Starting September 2008 the Primary School will move back to a Facilitation model for the implementation of technology program. Mike, Robyn, and Jill will be TIF's - Technology Integration Facilitators. There will be no pre-set classroom times scheduled for the computer rooms. The use of technology tools will be driven by classroom curriculum objectives and will be planned, developed, and implemented through a team approach between the grade level groups, individual teachers, and the TIF's.
Below is a draft framework of the expectations and professional obligations of QAP staff. Please thoroughly discuss and review the content. I believe that most of the content and 'should...' descriptions are practices that we are already involved in doing, or are just good teaching practice.
Suggestions? Comments? Additions? Deletions? Your comments are invaluable and required to make this a worthwhile working document. Compile and the TAG representative will bring to the TAG meeting on May 15th to discuss.
The class teacher should...
|
The Technology Integration Facilitator (TIF) should....
|
The Grade Level Team should...
|
share the Year at a Glance and Curriculum Map for the unit
|
share existing Primary School integration initiatives
|
teacher and facilitator share integrated unit, team discusses potential for developing cross curricular links
|
know grade-level specific standards & benchmarks and specifically which benchmarks need to be met for the unit
|
know grade-level specific core standards & benchmarks
|
upon identifying cross curricular links, identify S&Bs which can be embedded into the core integrated activity
|
be able to express the needs of the curriculum: what you want students to learn
|
be able to express the needs of the IT curriculum
|
be able to express the needs of the subject-based curriculum
|
be able to identify units of study which can be articulated to both the facilitator and grade level team
|
be able to recommend how S&B can be embedded into specific units of study, ensuring that the initial subject content is the focus
|
be able to recommend how subject-based S&Bs can be embedded into the unit of study, it is essential that the team ensure that the initial subject content is the overarching focus
|
be able to identify the knowledge, understanding and experiences which their students should have: what you want students to do
|
be able to recommend various methods to infuse authentic technology tools and experience to meet the needs of the core curriculum. Develop instructional material and resources.
|
provide subject-based resources, teaching ideas, and methodology to infuse authentic cross curricular skills (eg. writing rubrics)
|
be able to identify the differentiation needs of their classroom in collaboration with Child Study Team
|
be able to recommend appropriate methods to address differentiated needs within the classroom in collaboration with the Child Study Team
|
provide subject-based resources to support differentiation. Consults with Child Study Team.
|
be able to identify authentic assessment criteria
|
be able to recommend how to embed IT S&Bs within the assessment criteria and how to assess the IT S&Bs. Provide support as needed for the assessment of IT S&Bs
|
be able to identify authentic assessment criteria which can be embedded into the core integrated unit, however, this can be assessed independently.
|
call upon existing, unit-based resources. Identify needed resources and future requirements and communicates these to the grade level Team Leader
|
utilize, where appropriate, existing unit-based resources. Coordinate appropriate technical needs and resources (software, network infrastructure, online resources). Makes recommendations to Head of PS Technology and curriculum coordinators for future purchases
|
call upon existing resources, coordinates with IT Facilitator to ensure future purchases match both core and subject needs.
|
clarify time expectations for the unit
|
advise teacher of realistic time commitment and resource availability (laptops, scheduling, peripherals)
|
coordinates and realigns time commitment required
|
have an awareness of current trends in education that support this unit through collaboration with the Curriculum Coordinator
|
have an awareness of current trends in education that support this unit through collaboration with the Head of PS Technology
|
have an awareness of current trends in education that support this unit through collaboration with the Curriculum Coordinators
|
be open minded to using current and emerging technologies.
|
be aware of and recommend appropriate current and emerging technologies to support this unit.
|
be open minded to using current and emerging technologies.
|
be aware of the needs of the global, 21st Century student
|
be aware of the needs of the global, 21st Century student and teacher. Recommend and assist in developing a framework for professional development for authentically embedding technology tools with the Head of PS Technology.
|
be aware of the needs of the global, 21st Century student
|
communicate unit plan experience to Team Leader and/or curriculum coordinators
|
communicate unit plan experience to Head of PS Technology. Recommend future professional development to support integrated units.
|
communicate unit plan experience to curriculum coordinators
|
update curriculum map
|
supports the core teacher in updating the curriculum map.
