McVee, M.B., Bailey, N.M. & Shanahan, L.E. (2008). Technology lite: Advice and reflections for the technology unsavvy. Journal of Adolescent & Adult Literacy, 51(6), 444-448.

The FDMA Diamond ModelAdapted from the American School Counselor

Association National Model, our FDMA Diamond model will provide HRHS with a solid

basis for reform in areas such as

• Teacher Empowerment• Collegiality• Administrative Respect• Technology Integration

• Achieving District Goals• Embracing Our Mission,

Vision, and Purpose Statements

District Goals1. To create conditions whereby purpose, values, information,

and relationships are meaningfully connected and aligned around the school system’s desire to develop an integrated, technologically supported curriculum.

2. To create a process in the schools that builds on the capacity of everyone in the school , so as to develop the school’s collective intelligence.

3. To encourage experimentation and implementation.

4. To examine creative ways to distribute power throughout the school so as to improve respect and each person’s opportunity to make a difference (Cunningham & Cordeiro, 2009)

Foundation

Foundation

Foundation

Foundation

Foundation

Management System

Management System

Management System

Management System

Management System

“When teachers are empowered as agents of change they become active agents rather than passive workers.”

-Woods and Weasmer

Maintaining Job Satisfaction

Delivery Systems

Incorporating Technology into Curriculum

Create a technology Committee consisting of new staff members and veteran staff members

Each classroom was recently wired and has 15 computers

The District wanted to make Hickory High School a technological center

Delivery Systems

Data-Driven Instruction

Use of online assessments for immediate feedback and baseline testing

Use for progress monitoring on classroom achievements and standardized testing

Delivery Systems

Staff Support, Development, and Empowerment

Technology Committee focus on technologies to be implemented in curriculum

Monthly meetings focusing on a new technology

Sharing ideas between new staff members and veteran teachers

Delivery Systems

Creating a Learning Community

Where staff members share information and ideas

Where staff members support each otherWhere we empower teachers to become

active agents

Delivery Systems

“Not only is it essential for teachers to know that they have contributed to shaping curriculum, but they also need to sense their own roles in the culture of the school. To become stakeholders, they need to know their contributions to the school culture are honored.” (p.118)

Delivery Systems

Woods, A.M. & Weasmer, J. (2004). Maintaining job satisfaction: Engaging professionals as active participants. Clearing House, 77 (3), 118-121.

Data Driven Results

Online tests and quizzes will be completed online using Data Warehouse program.

These tests and quizzes will provide us with data which will allow for us to make the necessary gains and improvements in our classrooms.

Accountability

State Standards

Teachers need to be aware of the Sunshine State Standards and how each lesson they’re teaching appropriately meets the standards.

The Sunshine State Standards are closely linked to the FCAT assessment and need to be addressed in order for students to show gains on the test.

Accountability

State Standards continued

Objectives and standards should be posted in the room in a visible location.

Since we have become a technology-driven school, teachers should try to implement technology following the state standards and curriculum whenever possible.

Accountability

Performance Evaluations

At Hickory Ridge High School we will use the Collier Teacher Assessment System (CTAS), similar to the program used in Collier County Public Schools

This evaluation process was established to provide criteria and guidelines for assessing and improving the qualifications and performance of educators.

Accountability

“The purpose of this evaluation system is to provide a multi-strand evaluation process for teachers at every level of experience, it is been proven to be a fair assessment system, provide an opportunity for professional growth, and opportunities for peer support” (Hamblett,1996).

CTAS will follow the twelve Educators Accomplished Practices with a big emphasis on Technology.

Accountability

Administrator to Teacher

Professional Development OpportunitiesWorkshopsTechnology development

Team Building Activities Teachers will be placed in Professional

Learning Communities (PLC’s) to collaborate with staff members, an administrator will be present to monitor this process.

Accountability

Teacher to Administrator Teachers will have an open Door Policy

with administrators and know that they are here for the same purpose.

“Trust contributes to a positive working environment characterized by honest supportive relationships. It enables the open exchange of ideas and impacts the quality and quantity of information exchanged” (Moye, Henkin & Egley, 2005, p.2)

Accountability

TQM

Tightly Coupled Organizations

1. They are self-correcting rational systems with highly interdependent components.

2. They have a consensus in goals and the means to accomplish those goals.

3. They can coordinate activity by disseminating information.

4. They have predictable problems and the means to address those problems.

Our district goals include the following:

1. To create conditions whereby purpose, values, information, and relationships are meaningfully connected and aligned around the school system’s desire to develop an integrated, technologically supported curriculum.

2. To create a process in the schools that builds on the capacity of everyone in the school , so as to develop the school’s collective intelligence.

Striking the Right Balance

Our district goals include the following:

3. To encourage experimentation and implementation.

4. To examine creative ways to distribute power throughout the school so as to improve respect and each person’s opportunity to make a difference (Cunningham & Cordeiro, 2009)

Striking the Right Balance

Hickory High School Short term and long term goals

Short Term1. To incorporate interactive, learner-centered technology into teachers' lessons at least twice per week and implement online assessments for progress monitoring.2. To establish a technology committee.3. To establish PLCs to promote data driven instruction by integrating 21st century technology and to encourage collegiality and collaboration among the faculty.4. To institute the FDMA model as a permanent and fundamental doctrine of the Hickory High School culture.

Hickory High School Short term and long term goals

Long Term 1. To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century by continuous inclusion of learner-centered technology in the curriculum on a daily basis.2. To utilize progress monitoring results to tailor the curriculum to students' individual needs.3. To maintain the technology committee as a forum in which to share ideas and ways to utilize technology.4. To further integrate PLCs into the faculty community.5. To continuously assess the fidelity and progress of the

FDMA model.

Diamond Model Framework

1. Foundation

2. Delivery System

3. Accountability

4. Management Systems

Diamond Model Promotes

Advocacy,Leadership

CollaborationSystemic Change

Foundation

Foundation

Beliefs, and Philosophy Mission statementVisionFlorida Code of EthicsFlorida Ed Leadership Standards

Delivery

Relevant curriculumData DrivenSystemic support at all levelsStaff DevelopmentStaff Empowerment

Management System

Behavioral TheoryOrganizational structure/methodData driven leadershipShared decision makingHorizontal Communication

Accountability

Data driven results: state standardsPerformance Evaluations Administration to TeacherTeacher to Adminisration

TQM

TQM

TQM

TQM