Technology Action Research Plan and Evaluation Template

Timeline	Task to be Completed	Resources/Tools	Persons Responsible for Implementing/Reporting
1st Week of School	Technology training to begin; teachers will sign up for times to attend training with their grade level teams for 6 software tools (teachers will only choose six tools; more than 6 software tool trainings will be provided);  training will be held weekly during the conference periods as well as after school for 30 minute sessions	Sign in sheets as well as technology specialists being used in the classroom; computer labs will be used for teaching of the tools.	Curriculum and Instruction Principal will oversee the implementation; technology specialists will be called in by the campus principal from the district level; both the technology specialists and campus principal will choose tools relative to the district improvement plan.
End of the 1st 6 Weeks	Each teacher will have had training in the six software tools being introduced that school year	Sign in sheets as well as technology specialists being used in the classroom; teachers will complete surveys indicating their level of comfort with each of the tools as well as their projected use of each tool in the classroom	Curriculum and Instruction Principal will oversee the trainings that the technology specialists provide; teachers will be responsible for attending and signing in.
End of the 2nd Six Weeks	Teachers will implement 1 tool from their toolbox as an assessment piece	Teachers will complete a survey created by the instructional coaches indicating the tool used as well as any feedback with regard to the implementation of the plan. In team groups, teachers will write up benchmark reports to be turned in to the core area department chair by the last day of the six weeks.	Curriculum and instruction principal will oversee the use of technology through each PDAS administrator. Administrators will check KMAC (lesson planning software) each Monday at 9:00. At the end of the six weeks, administrators will provide a report to the curriculum and instruction principal of the teachers that did not meet the benchmark guidelines. The curriculum and instruction principal will then set up meetings with those individuals to provide extra support in meeting the goals. Department chairs will use the reports written by core teams to discuss reevaluation of the plan in order to help teachers meet the goals.
End of the 3rd Six Weeks	Teachers will implement 1 tool while students are learning the content and 1 different tool for assessment	Teachers will complete a survey created by the instructional coaches indicating the tool used as well as any feedback with regard to the implementation of the plan. In team groups, teachers will write up benchmark reports to be turned in to the core area department chair by the last day of the six weeks.	Curriculum and instruction principal will oversee the use of technology through each PDAS administrator. Administrators will check KMAC (lesson planning software) each Monday at 9:00. At the end of the six weeks, administrators will provide a report to the curriculum and instruction principal of the teachers that did not meet the benchmark guidelines. The curriculum and instruction principal will then set up meetings with those individuals to provide extra support in meeting the goals. Department chairs will use the reports written by core teams to discuss reevaluation of the plan in order to help teachers meet the goals.
End of the 4th Six Weeks	Teachers will implement 2  tools while students are learning the content and 1 different tool for assessment	Teachers will complete a survey created by the instructional coaches indicating the tool used as well as any feedback with regard to the implementation of the plan. In team groups, teachers will write up benchmark reports to be turned in to the core area department chair by the last day of the six weeks.	Curriculum and instruction principal will oversee the use of technology through each PDAS administrator. Administrators will check KMAC (lesson planning software) each Monday at 9:00. At the end of the six weeks, administrators will provide a report to the curriculum and instruction principal of the teachers that did not meet the benchmark guidelines. The curriculum and instruction principal will then set up meetings with those individuals to provide extra support in meeting the goals. Department chairs will use the reports written by core teams to discuss reevaluation of the plan in order to help teachers meet the goals.
End of the 5th Six Weeks	Teachers will implement 2 tools while students are learning the content and 2 different tools for assessment	Teachers will complete a survey created by the instructional coaches indicating the tool used as well as any feedback with regard to the implementation of the plan. In team groups, teachers will write up benchmark reports to be turned in to the core area department chair by the last day of the six weeks.	Curriculum and instruction principal will oversee the use of technology through each PDAS administrator. Administrators will check KMAC (lesson planning software) each Monday at 9:00. At the end of the six weeks, administrators will provide a report to the curriculum and instruction principal of the teachers that did not meet the benchmark guidelines. The curriculum and instruction principal will then set up meetings with those individuals to provide extra support in meeting the goals. Department chairs will use the reports written by core teams to discuss reevaluation of the plan in order to help teachers meet the goals.
Middle of the 6th Six Weeks	Debriefing	AYP/AEIS Data/STAAR Scores as well as indicators teachers used in the STaR Chart rating scales; the use of Project Tomorrow to build upon the use of technology from the 2012-2013 school year.	The curriculum and instruction principal with the help of the instructional coaches will develop a presentation showing the use of technology and the resulting campus indicators for the school year as well as set goals for the following school year.

When looking at the information gathered from week 3, I can see some areas in which professional development planning needs to take place in order to implement technology efficiently and effectively in the classroom. As modeled in the chart below, the professional development plan outlined will take planning on the part of the leadership on campus first. However, I think there needs to be some precursors to the plan below. First, I think teachers need to have some professional development opportunities that discuss how technology can be utilized throughout the curriculum and not simply for the assessment piece. I can envision learning the technology while at the same time learning the appropriate uses of the software and how it can be integrated on a daily basis in the classroom. When looking at data collection pieces that render technology usage, the AYP, SSI, and AEIS data seem like the first logical choice. Once that data is desegregated, a campus can see where technology needs to be implemented at the forefront. For example, looking at the campus data from last school year, the special education population had a difficult time with the math and science TAKS tests. If a campus was to develop a training regimen centered around increasing student achievement, then technology integration would provide the hands on approach that population needs in order to be successful.

