1. Week 3 Needs: During Week 3, I realized that there are many technology needs that should be addressed. First, I think that there needs to be more technology used in the classroom. There are many different levels of technology knowledge and I think it is important for teachers to start at the level that they are at and begin to implement technology. Second, I believe that there needs to be better professional development available to teachers. Teachers are at different levels and they have different technology needs and different professional development needs. The professional development should be catered to the appropriate content and level. I also believe that part of the professional development should included time to implement the technology into the classroom. It is great to go to professional development opportunities, but why go if you are not going to implement what you have learned into the classroom? Finally, I believe that teachers should continue to try technology even when they mess up. No one is perfect and you learn through trial and error. The technology needs that I feel need to be addressed align with the District Technology Goals of Cypress Fairbanks Independent School District. One of the needs that I addressed was the need for more technology and one of the district technology goals is to “provide students with a variety of opportunities to utilize technology as a tool for information acquisition, problem –solving, and oral and written communication.”(CFISD, 2009) Another need that I addressed was better professional development and another goal is to “provide professional development that addresses the SBEC Teacher Technology Standards and the integration of Technology Application.” (CFISD, 2009) The Campus Improvement Plan also aligns with the District Technology Plan because the CIP has an expectation that teachers will use technology in the classroom. Gather Data: There are many ways that data can be gathered to improve the culture of the campus. First, I believe that the administration should require all content area teachers by grade level to submit a calendar that shows when technology will be implemented. Administration will ask the teachers to attach the calendar to their lesson plans. Second, administration will monitor the online technology sign up sheet. This online technology file is available so that teachers can access the technology equipment that is needed to make their classroom more dynamic. There are SmartBoards, Airliners, ELMO’s, laptops, computer labs, and COWS available for teacher and student use. Finally, administration will make an effort to do PDAS walk through when technology is being implemented. This will give more documentation for the implementation of technology in the classroom. Analyzing and Use of Data: The data analysis will be the responsibility of the department chair persons and the team leaders. They will collect the data every six weeks and analyze the data at semester. The department chair and team leaders will analyze the use of data by determining the percentage of time that teachers use technology in the classrooms. Department chairs and team leaders will share this information with the teachers. The department chair and team leaders will also gather Secondary Formative Assessment (SFA) scores and compare the scores with the percentage of technology use. Hopefully, this comparison will prove that the implementation of technology will improve SFA scores. The department chairs and team leaders will meet with administration and will use these findings to set the campus technology goals for the following school year. Professional Development Needs: There needs to be improved decision making in the integration of technology with instructional and organizational leadership. Administration needs to record the use of technology in the classroom setting. Teachers who use technology should be rewarded and teachers who do not use technology should be penalized when evaluated. There should be a section in the PDAS evaluation that includes the integration of technology into the classroom. The SBDM team needs to come up with a monitoring tool that will record the use of technology in the classroom. I also believe that administration should allow teachers time to implement the technology into the classroom setting. How many times have you attended a great technology professional development session and did not have time to implement the technology into the classroom? Many great teachers are forced to come early to work or to stay late in the evening to implement technology into the classrooms. Administration can set time aside to allow teachers to implement the much needed technology into the classrooms. I also believe that administration should allow teachers sharing time. This is time that teachers can share great technology lessons with their teams. This will also allow for improvement of these great lessons. Finally, I think that administration should support the teachers and model the use of technology at all staff development and staff meetings. The evaluation process of the professional development will improve decision making in the integration of technology with the instructional and organizational leadership. There will be a formal evaluation through PDAS and informal evaluation through monitoring tools. The PDAS evaluation will reward teachers who use technology in the classroom setting and will allow administration to help teachers who refuse to use technology. Teachers who do not use technology will be put on a growth plan that will give the teacher tools for implementing technology into the classroom. The teacher can also be given a mentor that can model the appropriate use of technology in the classroom. District technology coaches will also aid in the assessment of the use of technology. When administration holds a staff development teachers will be asked to evaluate the content and the implementation of technology so that improvements can be made. Teachers will also be expected to do a self evaluation. The staff evaluation will include progress and growth made, team sharing, and the successful implementation of technology after attending professional development. Teachers can use this evaluation to form goals that can be discussed at the summative conference. Overall, there are many ways to evaluate and improve the professional development process.