Review by: Holcombe, Amy (2005-01-04)

The Carroll Independent School District in Southlake, Texas, identified a need for teachers and other staff members to be more technologically educated. In response to this need, the district established a performance-based technology competency program; in other words, employees could earn yearly stipends for demonstrating knowledge of technology (by discussion and/or action). The program’s first three years are outlined as follows:

Year 1: The Basics – to demonstrate by action and discussion basic knowledge of computer systems and tools.
Year 2: The Classroom – to demonstrate telecommunications competencies; to research and evaluate emerging technologies and software.
Year 3: Personal Projects – to submit a proposal for an individualized technology project.

The first two years involved only teachers and administrators; however, in the third year, the district included all other employees of the district.

In researching the subject of technological literacy, the district found that students’ standardized test scores are more closely correlated to the teachers’ academic ability than to any other teacher characteristic. Therefore, they wanted to design a program in which staff demonstrated their proficiency in using technology, not just by the number of hours of inservice or other training. Carroll Independent School District’s first year showed 97% proficiency by teachers and administrators, the second year 82% by the same group, and the third year almost 50% of support staff. The district contends that students are using technology more because their teachers are modeling using it.

This article shows tremendous vision for the district described. Their commitment to technological literacy is evident by the notion of including all staff, even custodian and bus drivers, groups who are typically left out of such programs. They saw the serious need, consulted the district employees, developed a plan, and carried it out. The district expected professionalism by its employees and received it in return. One can attend many hours of workshops, but unless this knowledge is put to work, no one benefits. This program seems to be one in which all people in the district benefit, from students to administrators. The higher order thinking skills that are encouraged by the research and evaluation by the staff can transfer to the students if the schools choose to share with the students the work that the staff has done. Students will usually rise to a challenge when it is presented to them and its merit is evident and valuable to them. The school staff can be great models for the students of the value of using the tools we have available, no matter what your career.