Principal Connections Online: Enhancing Student Achievement through 21st Century Skills and Tools | Edvantia (formerly AEL)

Program Description

Due for release in early 2006, this course within the Principal Connections series focuses on the collection and analysis of data at various levels to help administrators make better decisions to improve student achievement. Designed for building-level administrators, this online professional development improves hands-on activities that draw upon the best available research and lessons from successful schools in order to help administrators better understand the importance of effective technology integration in teaching and learning, and how technology can support effective school management. Principal Connections Online: Enhancing student achievement through 21st Century skills and tools is divided into five sections with numerous hands-on activities with the participants' own data that explore processes, forms, and tools that can be immediately applied in their own school. The course incorporates video from real classrooms -- classrooms in schools that are exemplary in their technology use. Along with classroom videos, interviews with principals and teachers are included. The five sections are:

Using existing data. With the passage of federal and state accountability measures, student and school performance has taken center stage in the work of all school administrators. This module explores the sources, use, and benefits of data used to measure school and student performance that are already available in most schools.
Looking at instruction. The connection between classroom instruction and student achievement is well documented. Effective instructional strategies are presented in light of how they can be supported by 21st Century tools.
Looking at learning. In order to enhance student achievement, students need to understand the concepts and information presented during classroom instruction. In the 21st Century classroom, technology is used to help students develop their skills and knowledge to be prepared for competitive careers that face global competition.
Total cost of technology. Technology resources are an increasingly essential K-12 resource. With the need to do more with less and the focus on all purchases impacting student achievement, the role of Total Cost of Ownership (TCO) analysis is explained in this module.
Using the results. This final module helps participants pull the findings from all the sources of data covered in the previous four modules to develop school improvement plans targeted at specific student need and that address teaching and learning in a 21st Century context.

Virginia Standard(s) Addressed

Planning & Assessment (ISLLC standard 3)
Instructional Leadership (ISLLC standard 1)
Safety & Organizational Management for Learning (ISLLC standards 2 & 3)
Professionalism (ISLLC standards 5 & 6)
Principal Connections Online addresses a portion of the National Educational Technology Standards for Administrators (NETS-A) developed by the International Society for Technology in Education (ISTE).

Program Goals and Objectives

By the end of this program participants will demonstrate the ability to:

Identify existing sources of data on the common places of education
Utilize multiple sources of existing data
Describe direct and indirect sources of existing data for decision-making
Examine and interpret existing data charts
Identify ways to disaggregate existing data
Incorporate existing data sources for 21st Century skills
Analyze trends in existing data
Analyze data across existing data sources
Identify existing Tier I, II and III data
Identify 21st Century learning skills and tools
Summarize categories of instructional strategies
Explain 21st Century instructional strategies
Identify research-based instructional strategies
Implement a focused walkthrough
Conduct an analysis of academic work
Discuss the role that understanding has in learning
Identify the relationship between understanding and 21st Century skills
Describe the relationship between learning and reflection
Apply the categories and indicators of student engagement
Identify ways that technology can promote student engagement
Identify the characteristics of a thinking curriculum
Discuss levels and categories of critical thinking
Create a rubric to analyze learning
Calculate the approximate costs based on input from current and projected inventory and practice, professional development needs, building characteristics, and proposed modifications through completion of the K12 TCO Calculator.
Utilize the K12 Calculator to assist in projecting the direct and indirect costs of implementing multi-year school technology plans
Apply the indirect costs associated with technology planning through a case study example
Explain ways to strengthen school technology plans to meet the mandates of No Child Left Behind
Utilize the process and results of the TCO Calculator to address the required federal planning strategies for school technology planning
Incorporate 21st Century Tools into technology planning
Explain the engagement paradigm
Summarize the stages of concern involved in implementing change
Explain the use of data in making improvement plans
Understand the development and use of a school data portfolio
Apply data collection to a case scenario
Record identified areas of need on a planning chart

Program Format

What you'll find in Edvantia's online instruction

Organizational structures that promote learning in an online environment. Online content from Edvantia capitalizes on the growing base of knowledge about what works in distance-based and distributed learning. The content is designed to be relevant to a community of learners who draw from their own experiences and work together online-and sometimes offline-to improve their practice.
Content customized to fit specific individual state needs. While skills and knowledge transcend geographic boundaries, educators must respond to and follow the policies, standards, and practices within their own states. Edvantia works with state departments of education to accurately reflect state requirements and practice.
Clearly defined learning outcomes evaluated through relevant activities.
Individuals are not tracked through the content. Instead, the learning community works through the content at its own pace. Learning outcomes are clearly articulated at the beginning of each section and are aligned with the content and activities. Content required to successfully complete all activities is readily available.
Practical activities that promote professional growth and understanding.
Activities require reflecting on existing practice and usually result in the creation of artifacts and processes that may be applied directly in the participants' schools. These activities often require team members to combine what feels comfortable from their current practice with new skills and knowledge based on the latest research about what works. Some activities include media elements, such as video (streaming, CD, or DVD), to demonstrate practical application of new knowledge and skills.
Media elements that support the content, strengthen understanding, and address diverse learning styles. Because the Internet enables the transfer of a variety of media types, Edvantia can select appropriate media to augment the learning experience. Alternative delivery methods for users with low-bandwidth connections facilitate learning while reducing frustration from technology.
Enrichment material that provides timely information from the greater community of practice and important findings from leading researchers. The dynamic nature of information and the flexible setting of the Internet are a great match. Edvantia's online instruction links users to exemplary practices and noted content experts to supplement learning and connect participants with colleagues outside their geographic area.

Target Audience

The program is designed for building-level administrators, at primary, elementary, middle, and high schools. It would also be appropriate for teacher leaders and staff that supervise or observe teachers or who participate on school improvement teams. School-based instructional technology specialists would also benefit from this program.

Self-Selection and/or Identification Through School Division

No/yes. This is an online course that is designed for cohort groups, based on the principles of developing a professional learning community. It can, however, be used by a cohort of administrators within a school or district. Recommended group size is from 5 to 20. This course can also be offered face-to-face with online follow-up. Building-level administrators, school leadership teams, and school improvement planning teams may take part.

Duration of Program

The program contains 6 modules spread out over 16 weeks, each week consisting of approximately one hour online and one hour offline per week. One week is recommended prior to instruction for an online orientation. Customized hybrid settings can also be accommodated, such as one day face-to-face with 16 weeks follow-up online. Additional face-to-face days can also be scheduled as follow-up.

Outcomes Measured

Participant reaction to training
Participant cognitive gains (i.e., understanding of knowledge and skills presented)
Participant use of concepts and skills
Changes in participant attitudes and perceptions

Program Evaluation

End-of-module evaluation for each of 6 modules
Analysis of participant artifacts from activities

Contact Information

Dr. John D. Ross, Sr. R&D Specialist
Edvantia
P.O. Box 1348
Charleston, WV 25325
Phone: 800-624-9120, ext. 5844
Email: John.Ross@edvantia.org

va-Lead is an exciting new joint venture between e-Lead and the Virginia State Action for Education Leadership Project (SAELP), which is funded by The Wallace Foundation and housed at Virginia Commonwealth University.