EDLD 5352 Web Conference, Saturday, February 18, 2012 EDLD 5352 Web Conference, Saturday, February 18, 2012

Hello,

I learned so much from the web conference on 2-18-12. It was refreshing to hear that I was not the only one confused on what needs to be uploaded in TK20 and our e-portfolio. I am still confused if we need to be uploading in our e-portfolio as well as in TK20. The classes have been very beneficial and helpful towards my goal of becoming an administrator, yet I have been somewhat lost on what needs the uploading and when we need to upload the assignments but I am thankful that we are all in the same boat. I believe that it will all make sense in the end and if we continue to grow in each of our classes and complete all of our assignments, we will all be ready for graduation. It was also a very informative conference on what we have learned in EDLD 5352 and what we need to do to implement new innovative ways of utilizing today's technology in our school settings. I have had a blast in this class and am looking forward towards working with yall in our future classes. Have a great year:)

God Bless
Brian Kelly

Technology Action Plan

Above all, in the below mentioned action plan, team collaboration amongst all teachers/staff and students has to be the main focus. To ensure positive collaboration I have instilled four primary goals for my action plan. The first goal is to ensure all teachers are trained in technology. The second goal is to put more technology in every classroom. The third goal is to give students more freedom to explore and collaborate with other students and teachers through the use of technology. The fourth goal is to incorporate more online courses for high school students. These goals are attainable by offering more technological professional development opportunities’ and mentors for teachers, budget more money for technology (for the 2009-2012 technology goal, CCISD budgeted $2,758,235 for technology) , allow students and teachers to access blogs and other blocked information on the Internet, and to create/incorporate more accessible online courses for students.
For Clear Lake High, I would purchase sets of laptops for an entire classroom to be stored in the library on carts for teachers to checkout. Finding an available computer lab is next to impossible at our school because core teachers get top priority. The wireless laptops would be for any teacher to use. I would also have a plan to put Elmo projectors in every classroom. This way the teachers would be able to incorporate technology in their class while keeping the students engaged in the lesson. Teachers would be able to request other technology equipment with explanation of its importance in his or her classroom. Professional development sessions would be offered for teachers to learn how to use the technology in their classrooms.
The STaR chart report states that teachers need more technology equipment to utilize in their classrooms. To assess technology needs, administrators could pass out surveys at the monthly faculty meetings. Administrators would look at the surveys and determine a plan of action to meet teacher needs. These needs could include needing more tools, needing more training, or needing more help implementing technology in the curriculum could be.
Students are required to take technology courses which teach how to use technology and software. These courses are monitored closely and all students are learning the same thing at the same time, which takes away from the innovation mentioned in our districts goals. Teachers must give the students more freedom. The problem with giving them more freedom is that some students would try to access inappropriate materials.
An administrator and I observed a technology class in order to gain insight on how technology teachers were integrating technology. There was little opportunity for students to use technology on their own. As mentioned before, students should be given an ID for them to access the internet. This would help us in monitoring their use, which would decrease negative browsing/surfing. Students would benefit from using blogs during school to collaborate with each other and their teachers. Forming a team of technology teachers and students to collaborate about how students are using the technology would be extremely beneficial in the future of CCISD and Clear Lake High.
Students are required to take more courses to graduate; they should be given the option of taking more courses online. Many college courses are now offered online, so it would be beneficial for the students to be able to take more on-line courses in order to prepare for on-line college courses. I have taken a majority of on-line courses throughout my post high school career and only wished that my high school offered on-line courses to better help me prepare for the college courses.
All in all, these four goals would help Clear Lake in our venture to maintain elite status and to be a leader in Texas schools and in technology. Technology must be a main focal point for schools in their preparation of grooming future positive citizens of society. Students will be better prepared for the ever changing world of tomorrow.

Technology in School

Teaching and learning aspect (regarding technology) is something that is going to take a lot of change in teacher delivery and also in budgeting. It is great in theory to have every student have access to technology and the Internet every single day for 365 days a year, yet the reality of this is impossible. With students being from all different economic groups, only the students from higher income families can afford to keep up with technology at home. Giving every student a computer at home just isn’t feasible nor does not solve the issue of access.

I would suggest that we need to set up computer centers for students and their family’s, in order to promote family bonding and learning with the aid of technology. Students, and their families, would have to show their student identification numbers in order to gain access to computers. The centers would need to be open before and after school. Students would also be able to use the center during their lunch period. Computer centers would require additional technology support staff to monitor and assist computer use outside the classroom.

 Researching material that the students are interested in is the first step to analytical thinking skills that the national educational board is trying to promote. When students are allowed to explore on their own, they are more willing to utilize independent thinking skills. When students are what to do on the computers, the teachers are not promoting a student centered class. The ultimate goal is to provide the students with tools to promote higher levels of thinking and this is what I feel Clear Lake is doing and what the rest of the nation needs to hurry up and start doing.

