Welcome to the CTIP WikiSpaces Home Page

Our face-to-face discussion will be in COB 320 1:00 – 3:30 in 2/25. The discussion starters will be “How do you evaluate tools on the read/write web? What do you see as our biggest challenges the read/write/execute web emerges?” Dr. Moran may be able to join us 1:00 – 1:30 or 3:00 – 3:30 to share her thoughts.
Resources to review prior to the meeting include:

Meeting resources:

CTIP Survey -- http://tinyurl.com/ctipsurvey1
Survey Results (protected at the moment, we will discuss whether or not to open this up)- http://spreadsheets.google.com/ccc?key=pQnpeXhL3O4h5HrSj6-GvKg&hl=en
Intel Visual Ranking Tool - http://educate.intel.com/en/ThinkingTools/VisualRanking/

If you have other resources you would like to recommend, please add them here:

Notes from 1/23 CTIP Meeting
Dr. Benson - there are two ways to look at the new coaching model.
1. The work coaches do has a greater capacity to change what adults do. The CTIP model as it was originally designed and implemented was a coaching model. Over the years, people have come to rely on CTIPs for things that weren't part of the original model - troubleshooting, for example. The coaching model is an opportunity for us to go back to our ideals - and what the state is now saying these positions should do - to refocus on building capacity in individuals to use technology in powerful ways. The University of Kansas research on the coaching model indicates a coaching model greatly increases the likelihood of changes in practice. The coaches will be able to work together in a horizontal and vertical structure as well as with individuals and PLC teams of teachers in a finite number of schools.
From the Board's perspective, if we were not in our current budget situation, we would be looking at the model we are going to but we wouldn't be reducing the FTEs. We are looking to reduce from 50 to 10 FTEs. 5 Coordinator level positions have been eliminated. 5 teaching positions have been eliminated. We have a fair number of people who will be in the mix. There will be a hierarchy (for supervisory and state requirement needs) and multiple teams of teachers with various areas of responsibilities.

2. It saves $1 million

We have worked with a design team to put together a job description for the two layers - Lead Instructional Coach - this looks to be a pay grade 20 (same as elementary assistant principal, one pay grade higher than the current coordinator positions) and Instructional Coach - this looks like it will be a standard teacher contract. There will be an application process for both types of positions. The job description for the Instructional Coach positions will state that we are looking for deep expertise in "one or more" of the following areas - technology, pedagogy, content areas, etc as well as a generalist perspective and the ability to serve as a connector. There are requirements from the state for the Standards of Quality staffing.

Bruce is hopeful to be able to get letters out to everyone by the end of next week so everyone knows the process and has the job descriptions. He would like to have everything wrapped up by the end of February.

We are not in as bad of a situation as many divisions in the state. We are hoping that everyone in our division can continue to keep their jobs through attrition. This is not the case throughout the state.

You can do three things in a time like this:
You can bemoan what used to be.
You can fret about what you thought was going to happen.
Or, you can sit down and figure out how to make this work while recognizing things will be different.

Things are going to change and it is up to us to do the best we can do to make it work for us. If we do it right, it will be an improved model.

Questions and Answers
Say there is a Western Feeder Pattern Team of four people. Will they be based at a school? Where will the offices be?
We're wanting to build a great deal of flexibility with people moving in and out of various schools. We are looking at creating base schools but we want fluidity within teams. I am also hoping this is not like a SWAT team kind of things because it is not about fixing people. There are no pre-determined notions about who will be in any of these roles, it will be an application process. The details get a little better every day.

You mentioned relationships are key. How do you see it working if people are in and out of a lot of schools where you might not know the teachers?
We're hopeful that these people will be able to begin building relationships quickly. Principals will have a great deal of impact on determining focus areas for their schools. You do need to have trust in order to have the level of impact we need. We're asking folks to expand their circle of influence and to rely on their network across the team to get their foot in the door.

Will you try to put people in schools they know?
I don't want to have any preconceived notions that people are already placed in these positions.

Principals will be involved in the interview process? Will principals give feedback about how well people get along in their building, etc?
We will hire the lead coaches first and they will be involved in the hiring of the coaches. We have a small team that includes the principal perspective, central office perspective, and coaching perspective. 5 positions for lead coaches and 35 positions for instructional coaches.

Is the one 3-person team for Yancey and Scottsville?
We have to see. This is not written in stone as we really need to make sure we have a service model that makes sense. When you move to operationalize something, you have a different perspective than when you are conceptualizing.

When we move to operationalizing this, we have to look at how we are going to make this as a positive thing. There is the potential for teachers to feel deprived about the kind of help they have gotten in the past. We have to be careful we are taking care of all of the needs in all of the schools.
Principals have their proposed staffing numbers for next year based on this new model, so they know we are going to have to do things differently. Principals will be talking about this next week. Some of the work that is currently being done may be outside of the current job descriptions.

What was the general response of the principals?
You can almost equate this to a grieving process. I don't know how I am going to get along without this person? Then, they went to "have I done some things in my schools that have been more enabling than empowering?" We are trying to get at having everybody worry about every kid instead of teachers being able to think someone else is taking care of this or that. One thing we have to do is look at whether or not it is working and if it isn't, we will make the adjustments.

My job as a CTIP is not pure any more and I know that. But I am struggling with the relationships. Let's say I am a stressed out classroom teacher who is used to having these people help me with my lit groups - and I have people in my school to help. Let's say I need help and I go to the person on my team that I trust the most. What is this going to look like? I don't have time to meet after school.
We're looking for people who can come in and do the co-teaching. We are looking for cognitive coaches and pedagogical coaches. We will get cross pollination across schools. These coaches will cover classes for teachers to go observe others. They will meet with PLC teams. They will observe classroom practices and provide feedback and reflection. Sometimes we are so close to a challenge it is hard to see what the possible solutions might be. We see these folks as master teachers who have the credibility with our teachers to do the coaching work and the co-teaching.

