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Carencro Middle School
Carencro, LA
School Type: Public
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School Setting: Rural
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Level: Middle
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School Design: Traditional
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Content Presented By:
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Edvantia
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Summary
The practice: Professional Development - School leaders must provide relevant, meaningful, and ongoing professional development for all staff.
- Since 2000 every teacher participates in professional development meetings once a week
- Every teacher's eight-hour day now has one planning and one team planning periods
- No more irregular teacher development meetings after school or during the summer.
- Nearly 1/3 of the parish's adult residents are not high school graduates.
Although funding for teacher training is commonly far less than equipment funds, teacher training is more likely to influence the success or failure of a school's technology program. In Carencro's case, teachers dedicate one team planning period each week to professional development. The Southwest Educational Development Laboratory (SEDL) provided initial training, which, as teachers soon realized, was more than basic technology skills. SEDL advised teachers how best to manage technology in the classroom and provided practical techniques that could be used easily and immediately. The incorporation of interdisciplinary and student-centered learning put the training in a purposeful context. Teachers have since attended additional technology workshops and continue to expand their levels of expertise.
This site also exemplifies the following practice(s):
- Planning - School leaders must play a central role in the cyclical development, assessment, implementation, and revision of school technology plans.
- Access - School leaders must ensure equitable access to current hardware, software, and connectivity that supports instructional goals.
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