete, communicate, and collaborate globally. Increase virtual learning opportunities so every child no matter where they live can reach his or her potential. Put more technology into the hands of students and teachers to increase individualized learning options. Increase the use of technology for providing professional development opportunities for teachers. Race to the Top Local and State Scopes of Work Objective (A)(2) 1.1: Incorporate the state infrastructure blueprint into technology plans. Objective (A)(2) 2.1: Implement the infrastructure blueprint. Objective (A)(2) 3.1: Provide and support student, teacher, administrator access to Learner Management System, Learning Object Repository, and web collaboration tools. Objective (C)(3) 1.2: Utilize LEA/Charter and school technology funds to enhance school and LEA/Charter technology infrastructure to facilitate online real-time assessments at each school. Objective D(5) 1.1: Provide access to effective, high-quality, job-embedded, data-informed professional development and support for educators with objectives aligned to the Race to the Top Initiatives. 15

16 Suggested Goals/Targets Increase overall access to personal learning devices. Year 1 July 1, 2014 June 30, 2015 Maximize use of STEM Dollars and investigate BYOD in other districts Chris Thornton Year 2 July 1, 2015 June 30, 2016 Maximize use of STEM Dollars and set up trial in CCS. Chris Thornton Yearly Evaluation Evaluation DPI Use Method(s) Study BYOD in other systems and set up trial in CCS. Summarize the use of STEM dollars Communicate your plan to all stakeholders. Include biannual report to DACCE Lane Mills Include biannual report to DACCE Lane Mills Biannual DACCE report Utilize Personal Learning Devices to promote student owned learning. Designing a PD plan for maximizing the use of personal learning devices to increase student achievement Jill Darrough Feedback-Data from Teachers and Students with 1 to 1 classes Jill Darrough Survey of schools with 1 to 1 classes and compare to non-1 to 1 schools or classes. 16

17 Strategic Priority 3: Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks Essential Questions What are digital teaching and learning resources? What are digital textbooks? Why do teachers and students need access to digital teaching and learning devices? What are the benefits of digital textbooks? What are open educational resources and how can they is used? How can access to these resources be increased in our LEA? Current Status and Moving Forward Providing a digital teaching or learning device is only the beginning of the educational journey. While productivity suites, like Microsoft Office, or open source Open Office, are key tools to use for preparing reports, creating presentations, or developing spreadsheets, providing these tools alone limits the power and potential of these devices. The true power of technology in the hands of North Carolina's teachers and learners is unlocked by the adequate access and proper use of digital resources. Today's digital teaching and learning resources are delivered by the Internet, either via the web or as an educational application on portable media devices, interactive tablets, and smart phones. Digital resources are provided in a variety of online formats: encyclopedias, catalogs of multimedia assets, periodicals, collaborative tools, etc. Craven County encourages the use of Home Base/PowerSchool and North Carolina's digital online teaching and learning resource repository, Software and Solutions. This repository provides free online resources for the public and charter schools in North Carolina. LEARN NC digital history textbook model, which is free for use in North Carolina classrooms, is also encouraged. This initial offering from LEARN NC along with NCWISEOwl.org utilizes "primary sources, multimedia, readings, and lesson plans to tell the many stories of North Carolina's past". Joomla! An open source web management solution provides all schools with discussion forums and is hosted on our network. Many teachers utilize classroom wikis and Google Docs. Online resources, like OERs, provide a real service for traditional textbook alternatives, and while it is free, this content still needs to be aligned with the Common Core and North Carolina's Essential Standards to be useful as instructional tools. For a fee, North Carolina Virtual Public School (NCVPS) provides opportunities for students and parents to connect with opportunities for expanding their knowledge of virtual and blended learning. NCVPS provides online and blended instruction to students across our state. Using an enterprise-hosted Learner Management System (LMS) and several collaborative web tools, teachers from NCVPS are providing access to courses that otherwise the district would not be able to offer. Students needing to recover coursework can turn to NCVPS for credit recovery. 16