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Change in research .....Using socioeconomic status to gain insight in student achievement

Using socioeconomic status to gain insight in student achievement. Behavior is still a vital point in the plan, yet I will not be using a one student to obtain personal information (no IRB).

School Inequities

Brian Kelly

EDLD 5397 Supervision Internship-FA2 11-EA1266

Professor Dr. Diane Mason

October 23, 2011

School Inequities

     A school’s socioeconomic status was once, and still is, viewed as a handicap that deters students from prevailing and developing into good students. While the fact that a schools resources can be lesser or greater than other schools, the simple explanation on why certain schools fail to develop into educationally developmental factories is due to their socioeconomic status is false. Many findings reverse the assumption of the above mentioned belief, like findings by Douglas Reeves (2003). Findings derived from the Coleman Report offer evidence that socioeconomic status does affect a child’s educational development, yet not the schools socioeconomic status; as stated by Cornelius Riordan (2004). The Coleman Report based the inequities of schools on the individual student and their family characteristics rather than the characteristics of the school as a whole. The updated fact is that schools that possess low SES (socioeconomic status) students can be just as effective as schools with economically privileged students. The characteristics of the school, the teachers and curriculum have more of an impact on a child’s educational development than anything else; as stated by Douglas Reeves (2003). With the information researched this author is going to try to emulate and create certain interventions that could help an underperforming school become a school that breeds positive student development.

     According to Riordan (2004), “the results of the Coleman Report led to the conclusion from lower-SES backgrounds did poorly in school had more to do with the students themselves, their families, their community, their culture, and possibly even their genetic makeup” (p. 110). Peer influence is a major focal point in the Coleman Report as well. According Robert Kahlenberg (2001), “the report found that a student’s achievement appears to be “strongly related to the educational backgrounds and aspirations of the other students in the school…. Children from a given family background, when put in schools of different social compositions, will achieve at quite different levels” (paragraph 6). In other words, if a school mixed up their racial/cultural demographic that school would be a better provider of overall success for all of its students. James Coleman’s conclusions that family had a significant impact on a child’s education are true, in this author’s belief, yet the fact that the quality of the school has little to no significance on the child’s development is untrue. According to Riordan (2004), James Colman found that “Whatever differences did exist in school quality (facilities, curricula, teacher characteristics) had very little influence on student test score performance” (p. 109). The above statement is widely debated, if a student’s teacher does not have the qualifications to teach the specific subject/topic or grade, than that student is going to do worse on their assessment and education in general than a student that possesses teachers with appropriate qualifications.

     According to Reeves (2003), “The keys to improved academic achievement are professional practices of teachers and leaders, not the economic, ethnic, or linguistic characteristics of the students” (paragraph 29). The quality of the teacher has everything to do with the educational development of the student. Better qualified teachers produce better qualified students due to their interest in the students and their abilities explain the curriculum. President George W. Bush’s No Child Left Behind Act (NCLB) called for more and better qualified teachers, this implementation has raised assessment scores throughout the country. Teachers also must collaborate with one another on their teaching techniques in order to produce the most appropriate instruction, as stated by Reeves (2003). Teachers must provide many assessments that leave room for improvement and the teachers must provide appropriate feedback on the student’s assessments and class work, in order to provide chances for improvement and appropriate development; as stated by Reeves (2003). Academic achievement must also be the main focal point of a class and a school, preaching and displaying achievement breeds success no matter what the demographics of the school is; as stated by Reeves (2003). Reeves agrees with Coleman that family and peer influence can affect a child’s educational development, yet the more important variable is that of the school’s overall characteristic which goes against the findings of Coleman.

     Other interventions may cure the underperforming school; possible extra incentives for achievement, upgraded head start programs to include more than just low SES families, and more of a focus in preschools. According to Gary Klass (2001), “For example, Doris Entwisle et al. offer recommendations more closely tied to recent research demonstrating that good preschooling, enhanced summer programs, and programs targeted to poor children in the early grades can reduce achievement gaps” (paragraph 3). According to this author, more teacher training and extended school hours will create positive growth for an entire school and the individuals that inhabit the school. School characteristics are extremely influential to the overall development of a child.

     Overall, Reeves’s (2003) research provides better solutions on how to cure the inequities present in some schools. The demographics of certain schools and students are sometimes unchangeable, yet the way a school is ran and how the curriculum is taught is easily changeable. Coleman’s Report gives very informational data on why family influence is so important in a child’s educational development, yet the report offers very little interventions on how to cure the problem. A schools socioeconomic status is important, yet the overall achievement of student success lies with the characteristics of a school.           

