The Role of Professional The Role of Professional Learning Communities and Learning Communities and

Leadership with the Leadership with the implementation of a implementation of a

Technology-Integrated Technology-Integrated CurriculumCurriculum

Presented by: Glenn Maleyko, Principal, DuVall Elementary Presented by: Glenn Maleyko, Principal, DuVall Elementary Ph. D Candidate, Ph. D Candidate,

Wyatt David, DuVall Teacher and DTAC LeaderWyatt David, DuVall Teacher and DTAC Leader

Bob Attee, Teacher and Tech Chair Salina IntermediateBob Attee, Teacher and Tech Chair Salina Intermediate

DuVall Elementary, Dearborn, MichiganDuVall Elementary, Dearborn, Michigan

Dearborn Public SchoolsDearborn Public Schools

DuVall ElementarySalina Intermediate

1st Grade Students in Ms. Sims 1st Grade Students in Ms. Sims classclass

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DuVall ElementaryDuVall Elementary

Located in Dearborn, MI – A suburb of Located in Dearborn, MI – A suburb of DetroitDetroit

276 students in grades K-5276 students in grades K-5 We are located near Greenfield Village We are located near Greenfield Village

and the Henry Ford Museumand the Henry Ford Museum

9% students with disabilities9% students with disabilities 12% ELL students12% ELL students 24% Free and reduced lunch24% Free and reduced lunch AYP has been met for several AYP has been met for several

consecutive years.consecutive years.

Salina Intermediate, Dearborn, Salina Intermediate, Dearborn, MichiganMichigan

Salina Intermediate Salina Intermediate - By The Numbers- By The Numbers

Located in Dearborn, MI – A suburb of Located in Dearborn, MI – A suburb of DetroitDetroit

520 students in grades 4 – 8520 students in grades 4 – 8 100% ethnically diverse (Arabic 100% ethnically diverse (Arabic

primary ethnicity) These students primary ethnicity) These students qualify as Caucasian under federal qualify as Caucasian under federal guidelinesguidelines

23% annual mobility rate23% annual mobility rate 9% students with disabilities9% students with disabilities 60% English Language Learners60% English Language Learners 97.5% Free and reduced lunch97.5% Free and reduced lunch AYP has been met for several AYP has been met for several

consecutive years.consecutive years.

Salina Intermediate and DuVall Salina Intermediate and DuVall Elementary. Model School Major Elementary. Model School Major

AchievementsAchievements Award winner of Several Technology Award winner of Several Technology

Grants over the past 11 yearsGrants over the past 11 years Ameritech Technology Academy Ameritech Technology Academy

Recognition as one of the top 8 schools Recognition as one of the top 8 schools in Michigan that are integrating in Michigan that are integrating technology into the curriculumtechnology into the curriculum

Achievements ContinuedAchievements Continued

-We have Provided Training in -We have Provided Training in Technology Integration to teachers Technology Integration to teachers throughout the state through the DuVall throughout the state through the DuVall Tech Camp. Tech Camp.

Provide Frequent Presentations Provide Frequent Presentations at State and National at State and National

ConferencesConferences ICLE Model Schools Conference and ICLE ICLE Model Schools Conference and ICLE

SummitSummit ASCD National Conference 2009ASCD National Conference 2009 MACUL State Conference 2001-presentMACUL State Conference 2001-present ACTFL National Conference 2008ACTFL National Conference 2008 MABE State Conference 2008MABE State Conference 2008 Arkansas Literacy Conference 2007Arkansas Literacy Conference 2007 Michigan ASCD Middle School Summit 2007Michigan ASCD Middle School Summit 2007

ATA Academy 2007 and 2008 ATA Academy 2007 and 2008 NMSA National Conference 2005NMSA National Conference 2005 Michigan ASCD Conference 2003Michigan ASCD Conference 2003

Research & DataResearch & Data

There is an enormous amount of data There is an enormous amount of data supporting technology integration in the supporting technology integration in the classroom.classroom.