18 Strategic Goals: Priority 3 -Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks 3.1 As part of ACRE and NC Career and College Ready, Set, GO! Race to the Top initiatives, support and lead a digital reform effort in the schools. Both ACRE and Race to the Top call for reforms of the instructional models used in the classrooms across North Carolina. Innovative reform cannot be fostered using the resources of yesteryear. To provide equal access to educational opportunities across the state, to produce globally-competitive students, and to build affordable and sustainable educational technology practices, Craven County must shift from traditional print and paper based resources to affordable, current online resources. The loss of the RttT funding is going to be sorely missed and maybe impossible to replace in this difficult economy; however, we will be looking for alternate resources. 3.2 Use expertise in the district to design, participate in development, and communicate digital teaching and learning resources. Resource obtainable models like LearnNC require contribution support and feedback support. Encouraging, communicating, and supporting these resources extend our education resources throughout the state and ensure instructional alignment to the common core initiatives and are an attribute for teachers striving for above proficient in standard 1 of the NC Teaching Standards. 3.3 The implementation of Home Base this year has been difficult. Training received one month was not valid the next. Depending on DPI adjustments for the timeline for the implementation of the Instructional side of Home Base and PowerSchool but Craven County Schools will begin as soon as we can utilizing these online resources. 17

19 Alignment to Other Plans and Initiatives: Strategic Priority 3: Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks Craven County will utilize and align with the following key initiatives/plans to reach for the vision and complete the strategic priorities of our plan... ACRE Update the analysis of the technology infrastructure needed to support a 21st century curriculum and assessment system and to move additional testing to appropriate technology formats. This analysis will allow the transition from a paper-based assessment system to one that takes greater advantage of technology. Develop a next generation assessment system which includes formative, benchmark and summative assessments based on the new standards. Career and College Ready, Set, Go! Race to the Top Local and State Scopes of Work Objective (A)(2) 3.1: Provide and support student, teacher, administrator access to Learner Management System, Learning Object Repository, and web collaboration tools. Objective (B)(3) 1.1: Ensure teachers and staff understand the new Standard Course of Study, including the Common Core and Essential Standards, and related assessments. 18

20 3: Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks Suggested Goals/Targets Utilize procured resources such as NC WiseOwl, and other open education resources Year 1 July 1, 2014 June 30, 2015 Include instructional technology resource overview at all new teacher orientations. Wendy Miller Year 2 July 1, 2015 June 30, 2016 Include in all school level plans a strategic process to ensure all teachers are knowledgeable of shared digital resources such as SAS, Home base/ PowerSchool, etc. Wayne Beasley Yearly Evaluation Evaluation DPI Use Methods(s) Agenda of new teacher orientation Use digital content aligned specifically to Common Core and NC Essential Standards Maintain instructional resource links on Iweb that are aligned to the Common Core and NC Essential Standards. Include alignment of 21 st Century Technology Literacy skills in all approved Staff Development request for CEUs. Evaluate links to Common core on Iweb for accuracy Ensure equity to digital teaching and learning resources from school to school in your LEA. Jill Darrough Develop and deploy a needs assessment rubric for all schools and provide teacher training based on those results. Rennie Lee Develop and deploy a needs assessment rubric for all schools and provide teacher training based on those results. Results of assessment rubric Jill Darrough Jill Darrough 19

