Transformation Plans are created by Year 1 and Year 2 schools, while Sustainability plans are extension of Transformation plans used by Year 3 and Year 4 schools.

Link your Transformation/Sustainability Plan

Guiding questions (Answer at least one of the questions below) 

1. How does data inform the implementation of your plan?

2. How do the teachers, students, and families contribute to your plan?

3. What systems have you put in place to create flexibility to adapt and change the plan?

GOAL 1: Harriet Tubman will have a clear shared vision with goals for the school, its culture, and teaching and learning. There will be opportunities for ongoing support for the leadership team, including professional conferences, webinars, online communities of practice, etc. There will also be modeling of strong leadership by adopting and utilizing powerful and innovative technology strategies.

• Action Step 1: Continue TIM observations and coaching cycles. 

• Action Step 2: Principal and DCIs co-plan with instructional coach to support staff, reinforce staff expectations of collaboration with coach and promote integration of technology into teaching practice. Help with staff accountability on deliverables and implementation.

• Action Step 3: Ensure planned time and budget for VILS coach and DCIs to attend ed tech conferences and training on new practices, techniques, and programs.

GOAL 2: Harriet Tubman will align technology integration, school, and district goals and initiatives to increase powerful learning for students and has the flexibility to adapt and change the Transformation Plan as needed.

• Action Step 1: Meetings with Directors of Curriculum in May, and during the summer to discuss the implementation of VILS in academic instruction during summer PD.  Sharing of plan occurs through the inclusion in communication to families via Student Handbook and to staff via staff handbooks/PDs.  

  • • • Student Handbook for 2022 - 2023

      • Teacher Handbook for 2022 - 2023

      • Beginning-Of-Year Staff VILS PD for 2022 - 2023

• Action Step 2: Purchase curriculum and licenses that allow for use of VILS technology in an effort to transform the learning experience via integration.

  • • • Amplify 

      • Eureka 

      • Kami

      • Discovery Ed

      • Canva

• Action Step 3: PDs designed and led during the year that address academic and tech needs, including co-planning for coach to have access to larger topics to plan virtual field trips, etc.

Goal 3: Harriet Tubman will provide teachers access to instructional coaches that support teachers in technology integration. The instructional coach will provide ongoing PD opportunities at the district, school, and peer-led levels. During these PD opportunities, the coach will use concrete experiences and activities that are explicitly linked to the curriculum teachers use, their classroom context, and their individual needs and interests. 

• Action Step 1: Harriet Tubman Charter School will continue to provide a full-time instructional technology coach position (VILS Coach) with MFP funds. 

• Action Step 2: Summer Professional Development weeks include sessions to reinforce the use of existing apps and tools, and introduce new ones. From year 3 onward, these trainings will include grades beyond VILS participants when applicable.

• Action Step 3: Continued staff support through monthly/bi-monthly professional development sessions on calendared PD days lead by coach and/or DCIs.  

Goal 4: Harriet Tubman will develop an accessible plan for repairs and replacements that is clear and known by all teachers, students, and families. The school will also offer ongoing digital citizenship training. In addition, there will be designated a school IT support contact who manages and maintains device support and inventory and coordinates with district contacts for school needs.

• Action Step 1: Set time at the beginning of the school year to train teachers and students in best practices, device care, acceptable use, tech expectations, and how to receive support before rollout. 

• Action Step 2: Set bi-monthly tech checks to review devices, troubleshoot, retrain, and make sure Chromebooks are in the best shape. Provide a checklist to homerooms to facilitate quarterly maintenance checks.

• Action Step 3: Harriet Tubman Charter School will continue to follow the current repair process for devices VILS Filing a Repair Claim. Dorothy Height Charter School will also fund the replacement of devices and accessories with MFP funds. 

Goal 5: Harriet Tubman will provide multiple opportunities for families to stay informed and involved in their child's use of technology. The school will promote equity in parent and family engagement by delivering the information in multiple formats and languages. In addition, the school will offer opportunities for engagement in areas such as digital citizenship, help desk information for broken devices, community building etc.

• Action Step 1:  Continue to build a reference library for families to learn and troubleshoot at home. 

• Action Step 2:  Create a schedule of tech offerings for the larger school community, potentially with outside partners to include tech tutorials, Q&A, digital citizenship resources, at-home tech resources, and Coffee with the Tech Coach/Principal. 

• Action Step 3: Continue to build out a network-wide website with additional digital citizenship resources, student tech support, and other resources curated alongside the Student Tech Team.

Goal 6: The VILS Coach at Harriet Tubman will connect with the school community to understand and collect information on the needs in technology use, knowledge, or concerns, and will use that data to help identify indicators of diversity in our student population. The coach will plan opportunities for additional resources and program support for students from marginalized communities. 

• Action Step 1: Parent survey, Teacher survey, and Student survey at the BOY, MOY and EOY, asking about technology use, knowledge, or concerns to identify the needs of our students and the larger community.

• Action Step 2:  Intentionally planning for, providing, and teaching students from marginalized communities how to access and leverage tools and programs that address their specific learning needs. Providing resources for families to support scholars at home. 

• Self-Reflection: Use the portfolio guide and self-reflect on your progress (Choose one: Emerging, Aligning, or Optimizing).

• How does your school demonstrate excellence in showcasing the outcomes listed above?

• Next Steps: How will you change your plan to increase powerful learning in the classroom?