One thing needs to be really thought of. Fixed scheduling is going to be really important. It doesn't mean we can't be flexible, but it is really good to be able to plan around these visits.
We did this with CTIPs initially when we were sharing some across schools. The notion that there is some predictability of when someone will be available in addition to having some flexibility. I am expecting these people to be proactive as well.

Will the application be an internal one? Will these positions be required to have teaching licenses?
We have one more legal aspect, but we are hoping we can look at these as internal. Yes, teaching licenses will be required. The supervisory positions will have an administrative component as well.

One of the positive things about this is how a full-time CTIP job frees me to be where I need to be, when I think about all of these people being full time in all of these jobs will provide more help. Also, being able to share a vision with a principal will be a big thing to build with the buildings. Where is the need and where will I spend my time?
Comment from another CTIP:We can't present the model of "we're coming in to fix things." The language is critical. There were teachers totally infuriated with Pam's comment about teachers learning to fish, too.
Bruce's response: That connection with the principal is critical. The potential is pretty powerful.

What will happen with the troubleshooting role?
We need everyone to have a certain basic level of problem solving. I don't expect a classroom teacher to go in a reconfigure a computer, but to be able to troubleshoot a projector is a basic thing. We have always had a group of people in our schools who have expertise in getting whatever the technology is to work. There will always be a need for a troubleshooter, but the more we encourage people to use technology on a more routine basis, the less this will be an issue. We really need to help people develop their problem solving skills - it's time consuming at first, but the more you do the better you get. You can't have someone fix it for you all of the time. This doesn't take away the things that are more complicated. The stipends are still there. The only stipend being restructured is the Framework Advisor. The Technology Troubleshooter and Technology Lead Teacher roles are still on the books.

What about testing coordinator? It's hard to imagine a classroom teacher doing this.
Principals are accutely aware of this. Superintendents are asking for relief from the SOQ.

This model will meet the requirements of the ITRT guidelines?

You can call all of these people ITRTs but they won't be doing the work of the ITRT as it is defined. They will be doing math and literacy, and testing...
Until we flesh out the model, we can't say that. Testing will not be in the mix for these roles. We have to work out the job descriptions, get the model out, and see if we're getting out of it what we think.

You have a team and you work together, so if someone has expertise in technology, you are influencing the team. So, it's really going out exponentially.
We have some challenges with our current implementation of the CTIP model. We will have some of those challenges and we're hoping to be able to take it on.

Do you have structures in place to ensure integrity to the model?
Once we get people in the roles, we will have workshops for them and building-level leadership. We will provide instructional coaching training, time to gel as a team. We will focus on the instructional coaching model in the early summer - instructional coaching and team building. We will not do what we have done with CAI as there is a conference coming to town called EDUSTAT. We are looking to have teams go to that, including some coaches. We are looking to shift what has been CAI in to our new teacher academy. We would be looking at doing some things we have done in the Institute to our new teachers. We would shift our distribution model to this but we have to figure out how to get technology to the people who don't have them.

Will there still be funds for professional development?
Yes. We did not cut professional development.

What about our IT guys like Chris and Russell?
We did not make any cuts.

Troubleshooting has picked up quite a bit in the past few years. I am wondering if we need to go to a different model. People need to know a set time they will be in a building.
We are looking at the entire technology call tracking protocol. Our work has changed. We are working through that and we will continue to improve. We will look at developing a troubleshooting institute/workshop again.

I am not certified to be a classroom teacher and all of the positions I am certified for are now coaches. What if I don't get one of those jobs?
We would have to look at your credentials. You have to talk to your HR generalist. We have a list of everyone who is potentially impacted and we are looking at their endorsements.

When those interviews happen, will we be interviewing for general or specific coaching jobs at specific schools?
We don't know at this point.

What kind of assistance will Central Office give to help principals make some of us who are .8 in one position full time?
There is a little bit of staffing for this, but not a lot. We're asking principals to look at their staffing allocation first.

Your contribution and the work that you do in schools is incredibly valuable. We understand it is difficult to work in roles where the expectations are huge and we may not have been true to the model. It's not that the other model wasn't working, but we do think we can improve on the model. We were fortunate to be out in front of the state in this model and I don't want to lose anything in this.

Planning for our time together on January 23, 2009:
E-Mail from 12/8
We are currently scheduled for another meeting on 1/23. Building Services would like to talk with us about some of their energy saving efforts and would like our assistance with this and we have some “data from the trenches” in terms of how one CTIP uses her time and it has been suggested we hear from Linda Hutson on this. We have had the Geospatial Technologies workshop, Making Connections, Internet Safety workshop, and VASCD since our last “meeting” as well.
What are the “agenda items” we should prepare and what are our collective next steps with professional development?

End E-Mail from 12/8

Please add your thoughts here!**

Can we talk about what's going to happen to the CTIP position with the restructuring?

Could CTIPpers share how they are implementing the internet Safety K-5 in their schools?
Are any technology teams in elementary schools planning a parent information evening on internet safety? If so, when?

I have fallen in love with Jing and would like to hear how people have used it with students to showcase or extend learning. Show and tell has always been my favorite school activity.

If the job descriptions are complete for the coaching positions, I would love to hear about them and discuss how this will look while being assigned on teams. Where do the ITRT guidelines fit in...?? I would like to hear how the relationship piece for working with teachers will be impacted... both negative and positive. I think it's an exciting model and I'm intrigued and yet concerned.
Also... I love Glogster and would love to hear how folks have used it as well. Either personal, professionally or with kids. Especially the how -to with kids