References

Kahlenburg, R.D. (2001). Learning from James Coleman. Public Interest, n.a.(144), 54-

     74. Retrieved October 18, 2011, from ProQuest Direct database.

Klass, G. (2001). A Notion at Risk: Preserving Public Education as an Engine for Social

     Mobility; Kahlenberg, Richard D. Perspectives on Political Science, 30(4), 251.

     Retrieved October 17, 2011, from ProQuest Direct database.

Reeves, D.B. (2003). High Performance in High Poverty Schools: 90/90/90 and Beyond.

     Retrieved Sept. 28, 2011, from http://www.sabine.k12.la.us/online/leadershipacadem

     y/high%20performance%2090%2090%2090%20and%20beyond.pdf

Riordan, C. (2004). Equality and Achievement. New Jersey: Pearson Education, Inc.

    

Week 5

Brian Kelly

·         Lectures

·         Readings

·         Searches, like electronic searches of topics and questions

·         Assignments and activities

·         Discussion Board

·         Blogs

    I have learned a tremendous amount in this course, not only will I use the information learned in my educational world yet I will use the information in my world as a father and all other aspects of my life. The lectures have been informative and very helpful in my action research project. The professors have set up a clear and concise format to follow in my action research plan. This was something very new to me and their help was priceless in setting the ground work for my project. The readings have explained possible subjects for research and they have also elaborated on the lectures given already. The readings were very simple and easy to follow; this made the class fun and exciting. The readings created curiosity and a need to learn more. All of my searches were done through Google and or blogging. The electronic portion of this course was something I would have never ventured into if I had not taken this course. Blogging was something that never made any sense to me, yet the information gained from others through their blogs was extremely valuable and it also created an atmosphere of collaboration which is an area that all educators need to build on. The replies on my blog have helped me advance my research project and also gave me the confidence that my research project was important and helpful. The assignments and activities definitely created collaboration. Reading the discussion posts was the most helpful part of the assignments. Critiquing other peoples discussion board posts helped me see areas where I needed to work on as well. Overall, this has been an experience that will help me become a better administrator in the future. The action research project will help me focus on other areas of improvement in the school system of today and in the future.

Comments on Agreed Action Research Plan

Comment #1:  “Has your school turned to the PTA to help provide supplies to students? This is something you could address during your research. The PTA could also be a resource for funding for field trips, books, and school spirit wear that the students would have a difficult time paying for.”

This comment was very helpful and will be extremely effective in my action research plan.  During week 2 and 3, I will be conducting a PTA conference in order to increase funds for these economically deprived students.  I didn’t think of going to the PTA at all and am thankful for this comment.  I will have an added resource to help my proposed research plan.

Comment #2:  “I like your topic. Is your school a Title I school, if so there are funds that should be set aside for resources and supplies. Encourage your departments to spend money on basic supplies so it doesnt become an issue. Some committed teachers will also spend money during back to school sales (Its tax deductible). Also look and see if businesses are willing to donate items that students can use. Many business will give in the spirit of educating our students. Great Topic. Good luck in your findings.”

One of my schools is a Title 1 school, yet the other is not.  The one school that is a Title 1 school does set aside extra monies for those students in need.  We are developing an outreach program through teachers and staff in hopes of possible clothing donations.  In the closing of my action research plan, I will ask local businesses and military to help donate bikes and extra toys for these students.

EDLD 5301 Week 3 Action Research Plan

Action Planning Template
Goal: Create extra/support resources for those students who are economically disadvantaged and who possess behavior issues.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Find one to two students who have economic/behavior problems	Brian Kelly Brandon Bills Beth Meyers Principal’s at participating schools	3/21/11-4/1/11	Class Roster, Free lunch list	Determine if these students are appropriate for the research. Review findings with teachers and principals, can we help these students?
Receive permission from school and parents to conduct research	Brian Kelly	3/28/11-4/1/11	Parent contact information	If parents are not ok, what can we do within our rights as educators without permission?
Examine already provided resources/support for these students.  Examine classroom and school setting/schedule	Brian Kelly Students’ teachers	4/8/11-4/22/11	Students’ teachers documentations of behavior track and support used.  School supply list and school budget/funding review.	On top of already used resources, what support could the students benefit from?  Does the school have the added funding to provide this support?
Use added resources/support in order to prevent behavior issues.  Look for possible antecedents for behavior problems, and then use added rationales/resources to prevent breakdowns.  Give students extra supplies that they lack and see if that helped with their self efficacy.	Brian Kelly Brandon Bills Beth Meyers Principal’s at participating schools	4/25/11-6/3/11	Extra school supplies, data sheets, teacher documentations, parent documentation/ involvement, school counselor input, student input	What added resource helped and how can we create this opportunity for students who possess the same issue district wide?

Format based on Tool 7.1 from Examining What We Do to Improve Our Schools

(Harris, Edmonson, and Combs, 2010)