International Society of Technology International Society of Technology Education (ISTE) StandardsEducation (ISTE) Standards

National Education Association NEANational Education Association NEA Michigan Association for Computer Users in Michigan Association for Computer Users in

Learning (MACUL)Learning (MACUL)

DuVall TechnologyDuVall Technology

Data projectors, Document cameras and Data projectors, Document cameras and promethean board in most of the classrooms. promethean board in most of the classrooms.

Wireless connectivityWireless connectivity mobile wireless labs including a new dell mini labmobile wireless labs including a new dell mini lab

DuVall Student Broadcasting Network DSBNDuVall Student Broadcasting Network DSBN Multimedia software applicationsMultimedia software applications Streaming Video softwareStreaming Video software On-line learning, communication and blogsOn-line learning, communication and blogs Big Blue Button Conference softwareBig Blue Button Conference software

DuVall Elementary ELA & Math DuVall Elementary ELA & Math Objective Proficiency IndexObjective Proficiency Index

0

50

100

2008-092009-10

2008-09 96 96

2009-10 96 98

ELA Math

DuVall Elementary ELA & Math DuVall Elementary ELA & Math Objective Proficiency Index for Objective Proficiency Index for Economically Disadvantaged Economically Disadvantaged

Students. Students.

0

50

100

2008-092009-10

2008-09 N/A N/A

2009-10 100 94

ELA Math

All of us can consciously All of us can consciously decide to leave behind a life of decide to leave behind a life of mediocrity and to live a life of mediocrity and to live a life of greatness---at home, at work greatness---at home, at work

and in the community. No and in the community. No matter what our matter what our

circumstances may be, such a circumstances may be, such a decision can be made by decision can be made by

everyone of us. everyone of us. Stephen CoveyStephen Covey

Pg. 29

The history of a free man is never The history of a free man is never written by chance but by choice– written by chance but by choice–

their choice. their choice.

Dwight D. EisenhowerDwight D. Eisenhower

What is our frame of mind?What is our frame of mind?

Is the Glass half full or half empty?Is the Glass half full or half empty?At DuVall we always view the glass half At DuVall we always view the glass half

full. An optimistic viewpoint. full. An optimistic viewpoint.

Technology Standards for Technology Standards for School AdministratorsSchool Administrators

International Society for International Society for Technology Education (ISTE) Technology Education (ISTE)

PublicationsPublications

http://www.iste.orghttp://www.iste.org

ISTE standards for ISTE standards for AdministratorsAdministrators

1. 1. Leadership and VisionLeadership and Vision 2. 2. Learning and TeachingLearning and Teaching 3. 3. Productivity and Professional PracticeProductivity and Professional Practice 4. Support, Management, and Operations4. Support, Management, and Operations 5. Assessment and Evaluation5. Assessment and Evaluation 6. Social, Legal, and Ethical Issues6. Social, Legal, and Ethical Issues

Within the Standards there are Within the Standards there are performance Indicators Forperformance Indicators For

Campus leaders or PrincipalsCampus leaders or Principals District LeadersDistrict Leaders The Superintendent and Cabinet.The Superintendent and Cabinet.

Standard I. Leadership and Standard I. Leadership and VisionVision

Educational Leaders inspire a shared Educational Leaders inspire a shared vision for comprehensive integration of vision for comprehensive integration of technology and frost an environment technology and frost an environment

and culture conducive to the realization and culture conducive to the realization of that vision. of that vision.

Education leaders foster and Education leaders foster and nurture a culture of nurture a culture of

responsible risk-taking and responsible risk-taking and advocate policies promoting advocate policies promoting continuous innovation with continuous innovation with

technology.technology.

Performance Indicator I.CPerformance Indicator I.C

Effective visions help individuals understand Effective visions help individuals understand that they are part of a larger world and also that they are part of a larger world and also reassure them of their individual importance reassure them of their individual importance to the organization. to the organization.

Reeves, Douglas (2006). The learning Leader. Reeves, Douglas (2006). The learning Leader.

Visionary leaders

““People want to be part of People want to be part of something larger than something larger than

themselves. They want to be themselves. They want to be part of something they’re part of something they’re

really proud of, that really proud of, that they’ll fight for, sacrifice they’ll fight for, sacrifice

for , trust.”for , trust.” — — Howard SchultzHoward Schultz

DuVall VisionDuVall Vision

We see a DuVall Community that supports and builds on the strengths of each student, uses instructional best practices, inspires students to think critically and creatively in school and community.