If we as a campus are going to create professional learning activities for teachers on campus, then surveys need to be completed in order to see what would be beneficial in helping us meet the provisions of the campus improvement plan. I would have the instructional coaches for each core area create a survey that seeks to find out the technology use that is currently occurring, the software pieces that are used in order to gain information from students, and how often it is used. I would also like to find out how the use of technology is determined for use – is it for assessment only, through the learning of curriculum, or a combination. I would also like to see a committee set up to research other stakeholders’ thoughts about technology use in the classroom. Project Tomorrow would be a great place to start. Conducting student interviews as well as getting ideas from the PTA as well as community business leaders may lend itself into a direction in which a campus needs to move.

As stated earlier, professional development needs to take place before technology training can begin. The campus needs to create a presentation focusing on how to use technology in the classroom. I can envision the use of staff development days where the instructional coaches along with the curriculum and instruction principal lead whole group instruction into the specific technologies and how and when they should be utilized. The afternoon session of the training can include breaking up into core teams to discuss the next six weeks and where and how technology can be utilized to enhance the curriculum. Each six weeks needs to be able to lend itself to this model. Teachers need time to sit down and really look at the data to see where students are struggling. They also need to look at the subpopulations to incorporate that hands on learning that they so desperately need. With that being said, professional development needs to occur on a recurring basis with time to debrief at the conclusion of the school year.

Timeline	Task to be Completed	Resources/Tools	Persons Responsible for Implementing/Reporting
1st Week of School	Technology training to begin; teachers will sign up for times to attend training with their grade level teams for 6 software tools (teachers will only choose six tools; more than 6 software tool trainings will be provided);  training will be held weekly during the conference periods as well as after school for 30 minute sessions	Sign in sheets as well as technology specialists being used in the classroom; computer labs will be used for teaching of the tools.	Curriculum and Instruction Principal will oversee the implementation; technology specialists will be called in by the campus principal from the district level; both the technology specialists and campus principal will choose tools relative to the district improvement plan.
End of the 1st 6 Weeks	Each teacher will have had training in the six software tools being introduced that school year	Sign in sheets as well as technology specialists being used in the classroom; teachers will complete surveys indicating their level of comfort with each of the tools as well as their projected use of each tool in the classroom	Curriculum and Instruction Principal will oversee the trainings that the technology specialists provide; teachers will be responsible for attending and signing in.
End of the 2nd Six Weeks	Teachers will implement 1 tool from their toolbox as an assessment piece	Teachers will complete a survey created by the instructional coaches indicating the tool used as well as any feedback with regard to the implementation of the plan. In team groups, teachers will write up benchmark reports to be turned in to the core area department chair by the last day of the six weeks.	Curriculum and instruction principal will oversee the use of technology through each PDAS administrator. Administrators will check KMAC (lesson planning software) each Monday at 9:00. At the end of the six weeks, administrators will provide a report to the curriculum and instruction principal of the teachers that did not meet the benchmark guidelines. The curriculum and instruction principal will then set up meetings with those individuals to provide extra support in meeting the goals. Department chairs will use the reports written by core teams to discuss reevaluation of the plan in order to help teachers meet the goals.
End of the 3rd Six Weeks	Teachers will implement 1 tool while students are learning the content and 1 different tool for assessment	Teachers will complete a survey created by the instructional coaches indicating the tool used as well as any feedback with regard to the implementation of the plan. In team groups, teachers will write up benchmark reports to be turned in to the core area department chair by the last day of the six weeks.	Curriculum and instruction principal will oversee the use of technology through each PDAS administrator. Administrators will check KMAC (lesson planning software) each Monday at 9:00. At the end of the six weeks, administrators will provide a report to the curriculum and instruction principal of the teachers that did not meet the benchmark guidelines. The curriculum and instruction principal will then set up meetings with those individuals to provide extra support in meeting the goals. Department chairs will use the reports written by core teams to discuss reevaluation of the plan in order to help teachers meet the goals.
End of the 4th Six Weeks	Teachers will implement 2  tools while students are learning the content and 1 different tool for assessment	Teachers will complete a survey created by the instructional coaches indicating the tool used as well as any feedback with regard to the implementation of the plan. In team groups, teachers will write up benchmark reports to be turned in to the core area department chair by the last day of the six weeks.	Curriculum and instruction principal will oversee the use of technology through each PDAS administrator. Administrators will check KMAC (lesson planning software) each Monday at 9:00. At the end of the six weeks, administrators will provide a report to the curriculum and instruction principal of the teachers that did not meet the benchmark guidelines. The curriculum and instruction principal will then set up meetings with those individuals to provide extra support in meeting the goals. Department chairs will use the reports written by core teams to discuss reevaluation of the plan in order to help teachers meet the goals.
End of the 5th Six Weeks	Teachers will implement 2 tools while students are learning the content and 2 different tools for assessment	Teachers will complete a survey created by the instructional coaches indicating the tool used as well as any feedback with regard to the implementation of the plan. In team groups, teachers will write up benchmark reports to be turned in to the core area department chair by the last day of the six weeks.	Curriculum and instruction principal will oversee the use of technology through each PDAS administrator. Administrators will check KMAC (lesson planning software) each Monday at 9:00. At the end of the six weeks, administrators will provide a report to the curriculum and instruction principal of the teachers that did not meet the benchmark guidelines. The curriculum and instruction principal will then set up meetings with those individuals to provide extra support in meeting the goals. Department chairs will use the reports written by core teams to discuss reevaluation of the plan in order to help teachers meet the goals.
Middle of the 6th Six Weeks	Debriefing	AYP/AEIS Data/STAAR Scores as well as indicators teachers used in the STaR Chart rating scales; the use of Project Tomorrow to build upon the use of technology from the 2012-2013 school year.	The curriculum and instruction principal with the help of the instructional coaches will develop a presentation showing the use of technology and the resulting campus indicators for the school year as well as set goals for the following school year.