21 Strategic Priority 4: A Statewide Model of Technology-Enabled Professional Development Essential Questions What skills are needed to transition to digital teaching and learning resources? How can these skills be delivered and sustained to our LEA teachers and administrators? How do teachers, administrators, and staff work with colleagues to guide our LEA toward more effective uses of 21st Century tools for teaching, learning, and managing instruction? How are teachers, administrators, and staff prepared to understand, implement, and assess the span of skills and processes that students need to succeed in the 21st Century? How are teachers, administrators, and staff prepared to apply 21st Century assessment systems to inform instruction and measure 21st Century knowledge, skills, performance, and dispositions? Current Status and Moving Forward Technology professional development no longer means learning technology skills in isolation. A more integrated approach must be used in order for teachers to better understand the application of technology skills in the delivery of instruction. Education personnel currently receive professional development through a variety of resources including state and national conferences, on-line courses, IHE/graduate-level courses, one-on-one instruction, and systemlevel training opportunities. As a component of ACRE, professional development opportunities are essential in the transition to new Common Core and Essential Standards. Face-to-face and blended sessions are currently begin offered at the state and local level. A review of the McRel summary teacher evaluation data for Craven County Schools indicates that the percentage of teacher s above proficient in Standard 4 is 55%. Teachers rated at the proficient level were 43% while 2% were developing. Further investigations of the elements indicate that some marks of proficient may have been determined by the terminology teachers integrate and utilize technology in their classrooms. As implementation of strategic plans for deploying the Common Core and 21st century themes are reviewed, the need for training and interpretation variances is revealed within the evaluation process. Strategic Priority 4: A Statewide Model of Technology-Enabled Professional Development 4.1 As part of ACRE and NC Career and College Ready, Set, Go! Race to the Top initiatives; provide embedded technology-enabled professional development to the teachers and administrators. Both ACRE and Race to the Top call for reforms of the instructional models used in the classrooms across North Carolina. Craven County approved sea system credits will no longer be approved in isolation. 4.2 Communicate and train key personnel in the revised the standards, job description, and 20

22 evaluation tools for North Carolina's school media coordinator and instructional technology facilitators. Changes in media coordinator evaluations have been approved by SBE. These standards have been communicated to media specialist and technology facilitators. Principals evaluating these positions will need to have a clear understanding of the interconnected and 21st century instructional roles and the interrelatedness they impact in the overall school learning environment. 21

23 Alignment to Other Plans and Initiatives: Strategic Priority 4: A Statewide Model of Technology-Enabled Professional Development Craven County will utilize and align with the following key initiatives/plans to reach for the vision and complete the strategic priorities of our plan... ACRE Create a comprehensive, customized professional development system to provide teachers and administrators with the skills and understandings needed to use data to inform instructional practice and make formative assessments a daily practice in the classroom. Update the analysis of the technology infrastructure needed to support a 21st century curriculum and assessment system and to move additional testing to appropriate technology formats. This analysis will allow the transition from a paper-based assessment system to one that takes greater advantage of technology. Career and College Ready, Set, Go! Race to the Top Local and State Scopes of Work Objective (B)(3) 1.1: Ensure teachers and staff understand the new Standard Course of Study, including the Common Core and Essential Standards, and related assessments. Objective (C)(3) 1.1: Create a transition plan for schools and LEAs to begin using the online IIS for the school year. Objective C(3) 1.4: Work as partners with DPI staff to incorporate the IIS into the daily operational aspects of school. Objective (D)(2) 1.2: Provide evaluation results to the State by submitting summary ratings. Objective (D)(2) 2.1: Integrate student growth data into teacher and principal evaluations. Objective D(5) 1.2: Measure, evaluate and improve professional development and support. 22

24 4: A Statewide Model of Technology-Enabled Professional Development Suggested Goals/Targets Implement a plan for embedded technology-enabled professional development for teachers and administrators. Year 1 July 1, 2014 June 30, 2015 Develop a system wide roster of staff development activities that promote common core and the use of Home Base. Rennie Lee Year 2 July 1, 2015 June 30, 2016 Develop a system wide roster of staff development activities that promote common core and the Instructional side of Home Base. Rennie Lee Yearly Evaluation Evaluation DPI Use Method(s) List of staff development activities that promote common core. Support models that promote and further the ideals of technology-enabled and integrated professional development Develop training plan for Home Base Rennie Lee Model 21 st Century best practices in all professional development activities sponsored by the district. Rennie Lee List of expected literacy skills and PD to acquire those Prepare media specialists and instructional technology facilitators to support digital reform. Deliver Common Core and Essential Standards training to teachers using integrated technology as a model for further classroom integration. Train and support all media specialists and technology facilitators and Principals in the evaluation instrument. Cheryl Wilson Provide access to classroom teachers to the NC Educator Phase III modules. Rennie Lee Utilize self-assessments of media and technology facilitators to build systematic professional development opportunities for media and technology facilitators. Cheryl Wilson Provide access to classroom teachers to the NC Educator Phase III modules. Rennie Lee Logs of SD for MCs and TFs List of those teachers that have taken Phase III Modules NC Educator modules. 23

