The Role of an ITS is:
- the ITS supports the development of exemplary methods of effective teaching and learning with instructional technology.
- to be at in school
sites on a regular basis to support the development of teacher
proficiencies in technology integration. Work tasks include:
- assistance with lesson design.
- co-teaching for modeling of high quality integration.
- providing feedback for teachers seeking growth in integration proficiencies.
- providing feedback
for teachers on the quality of student work assignments that apply the use
of technology to learn content.
- developing training
materials, one-on-one training sessions, and group workshops to meet
teachers needs and to introduce the capacity of differentiated learning
with instructional technology.
- assisting principals in monitoring progress of teacher growth with technology integration.
consultancy services to the school Media and Technology Advisory
Committee and/or the School Improvement Team.
- technology training is implemented to support the attainment of the goals and objectives of the following processes:
- Identified needs from School Improvement Planning
- which is ultimately the responsibility of the school administration
at the school site. The process is to identify areas of needed
instructional improvement and consider which technologies can be
applied, how they are to be acquired, and what type of staff
development is needed. The ITS should be present at those meetings to
help craft a workable approach.
- Identified needs from professional collaboration meetings (Professional Learning Communities PLCs = Collaboration Around Student Achievement CASA)
- Identified and collaboratively considered needs from assessments - formative, benchmark, and summative
- Alignment with district programs, initiatives, and plans
- technology support should always work with, rather than against,
other approaches so that teachers are hearing the same goals, and
getting the same message, supported in a manner that is sustainable.
- When working with curriculum
specialists, academic coaches, or instructional coaches, we reference any of the
above 3 to shape common strategies. Work with teachers should always
be to reinforce the identified areas of common concern among
collaborative leadership groups.