Katherine Hathcock Technology Program Administrator FRIT 7738

Table of Contents

Executive Summary Organizational Chart Methods Center Context and Goals Center Activities Evaluation Snapshot Appendix Sources

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Executive Summary
This evaluation was conducted on the services provided by the Central Savannah River Area Regional Educational Service Agency for the 12 designated school districts of the area. With the intention of providing services to increase student achievement, the center focuses on staff development, school improvement, technology support, and alternative programs. Located on Hwy 78 in Dearing, GA, in the Dearing Elementary School building, this RESA was created in response to the Georgia Quality Basic Education Act of 1985. Methods of gathering data included website and PowerPoint research, interviewing and shadowing a RESA technology coordinator, and interviewing school staff. As a result, an organizational chart, the centers context and goals, the centers activities, along with an evaluation of the centers adherence to the mission of the RESA and possible improvements were created. Holistically, the CSRA RESA is doing a great job at accomplishing its mission and goals by utilizing the variety of services and support provided by the center. However, some areas of improvement include persuading teachers to adopt new technologically- driven curriculums and instructional tools and expanding the technological services of the center to more staff.

Organizational Chart

Methods:
Although the information was gathered using a variety of sources, the majority of the collected data was gathered through interviewing the technology consultant (see Appendix A) at the CSRA RESA. In addition to meeting in person, my contact and I shared emails and texts in order for me to gain a grasp on the centers services. Furthermore, shadowing the aforementioned technology consultant also allowed for observational opportunities. The RESAs website and a PowerPoint created by former Executive Director Dr. Terry L. Nelson were utilized for information as well.

Center Context and Goals:

Historically speaking, in 1985 the Regional Educational Service Agency was conceptualized due to the Georgia Quality Basic Education Act. Currently, there are 16 RESAs serving school systems statewide. The RESA of focus, the Central Savannah River Area (CSRA) RESA resides on Highway 78 in Dearing, GA in the Dearing Elementary School building. This organization serves its 12 school system members along with collaborating with 5 public post secondary institutions. According to the CSRA RESAs website, the mission of the center is to partner with member school districts to provide customized services that lead to increased levels of student achievement, to offer more efficient management of fiscal resources through cooperative agreements, and to create a community of learners that share expertise across district lines (CSRA RESA). This mission statement leads to specific goals that are supported by staff who are committed to leading and supporting change within member systems (CSRA RESA). Results in student achievement are the focus here with initiative flexibility always in mind. The stakeholders are those involved in the 12 school systems served by the CSRA RESA. These can vary from superintendents, administration, school staff, district staff, parents, etc. When considering the key personnel of the center, much deliberation was made on my part to decide who to include. When revisiting the mission statement and the goals, the phrase provide customized services requires many specified positions and personnel to be able to successfully carry out the desired mission. These key personnel include consultants for technology (1), math (3), school improvement (5), ELA (1), and RESA (1). Specialists are also available in Human Resources (1), Deaf Education (2), and Vision Education (2) along with technicians (3), and coordinators in the Teacher Alternative Preparation Program (TAPP) (1), The Youth Apprenticeship Program (YAP) (1), Professional Learning (1) with an assistant (1), and Technical Services (1) with an assistant (1) and bookkeeper(1). Furthermore, the center includes an Agency and Board secretary (1), a Business Manager (1), and

Executive Director (1). These positions all aid in the accomplishment of the missions goals by aiding with curriculum and instruction (math, ELA, Deaf Education, Visual Education, Professional Learning, School Improvement), technology (Technical Services, technicians), Alternative Teaching Preparation Programs (TAPP), Student Apprenticeship with business or industry (YAP), administrative support with organizing scheduling, and hiring (bookkeeper, assistants, Human Resources, RESA consultant) who all report to the Executive Director . The current status of the center involves the staff collaborating in order to fulfill the missions goals.

Center Activities
Many of the activities listed below are staff-focused in order to achieve goals of the mission. Professional Learning Curriculum Services With the intended audience being paraprofessionals, teachers, and school leaders, these services provide data-driven professional development on the regional, system, and school level. By focusing on effective strategies, this feature offers the sharing of best practices, endorsing certification programs, and supporting educational collaboratives such as GaDOE, PSC, GLRS, and GASIS. Furthermore, this service administers and writes grants, supports national incentives, and addresses any need designated by the Local Needs Assessment. This department also offers substitute training for potential substitutes. The workshops are usually delivered at the school requesting the staff development . School Improvement Services With the intended audience being the CSRA RESA, district, and school levels, the School Improvement service can provide services at the participating school and RESA with AYP assistance such as conducting effective Data Retreats and GAPSS Analysis using the Keys to Quality, and documenting the level activities using the school improvement requirements and RESA Standards. The service also provides customized services and follow up/monitoring services. Additionally, the service develops the CSRA RESA Annual Improvement Plan using the RESA Standards, GPS, and The Balanced Scorecard while also working collaboratively with the GaDOE School Improvement Division in order for the aforementioned levels to be properly served.

