Administrative+Planning

Administrative Planning The Administrative Technology Trainer has the primary responsibility for providing support, training, and assistance to __administrative staff in schools and administrators and teacher specialists at the Central Office__. The primary goal is to provide professional development support for technology programs that support FCPS system goals and objectives.

// FCPS will establish an environment that capitalizes on all children's natural curiosity, nurtures their desire to learn and respects their individual learning styles. //
 * 1) Every student will learn in an intellectually challenging environment, prepared as a life-long learner to excel in college, further study and the workplace.
 * 2) Every student will learn in a safe, caring and engaging environment, and be prepared to participate as a productive citizen and contributing member of our global society.
 * 3) ** All employees will be highly qualified for their jobs, motivated and effective at work, and valued and respected by their students and community. **
 * 4) Every family will have access to the programs and services needed for their children to enter school ready to learn.
 * 5) All sectors of the community will be engaged in the education of our children.
 * 6) Every division and school will have sufficient resources and will manage those resources in a publicly accountable and cost-effective manner.

By 2012, all newly hired, transferred or promoted FCPS certificated staff will __meet applicable certification standards for their respective positions.__ By 2011, a systemic leadership development program will __provide all existing and aspiring leaders with high quality induction, professional development and mentoring programs__ By 2011, FCPS divisions, departments and schools will identify, promote, and __use state-of-the-art technologies and research-based strategies to improve communication, efficiency and effectiveness__ ** Major Combined Actions Required for School Improvement, Instruction and Administration Divisions and Curriculum, Instruction and Evaluation Division ** C. Provide leadership development opportunities i. Expand and sustain Professional Learning Communities (PLC) aligned with the school improvement plan, focused on results and characterized by collective responsibility for instructional planning and student learning ii. Provide leadership development opportunities for new and current leaders (administrators, supervisors, managers, etc.) that support a growth plan complementing individual Professional Development Plans. iii. Formalize induction, training and mentoring programs for all aspiring, beginning and current leaders D. Provide systemic professional development that supports instructional staff in monitoring the alignment of curriculum, instruction and assessment i. Train all staff to use the MD Professional Development Standards to ensure state content standards, state/local curriculum and research-based instructional strategies are integrated into daily classroom practices ii. Ensure teacher training opportunities and job assignments that are rigorous, purposeful and engaging iii. Collaborate among FCPS staff, Professional Development Schools (PDS) partners and community businesses to review and revise programs and partnerships designed to increase student achievement iv. Increase strategies that promote on-site planning, delivery and evaluation of professional development v. Expand on-line and credit earning PD programs
 * System Objectives **
 * LEADERSHIP **
 * Professional Development (PD) **

G. By 2013, schools will effectively utilize technology and multiple sources of data to improve student achievement and eliminate achievement gaps that are a function of race, ethnicity or poverty level i. Provide consistent data collection and record keeping systems that allow for subgroup disaggregated data analysis, while increasing teacher knowledge and decreasing teacher workload ii. Analyze data for root causes so that teams can develop Strategic Measurable Attainable Results Oriented Time-bound (SMART)goals that drive instructional decision making iii. Fully implement and effectively utilize electronic gradebook features iv. Increase effective communications in classrooms and among staff and students by implementing new technologies with remote capabilities designed to facilitate 2-way communication v. Integrate technology into curricular programs to help students meet Maryland’s technology literacy standards
 * TECHNOLOGY **

