LOFTI Training

Brad Berens

Kathy Mills

Rob Monson

Joel Price

Ready or Not . . .The World is Different

• Work is different ...

• Tools are different ...

• Communication is different ...

• Information is different ...

• Kids are different ...

And Learning Is Different!

Our Educational System MustProduce Technology-Capable Kids

Within a sound educational system students can become:

• Capable information technology users

• Information seekers, analyzers, andevaluators

• Problem solvers and decision makers

• Creative and effective users ofproductivity tools

• Communicators, collaborators,publishers, and producers

• Informed, responsible, andcontributing citizens

Standards Categories

1. Basic Operations andConcepts.

2. Personal andProfessional Use ofTechnology

3. Application ofTechnology inInstruction.

1. Technology Operations and Concepts2. Planning and Designing Learning Environments and Experiences3. Teaching, Learning, and the Curriculum4. Assessment and Evaluation5. Productivity and Professional Practice6. Social, Ethical, Legal, and Human Issues

STANDARDS ANDPERFORMANCE

PROFILES

GENERALPREPARATION

PROFILE

PROFESSIONALEDUCATION

PROFILE

STUDENTTEACHING/INTERNSHIP

PROFILE

FIRST YEARTEACHERING

PROFILE

I. TechnologyOperations andConcepts

II. Planning andDesigningLearningEnvironments& Experiences.

III. Teaching,Learning, andthe Curriculum

IV. Assessmentand Evaluation

V. ProductivityandProfessionalPractice

VI. Social, EthicalLegal, andHuman Issues.

TraditionalTraditional -------- -------- Incorporating Incorporating ------ ------ New EnvironmentsNew Environments New StrategiesNew Strategies

Teacher-centered instruction Student-centered learning

Single sense stimulation Multisensory stimulation

Single path progression Multipath progression

Single media Multimedia

Isolated work Collaborative work

Information delivery Information exchange

Passive learning Active/exploratory/inquiry-based learning

Factual/literal thinking Critical thinking, informed decision-making

Reactive response Proactive/planned action

Isolated, artificial context Authentic, real world context

Establishing New Learning Environments

Identify Training Program

Quantitative versus Qualitative– Components of program

• Teacher selection• One day of introductory interview training• Gathering of teacher interview data using

testing instrument• One day of collaborative evaluation techniques• Inter-rater reliability• Using ISTE Standards as a guide

Goals and Objectives

Identify teachers who are proficient in ISTE Standards

Interview of subjects Collection of data Submit data for

analysis

Compile data Analyze data Provide feedback for

teachers Generate report to

Federal Department of Education, LOFTI and DECA

Design Evaluation ProcessL O F TI Tra in in g

In te rview ersTeach er S u b jec tsIS TE S tan d ard s

F in a l P ro jec t

L O F TIM id -C en tra l C oopF in an c ia l A g en t

E d u ca tion a l P artn ersh ip s

D E C AP ierre ,S D

S ta te S tan d ard sS ch oo l D is tric t E va lu a tion

F ed era l D ep artm en t o f E d u ca tionW ash in g ton ,D C

O vers ig h t an d m an ag em en tL ead ersh ip

Implementation Process

Implementation– Training– Interviewing– Data Collection– Data Compilation– Analysis Rubric– Dissemination of

data to stakeholders

Sharing the Data– Federal Department

of Education– DECA– LOFTI– Teachers– Boards of Education

Level 1

Reaction– Smile sheet– Positive reaction to

educational program– Understanding of

LOFTI Goals– Understanding of

Interview process

Level 2

Learning– Leadership– Motivation– Communication– Specific Objectives– Attitudes are changed– Knowledge is

increased– Skill is improved

Level 3

Behavior– Desire to change– Knowledge and

ability to affect change

– Proper climate– Personal reward

• laptop computer

Level 4

Results– Final results– Teacher

expectations versus realities

– Interviewer bias– Inter-rater reliability– Needs of LOFTI

That’s All Folks