|
update curriculum map
|
|
document technology integration via the Primary School wiki
|
|
|
communicate, in collaboration with the Head os PS Technology and Heads of School, integration successes with the school community, both internally and externally
|
|
|
liaise with other School Technology Facilitators, Head of PS Technology, Head of QA Technology to ensure vertical alignment
|
|
Curriculum Coordinators
|
Head of PS Technology
|
Heads of School
|
shares technology integration successes with school leadership groups. Ensures that documented experiences are aligned both vertically and horizontally.
|
shares integration success with Principals and school leadership. In collaboration with the Curriculum Coordinators, shares amendments ensuring that TIFs are informed of any changes.
|
communicates integration successes with school community, both internally and externally
|
documents and communicates where QA technology S&B's are met with the subject curriculum
|
liaise with TIFs and Head of QA Technology to articulate integration experiences within the department to ensure vertical alignment.
|
mandate, clarify and communicate expectations for teachers, facilitators, coordinators and Head of PS Technology
|
be able to express the technology needs of the whole school subject curriculum to the PS Head of Technology, Head of QA Technology and TIFs.
|
articulate to the Admin team how Technology S&Bs are being met across the school.
|
supports the development of integration through Professional Development opportunities, budgeting, scheduling, and acquisition of teaching related material. Liaise with the Director to ensure that sufficient TIF, Head of PS Technology release time is provided.
|
upon reflection of whole school subject curriculum needs, recommend integrated units of study to individual teachers and TIFs
|
upon reflection of cross-grade level IT S&Bs, recommend integrated units of study to individual teachers and TIFs.
|
mandate, clarify and communicate expectations for teachers and facilitators
|
develops or selects appropriate professional development opportunities to ensure that teachers are prepared to deliver, collaborate, and develop authentic learning experiences with technology for the subject curriculum.
|
ensure that TIFs receive appropriate professional development opportunities to ensure that teachers are prepared to deliver, collaborate, and develop authentic learning experiences.
|
ensure that there is sufficient release time and funding to support Professional Development.
|
dDevelops or selects appropriate professional development and/or samples of work that support assessment strategies in integrated units. Consult with classroom teacher and TIFs to provide resources and samples of authentic integrated assessment.
|
liaise with Curriculum Coordinators about how other globally minded institutions address authentic integration assessment.
|
as part of an Assessment Committee, continue to develop assessment structure to clarify and communicate assessment expectations for the embedding technology into the curriculum within the entire Primary School.
|
Articulates current subject-based resources availability to support and enhance the teaching and learning experience, yet ensures that these resources are driven by S&Bs.
|
articulate current IT resources available to support and enhance the teaching and learning experience, yet ensures that these resources are driven by S&Bs.
|
supports and articulates resources needed to the Director to ensure effective Technology integration.
|
support the provision of time for grade level team meetings. Liaise with Head of School.
|
support the provision of time for grade level team meetings. Liaise with Heads of School.
|
provides time for cross curricular, grade level planning (Grade Level Team responsibilities are impossible to achieve without this)
|
supports and documents the necessity for changing, revising, adapting current practices to ensure that QA curriculum meets the needs of the 21st Century student utilizing current and emerging technologies.
|
provide information about current and emerging technologies to Curriculum Coordinators and Heads of School to ensure that QA-IT curriculum meets the needs of the 21st Century student/teacher.
|
mandate, clarify and communicate expectations for teachers and facilitators . Supports the development of integration through Professional Development opportunities, budgeting, scheduling, and acquisition of teaching related material.
|
review and provides necessary guidance for updating curriculum maps. Reflects and revises structure of maps to ensure the embedding of technology tools can be clearly articulated.
|
review and provides necessary guidance for updating curriculum maps. Documents vertical and horizontal alignment. Reviews alignment with international recognized standards (NETS) and reviews alignment with other international institutions.
|
mandate, clarify and communicate expectations for teachers and facilitators . Supports the development of integration through Professional Development opportunities, budgeting, scheduling, and acquisition of teaching related material.
|
|
communicate, in collaboration with the Heads of School and Head of QA Technology, school wide integration successes with the school community, both internally and externally
|
communicates integration successes with school community, both internally and externally (TL's, Coordinators, Heads of School, Director)
|
|
liaise with other School Facilitators and Head of QA Technology to ensure vertical alignment.
|
|
Wikispaces
About the Table of Contents