25 Prepare staff for online assessment delivery. Provide ongoing support and professional development necessary for use of data to inform instruction. Participate in all DPI on-line assessment delivery trainings. Cindy Manning 100% of all schools will use EVASS data in strategic improvement plans for determining students learning requirements for the next year. Meet state requirements for online assessments Cindy Manning 100% of all schools will use EVASS data in strategic improvement plans for determining students learning requirements for the next year. List of trainings DPI on-line assessment delivery trainings. Evidence of EVASS training of Principals, teachers Provide support for teacher and administrator progress and evaluation according to NCEES standards. Joan Bjork Meet all DPI/NCEES compliance benchmarks for data entry. Joan Bjork Joan Bjork Evaluate teacher effectiveness in relation to teacher performance as determined by teacher evaluation data housed in NCEES Joan Bjork Reports from NCEES showing compliance benchmarks for data entry 24

26 Strategic Priority 5: 21st Century Leadership for All Schools and Districts Essential Questions Are your LEA/Charter leaders prepared to lead and create a vision for 21st century education? Are mechanisms in place for school leaders to create 21st century learning cultures? Are professional growth programs/opportunities available to prepare teachers and administrators to lead 21st century learning environments? Current Status/Moving Forward Over a decade into the 21st century, many educators still wonder, "What is a 21st century education?" Although it is clear from reports and resources published by educational groups like the CEO Forum on Education & Technology and the Partnership for 21st Century Skills, that 21st century classrooms staffed with 21st century teachers are required to produce 21st century students, much work is yet to be done to define and realize these classrooms. It is the responsibility of leadership at all levels in North Carolina's public school system to define, implement, and evaluate 21st century learning. Creating 21st century learning environments is not about investing only in technology but also investing in people and creating a culture appropriate for 21st century learning. As Michael Fullan (2001) points out, leading in a culture of change does not mean placing new individuals into unchanged environments. Rather, change leaders work on changing the context, helping create new settings conducive to learning, and creating that setting with those already invested in the community. As Fullan states, "change is a process, not an event." Schools will be most effective in educating students if the design [of public schools] or redesigns are based explicitly on specific student outcomes and attributes that are valued in the world today. y(partnership for 21st Century Skills, 2006) Although every school and school district superintendent, principal, and media and technology director have laid the foundation for 21st century learning by establishing and maintaining technology programs in local school districts, the Craven County School System still has more to accomplish. Planning and implementing a successful statewide education program grounded in the elements of 21st century skills education requires leadership and collaboration among many constituencies from the state, district, and school levels to engage all people in creating a learning environment that aligns with a 21st century high-tech work environment and global economy. Clearly these planning efforts must begin at the state level. In order to assure that schools create a culture that embraces change as dynamic continuous improvement, Craven County Schools must: Continue to promote the ISTE NETS for all educators. Create avenues for developing the skills of our administrators and teachers to facilitate teaching, learning, and working in a 21st century education environment. Understand and establish policies and procedures that support 21st century work and learning environments. 25

