The Texas S Ta R Chart

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The Texas S Ta R Chart

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Texas Campus STaR Chart

The Texas STaR Chart, comprised of the Teacher STaR Chart and the Campus STaR Chart, is a measurement tool that was developed to assess progress toward the Texas Long-Range Plan for Technology, 2006-2020, which addresses skills both students and teachers must achieve in order to be prepared to work in the 21st Century. The Teacher STaR Chart is a self-assessment survey whereby teachers rate their proficiency and school achievement in four identified domains. The Campus STaR Chart is a summary of each campus' progress toward the Long-Range Plan.

Educator Preparation is the weakest domain statewide for the 2007-08 school year. The Chart identifies four levels of progress - Early Tech, Developing Tech, Advanced Tech, and Target Tech. In the report, only 0.6% of campuses responded they were at Target Tech. Additionally, 5.4% of campuses reported being at the Early Tech,74.2% at Developing Tech, and 19.9% at Advanced Tech. These results showed a slight decrease from data reported in the 2006-07 school year in Target Tech and Early Tech, and a slight increase in the other two areas. One interesting point was while the total number of campuses increased over the two years, the number of responses actually decreased.

Educator Preparation is also an area of weakness when looking at my campus results. The rating remained as Developing Tech for the 08-09, 07-08, and 06-07 school years. However, the total points for this area dropped to 11 for the 08-09 school year.

It would seem that since this is a critical area for teaching toward the 21st Century, more emphasis must be placed on this area in teacher preparation programs for new teachers, as well as in embedded professional development opportunities for established teachers. Technology is not going away, in fact it only continues to evolve and improve. Educators must be ready to engage students in learning that not only incorporates technology, but embraces it every day, everywhere, and in every scope imaginable.

Pre-K Technology Applications TEKS/Spiral Curriculum

Students in prekindergarten classrooms are expected to use software and other technology resources to enhance their learning experiences. They are expected to use a variety of input devices such as mouse, keyboard, touch screen, and disk drive. They use technology to write and express ideas. They also are expected to understand that information is accessible through technology resources.

These TEKS tie directly to TEKS expected later in other grades. For example, using input devices is a requirement in the K-2 Technology TEKS Foundations strand. Using technology to write and express ideas will later be seen in the K-2 Communications strand as formatting information for effective communication. Finally, understanding that information is accessible through technology will be evident in the Information Acquisitions strand when students are expected to research information using a variety of sources.

In a spiral curriculum, students are exposed to many facets of subjects areas at an early age. These ideas are then built upon and refined each year as a child goes through school. Later learning thus builds upon previous learning. This gives students many exposures and opportunities to master their learning.

The Texas Technology Application TEKS are devised in a spiral manner. Each strand is grown and developed year by year. For example, under the Communication strand, in grades K-2 students are expected to evaluate their product for relevance to the assignment. This same expectation is again seen in grades 3-5 and grades 6-8. At the high school level, Technology Applications TEKS are specific to courses. However, they still are part of the spiral curriculum. Relevant to the previously mentioned expectation, students in Computer Science I/II, Desktop Publishing, Digital Graphics/Animation, Multimedia, Video Technology, Web Mastering, and Independent Study in Technology Applications are expected to seek and respond to advice from peers and professionals when evaluating a product.

Analysis of the Texas Long-Range Plan for Technology

I reviewed and summarized nine components of the Texas Long-Range Plan for Technology, 2006-2020. The components included:

1. Vision 2020 - addressed the areas of implementation included in the plan and the timeframe expected for completion.
2. Defining the Need for Change - reviewed the rationale for implementation of the plan.
3. Introducing the 21st Century Learner - described the background of students today and identified skills they will need to master to be successful in the professional world.
4. Teacher Voices - reported results of teacher surveys relating to technology use and proficiency.
5. Teaching and Learning - described student expectations in the use of technology as well as technological resources and instruction that will be needed to meet those expectations.
6. Educator Preparation and Development - described teacher expectations in the use of technology and identified professional development required to meet those expectations.
7. Leadership, Administration, and Instructional Support - identified the role of the instructional leader in assisting teachers and students with increased proficiency and implementation of current technology.
8. Infrastructure for Technology - identified the needed technological resources for appropriate implementation of the Long-Range Plan.
9. Study of Needs - described the methods used for gathering of information and identification of recommendations for the Long-Range Plan.

The components of the Texas Long-Range Plan for Technology provide the framework and timelines necessary to prepare students with the technology and real-world skills they will need in order to compete in the ever changing world we live in. This plan serves as a guide to instructional agencies and individual instructional leaders in providing instruction and resources for students to achieve those skills. The campus leader serves as a model for technology use and allocated needed resources to teachers and students. In this role, the leader is a critical component of implementation of the Long-Range Plan.

Technology Assessments

I recently completed two technology self-assessments to assist me in determining my current level of proficiency in using technology. The Technology Applications Inventory, published by the Texas Education Agency, focused on four goal areas: Foundations, Information Acquisition, Solving Problems, and Communication. The SETDA Teacher Survey addressed areas such as using technology to improve student achievement, availability and use of technology both at home and school, and increasing student and teacher technology literacy.

My results on the Technology Applications Inventory showed strength in only the Foundations area, with yes responses to 12 out of 18 questions. I responded equally yes and no to questions in the Solving Problems category. Finally, I responded with more no answers in the Information Acquisition and Communication categories. These responses appear accurate in my comfort level of using current technology in education. I possess a basic understanding of different productivity tools, can distinguish between file formats, and can use most basic application programs. I have little experience creating various types of file formats, multimedia projects, or graphics files. I also am a novice at using technology to enhance classroom instruction.

My results on the SETDA Teacher Survey indicated strengths in using the internet to access information. My weaknesses included using data and technology to impact student achievement and engagement, incorporating technology when designing lessons, and facilitating students' ability to create products using technology. The survey also identified implementing strategies to improve student technology literacy as a campus-wide area of weakness.

Using these assessments as a guide, I see personal growth is needed to more fully incorporate technology in the classroom. Professional development in using technology as an instructional tool would benefit me as I assist students in preparing for a future in today's rapidly changin world.