Technical Services In order to best serve the staff of the member schools, the technicians of the Technical Services Department requires a request form to be submitted or a call to the Technical Service Coordinator in order to determine the best technician to come to the school and address the technical needs of the school. Services ranging from AV consulting, computer software and hardware, and printer support are provided by this department. Additionally, there is a designated shop day for the technicians to work on products for repair. YAP The Youth Apprenticeship Program collaborates with local businesses and industries to target high school juniors and seniors who are highly motivated. If chosen into the program, the candidate is given an opportunity to earn a high school diploma, post secondary credential /diploma, and certificate of occupational skills. Candidates are exposed to school-based and work-based learning to gain the needed competencies to be successful in a business or industry career. In addition to these competencies, the candidates are encouraged to attend a post-secondary institute such as Augusta Technical College, Augusta State University, Paine College, or another institute. This program is offered at school and the selected participating work site. TAPP Mentor Training The Teacher Academy for Preparation and Pedagogy provides an opportunity for prospective teachers to gain their certification at RESA. Once candidates have completed the initial requirements (obtaining and submitting transcripts [must have cumulative 2.5 average], taking the GACE or providing exemption, and completing and submitting an application) they can then pay the required $500.00 fee and take the mandatory TAPP Phase 1- Essentials of Effective Teaching. Next, candidates are placed on an eligibility

list, which is circulated throughout the CSRA RESA school systems to provide administrators a list of potential employees. The candidates must then secure a position and pay a required fee ranging from $2500-$3000. While serving this internship, they are observed at their participating school. After completing the school-based internship and additional TAPP classes (all depending on the certification area), the candidate will be recommended for a clear, renewable teaching certificate from the state of Georgia.

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Evaluation
In regards to the missions goals of the center being to partner with member school districts to provide customized services that lead to increased levels of student achievement, to offer more efficient management of fiscal resources through cooperative agreements, and to create a community of learners that share expertise across district lines (CSRA RESA), I feel as though the center is fulfilling its aims. To begin, at the heart of the mission is the desire to increase student success, and the roles of the aforementioned departments all support that desire. By providing the staff development, school improvement, technology support, and alternative programs for both teachers and students leads the center (and districts, for that matter) in the right direction. The district staff appear to be quite aware of these services, especially in regards to the technology aspect as seen by the technology coordinators booked as I possibly could, schedule. Additionally, seeing that so many of the departments are equal in rank and they all report directly to the Executive Director alleviates any chance of miscommunication thus better serving the schools. Furthermore, having observed the technology coordinator facilitate a workshop provided for me a better understanding of the focused dedication that the RESA staff share. When waiting for the tech coordinator to arrive at a local elementary school, the principal and other teachers I spoke with had nothing but positive comments to say about the workshops. Not only did the principal claim that he saw an increase in teacher motivation to use more technology-implemented lessons, but he was very confident that in a few years, the school goal of becoming completely paperless could become a realityespecially with the help of the customized workshops provided by RESA. During the actual workshop, common-level teachers (Kindergarten-first grade) worked both individually and collaboratively on the Activ Board lessons. Teachers were engaged and highly motivated throughout the workshop as shown 11

by their lesson completions and numerous questioning. There was a comfortable rapport between the coordinator and teachers, indicating a positive relationship that had long been established. On the other hand, some frustrating concepts expressed by the technology coordinator was visiting classrooms/schools where dust is collecting on technology tools and educators that are so set in their ways that they dont see the value of 21st century technology tools. According to Classroom 2.0 website, some effective ways to persuade teachers to adopt new, technologically-driven implementations is to deliver tools from the teacher and student perspective. Having teachers see actual student products (maybe even have the students present the products themselves) would be beneficial. Also, by actually assigning teachers tools to implement has worked for some professional development facilitators. Moreover, some concerns did arise as well in regards to the increase of providing technology integration for the 12 school systems. As mentioned by the interviewed technology coordinator, there are budget constraints that prevent adding more personnel to make this actually happen. With the added obstacle of the coordinator being booked as I possibly could, makes it a bit more difficult for the center to expand these resources. Perhaps in a more productive economy coming in the future, this problem will be resolved.