27 Deploy state-wide initiatives and develop appropriate 4, 8, and/or 9 week accountability tools and assessment measures for 21st century learning environments. Develop performance management processes and tools from hiring to retirement that reward and maximize the productivity and continuous improvement appropriate for 21st work environments. Establish processes and management techniques (i.e., scheduling, meeting facilitation, and shared decision-making) that allow educators to collaborate and work as a team in a technology-enabled environment. Learn the tools for planning and implementing change in a manner that minimizes resistance and increases participation of the education workforce in the move to a 21st century learning environment. Determine and promote techniques and practice for transforming the interpersonal skills necessary to nurture and grow productive and balanced workplace relationships in virtual, high-technology environments. Collaboration with outside agencies that provide 21st century leadership is also critical. Craven County Schools must continue to work with private and public colleges and universities, and public sector vendors to ensure administrators and educators can provide critical technology leadership in LEAs and Charter Schools. To facilitate these opportunities, Craven County Schools must: Work with higher education institutions to seek out qualified applicants for media and technology positions with applicable certifications. Work with higher education institutes and public sector vendors to foster innovative approaches to preparing school and district leaders for 21st century leadership opportunities. Identify and promote opportunities for educators to upgrade professional skills and certifications to grow our own in staff development and succession planning. Identify and promote opportunities for educators to develop skills needed for participation in the online learning community. Promote the ISTE NETS for teachers and administrators with higher education institutions. Strategic Goals: Priority 5 21 st Century Leadership for Craven County Schools 5.1 Continue successful partnerships with state and local leaders that foster 21st century teaching and learning, while expanding opportunities for new partnerships. Craven County Schools must work collaboratively to answer the questions: "What is a 21st century education?" and "What prerequisites must be in place to promote a 21st century education?" A wealth of knowledge and experience in addressing these critical questions exist with both current and possibly new partners. Craven County Schools should continue to work collaboratively with universities and colleges, and public sector vendors, to address filling leadership gaps in public schools of North Carolina. Important groundwork is in place to address 21st century leadership with partners like the NCSU Friday Institute of Educational Innovation and LEARN NC. Both provide models and opportunities for 26

28 professional development to ensure that the district, school, and classroom leadership make decisions that lead to sound 21st century instructional practices. Partnerships with the SAS Institute and the Golden Leaf Foundation have been fruitful in developing and implementing leadership institutes as part of the NCLTI Framework. While in its infancy, a partnership with the University of North Carolina at Greensboro and other public universities' Schools of Education is leveraging TITLE IID funds to further the IMPACT Model with IMPACT V: School and Classroom Leadership for the 21st Century. This model supports the IMPACT Model School format with school administrators and classroom teachers playing critical roles in the design and implementation of school-wide technology-enabled learning opportunities. 5.2 Fund innovative models that promote and further the ideals of technology-enabled, 21st century leadership for the administrative and instructional workforce in North Carolina's LEAs and Charter Schools. Clearly, leadership plays an integral role in digital reform. Superintendents and educational technology directors are facing increasing challenges and responsibilities in our schools. As the lines between traditional services, innovative initiatives, and even departmental duties begin to blur, senior leadership must be able to manage the constantly expanding role of IT within their LEA, protect their LEA from ever-increasing security threats, and keep up with this new technology. Until recently, unless an LEA Superintendent or Charter School Director had served as a Technology Director or Chief Technology Officer (CTO), the ultimate leadership in the LEA or Charter may not have fully understood the work of the CTO. Similarly, many LEA and Charter CTOs may approach their roles from an unbalanced point-of-view: either purely instructional or purely technical. The Certified Educational Chief Technology Officer program co-developed and implemented by the UNC School of Government, MCNC, and the NCDPI Instructional Technology Division and Connectivity Services seeks to resolve these problems. North Carolina is leading the nation through this CeCTO certification program that gives school leaders the necessary knowledge, skills, and confidence to effectively use technology in our school districts. 5.3 Revise policies, procedures, and legislation to support 21st century leadership. The need for technology-enabled teaching and learning is very real. To stay competitive and create future-ready students, leadership in North Carolina's public schools must rely on 21st century policies, procedures and legislation to capably lead 21st century LEAs and schools. With leadership and feedback from local leaders, the NCDPI must work with the State Board of Education, the North Carolina Governor, the North Carolina Legislature, and other governing boards and commissions to ensure policies, procedures, and articles of legislation are in place to allow 21st century education to flourish. 27