We see an educational partnership in which DuVall staff, families, and members of the community faithfully share the responsibility of educating each student in an atmosphere of trust and mutual respect.

We see a continually changing teaching and learning environment that uses technology and research based best practices as the focal point for developing and implementing sound educational programs and instructional practices.

Vision Cont’dVision Cont’d

We see a school community that encourages and insists its students achieve beyond GLCE’S.

We see a school community that respects, appreciates, and celebrates our similarities and differences.

We see a school community that embraces the Core Values.

DuVall MissionDuVall Mission

The Mission of the DuVall Community is to educate all students to high academic standards within a safe, nurturing and engaging environment assuring they become productive citizens and life long learners.

Standard III: Productivity and Standard III: Productivity and Professional PracticeProfessional Practice

Educational leaders apply technology to Educational leaders apply technology to enhance their professional practice and to enhance their professional practice and to increase their own productivity and that of increase their own productivity and that of

others. others.

Standard IV: Support, Standard IV: Support, Management and Management and

OperationsOperations

Educational leaders ensure the Educational leaders ensure the integration of technology to integration of technology to

support productive systems for support productive systems for learning and administrationlearning and administration

Activity 1Activity 1

Poll everywhere surveyPoll everywhere surveyhttp://www.polleverywhere.comhttp://www.polleverywhere.com

Cultural Shifts Cultural Shifts Becoming a Professional Becoming a Professional

Learning CommunityLearning Community ““To put it as succinctly as possible, if To put it as succinctly as possible, if

you want to change and improve the you want to change and improve the climate and outcomes of schooling both climate and outcomes of schooling both for students and teachers, there are for students and teachers, there are features of the school culture that have features of the school culture that have to be changed, and if they are not to be changed, and if they are not changed your well-intentioned efforts changed your well-intentioned efforts will be defeated”will be defeated”

Seymour Sarason: Taken From Robert Eaker PLC presentation.

Change VideoChange Video

Marzano, Waters and McNulty Marzano, Waters and McNulty (2005) 1st order change vs. 2(2005) 1st order change vs. 2ndnd order order

changechange

11stst order change all of the 21 responsibilities order change all of the 21 responsibilities applyapply

11stst order change is incremental. It can be order change is incremental. It can be thought of as the next most obvious step to thought of as the next most obvious step to take. take.

22ndnd order change order change

22ndnd order change is anything but order change is anything but incremental. It involves dramatic departures incremental. It involves dramatic departures from the expected, both in defining a given from the expected, both in defining a given problem and in finding a solution.problem and in finding a solution.

Marzano, McNaulty and Waters (2005). Marzano, McNaulty and Waters (2005).

22ndnd order change order change Leadership for second order change Leadership for second order change

includes the following:includes the following: Knowledge of Curriculum, Instr. & Knowledge of Curriculum, Instr. &

Assessment.Assessment. OptimizerOptimizer Intellectual StimulationIntellectual Stimulation Change AgentChange Agent Monitoring/EvaluatingMonitoring/Evaluating FlexibilityFlexibility Ideals/BeliefsIdeals/Beliefs

Marzano, McNaulty and Waters (2005). Marzano, McNaulty and Waters (2005).

Negatively impacted Negatively impacted responsibilities:responsibilities:

CultureCulture CommunicationCommunication OrderOrder InputInput

Fullan (2008) The Six Secrets of Fullan (2008) The Six Secrets of ChangeChange

Secret One Love your employeesSecret One Love your employees Secret Two Connect peers with purposeSecret Two Connect peers with purpose Secret Three Capacity Building PrevailsSecret Three Capacity Building Prevails Secret Four Learning is the workSecret Four Learning is the work Secret Five TransparencySecret Five Transparency Secret Six Systems LearnSecret Six Systems Learn

DuVall School Professional Learning DuVall School Professional Learning and Expertiseand Expertise

We have established our own We have established our own experts in the school in several experts in the school in several areas including:areas including:

–Technology, literacy, Technology, literacy, differentiated instruction, writing, differentiated instruction, writing, leadership, etc. leadership, etc.