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Snapshot of RESAs Activities

For the month of April, 2012, staff development includes Cyber Education Training for Central Office Staff and administrators, IT Specialists, counselors, media specialists, and teachers. This is a continuing online service that spans from March 1- May 1 from 4:00 p.m. 8:00 p.m. and is provided in order to address the mission of the centers customized service aspect. For the month of May, 2012, TAPP Mentor Training will be provided from 2:00 p.m. 5:30 p.m. at the Burke County Board of Education on May 9th, 16th, and 23rd. This service provides adherence to the centers mission by addressing the community of learners that share expertise aspect. For the month of June, 2012, Thinking Maps: Write from the Beginningand Beyond Training of Trainers on June 18-21 (also available September 11-14) from 8:30 a.m.-3:30 p.m. at the CSRA RESA. This service will address the missions customized service and shared expertise aspects. From July 2011- March 2012, the Hearing and Vision Departments have dedicated 2,313.75 hours of support for the surrounding schools. Furthermore, Melvin Stewart, the YAP Coordinator, has spent 362.5 hours supporting the YAP program for the system, and the various consultants of RESA have spent 12,080.5 hours of support and services for the schools.

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Appendix A
1. What do you love most about your role? I like being able to work side by side with teachers showing them how they can more easily and most of the time more effectively enhance the learning of their students with 21 st Century technology.

2. What do you NOT love the most about your role? It is frustrating sometimes to walk in some classrooms/schools where dust is collecting on technology tools. It is sad to say but I have worked with some educators that are so set in their ways that they dont see the value of 21st century technology tools.

3. What do you believe is the most important aspect of your role? I believe the most important aspect of my job is to expose technology as a tool for learning. I certainly agree all the bells and whistles are really cool however the most important thing is to increase student achievement. If technology is the best way to reach a student then as educators we must embrace technology. However, if technology is the best tool for the job, use the best tool.

4. In reference to the mission statement of the library, do you believe your provided activities are contributing to the fulfillment of the statements goals? Explain. Most of the work I do is customized at the school and or teacher level. The goal of everything I do is increased student achievement. For example, in one school I work in I regularly meet with teachers and discuss upcoming units of study. We then discuss ways they may use technology to increase their students understanding of the topics. In addition we discuss projects the students may undertake to further increase their understanding of the topic.

5. Considering all aspects of your department (or even center for that matter), what changes would you make? Explain. I am basically a department of one. The best way to make changes would be to add more personnel so we could increase the amount of technology integration CSRA RESA is able to provide. Though with budget constraints I will more than likely stay a department of one.

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6. How successful do you think the workshops are? Most of the feedback I receive through online evaluations after sessions is very positive. Most participants take away something they will be able to immediately use when they go back into the classroom.

7. Do you have regular attendees/requests? Most of the formal classes I teach are during the summer and I have had some participants who have returned for multiple classes. Throughout the school year I have opportunities to work in some of the same school repeatedly.

8. What other workshops do you believe your center should offer for the stakeholders? One class that I have not offered yet but intend to very soon is a class titled Interactive Whiteboard for Administrators. This class would focus on basic elements of interactive whiteboards and also what they should be seeing from teachers and students using an interactive whiteboard. I have found most administrators do not have a good grasp of how good technology use looks.

9. What is the most sought-after workshop by stakeholders? Beginning Activ Inspire has been the number 1 requested training this year. Several local systems have installed Promethean Activ Boards and have provided limited training in how to use the software.

10. What is the main concern voiced by the stakeholders? Most of the time when I am requested to conduct a training an Administrator tells me, we have all this technology and no one is using it please come and help them use it.

11. Do you believe there are responsibilities that your department should undertake? Currently I am as booked as I possible could be it would be very difficult to undertake any additional roles.

12. Do you believe there are responsibilities currently held by your department that other departments of the center should undertake? 15

I believe we are using our resources in an appropriate manner.

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Sources

Central Savannah River Area Regional Educational Service Agency. (2012). Retrieved from http://www.csraresa.org/.

Classroom 2.0. (2012). Retrieved from http://www.classroom20.com/.

Education World. (2012). Encouraging teacher technology use. Retrieved from http://www.educationworld.com/a_tech/tech159.shtml.

Nelson, Terry. Welcome to csra resa.[PowerPoint slides]. Retrieved from www.csraresa.org/CSRA%20RESA%20Website/.

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