29 Alignment to Other Plans and Initiatives: Strategic Priority 5: 21st Century Leadership for All Schools and Districts Craven County will utilize and align with the following key initiatives/plans to reach for the vision and complete the strategic priorities of our plan... ACRE Create a comprehensive, customized professional development system to provide teachers and administrators with the skills and understandings needed to use data to inform instructional practice and make formative assessments a daily practice in the classroom. Career and College Ready, Set, Go! Implement a Leadership Academy -schools need good leaders who know how to motivate teachers and students and data to make good decision. Implement the Student learning Conditions survey to find out how we need to change our classrooms and schools so kids learn and stay in school. Expand the transformation model to partner with low performing schools. Provide incentives to ensure there are Great teachers in every classroom especially in hard to staff schools and/or hard to staff content areas (Science and Math). Increase the use of technology for providing professional development opportunities for teachers. Develop a P-20 longitudinal data system in order to provide comprehensive data and information on all students. Race to the Top Local and State Scopes of Work Objective (A)(2) 3.1: Provide and support student, teacher, administrator access to Learner Management System, Learning Object Repository, and web collaboration tools. Objective (A)(2) EVAL 1.1: Participate in the evaluation of the RttT initiatives and use the resulting evaluation data and conclusions to improve effectiveness. Objective (D)(1) 1.1: Recruit individuals to teach in high-need schools in rural and urban areas utilizing school/university partnerships. Objective (D)(1) 1.2: Use alternative routes to administrator and teacher certification with fidelity. Objective (D)(1) 2.1: Address areas of teacher shortage. Objective (D)(2) 1.1: Utilize the evaluation tool and process as a primary factor in teacher and principal development plans and decisions related to promotion, retention and removal. Objective (D)(2) 1.2: Provide evaluation results to the State by submitting summary ratings. Objective (D)(2) 2.1: Integrate student growth data into teacher and principal evaluations. Objective (D)(3) 1.1: Identify and select highly-qualified candidates to participate in regional leadership academies. Objective (D)(3) 2.1: Recruit and increase the concentration of highly-effective teachers and leaders in high need schools. Objective (D)(3) 2.2: Forecast hiring needs and use succession planning to identify candidates for school leadership positions. Objective (D)(4) 2.1: Provide feedback for preparation, certification and alternative licensure programs. Objective (D)(4) 2.2 : Establish communication process with regional preparation programs to strengthen programs and increase success of 28

30 first-year educators. Objective (D)((4).2.3: Establish or extend existing partnerships with North Carolina colleges and universities. Objective (D)((5) 1.1: Provide access to effective, high-quality, job-embedded, data-informed professional development and support for educators with objectives aligned to the Race to the Top Initiatives. Objective (D)((5) 1.2: Measure, evaluate and improve professional development and support. Objective (E)(2) 1.1: Implement one of the U.S. Department of Education's four models in each of their lowest-achieving schools: turnaround, restart, closure, or transformation. Objective (E)(2) 1.2: Engage in NC Comprehensive Needs Assessment, Leadership and Instructional Coaching, Professional Development, change plan and implementation map. Objective (E)(2) 2.1: Implement one of the U.S. Department of Education's four models in each of their lowest-achieving schools: turnaround, restart, closure, or transformation. Objective (D)(1) 1.2: Use alternative routes to administrator and teacher certification with fidelity. Objective (D)(1) 2.1: Address areas of teacher shortage. Objective (D)(2) 1.1: Utilize the evaluation tool and process as a primary factor in teacher and principal development plans and decisions related to promotion, retention and removal. 5: 21st Century Leadership for All Schools and Districts Suggested Goals/Targets Create and lead a vision for 21 st century education Year 1 July 1, 2014 June 30, 2015 Standardize the interpretation of NCEES Evaluation instruments district wide. Cheryl Wilson Year 2 July 1, 2015 June 30, 2016 Standardize the interpretation of NCEES Evaluation instruments district wide. Cheryl Wilson Yearly Evaluation Evaluation DPI Use Method(s) List and attendance sheets at meetings explaining interpretation of NCEES Evaluation instruments 29