The Power of Professional The Power of Professional Learning CommunitiesLearning Communities

The most promising strategy for sustained, The most promising strategy for sustained, substantive school improvement is building the substantive school improvement is building the capacity of school personnel to function as a capacity of school personnel to function as a professional learning community. The path to professional learning community. The path to change in the classroom lies within and change in the classroom lies within and through professional learning communities. through professional learning communities.

Dufour & Eaker

In order to be successfulIn order to be successful, , professional learning communities professional learning communities must be embedded in the culture of must be embedded in the culture of

our school. Teamwork and our school. Teamwork and collaboration at DuVall is not an collaboration at DuVall is not an

option, it is who we are and what we option, it is who we are and what we do as a part of our daily routine. do as a part of our daily routine.

Glenn Maleyko Glenn Maleyko

Team CollaborationTeam Collaboration

Effective collaborative teams share Effective collaborative teams share knowledge, define learning standards, knowledge, define learning standards, agree on pacing, build knowledge of best agree on pacing, build knowledge of best practice, and focus on issues that MOST practice, and focus on issues that MOST impact student achievement. impact student achievement.

The Foundation for a The Foundation for a Professional Learning Professional Learning

Community Community at DuVall Elementaryat DuVall Elementary

DuVall Leadership TeamsDuVall Leadership Teams

Grade level teamsGrade level teamsPCL teams K-2 and 3-5PCL teams K-2 and 3-5SIP teamSIP teamIntervention teamIntervention teamPTA and parent groupsPTA and parent groupsDTACDTACOtherOther

DuVall Technology Advisory DuVall Technology Advisory Committee (DTAC) MembersCommittee (DTAC) Members

Jacki Alabakoff, Bob Attee, Sabine Aytes, Jacki Alabakoff, Bob Attee, Sabine Aytes, Matt Burpee,Wyatt David, Amina Guvetis, Matt Burpee,Wyatt David, Amina Guvetis, Michael Hawkins, Greg Miller, and Wanda Michael Hawkins, Greg Miller, and Wanda McFarlaneMcFarlane

A Traditional School Focuses A Traditional School Focuses on on Teaching Teaching

and a Professional Learning and a Professional Learning Community Focuses on Community Focuses on

Student Learning. Student Learning.

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are needed to see this picture.

Standard II: Learning and Standard II: Learning and TeachingTeaching

Educational leaders ensure that curricular Educational leaders ensure that curricular design, instructional strategies, and learning design, instructional strategies, and learning

environments integrate appropriate environments integrate appropriate technologies to maximize learning and technologies to maximize learning and

teaching. teaching.

Strategy 4Strategy 4Technology Integration and Technology Integration and

Critical ThinkingCritical ThinkingRigor and RelevanceRigor and Relevance

Original Terms New TermsOriginal Terms New Terms

EvaluationEvaluation

SynthesisSynthesis

AnalysisAnalysis

ApplicationApplication

ComprehensionComprehension

KnowledgeKnowledge

•Creating

•Evaluating

•Analysing

•Applying

•Understanding

•Remembering(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

10% OF WHAT WE READ

20%OF WHAT WE HEAR

30%OF WHAT WE SEE

50%OF WHAT WE HEAR AND SEE

70%OF WHAT IS DISCUSSED WITH OTHERS

80%OF WHAT WE EXPERIENCE PERSONALLY

95%OF WHAT WE TEACH SOMEONE ELSE

WE LEARN

W. M. Glasser

Too often the Technology itself Too often the Technology itself Becomes More important than Becomes More important than the Curriculum & Instructionthe Curriculum & Instruction

Sound Curriculum & Instruction Decisions Sound Curriculum & Instruction Decisions should be made and then the appropriate should be made and then the appropriate technology should follow.technology should follow.

We should Review Site PlansWe should Review Site Plans Identify Existing Decision making Identify Existing Decision making

Committees or other decision making Committees or other decision making groups.groups.

Educational Leaders Advocate Educational Leaders Advocate for research-based effective for research-based effective

practices in use of technologypractices in use of technologyPerformance Indicator I.E.Performance Indicator I.E.

