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Effective Projects Case Study
Power Brokers at Hampton School District
www.sau21.org/ha
This
is a story about a project that started 9/1/2007.
For more information, please contact: Cathy Brophy
at cbrophy@sau21.org.
The Power Broker Project is a continuation of a technology
professional development mentoring program begun 4 years ago in order to
improve teacher technology proficiency, increase technology integration in
the classroom, and increase student access to meaningful, technology
integrated lessons.
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Funding: This project was supported by $10,000 from NCLB
Title II-D (Educational Technology) and $5,600 in local funds. The project illustrates how federal
funding supports “Professional development to
all staff - Supporting ongoing, sustained, intensive, high-quality
professional development for all staff focused on integration of technology
into curriculum and instruction.” The project addressed the following
grades and content areas:
PreK-2 Gr3-5 Gr6-8 EngLangArts Math Science SocSt TheArts
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The
Setting:
The Hampton School
District, comprised of three schools
grades PreK-8, includes a 4:1computer:
student ratio, as well as 1-3 computer labs per building. The Power Broker Technology
Staff Development Program, now in its fourth year, incorporates a technology
mentor methodology in order to improve staff proficiency in the integration
of technology skills and concepts in the integration of technology into the
classroom in order to improve student learning. Through Title II D funds, Power Brokers are
supported in their quest for increasing their own level of technology
proficiency so that they in turn, may train and mentor their peers. As these technology Power Brokers increase
their own level of technology proficiency through participation I workshops
and hands –on training, they become teacher leaders in the area of technology
integration.
The plot: The biggest challenge during our planning phase was
overcoming the absence of our District Technology Coordinator who had been
out on medical leave for a year. She had been our fearless leader and
visionary in the implementation of the Power Broker projects the past four
years. She was also a great facilitator and team member who organized tech
staff meetings and had access to staff and administration in all three of
Hampton’s schools. Since we had
procured the grant funds and we were dedicated to following through with the
project, our challenges were multi-faceted: We needed administration approval
of a new Grant Manager and Project Coordinator; we needed to get the word out
to administration and staff; and we needed to persuade a skeptical staff who
were clearly seeing the effects of a diminished technology staff. We faced several challenges in implementing our
Power Broker Program- the grant deadline being the largest hurdle we faced.
Fortunately, we were able to enlist 12 excellent teachers representing all
three of Hampton’s schools, and all grade levels, including music, language
arts, reading, second grade, world language, art, physical education, and
middle school math. Each of these teachers volunteered to take on the
additional responsibility of learning new technology software, hardware, new
teaching techniques and technology concepts, in order to improve their own
level of technology expertise, as well as improve learning for their
students. The second challenge was in
communicating the project’ s history and purpose to administration and a new
district technology coordinator and
district grant writer, in order to allow the purchase of software, and
equipment. We also needed to coordinate Power Broker meetings around the
schedule at all three buildings. The
third challenge came as we ordered software and hardware form vendors. In
spite of our best research efforts, our technology coordinator is new and
does not have a background in the education industry. Receiving accurate quotes from vendors to
secure the best price was frustrating. The Purchasing process in our district
is cumbersome at best. It took several months for this process to be
completed, believe it or not, due to a host of other district technology
related issues that were of a much higher priority. However, persistence pays off! We were finally able to purchase our
software and hardware, and schedule our meetings and hold training sessions
with our Power Brokers.
The teachers: 12
teachers were directly involved. This year’s
Power Brokers for the Hampton School District include the following classroom
teachers: From Hampton’s Pre-k-2
school: 1 art teacher, 1 music teacher, and 1 second grade teacher. Of these
three teachers, 2 are new to the district and 1 is a former Power
Broker. From Hampton’s 3-5
school: 1 PE teacher, 1 music teacher,
2 fifth grade teachers, and 1 reading teacher. Of these 5 teachers, 2 are
returning Power Brokers. From
Hampton’s 6-8 school: 1 World Language
teacher, 2 math teachers, 1 language arts teacher. Of these, 3 are returning
Power Brokers. This year’s Power
Brokers were excited to be learning how to use the districts’s 3 interactive
whiteboards, that had been purchased several years prior. Since the purchase
of these white boards, interactive whiteboard technologies have improved
dramatically. We were hoping that these teachers could learn some of these
new technologies and software, and bring their enthusiasm to their
colleagues. Other Power Brokers were interested in learning how to use a
collaborative learning environment such as Moodle. And still others, were
excited to be learning how to incorporate podcasting, animation, and virtual
field trips into classroom lessons.
