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ETIL Planning Guide Section D. Professional Development

The ET-IL plan must include strategies for providing ongoing professional development for district staff in the integration of technology and information literacy with curriculum and school management, and in the use of technology for delivery of library services and access to information. Future federal reporting requirements request states to report the number of teachers deemed technologically proficient.

Guiding Questions:

  1. Describe how the district’s professional development plan provides ongoing sustained professional development for teachers, principals, administrators, and school library media personnel serving the district.
  2. Describe how the district will begin to determine the technological proficiency of teachers.
  3. Describe the district’s plan to provide staff development that supports the integration of technology/21st Century tools into their daily educational practice


Each school has an instructional coach Do we need to change this statement? --Gould Sarah 13:08, 17 April 2009 (UTC)and a data facilitator. Efforts need to expand such that these two positions function in conjunction with the building administrators and librarians to help teachers incorporate information literacy and technology into teaching and learning. District instructional coaches, data facilitators and media center staff will be trained on information literacy and technology standards and the integration into current District initiatives (e.g., content standards measurement topics--Gould Sarah 13:08, 17 April 2009 (UTC), learning-teaching cycle, NWEA, Open Court, Elementary Language Arts Curriculum Delivery Guide). The expectation is that the building leadership teams will serve as leaders in this effort within each building, working in close collaboration with the library/media person. D50 will establish training needs via a survey to assess gaps in knowledge of all staff in these areas. Potential professional development topics include, but are not limited to: critical thinking skills; incorporation of Plato, EduTest, eBooks; online databases; Lexile; project-based learning, 21st Century skills, TurnLeaf, eSIS, School Fusion and Student E-mail, ERO.

As the lead district for the Colorado Consortium for Data Driven Dialogue (C2D3), conversation around how to analyze and use data has dramatically increased in D50. Administrators, principals and staff meet monthly to look at student assessment data and make decisions regarding both classroom instruction and professional development. Training has been provided throughout the district on data analysis, with the use of a variety of protocols to structure the conversations. Forms have been developed (school improvement planning process - SIPP). These forms are constantly revised throughout the year as a result of the data-driven dialogue process. Technology tools used for data include TurnLeaf, NWEA, eSIS, School Fusion and Student E-mail, ERO, MasterMiner, eduTest and PLATO.

Currently, professional development is taking place through site-based trainers in eSIS, add new assessment database/testing venuesTurnLeaf --Gould Sarah 13:08, 17 April 2009 (UTC)and NWEA proctors. Staff, both veteran and new, is updated at the beginning of the year on system changes through these site-based trainers. D50 has a Plato/EduTest trainer available to all sites. The Superintendent’s Technology Advisory Committee (STAC) currently addresses technology issues with the Director of Technology and Superintendent. Problems that occur at the District and building levels are discussed and resolutions determined.

Curriculum & Instruction

An additional component of the professional development will be to bring coherence to curriculum delivery with consistent vocabulary, objectives and templates for teachers to draw upon as resources. As new curriculum is implemented-- Do will want to mention embedded SBS tools and processes within curriculum implementation? --Gould Sarah 13:03, 17 April 2009 (UTC), teachers will be provided opportunities for professional development regarding incorporation of the ILT process standards. Teachers will be provided strategies and opportunities to incorporate learner competencies in teacher instruction (i.e., project-based learning, research activities), and use learner competencies to create student learning based on the ability to seek, access, analyze, interpret, synthesize, apply, evaluate and express ideas and information. Currently, informal and formal professional development occurs between media specialists and classroom teachers. With additional training and insight for both groups, this will be expanded.

D50 is committed to continued use of an online assessment management system to allow teachers access to both current and historical assessment data on their students. Administrators can develop reports to look at trends within buildings and across the District. During 2005, D50 purchased two sets of the Classroom Performance System, “clickers,” to help with on-the-fly student assessment to allow teachers to shift instruction immediately and increase student engagement. Can we mention the new assessment tools that will be available for teachers?--Gould Sarah 13:03, 17 April 2009 (UTC)

With monies from Title IID, training within District for librarians, lead teachers, instructional coaches in a training-of-trainers model to integrate information literacy and technology standards into classroom instruction will be offered. Following completion and compilation of needs surveys to various groups, professional development specifics will be developed to meet needs within levels and content areas. Through the use of these building trainers, job-embedded professional development will be facilitated.

Currently, staff is provided opportunities for training in technology tools and applications. We should mention the Ed360 resource throughout this document when professional development and training statements are made. This way we show our focus on integrating tech resources. --Gould Sarah 13:24, 17 April 2009 (UTC)Surveys to identify staff and student needs in information literacy and technology areas will be implemented and completed prior to planning additional training opportunities. Any good information literacy and technology lesson should have elements of technology integration, higher level questioning skills, critical thinking skills, a research model, and collaboration with media specialists and/or tech aide (if applicable). Other “look-fors” can and should be integrated into an information literacy and technology lesson, if possible. The District must support and encourage teachers to use technology to plan lessons, supplement their existing materials and to evaluate student performance and determine student needs. Collaboration among classroom teachers, media specialists, technology teachers and building leaders is essential for this to be successful. Plans need to be made to assist in getting new hires up to speed in ILT areas, perhaps as part of the new teacher orientation or induction programs. See Appendix F, G, H and I.