Student Projects and Inquiry Student Projects and Inquiry LearningLearning

Learning with TechnologyLearning with Technology

Glenn Maleyko

Video CrewVideo Crewby Wyatt Davidby Wyatt David

MICHAMPSMICHAMPS

Technology lessonsTechnology lessons

Mr. Maleyko’s role, teacher role, & DTAC Mr. Maleyko’s role, teacher role, & DTAC rolerole

Operating a video cameraOperating a video camera

Operating a digital still cameraOperating a digital still camera

Native American Projects Native American Projects http://blog.dearbornschools.org/davidw/http://blog.dearbornschools.org/davidw/

native-american-presentations/ native-american-presentations/

Video taping Video taping

Livestreaming (cool) Livestreaming (cool) http://duvall.dearbornschools.org/Live_Video_Streahttp://duvall.dearbornschools.org/Live_Video_Streamm

Working with Mr. Maleyko Working with Mr. Maleyko

Downloading, editing, uploadingDownloading, editing, uploading

DuVall Student Broadcasting Network DuVall Student Broadcasting Network (DSBN)(DSBN)

QuickTime™ and a decompressor

are needed to see this picture.

DSBN (DuVall School Broadcasting Network)DSBN (DuVall School Broadcasting Network)

Team work Team work

Team Selection Grades (3-5)Team Selection Grades (3-5)

Interviewing Interviewing

ScriptingScripting

Team CollaborationTeam Collaboration

We can achieve our fundamental purpose We can achieve our fundamental purpose of high levels of learning for all students of high levels of learning for all students

only if we work together. We cultivate this only if we work together. We cultivate this collaborative culture through the collaborative culture through the

development of high performing teams.development of high performing teams.

Dufour & Eaker

Advantages of collaborative teamsAdvantages of collaborative teams

provide support for new teachersprovide support for new teachers promote confidence among staff members promote confidence among staff members allow teachers to work together to find quality allow teachers to work together to find quality

solutions solutions provide opportunities for sharing ideas, materials, provide opportunities for sharing ideas, materials,

and methods for better teachingand methods for better teaching enhance student achievementenhance student achievement

The most effective collaborative The most effective collaborative teamsteams

Focus on Focus on learninglearning rather than rather than teachingteaching.. If teams do not focus on issues and If teams do not focus on issues and

questions that most impact student questions that most impact student achievement, they become “coachievement, they become “coblabblaboration” oration” teams.teams.

Dufour & Eaker 2002Dufour & Eaker 2002

Important Team ComponentsImportant Team Components

Three important components keep the Three important components keep the team focus and help to subdue the team focus and help to subdue the resistors resistors –1. The development of Team Norms1. The development of Team Norms–2. The development of Team Goals2. The development of Team Goals–3. Sustaining Good team leadership.3. Sustaining Good team leadership.

Team Norms video on D-TubeTeam Norms video on D-Tube

Dearborn Public SchoolsDearborn Public Schools

http://www.dearbornschools.org/http://www.dearbornschools.org/

Standard V: Assessment Standard V: Assessment and Evaluationand Evaluation

Educational leaders use Educational leaders use technology to plan and implement technology to plan and implement

comprehensive systems of comprehensive systems of effective assessment and effective assessment and

evaluation.evaluation.

Data-Driven Data-Driven Decisions & InstructionDecisions & Instruction

The implementation of student The implementation of student portfolios that will include writing portfolios that will include writing samples, DRA tests, common samples, DRA tests, common assessments, performance assessments, performance assessment samples and other assessment samples and other pertinent data are examples.pertinent data are examples.

Data-Driven Data-Driven Decisions & Instruction Cont’dDecisions & Instruction Cont’d

An assessment wall is used and we have An assessment wall is used and we have a variety of assessments that we use a variety of assessments that we use including Writing, Reading, Mathematics, including Writing, Reading, Mathematics, Science and Social StudiesScience and Social Studies

We are now implementing on-line assessment We are now implementing on-line assessment via Class A--See the agenda for a session.via Class A--See the agenda for a session.

Monitoring and EvaluatingMonitoring and Evaluating

Classroom Walkthroughs are a critical Classroom Walkthroughs are a critical component within the School Improvement component within the School Improvement Process at DuVall.Process at DuVall.

