Technology+Directors+and+Staff—Table+8

**In your group – introduce and choose roles (discussion leader, wiki recorder, time keeper, etc.)**

//Based on the documents, Partnership for 21st Century Learning, NETS*S, etc., the presentations, and the wonderful lessons you saw this morning which are tied to PA Standards and Assessment Anchors, it is now your time to work with your tablemates to share, learn, and create action steps for when you return to your district. //   1. Go around the table, and as you introduce yourself, share where you are in implementing CFF in your district and share highlights of successes, such as how the program is making a difference in your classrooms.

2. Discuss challenges you have encountered while implementing CFF as it relates to the curriculum such as helping teachers use data to identify areas that new strategies such as those provided by CFF may be appropriate, providing support for teachers to try new things, helping teachers provide authentic and rigorous assignments for students.


 * Filtering
 * Licensing
 * Bandwidth challenges in some areas
 * Virus protection
 * Software licensing and compatibility - make sure you have proper licensing for your software needs
 * Teachers must plan ahead
 * Make sure your AUP is up to date and addresses CFF initiatives. Keep it up to date. Teachers should have ownership in the AUP. Taking care of their equipment is very important. Make sure students are paying the consequences when they cause an issue while working with technology.
 * Copyright - when in doubt, don't
 * People need to understand the implication of what they do

3. As a group, identify five key actions or steps that you can do to support teachers and provide an environment for increased student achievement and development of 21st Century Skills for students in your school? **//Recorder please add group responses://**
 * 1) Listen in order to understand
 * 2) Have periodical meetings with tech staff and other key personnel
 * 3) Have teacher trainers or coaches within each building so that others can rely on them as "go to" people when there is a problem - make sure those concerned have the training they need
 * 4) Record (in some way) step-by-step directions on "how to do" for everyone
 * 5) Educate people about accountability

4. What support(s) from any other role would you need to a) resolve your challenges related to Prompt #2, and b) move your actions forward? **//Recorder please add group responses:

District Administrators, building principals and teachers need total collaboration when discussing many of the technology issues discussed. Everyone should understand hierarchy of how things should be done and who is responsible to get things done in order to reach success with technology initiatives. Teachers need to be able to properly relate problems to the technology staff to help all parties understand what is happening.//** In terms of helping teachers use data - you need to know what teachers are going to ask. Collaborate and find a way to get this information.

LAST SESSION: Everyone is concerned about finding the time to do everything necessary to implement new initiatives. Should plan for how to better utilize the time we have. Some building administrators feel we should go to year-round school. Biggest job being the mediator between administration and getting all parties to understand the issues. Should reorganize the school day so that things can be more efficiently done. Plan out how it all can work. Some schools have funding issues and need to implement things while trying figure be creative with the funding they have.

COMMON GOAL: To seemlessly integrate technology to engage students. Not to see equipment as a separate entity butto further engage students in the learning process. We all play a part in doing that. To make sure we have collaboration between the core areas. There are many kinds of collaboration so it takes on a whole new meaning. In the classroom, among teachers, other classes, other schools, etc. Good idea to video lessons in order to assist classes in a starting point of how to get goals accomplished.

Coach feels a difficulty getting together with teachers who feel that their planning periods are their own time. Lunch is the only other time. It's different for each district regarding how to define planning time - is it personal time? Unions play a part in this definition.