District 50’s technology plan includes teacher standards. The International Society for Technology in Education (ISTE) served as a basis for these standards. District expectations are that all certified personnel become proficient in information literacy and technology. Training around these standards occurs in the form of technology classes that are offered to all district personnel and through job-embedded training on district systems and programs. New teachers receive training on District systems through training at the beginning of the year and through job-embedded training at the building level. Assessment of the application of these standards for both teachers and administrators occurs within the Performance Evaluations for Licensed Teaching Personnel and Administrative Personnel. See Appendix E and F. District 50 will seek corporate partnerships or training opportunities that focus on the importance of leadership in implementing effective technology integration in schools. Administrators need support and training to analyze exemplary leadership behaviors, national standards, and actions they can take to be successful in promoting and supporting technology integration.


Educators will provide ample opportunities to use their school library and instructional technology resources so that students are active, engaged learners with access to the necessary tools for researching, compiling, synthesizing and producing work that meets curriculum standards. Educators will be trained on collaborative processes for effective information literacy and technology integration. A key factor to the success of the ILT plan will be successful implementation and integration of technology tools and teaching/learning tools and skills. The district needs to address and promote anytime, anywhere learning. Our challenge will be to respond to the needs identified in the survey and provide job-embedded, content-focused learning to support the professional learning communities and systemic change.

It is a primary goal of Technology Services in the hiring process to select individuals for positions who have the necessary base skills and a very strong background of experience in the areas of support needed. After hiring, employee’s previous experience and the current skill sets are augmented with exposure to new tasks/assignments/projects along with additional training and education. As the District’s Curriculum department adds new educational software products or online assessment tools, the appropriate Technology Services support personnel are linked to the training in the new software or products along with the Curriculum department. Examples include multiple school library and lab software products, Read 180, CPS classroom hardware/software survey products, Ultra Key, Type to Learn, text book software, multiple Internet-hosted software curriculum products, United Streaming video, Plato interactive learning, Light span learning applications, Kidsperation, Inspiration flow charting, and NWEA testing tools. Additionally, select Technology Support individuals annually attend training and user conferences for eSIS (Enterprise Student Information Management System, AAL). This is for user support of the student system application or front-end system. Select software development and database administrator personnel annually receive Oracle database training to augment skills in support of the student information management system database platform and attend annual training and conferences related to Wide Area Network (WAN) infrastructure to ensure ongoing support of Cisco networking equipment and to maintain the greatest level of network availability time and access to District business applications and curriculum/assessment products. Other annual training and conferences are included in the Technology Services’ department goals so that solid awareness is maintained in critical industry trends and best practices.

District-level support:

  • Support implementation of information literacy and technology plan – professionally and fiscally
  • Newly hired literacy coordinator facilitates monthly training for principals and instructional coaches, which includes the topic of information literacy to develop common understandings and vocabulary for integration into existing efforts.
  • Model use of information literacy and technology
  • Model use of data
  • Commit to achieve a high level of technical expertise and skill
  • Commit to understanding current and future trends in technology integration

Building-level support:

  • Supervise to ensure implementation of plan
  • Model use of information literacy and technology
  • Model use of data
  • Model collaboration with media staff
  • Commit to achieve a high level of technical expertise and skill
  • Commit to understanding current and future trends in technology integration

Building library staff:

  • Facilitate flexible library schedulingWill elementary schools allow for flexible scheduling?--Dellacroce Marcia 16:45, 21 April 2009 (UTC)
  • Maintain professional affiliation with Colorado Association of Libraries and use the Colorado Power Libraries Project model Commit to achieve a high level of technical expertise and skill
  • Commit to understanding current and future trends in technology integration
  • Act as liaison between district and school to help bring information to the school
  • Act as liaison between state library community and district to bring information to the district
  • Support appropriate use of technology in learning
  • Support appropriate use of resources needed to enhance and support learning
  • Support of use of technology in information access, use and evaluation
  • Support knowledge of information literacy and technology in schools --Dellacroce Marcia 16:45, 21 April 2009 (UTC)

See Appendix B.

Today’s global society has made major shifts from an industrial focus to an information focus. This shift is just now filtering into American education. One of the most important components of learning may be knowing how to ask the right questions. The knowledge necessary to do this is the basis of information literacy -- the ability to access, evaluate, and use information from a variety of sources – and all learning. Therefore it has become necessary for our district to reinvent the way we do business in an effort to meet the demands of the twenty first century--Gould Sarah 13:12, 17 April 2009 (UTC) Included in the appendices are sample drafts of proficiencies for teachers and students for both educational technology and information literacy. These documents have yet to be completed and approved. Also included is a sample draft of what information literacy and technology lessons would look like and include. A sample of a planning sheet for class visits and LMC program collaboration is included and proposed for adoption throughout the District. See Appendix F, H and I.

Currently D50’s evaluation instruments include evaluation on the following areas:

Criteria in the teacher’s evaluation instrument:

  • Use of technology to analyze trends in student behavior or performance.
  • Data-driven instruction is evident in the classroom (i.e. various tools to collect school data)
  • Uses building resources to enhance instruction: Librarian, Data Facilitator, ELL Coach and Literacy Coach
  • Collaboration with others to lead changes in practice
  • New techniques are tried as a result of training or collaboration
  • Evidence of consistent use of strategies designed to meet the diverse learning styles: Students using technology, Interactive learning, group strategies

Criteria in the administrator’s evaluation instrument:

  • Understands and demonstrates the use of technology for analysis of students data, instruction and communication

In order for administrators to evaluate teachers on the use of technology and information literacy, D50 must ensure that all administrators meet minimum technology proficiencies. In addition, administrators must be able to use technology resources to collect and analyze data, interpret results and communicate findings to improve instructional practice and student achievement in their buildings. Through the District participation in C2D3, professional development in these areas has occurred in D50. Our challenge is to develop a clear plan to facilitate continued training in the future.

(This section will be revised based upon the results of the needs survey.)