Role of the ITS in Schools


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.
    • providing consultancy services to the school Media and Technology Advisory Committee and/or the School Improvement Team.
Implementation
  • 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.
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