The No Child Left Behind Act of 2001 (NCLB) charges states to define "qualified teacher," including the knowledge and skills necessary to integrate technology into curricula and instruction, and to ensure that every teacher has these skills. SETDA (State Educational Technology Directors Association) and ISTE (International Society of Technology in Education) has done considerable work at the national level on evaluating teacher technology integration effectiveness. We are monitoring this work and will implement what is useful and timely for MSAD 5. In addition, the technology committee will be analyzing the enGuage survey results . Using this and other data, staff development will be designed and provided, best practice documented, and all staff encouraged to utilize these tools effectively.

MSAD#5 will seek to promote the integration of technology in all curriculum areas using the following three approaches: providing close specialist integration support, identification of “best practices” by classroom teachers, and seeking outside resources.

MSAD #5 currently has two technology integration specialists, one at RDMS and one at RDHS. We are seeking to add a third integration specialist during year 3 so that each can concentrate fully on a specific MLR span (K-5, 6-8, and 9-Adult). During year 1 and 2 of this plan the Technology Director, who has extensive technology integration experience, will try and fill the void with the K-5 schools. In addition, a person will be identifed in each of the K-5 buildings to provide additional support to staff. Each Integration Specialist will have practical classroom experience integrating technology in classes in their specific grade span. Their common experience will enable them to have greater influence and credibility with their client teacher population as they work to move technology from the once-a-week lab model to one of seamless integration.

MSAD #5 plans on instituting a teacher feedback forum for “best practices.” When teachers believe they have a method, practice, or strategy for integrating technology, they will be encouraged to complete a form that describes this procedure. Exemplar projects will be posted on the district website. Initially, technology integrators and or the technology director will identify teachers to complete a “best practices” feedback sheet, but over time, members of the faculty will be more apt to step forward on their own.

Finally, MSAD #5 will seek models and practices from other educational institutions or commercial sources. MSAD #5 is currently seeking alternative ways of providing instruction. As MSAD #5 explores these possibilities, it is always looking for the best and most creative ways to engage its students. When we find resources, we will take every opportunity to bring these resources to our faculty either directly or through a teach-the-teacher model.