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Educational Design & Technology

Leaders

Learning Technology Grant Program Overview: St. Lawrence-Lewis BOCES

Award Years: 2018-2021

St. Lawrence-Lewis (SLL) Board of Cooperative Educational Services (BOCES) Building Instructional Capacity proposes Student Empowerment for Lifelong Learning (SELL).Ìý SLL BOCES SELL will serve teachers and administrators in the Brasher Falls, Clifton-Fine, Colton-Pierrepont, Gouverneur, Hammond, Harrisville, Hermon-Dekalb, Heuvelton, Lisbon, Massena, Morristown, Norwood-Norfolk, Ogdensburg, Parishville-Hopkinton and Potsdam City/Central Schools.Ìý

The St. Lawrence-Lewis BOCES is the LEA for the Consortium of 15 districts 12 of which are high needs rural schools (2 bonus points).Ìý The Consortium includes (3) Focus Districts and one Focus School (4 bonus points) and (10) districts where more than 15% of the students classified as students with disabilities (2 bonus points).Ìý Finally, eleven districts document 50% or more of their students classified as economically disadvantaged (2 bonus points).Ìý There is no combination of schools in СÖíÊÓƵ State that exhibits the depth and breadth of need as aligned with the Learning Technology RFP and related statute.Ìý

With grant support, the BOCES-led consortium seeks to develop, implement, and share innovative programs that utilize technologies to personalize learning as well as professional development programs to assist educational leaders to support teachers in effectively utilizing technology to enhance teaching and learning.Ìý

More specifically, a Professional Learning Community (PLC) for school and district leaders, including leadership coaching, will be offered to building- and district-level leaders and teacher leaders enabling them to:

  1. Develop and act on a vision for the integration of technologies responding to the intent of many districts to use SMART school funds to engage in 1:1 initiatives;
  2. Create district and school-level coalitions supportive of learner centered classrooms that truly shift pedagogy from didactic approaches to those supportive of the process of learning reflected in NYS Standards;
  3. Identify and pilot professional development models to meet the needs of time challenged administrators and the conditions under which different activities work best; and
  4. Share materials and artifacts adapted from Harvard’s framework for Instructional Rounds to support local sustainability and broad dissemination of lessons learned and outcomes documented.

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