I looked at articles published by ASCD. I looked at articles published by ASCD. The Three Minute Classroom Walk-Through The Three Minute Classroom Walk-Through

by Carolyn Downey. by Carolyn Downey.

DuVall Elementary Administrative DuVall Elementary Administrative Walkthroughs and team Learning Walkthroughs and team Learning

Walks. (based on the Downey Walks. (based on the Downey Model (2004)Model (2004)

The most important thing is The most important thing is conversations and building conversations and building relationships with faculty and relationships with faculty and students in order to develop a students in order to develop a framework for change. framework for change.

Deposits, Deposits, DepositsDeposits, Deposits, Deposits

Educational leaders facilitate Educational leaders facilitate and support collaborative and support collaborative

technology enriched learning technology enriched learning Environments conducive for Environments conducive for

innovation for improved innovation for improved learning.learning.

Performance Indicator II.B.Performance Indicator II.B.

Standard VI: Social, Legal and Standard VI: Social, Legal and Ethical IssuesEthical Issues

Educational leaders understand the social, Educational leaders understand the social, legal and ethical issues related to legal and ethical issues related to

technology and model responsible decision-technology and model responsible decision-making related to these issues. making related to these issues.

Page 88 Admin standards bookPage 88 Admin standards book

Alan November (1998) suggests that Alan November (1998) suggests that technology has not been fully integrated into technology has not been fully integrated into the education environment because its use the education environment because its use is viewed as an additional layer over what is is viewed as an additional layer over what is already done rather than as an information already done rather than as an information and communication tool that can that can and communication tool that can that can change the structure of the organization. change the structure of the organization.

Because there is great potential for Because there is great potential for organizational change through the use of organizational change through the use of technology tools, administrators need to be technology tools, administrators need to be active players in technology integration. active players in technology integration. November also differentiated between November also differentiated between automating, what happens when technology automating, what happens when technology is layered on the existing system, and is layered on the existing system, and infomating what occurs when systemic infomating what occurs when systemic change is achieved using information and change is achieved using information and communication. As mentioned abovecommunication. As mentioned above

November suggests that doing the same November suggests that doing the same old thing faster should not be your goal, old thing faster should not be your goal, but rather it should be making better but rather it should be making better use of information and how you use it, use of information and how you use it, which may, in turn, lead to some time which may, in turn, lead to some time being saved or better used.being saved or better used.

Confronting resistorsConfronting resistors

Even after an open dialogue, resistors may persist. Leaders must act Even after an open dialogue, resistors may persist. Leaders must act as promoters and protectors of decisions and:as promoters and protectors of decisions and:

Continue working with the resistorContinue working with the resistor Make no exemption from the collaborative processMake no exemption from the collaborative process Clarify the specific Clarify the specific behaviorsbehaviors required required Clarify specific consequencesClarify specific consequences Monitor Monitor behaviorbehavior rather than rather than attitudeattitude Apply the specified consequences, if necessaryApply the specified consequences, if necessary

Administrator Expectations Administrator Expectations and Support for Teachers! and Support for Teachers!

Both are critical.Both are critical.

Making A DifferenceMaking A Difference

What does make a difference is a school What does make a difference is a school administrator or teacher at any level who is administrator or teacher at any level who is a thoughtful instructional leader. a thoughtful instructional leader.

In order to Be successful there must be a In order to Be successful there must be a technology plan of action.technology plan of action.

Example: The Strategic Plan. Example: The Strategic Plan.

2002 MAKING TECHNOLOGY STANDARDS WORK FOR YOU ISTE.

Presentation ReferencesPresentation References Covey, S. (2004). The Covey, S. (2004). The 8th habit: 8th habit:

From effectiveness to greatnessFrom effectiveness to greatness. . New York, NY: Franklin Covey New York, NY: Franklin Covey Co. Co.

Downey, Steffy, English, Frase & Downey, Steffy, English, Frase & Poston (2004). The Three Minute Poston (2004). The Three Minute Classroom Walk-Through.Classroom Walk-Through.

Dufour, R., Dufour, R., Eaker, R. Dufour, R., Dufour, R., Eaker, R. & Many, T. (2006). & Many, T. (2006). Learning by Learning by Doing.Doing. Bloomington, IN: Solution Bloomington, IN: Solution Tree. Tree.

