Page 40 - Technology Plan ICT Review

How teachers rate the quality of their professional development.

Recommendations for AJSH
•A skill set progression specific to each software application in AJSH must be pro- duced for Divisions 3 and 4. This skill set should assign specific application features for each grade level. For teachers, the assignment of software skills will identify their responsibilities in introducing or reinforcing the use of a particu- lar application as well as prompt them to avail of training for skills appropriate for his/her own grade level. For students, the skill set will ensure that they re- ceive constant training in computer technology while working on tasks that are within their skill levels.
•Measures should be developed to improve teachers’ satisfaction rate on their ac- cess to computer technology. In-service and related support should constantly be available to enable them to exploit available technology equipment. Moreo- ver, they should be encouraged to make full use of the Help Desk to ensure a smooth operation of their computers.
•Aside from the scheduled all-school in-service, technology training should continu- ously be provided on a need-to-have basis. Constant communication with the technology team and teachers should be encouraged to draw out specific staff needs whenever they arise. This will also ensure that professional development sessions remain relevant to the teachers.
•Teachers should be encouraged to contribute their inputs towards the planning of their professional development courses.
•Professional development on district software applications such as Campus Crossing should be offered to support PLC initiatives and to keep teachers in- formed and involved with district developments.
•An active ICT committee will spearhead all technology-related initiatives in the school. Its tasks will include development of the application skill set that will facilitate technology in-services.
•Teachers should continuously exploit Students Achieve as a communication tool between home and school. Apart from keeping parents involved and aware of their children’s progress, this has the benefit of boosting the school’s prestige as a proactive and innovative user of technology.
•This year’s results show a decline of 25% from last year’s satisfaction rate.
•The low satisfaction rate towards professional development can be attributed to teachers’ unwillingness to attend after school sessions. Teachers complained of district initiatives that involved devoting extra time for professional development sessions. It is not farfetched to assume that they view professional development
as redundant and unnecessary for their current needs.
•For technology, all inservices were done on a timely and as-needed basis. For in-
stance, training and support for Students Achieve were provided when teachers are about to make use of a specific feature. Training for other applications were also given on a one-on-one basis, as circumstances require.
•The satisfaction rate for the quality of professional development showed a decline of 15%. Again this rating was influenced by staff’s poor and unwelcoming attitude towards ongoing professional development programs offered to them.
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