D. Effectively utilize communication technology for the internal delivery of professional development, orientation, leadership and similar employee information. Appropriately coordinate with FCPS Tech Services and other divisions. 1. Implement closed-circuit universal broadcast capabilities. 2. Implement web video on demand. 3. Provide staff training in the non-technical aspects of successful communication using new technologies such as webinars and teleconferencing. F. Collaborate with Human Resources on the development of strategies and multi-media tools that enhance recruitment and orientation experiences and define pathways for career growth and advancement. 2.0 Align All Aspects of a School Culture to Student and Adult Learning 2.1 There is mutual l respect teamwork, and trust in dealings with students ,staff, and parents 2.2 There are high expectations for all students and teachers in a culture of continuous learning 2.3 There is an effective school leadership team 2.4 There are effective professional learning communities aligned with the school improvement plan, focused on results, and characterized by collective responsibility for instructional planning and student learning 2.5 There are opportunities for leadership and collaborative decision making distributed among stakeholders, especially teachers 6.0 Use Technology and Multiple Sources of Data to Improve Classroom Instruction 6.1 There is effective use of appropriate instructional technology by students, staff, and administration 6.2 There Is regular use of MSDE websites 6.3 There is review of disaggregated data by subgroups 6.4 There is ongoing root cause analysis of student performance that drives instructional Decision making 6.5 There is regular collaboration among teachers on analyzing student work 7.0 Provide Staff with Focused, Sustained, Research‐based Professional Development 7.1 There is results‐driven professional development that is aligned with identified curricular, instructional, and assessment needs and is connected to school improvement goals 7.2 There are opportunities for teachers to engage in collaborative planning and critical reflection that is embedded within the regular school day. 7.3 There is differentiated professional development according to career stages, needs of staff, and student performance 7.4 There is personal involvement in professional development activities 7.5 There is professional development aligned with the Maryland Teacher Professional Development Standards ** TITLE II, PART A PREPARING, TRAINING AND RECRUITING HIGH-QUALITY TEACHERS AND PRINCIPALS ** 2.2 Provide professional development activities that improve the knowledge of teachers and principals, and, in appropriate cases, paraprofessionals, regarding effective instructional practices that – • Involve collaborative groups of teachers and administrators; • Address the needs of students with different learning styles, particularly students with disabilities, students with special needs (including students who are gifted and talented), and students with limited English proficiency; • Provide training in improving student behavior in the classroom and identifying early and appropriate interventions to help students with special needs; • Provide training to enable teachers and principals to involve parents in their children’s education, especially parents of limited English proficient and immigrant children; and • Provide training on how to use data and assessments to improve classroom practice and student learning [section 2123(a)(3)(B)]. 2.3 Carrying out professional development programs that are designed to improve the quality of principals and superintendents, including the development and support of academies to help them become outstanding managers and educational leaders [section 2123(a)(6)]. 3.1 Developing and implementing initiatives to promote retention of highly qualified teachers and principals, particularly in schools with a high percentage of low achieving students, including programs that provide teacher mentoring, induction, and support for new teachers and principals during their first three years; and financial incentives for teachers and principals with a record of helping students to achieve academic success [section 2123(a)(4)]. 3.2 Carrying out programs and activities that are designed to improve the quality of the teaching force, such as innovative professional development programs that focus on technology literacy, tenure reform, testing teachers in the academic subject in which teachers teach, and merit pay programs. [section 2123(a)(5)]. 3.3 Carrying out teacher advancement initiatives that promote professional growth and emphasize multiple career paths (such as paths to becoming a mentor teacher, career teacher, or exemplary teacher) and pay differentiation [section 2123(a)(8)]. 1. Identify your students’ academic needs and provide appropriate data for support. Prioritize needs, with most significant as #1. 2. Identify your teachers’ professional development needs as related to improving your students’ academic achievement. 1. Describe the program, services or other activities that you will implement to address your school’s identified needs. • In describing your professional development program, include information on how it will be used in the classroom. • If you elect to use funds to send a teacher to a one day workshop or training, explain how that training will be sustained over time. • If you elect to use funds to purchase professional development materials, describe how those materials will be used in a manner that is sustained over time. • Include the cost of these programs, services, or activities. 1. Describe the formalized plan for determining the extent to which your school’s identified needs were met.
 * Major Actions Required for the Division of Communication Services **
 * Strategies and Activities to Improve the Quality of the Teaching Force **
 * Strategies and Activities to Retain and Provide Support to Highly Qualified Teachers and Principals **
 * Needs Assessment **
 * Programs and Services **
 * Evaluation Plan **