Dufour, R., Dufour, R., Eaker, R., Dufour, R., Dufour, R., Eaker, R., & Karhanek. (2004). & Karhanek. (2004). What ever it What ever it takes: How professional learning takes: How professional learning communities respond when kids communities respond when kids don’t learndon’t learn. Bloomington, Indiana: . Bloomington, Indiana: Solution TreeSolution Tree

Dufour, R., Dufour, R., & Eaker, Dufour, R., Dufour, R., & Eaker, R. (2002). R. (2002). Getting started: Getting started: Reculturing schools to become Reculturing schools to become professional learning professional learning communitiescommunities. Solution Tree: . Solution Tree: Bloomington, Indiana.Bloomington, Indiana.

Dufour, R. & Eaker, R. (1998). Dufour, R. & Eaker, R. (1998). Professional Professional Learning Communities at Work: Best Learning Communities at Work: Best Practices for Enhancing Student Practices for Enhancing Student AchievementAchievement. Bloomington, Indiana: . Bloomington, Indiana: Solution Tree. Solution Tree.

Education Week,, (2002) Technology in Education Week,, (2002) Technology in Education, October 1st, 2003.Education, October 1st, 2003.

Friend, M. (2008). Friend, M. (2008). Co-teach: A handbook Co-teach: A handbook for creating and sustaining effective for creating and sustaining effective classroom partnerships in inclusive classroom partnerships in inclusive schools.schools. Greensboro, NC: Marilyn Friend Greensboro, NC: Marilyn Friend Inc. .Inc. .

Fullan. (2008). The Six Secrets of Change. Fullan. (2008). The Six Secrets of Change. Fullan, Hill, & Crevola. (2006). Fullan, Hill, & Crevola. (2006).

Breakthrough. Prentice-Hall. Breakthrough. Prentice-Hall. Gardner () Gardner () Do Technology Based Lessons Meet Do Technology Based Lessons Meet

the Needs of Student Learning Stylesthe Needs of Student Learning Styles Jackson, Anthony W & Davis, Gayle (2000). Jackson, Anthony W & Davis, Gayle (2000).

Turning Points 2000: Educating Turning Points 2000: Educating Adolescents in the 21st Century.Adolescents in the 21st Century.

Marzano, R. (2006). Classroom Assessment Marzano, R. (2006). Classroom Assessment and Grading that Work. ASCD Publications. and Grading that Work. ASCD Publications.

Presentation ReferencesPresentation References Marzano, R., Waters, T., & McNulty, B. A. (2005). Marzano, R., Waters, T., & McNulty, B. A. (2005).

School Leadership that works: From Research to School Leadership that works: From Research to Results. Results.

National Association of State Boards of Education (2002)National Association of State Boards of Education (2002) McLaughlin, M., & Talbert, J. (2001). McLaughlin, M., & Talbert, J. (2001). Professional Professional

learning communities and the work of high school learning communities and the work of high school teaching.teaching. Chicago: University of Chicago Press. Chicago: University of Chicago Press.

Sarason, S. B. (1996). Sarason, S. B. (1996). Revisiting ‘The culture of the Revisiting ‘The culture of the school and the problem of change’. school and the problem of change’. New York: New York: Teachers College Press.Teachers College Press.

Souden, Mike (2003). Evolution of Standards: Souden, Mike (2003). Evolution of Standards: Enhanced Information opportunities that technology Enhanced Information opportunities that technology provides. Taken on October 24, 2003, form provides. Taken on October 24, 2003, form www.macul.orgwww.macul.org

Stiggins, R. (2004). Student Involved Classroom Stiggins, R. (2004). Student Involved Classroom Assessment: 3Assessment: 3rdrd Edition. Prentice Hall. Edition. Prentice Hall.

International Society for Technology Education (2007). International Society for Technology Education (2007). NETS Standards for Teachers NETS Standards for Teachers

International Society for Technology Education (2005). International Society for Technology Education (2005). Making Technology Standards Work for you: A guide Making Technology Standards Work for you: A guide for administrators. for administrators.