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Student Tech Team
Technical & Instructional Support
Professional Development
The C·R·E·A·T·E for Mississippi project was designed as the vehicle that would enable Mississippi to create a critical mass of students, teachers, and administrators who would exemplify how to successfully integrate technology into the daily educational process. The School Mentor Model consisted of:


Lead Teacher      
Four Lead Teachers were selected at each Core School, one from each of the four basic content areas of Language Arts, Mathematics, Science, and Social Studies at the middle school level. These teachers had an enthusiasm for using technology in the classroom as well as for the opportunities technology offers for instruction. They were willing "to think outside the book."

As Lead Teachers, these individuals attended workshops and received professional development training from the C·R·E·A·T·E for Mississippi Staff and others. They were encouraged to participate in regional, state, and national conferences. They received on-site support from the Technology Facilitator at their schools. All activities involving the Lead Teachers were designed to allow them to develop technology skills that they could use both professionally and personally.

Each Lead Teacher agreed to implement technology integrated lesson plans on curriculum units in their classroom instruction. Assistance in implementing the lesson plans was provided by both the C·R·E·A·T·E for Mississippi staff and the Technology Facilitators.

Lead Teachers were encouraged to mentor other teachers at their schools. As the Lead Teachers grew in their technology skill levels, they also provided staff development technology training for their peers. Being a Lead Teacher meant learning something new almost daily and applying that knowledge in the classroom to benefit their students, giving them skills the students could carry into the 21st Century.


Technology Facilitators      
The Technology Facilitator (TF) was a full time position that provided on-site encouragement and support to teachers, administrators, and students in the use of technology to support instruction, learning assessment, curriculum development, communication, collaboration, research, text and multimedia production, resource access, and classroom management. The person in the TF position orchestrated the use of technology in the Core Schools for effective technology access, utilization, and application aimed at the improvement of student learning and academic achievement. Each TF had a teaching certificate and demonstrated successful teaching experience using technology. The successful applicant had good organizational skills and people skills, the ability to communicate technology in layman's terms, and knowledge of effective technology utilization and application in a one-computer classroom as well as in a classroom with multiple computers.


Tech Teams
The Tech Teams provided a ready pool of students available to both solve problems and contribute to teachers' ability to integrate technology into their lesson plans. Whether it was creating PowerPoint presentations for classroom use, or ghosting a computer's hard drive, these young people were there to assist in helping their teachers and their schools.

Duties

  • Assisted Technology Facilitators
  • Assisted Lead Teachers
  • Assisted other teachers
  • Assisted fellow students


School Administrators and School Board Members      
C·R·E·A·T·E for Mississippi endeavored to implement a School Mentor Model to provide continuous technology professional development for school board members, administrators, and technology coordinators. These individuals were vital to the success of the project and served as liaisons to their school districts and their communities.

Administrators received information in their handbooks regarding the advantages and commitments for consortium members, memorandums of agreements between each Core School and C·R·E·A·T·E for Mississippi, a time line and checklist for implementation of the School Mentor Model for their schools, a tentative schedule of project events, a school technology assessment questionnaire and chart for assessing the technology integration readiness level for their schools. In addition, guidelines for developing each component of the School Mentor Model were included.

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