maryland technology grant “ our goal is to ensure that all maryland teacher candidates are...
TRANSCRIPT
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Implementing the Maryland Teacher Technology
Standards
Dr. Louise A. Tanney, MD State Department of EducationDr. Stan Bennett, University of Maryland
Dr. Marcia Cushall, Frostburg State University
SITE 2003 ConferenceMarch 25, 2002
Albuquerque, NM
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Maryland Technology Grant
“Our goal is to ensure that all Maryland teacher candidates are proficient in integrating technology in the classroom for teaching and learning.”
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Program Development and Accountability in Maryland
MTTS incorporated into policy:
• MD Redesign of Teacher Education (1996)– Improve teacher education; link preparation of
teachers to Maryland K-12 schools
• IHEs use either Maryland’s Essential Dimensions of Teaching or the INTASC Standards (both include MTTS)
• HEA Title II Institutional Performance Criteria (MTTS is one of the criteria)
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MD Technology Consortium
Membership:• Two - and four - year colleges• Local school systems• Maryland Higher Education
Commission• Maryland State Department of Education• Human Resources Research Organization
(HumRRO)• Mid-Atlantic Regional Technology in
Education Consortium (MAR-TEC)
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Project Goal 1:
Align higher education curriculum and practicum experiences with the Maryland Teacher Technology Standards.
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Project Goal 2:
Create consistent and credible performance assessments to measure technology proficiencies.
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Project Goal 3:
Incorporate Maryland Teacher Technology Standards into teacher candidate electronic portfolios.
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Maryland Teacher Technology Standards
I. Information Access, Evaluation, Processing and Application
II. CommunicationIII. Legal, Social, and Ethical IssuesIV. Assessment for Administration and
InstructionV. Integrating Technology into the Curriculum
and InstructionVI. Assistive TechnologyVII. Professional Growth
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Model Performance Assessments
For institutions to:• Ensure all teacher candidates perform at proficiency levels
• Adopt or adapt with other program requirements
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Performance Assessment Materials
CD includes:
• Letter of introduction
• Maryland Teacher Technology Standards
• Task summaries
• Performance assessment tasks and scoring tools
• Glossary of terms
• List of Consortium members
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Step One
• Establish a committee to plan and oversee the implementation of the Maryland Teacher Technology Standards.
• Redesign of Teacher Education
• Title II reporting criteria
• Connection to the K-12 community – State Technology Plan
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Step Two
• Survey faculty to identify where the Maryland Teacher Technology Standards are taught and assessed in your program.
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Developing a Survey
• Original online survey developed at Salisbury University (Regina Royer)
• University of Maryland Teaching with Technology Database (see handout)
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Step Three
• Plan faculty development on the integration of the Maryland Teacher Technology Standards.University of Maryland, College Park
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Faculty Development
• Building Learning with Technology (BLT):√ Re-thinking teaching and learning√ Building technology-enriched units for courses in which future teachers enroll √ Student-faculty mentoring√ Learning to use software as needed√ Planning how to meet the Maryland Teacher Technology Standards
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Key BLT Components
√ Faculty-student design teams create units√ Template for building units using the 5 E’s:
Engagement, Exploration, Explanation Extension and Evaluation
√ January and July Design Institutes√ Monthly follow-up team meetings√ Implementation and revision of units√ Sharing units with other faculty/students
For more information: http://www.education.umd.edu/blt
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Step Four
• Plan a timeline for integrating the Maryland Teacher Technology Standards and performance assessment tasks into the curricula.
• Frostburg State University
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Timeline
• Intersession 2001
• Spring 2001
• Summer 2001
• Summer 2001
• Fall 2001
Determine where three of the assessments will be tested
Pilot the assessments
Review the results of the pilot and re-examine where skills are taught and assessments are completed
Work with other faculty to place assessments in courses
Conduct the three assessments
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Timeline• Intersession
2002
• Spring 2002
• Summer 2002
• Summer 2002
• Fall 2002
• Fall 2002
Review results of assessments (scores, administration, and evaluation)
Pilot 3 more assessments
Review the results of the pilot and re-examine where skills are taught, assessments completed and by whom
Work with other faculty to place assessments in courses
Conduct six assessments
Design candidate / MTTS database
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Timeline
• Intersession 2003
• Spring 2003
• Spring 2003
• Spring 2003
• Summer 2003
Review results of assessments (scores, administration, and evaluation)
Conduct six assessments
Work with other faculty to place final assessment in courses
Begin to enter candidate / MTTS data in database
Review the results of the assessments and re-examine where skills are taught, assessments completed and by whom
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Timeline
• Fall 2003
• Fall 2003
• Fall 2003
• Intersession 2004
Conduct all assessments
Collect NCATE Composite Scoring Forms for all candidates
Update candidate / MTTS database
Review results of assessments (scores, administration, and evaluation) and make needed adjustments
Spring/Fall
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Placement of Assessments in Elementary/Early Childhood Program
Assessments
1
2
3
4
5
6
7
Placements
Ed Tech Lab I
Ed Tech Labs I & II
Ed Tech Lab I
Ed Tech Lab III
Ed Tech Lab III (Internship I) & Internship II
Special Education
Internship II Leadership Seminar
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Step Five
• Evaluate, reflect
and revise your implementation plan.
• Frostburg State University
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Evaluate, Reflect, Revise
• Skills– Time to teach skills
– Where skills are taught• Technology Courses• Content / methods courses
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Evaluate, Reflect, Revise
• Assessments– Where are they evaluated
• Technology Courses• Content / methods courses• Internships
– Who evaluates the assessments• Course instructors• K-12 technology coordinators / tech reps• Peer groups
– Time needed to evaluate assessments• Method of evaluation• Persons completing evaluations
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Evaluate, Reflect, Revise
• Input from K-12 partners_ Technology Advisory Council_ Tech Reps
• Revise implementation plan– Move placement of skills attainment and
assessments– Change manner in which assessments are
evaluated and by whom– Adjust implementation plan
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Step Six
• Collect evidence for state program approval or joint NCATE accreditation/Maryland approval.
• Frostburg State University
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Collect Evidence
• Statistical data for each performance assessment
• Samples of products showing range in performance
• Database of students/assessments
• Showcase in portfolios
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Step Seven
• Use data/evidence to revise, improve and sustain your program
• Frostburg State University
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Use of Data
• Review performance of students– Adequate time spent on skills attainment– Adequate explanation of assessments– Adequate practice examples integrated
into courses
• Review data collection process and media
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Common Strategies for Success:
• Leadership with vision and
commitment
• Faculty support
• Content integrated with
technology
• Collaborate with K - 12 partners
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For For more information. . .
www.smcm.edu/msde-pt3