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With bi-partisan support, a new bill was introduced this past week that would improve funding for educational technology.  The Achievement Through Technology and Innovation (ATTAIN) Act would target monies toward schools in need of improvement as well as increase funds of block grants.  In addition, this bill would require that school districts increase the amount of money they spend on professional development toward technology.  This bill would actually overhaul the existing Enhancing Educational Through Technology (EETT) program that currently funds technology in education. 

Link to eSchool News online - New bill would revamp ed-tech funding

I know that several of you are finishing up your school year in the next week or two.  From a professional standpoint, I’ve always looked at summer as a great time for renewal and focus.  Oh, there are the usual classes, seminars, and conferences to attend, but my opinion is that there are many ways the professional educator can reconnect with their profession even away from these organized events. 

For me, the first reconnection that needs to be made is the one with my “kid” side.  A trip of some kind is usually in order, and this summer is no exception.  Unfortunately, with three-and-a-half dollar gas (or more) looming on the horizon, my time very far away from home will be limited to one trip out of state.  There are, however, plenty of things to do locally that don’t require a full tank of gas to get to.  A new digital camera will provide some great memories and a record of my family’s trip away together. 

The second reconnection is with my educator’s/professional side.  Stephanie Sandifer offers up a really good professional learning plan in her LeaderTalk blog post, “A Personal Learning Plan for Summer 2007“.  She emphasizes the SMART goal for professional improvement:

• Strategic/Simple
• Measureable
• Attainable
• Realistic
• Time-specific

I’m beginning to think about what that looks like for me.  Certainly, I plan on gaining some insight at the counselor’s sessions of the InterMountain Educators’ Forum.  And, I have two classes left in my school administration program before I begin my internship next fall.  I plan on my own professional development occuring even after these organized sessions are finished, though.  I’ll keep you posted as that begins to take shape. 

Have a great summer, it’s just around the corner.

If you’re looking for an electronic tool for gathering teacher observation data, you might want to check this resource out.  eCove is a Windows-based application that allows the school administrator to quickly count such teaching factors as:

• Speaking out of turn
• Selective verbatim
• Teacher talk
• Teacher travel
• On-task time
• Attention to gender

And many others.  This tool can also be used to gather data for individual students for behavior observation purposes. 

I’m taking my Instructional Leadership class right now that addresses teacher supervision and evaluation.  I will be doing a supervision cycle with one of our teachers next week, and I will download the 30-day trial version for the purpose.  I will report back with my results and level of satisfaction for how this works.  It retails for $189, and it looks like there is a PDA version as well. 

Link to eCOVE: The Observation Toolkit.

What are you doing June 11-13 of this year?  If you’re in Umatilla or Morrow counties, be sure and check out the InterMountain Educators’ Forum.  Held at Hermiston High School, this will be a consortium of educators and specialists from our area.   It is run by and for educators, and is designed to address specific professional development needs of the various content areas.  I am putting together the counseling cohort, and I will post those specifics in the next few days.  For now, here is the promotional video from our ESD:

As I continue my journey in school leadership toward an administrative position, it’s good to be able to list those measurable qualities that influence student performance.  Neil Rochelle at LeaderTalk discusses these factors and shows how they are directly related to student achievement.  The 21 factors are:

1. Culture: The extent to which the principal fosters shared beliefs and a sense of community and cooperation.
2. Order: The extent to which the principal establishes a set of standard operating procedures and routines.
3. Discipline: The extent to which the principal protects teachers from issues and influences that would detract from their teaching time and focus.
4. Resources: The extent to which principals provide teachers with the necessary materials and professional development necessary for the successful execution of their jobs.
5. Curriculum, instruction, assessment:The extent to which the principal is directly involved in the design and implementation of curriculum, instruction and assessment practices.
6. Focus: The extent to which the principal establishes clear and goals and keeps those goals in the forefront of the school’s attention.
7. Knowledge of curriculum, instruction and assessment: The extent to which the principal is knowledgeable about current instruction and assessment practices.
8. Visibility: The extent to which the principal has quality contact and interaction with teachers and    students
9. Contingent Rewards: The extent to which the principal recognizes and rewards individual accomplishments.
10. Communication. The extent to which the principal establishes strong lines of communication with teachers and students
11. Outreach: The extent to which the principal is an advocate and spokesperson for the school to all      stakeholders.
12. Input: The extent to which the principal involves teachers in the design and implementation of important decisions and policies.
13. Affirmation:: The extent to which the principal celebrates school accomplishments and acknowledges failures.
14. Relationships: The extent to which the principal demonstrates an awareness of the personal aspects of teachers and staff.
15. Change Agent: The extent to which the principal is willing to and actively challenges the status quo.
16. Optimizer: The extent to which the principal inspires and leads new and challenging innovations
17. Ideals/beliefs: The extent to which the principal communication and operates from strong ideals and beliefs about schooling.
18. Monitors/evaluates: The extent to which the principal monitors the effectiveness of school practices and their impact on student learning.
19. Flexibility: The extent to which the principal adopts his or her leadership behavior to the needs of the current situation and is comfortable with dissent.
20. Situational awareness:: The extent to which the principal is aware of the details and undercurrents in the school and uses this information to address current and potential problems.
21. Intellectual stimulation: The extent to which the principal ensures that the faculty and staff are aware of the most current theories and practices and makes the discussion of these a regular aspect of the school’s culture.

Link to LeaderTalk: 21 Factors Leaders Demonstrate That Improve Student Achievement

Check out this powerful anti-bullying video on YouTube. Hat tip to Stephen Rahn for bringing it to my attention.

Link to YouTube - Hero in the Hallway!

Here’s another Dan Meyer math lesson that I can well imagine hits home with his students.  In this case, he shows a graphing lesson that actually mirrors the event that it attempts to portray.  I’m not a math teacher–I don’t even work with that age kids–but I’m always impressed with his innovative ways of taking an abstract principle and creating a concrete example out of it.  Way to go, Dan!

Link to dy/dan » Blog Archive » Graphing Stories