The
students: Elementary
Music: Teachers at each elementary
school learned to use an interactive whiteboard with interactive music software
and websites to engage all learners. Students in grades K-5 were able to
actively participate in the lessons in order to learn new music skills
and knowledge, while learning about interactive whiteboard technology. Another team of fifth grade teachers
worked to create a fifth grade electronic portfolio building process. Two
classes of fifth grade students were actively involved in the portfolio
process, including learning how to use digital cameras and scanners. Four other teachers volunteered to learn
to use Mimio interactive devices along with interactive whiteboard software
in their classrooms. Two of these teachers teach seventh grade middle school
math; another has a self contained second grade classroom, and the fourth is
a reading teacher for grades 3-5. All
teachers are looking to increase their repertoire of technology integration
tools in order to motivate and inspire their students, with the hope of
improving student learning. As well, these teachers have taken on the added
responsibility of conducting workshops for their colleagues. For the first time we had a Physical
Education/Health teacher volunteer to be a Power Broker. This teacher
researched appropriate grade level websites where students could research
nutrition information and set personal healthy lifestyle goals. By
incorporating technology into the health curriculum, this teacher is hoping
to make a lifetime impact. Our K-2 art
teacher Power Broker used technology to research artist websites to create
and project large art slideshows for her young students, using an LCD
projector in her classroom. This had never been done before at the Pre-k-2
school. Our 8th grade Language Arts
teacher is developing a virtual field trip lesson plan to be used with her
8th grade students. She will use the virtual field trip to enhance an 8th
grade Social Studies/Language Arts/Technology integrated unit on NH
history. Our World Language teacher
learned how to use animation software and podcasting to enhance students’
literacy skills in the teaching of Spanish and French to middle school
students. At the same time, students experienced an
interactive hands on approach, learning to use digital cameras, video
cameras and animation software, as well as audio editing software.
The
data:
Due to our late start, all but two of our
teacher/ Power Brokers are still in the process of teaching and collecting
data in the form of student observation. Two teachers will be surveying their
students prior to teaching their lesson, and again following the lesson, to
determine if students’ learning was enhanced through the integration of
technology. Our fifth grade electronic portfolio Power Brokers will survey
their students in May to determine the impact their project had on student
learning. As a district, we also use
the LoTI, given each May, to determine teachers’ level of technology
implementation. We also created a Teacher Technology Self-Evaluation two
years ago, which teachers complete in June. We use the self evaluation to
determine teacher professional development needs for the following year.
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The difference: No
formal testing took place during the months of the project implementation.
Standardized testing will occur in June 2008, and all students will be
surveyed by June 2008 as well. Other outcomes,
however, were observational. Teachers observed enthusiastic, excited,
involved studwnts when usiing technology in their classrooms. Other observational data include teacher
observations of student learning, and observation of teacher learning. It was
extremely exciting and motivating for teachers to see how excited their
students were to be using technology in new ways in the classroom. Learning how to present or prepare a
lesson for the first time is challenging on so many levels. Attempting to
incorporate a new technology into a new or existing lesson for the first
time, is even more daunting. The success is in the implementation and in the
self reflection. All Power Brokers are asked to submit a self reflection on
their project following their project completion. Power Brokers are asked to
reflect on their initial goals, any professional development opportunities
they participated in, the actual lesson or activities that were presented,
successes, failures, and plans for future technology use in the classroom.
Essential
conditions: As always, the essential
conditions necessary for our project’s success are willing teachers,
supportive administrators, supportive technology staff, and time for
training.
Changes
for the future: Ideally, the
timeline for the project would coincide with the beginning of the school
year. This allows for a natural beginning and ending to the project. Because
we depend on our teachers to carry out the project in that we expect them to
learn new skills, develop new concepts, methods and opportunities for
integration, AND we expect them to mentor their peers, teachers would be able
to begin the training in the fall, and then be ready to teach their students
by December or January. The nature of
some teachers’ goals was also a factor in that some teachers had a goal of 1
lesson or unit, while others focused on a year long goal. Teachers whose
projects required a year long commitment were not ready to evaluate their
project in the middle of the school year. In the future, all teachers and students participating in the project
would complete a pre-assessment of skills and/or attitude toward technology
and learning. All teachers involved
in the project would give their students a pre-assessment, as well, to
determine their knowledge of the technology skills and their attitude toward
learning.
Recommendations: This project has been highly successful in improving
teacher technology proficiency based upon teacher needs, school needs and
instructional needs. Because teachers are allowed to create their own project
based upon their interest, technology level, and curriculum, it is a
departure from the one size fits all form of professional development. Technology training is hand tailored to
meet the needs of the teachers who have volunteered for the project. Because
the initial Power Broker concept has been continued for four years, teachers
are familiar with the project, there is a sense of confidence in the project,
and the project is improved upon each year.
In its initial years, only core curriculum classroom teachers were
asked to be part of the project. Now in its fourth year, we have teachers
form the core content areas as well as the arts, demonstrating the need to
integrate technology into every aspect of students’ learning
experiences. To ensure successful
replication of the project it is important to widely publicize the project in
its initial stages. The plan and goals should be determined by a team of
educators involving administrators, the technology team, and the teachers
themselves. It is important to ask the teachers what they feel they need to
learn and what their students need in the classroom. For this reason, some sort of self
assessment or needs survey is critical.
We also recommend opening training opportunities and workshops up to
all staff members. The Power Brokers are not only mentors, but ambassadors
for the integration and use of technology in the classroom. They are our best
advertisement about what is new and exciting and what works!
Telling
our story: We have shared the impact of
our project within our district and within our SAU at administrator meetings
and at school board meetings, which are televised to the public.
Documents
to share: Power Broker Powerpoint, Power Broker Report, Course Offerings, Power Broker Contract, Power Broker Planning Matrix, Sample Timeline, Questions for Power Broker Follow Up, Tech Self Assessment, Technology Professional Development Survey
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