1.3 Policies, Procedures, Programs & Funding
Candidates research, recommend, and implement policies, procedures, programs and funding strategies to support implementation of the shared vision represented in the school, district, state, and federal technology plans and guidelines. Funding strategies may include the development, submission, and evaluation of formal grant proposals. (PSC 1.3/ISTE 1c)
Artifact: Tech Integration Grant Proposal
Reflection:
In ITEC 7410, Technology Leadership, a Tech Integration Grant Proposal was designed in collaboration with my academic facilitator and instructional lead specialist. They helped me gain the information needed and proofed the grant before submission for the assignment and to the Cherokee County Education Foundation (CCEF). I independently wrote the artifact, but without the collaboration from the academic facilitator and instructional lead specialist, I do not believe I would have been able to create a meaningful grant proposal.
To develop a formal grant proposal, I had to research Argument-Driven Inquiry (ADI) and recommend it to meet the needs of our students, specifically girls, EL, SWD, and ED students, to meet the demands of the workforce as stated in the shared vision. My recommendation was by implementing ADI and technology; we can increase the opportunity for these students and decrease the divide in science-related jobs. In 2019 the comparison between women to men in STEM jobs was 27% to 73%, respectively (Martinez & Christnacht, 2021). The shared vision also states using technology to increase rigor and levels of thinking or DOK. ADI labs range from a LoTi 4-6 depending on the sources and result.
During science department meetings, I always include a time for discussion of ADI to continuously drive its implementation to meet the goals set in our shared vision. I have submitted the grant proposal to CCEF, and we are waiting for a response. I want to have ADI going strong and be enhanced by the added technology. Before its submission, I worked with the academic facilitator and instructional lead specialist to evaluate it for submission. This was the first time I had submitted a proposal for funding, so I relied on their expertise and prior experiences.
I learned the "WHY" of the county's push for implementing ADI in middle and high schools. I also learned how much goes into creating a thorough proposal. This was the first time I had created one, and honestly did not think one would be as long or include as many things. For the following grant, I will create it differently. I will not write it alone and gain more input from the end-users. For this grant, I used existing limited technology as my product choice. Next time, I will gain input to ensure it meets the teachers' needs or if another version would be better.
The ultimate impact of the grant proposal will be getting the money. To see the impact on students, however, using the equipment gained from the grant proposal will be measured using the ADI rubric that will be the same each time. The goal is not learning the content but the application of the process; the rubric will focus on that. Part of the rubric will be the peer reviews, and the students will have specific ways to respond. Teachers want students to learn how to agree and disagree appropriately and provide evidence to support. Also, students should find that each time they participate in an ADI lab, they are becoming better and better at reaching their claim and supporting it. Teachers should see that in all aspects, students are better problem solvers.
Reference
Martinez, A., & Christnacht, C. (2021, January 26). Women Making Gains in STEM Occupations but Still Underrepresented. The United States Census Bureau. https://www.census.gov/library/stories/2021/01/women-making-gains-in-stem-occupations-but-still-underrepresented.html#:~:text=The%202019%20American%20Community%20Survey,and%20earn%2084.1%25%20of%20men.
In ITEC 7410, Technology Leadership, a Tech Integration Grant Proposal was designed in collaboration with my academic facilitator and instructional lead specialist. They helped me gain the information needed and proofed the grant before submission for the assignment and to the Cherokee County Education Foundation (CCEF). I independently wrote the artifact, but without the collaboration from the academic facilitator and instructional lead specialist, I do not believe I would have been able to create a meaningful grant proposal.
To develop a formal grant proposal, I had to research Argument-Driven Inquiry (ADI) and recommend it to meet the needs of our students, specifically girls, EL, SWD, and ED students, to meet the demands of the workforce as stated in the shared vision. My recommendation was by implementing ADI and technology; we can increase the opportunity for these students and decrease the divide in science-related jobs. In 2019 the comparison between women to men in STEM jobs was 27% to 73%, respectively (Martinez & Christnacht, 2021). The shared vision also states using technology to increase rigor and levels of thinking or DOK. ADI labs range from a LoTi 4-6 depending on the sources and result.
During science department meetings, I always include a time for discussion of ADI to continuously drive its implementation to meet the goals set in our shared vision. I have submitted the grant proposal to CCEF, and we are waiting for a response. I want to have ADI going strong and be enhanced by the added technology. Before its submission, I worked with the academic facilitator and instructional lead specialist to evaluate it for submission. This was the first time I had submitted a proposal for funding, so I relied on their expertise and prior experiences.
I learned the "WHY" of the county's push for implementing ADI in middle and high schools. I also learned how much goes into creating a thorough proposal. This was the first time I had created one, and honestly did not think one would be as long or include as many things. For the following grant, I will create it differently. I will not write it alone and gain more input from the end-users. For this grant, I used existing limited technology as my product choice. Next time, I will gain input to ensure it meets the teachers' needs or if another version would be better.
The ultimate impact of the grant proposal will be getting the money. To see the impact on students, however, using the equipment gained from the grant proposal will be measured using the ADI rubric that will be the same each time. The goal is not learning the content but the application of the process; the rubric will focus on that. Part of the rubric will be the peer reviews, and the students will have specific ways to respond. Teachers want students to learn how to agree and disagree appropriately and provide evidence to support. Also, students should find that each time they participate in an ADI lab, they are becoming better and better at reaching their claim and supporting it. Teachers should see that in all aspects, students are better problem solvers.
Reference
Martinez, A., & Christnacht, C. (2021, January 26). Women Making Gains in STEM Occupations but Still Underrepresented. The United States Census Bureau. https://www.census.gov/library/stories/2021/01/women-making-gains-in-stem-occupations-but-still-underrepresented.html#:~:text=The%202019%20American%20Community%20Survey,and%20earn%2084.1%25%20of%20men.