evaluation_potosnakj

7/30/2019 Evaluation_PotosnakJ

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Behavioral Islands: Planning for technology use is done separately by individual classroom

teachers. Teachers create technology projects as desired and sometimes share with other

classes. There is no school-wide comprehensive planning.

Resource/infrastructure- Emergent: Technology use in the classroom is not specified within thecurriculum. Only informal planning takes place within individual teachers lesson plans.

Budget

Behavioral- Integrated: Technology is budgeted for with high priority in accordance of the

schools technology policy. Technology goals are set in place and are continuously fulfilled each

year. Budgeting is done year to year based on the schools allotted funds.

Resource/infrastructure- Integrated: There is a specific technology budget every year. Staff

may also request line items within individual classroom budgets.

Administrative Information

Behavioral- Integrated: An electronic system is required to be used by the entire staff. This

system is used for attendance, grading, and student information. However, lesson plans are still

submitted using a paper-based system.

Resource/infrastructure-Intelligent: Administrative system is available to all administrators and

staff.

Curricular: Islands

Electronic Information

Behavioral Islands: Students and staff are somewhat dependent on electronic information

though it is infrequent. Students mostly use paper-based textbook with electronic information

used to supplement them on occasion. Teachers use electronic information to reinforce

concepts in the classroom.

Resource/infrastructure - Islands: Some classrooms have more technology available than

others but the entire school has access to technology labs. Resources are beyond basic andinclude various software and educational website subscriptions.

Assessment

Behavioral Intelligent: Teachers are required to maintain electronic grade book, which

students and parents can view at any time.


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Resource/infrastructure- Intelligent: Fully integrated electronic grade reporting system is used.

All grade reports are printed from this system. All staff, students and parents have access.

Curricular Integration

Behavioral- Emergent: Curriculum is not dependent on technology although technology isavailable for use if desired. Teachers use the technology in different ways. All teachers use

technology in some way, but their curriculums are not dependent on it.

Resource/infrastructure- Intelligent: Technology and related resources are available for all

curricular areas. All subjects have access to technology labs and the use of them is

encouraged.

Teacher Use

Behavioral- Islands: Teachers must use technology on a daily basis for administrative purposes.

However, for curriculum, technology is used on occasion for enrichment and material generating

purposes.

Resource/infrastructure- Integrated: Most teachers have access to appropriate technology in

their work area. Some teachers need to visit technology labs to use appropriate technology.

Student Use

Behavioral- Islands: Students use technology for certain projects but not all the time. Some

classrooms use technology more than others.

Resource/infrastructure- Islands: Students can use computer labs during certain periods of the

day. They also use technology when teachers use them for projects. Access is not consistent

and regular for all students because most of their access depends on the teachers use of

technology for lessons.

Support: Islands

Stakeholder Involvement

Behavioral Emergent: There is a technology committee used to create school policy, which

has members from groups in the school. However the committee members do not involve the

rest of their group members and the committee is small.

Resource/infrastructure Islands: Many of the groups are represented but their representation

is limited to one or two members.


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Administrative Support

Behavioral Intelligent: Administrators are very supportive of any technology being used and

are willing to help for planning in anyway they can. Administrators want to grow the use of

technology in the school.

Resource/infrastructure- Intelligent: Administrators will allot time as needed for planning and

implementation of technology use. This includes classroom assistance, discussion, and support

of technology projects.

Training

Behavioral- Emergent: Few staff members participate in technology training, but this is largely

because training is not offered.

Resource/infrastructure- Emergent: Extremely limited formal training. Technology is available,

but as of now, training sessions have not been provided for several years.

Technical and Infrastructure Support

Behavioral- Intelligent: Teachers can report technical issues very easily and technical personnel

are very responsive.

Resource/infrastructure- Intelligent: Full time technical support is available and problems are

fixed at a fast pace. Technical personnel are friendly and willing to help. Steps are taken to

update old equipment and keep infrastructure running smoothly.

Connectivity: Integrated

Local Area Networking

Behavioral Islands: Students and staff use network regularly for basic needs.

Resource/infrastructure Integrated: High-speed Internet access is available to all areas.Wireless networks are also being put in place.

District Area Networking

Behavioral Islands: Staff uses district network regularly in a traditional manner.

Resource/infrastructure- Integrated: High-speed district area network available.


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Internet Access

Behavioral- Islands: Staff uses the Internet frequently. However, curriculum integration is

sporadic. Some teachers use the Internet for projects where as other teachers may not.

Students have access to the Internet when it is used for a classroom lesson.

Resource/infrastructure- Intelligent: Internet access available in all areas although some rooms

have more computers available then others.

Communication Systems

Behavioral- Intelligent: Email is an integral part of the schools learning and support

communications. Most communication between staff is done through email.

Resource/infrastructure- Integrated: Email is available to all staff. Email is not available to

students.

Innovation: Islands

New Technologies

Behavioral Islands: Staff is interested in new technology but training is not provided and there

is little time allotted to experiment with new technologies.

Resource/infrastructure Islands: Staff members rarely implement new technologies, but this is

mostly due to lack of training and time. Most staff indicates interest in using new technology.

Comprehensive Technologies

Behavioral Integrated: Technology is fairly comprehensive and continues to grow every year.Technology available includes iPads, SmartBoards, laptops, computer labs, and more.

Resource/infrastructure- Islands: Available technology is limited to one of two devices per

teacher, but teachers are interested in utilizing newer technology with proper training.


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Conclusion

Using the Maturity Model Benchmarks Kennedy High School falls in-between islands

and integrated. This is because the school is not fully integrated, but it does have a lot of

growth potential. The biggest gap in the school is between the technology available and the

training available. The school has many new technologies available that are not being usedbecause of the lack of training offered and time to experiment with the technology.

Administrators and teachers are excited about the new technologies and wish to use them in the

classroom. It should also be noted that many of the technologies are new this year so

technology use will most likely change drastically over the next few years as teachers become

more familiar with the technology. The school has a strong technology policy, infrastructure,

technical assistance, and technology budget in place. Another way to improve the technology

use would be to add required use to the curriculum for certain units so that all students are

using the technology equally. However, due to high digital inequality within the district teachers

are not able to assign homework that uses technology, which is also a factor when writing

curriculum. With more training, experimentation time, and adding to the curriculum Kennedy

High Schools technology maturity will grow greatly.

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