1998 ThetNet Technology Plan
Appendices and Bibliography

Table of Contents


Appendix A:ThetNet Community Technology Questionnaire 48

Appendix B: Thetford Academy Staff and Student Survey 50

Appendix C:Thetnet 1997-98 Self-Evaluation Rubrics for Staff Use of Technology 51

Appendix D: ThetNet Community Technology Questionnaire Data Analysis 54

Appendix E: Thetford Academy Student Technology Outcomes 55

Appendix F: Thetford Elementary Student Technology Outcomes 58

Appendix G: Thetford Middle School Student Technology Outcomes 61

Appendix H: OESU Technology Skills Continuum 65

Appendix I: TES technology coordinator job description 68

Appendix J: TA technology coordinators job descriptions 69

Appendix K: Thetford Library Federation Summary 70

Bibliography 71



Appendix A:
ThetNet Community Technology Questionnaire


Thetford Elementary School, Thetford Academy and the Thetford Library Federation are beginning to build a local computer network to serve the Thetford community. The two schools have received a Federal Title III Grant for close to $17,000 to implement some of the initial steps in this process. The purpose of this questionnaire is to help us in developing a project which will meet the present and future needs of you, the citizens of Thetford. Please feel free to complete as many of the following questions as you wish. Our purpose is to gather information, not to invade your privacy. Any information gathered by us will only be used for this project.

Name:_______________________________ Address: _________________________________

Telephone:___________________________e-mail address: _____________________________

I am a (circle one): parent student resident (with no children in school)


Do you own a computer? Y or N (circle one)


If yes, what kind of system? ___________________________________________


Do you own a modem? Y or N (circle one)


Do you have e-mail? Y or N (circle one) If yes, with whom? _________________________


Would you like to have access to a low cost e-mail account ? Y or N (circle one)


Would you be interested in taking a low cost, locally taught introductory course in Clarisworks? Y or N
This is the integrated computer software used extensively in the Thetford schools for word processing, data base, spreadsheet, draw, and paint applications.

Would you be interested in an introductory course on Internet use? Y or N (circle one)


Would you be interested participating in an intermediate level Clarisworks support and problem solving night scheduled on a regular basis? Y or N (circle one)


Would you be willing and able to participate as a teacher/problem solver for either of the support offerings mentioned above? Y or N (circle one)

If yes, please check areas of expertise in the spaces below.
____ Clarisworks word processing ____ Clarisworks database
____ Clarisworks spreadsheet ____ Clarisworks draw/paint
____ Internet use
Would you be willing to volunteer to learn about any aspect of implementing this project? Y or N

If so, please check the areas of interest in the spaces below.
____ Technical support ____ Physical labor
____ Project coordination ____ Application design
____ Community administration ____ Grant writing
____ Assessment ____ Cable installation (hung or buried)
____ Fund raising

 

I do not own a computer, but would be interested in buying a low cost used computer that could do e-mail. If yes, please check your price range, keeping in mind that you get what you pay for.
_____ $250-$500 _____$500-$750 _____$750-$1,000 _____$1,000-$1,250


I am presently computer illiterate. Y or N (circle one)


What information would you like to receive electronically?

____ Athletic schedules ____ Voting information
____ School notices ____ Library information
____ Lunch menus ____ Association meetings
____ Home work assignments ____ Community picnics


What format would you like to receive it in?

____ E-mail ____ News groups ____ www (School/Thetford home pages)


Rate Thetford school’s computer education program.

(Circle one) poor 1 2 3 4 great


Rate your comfort level with computer and internet communications

(Circle one) poor 1 2 3 4 good


Please return your completed questionnaire to:
Your child’s school
or Peter Blodgett at the Latham Library
or Mail it to:
DavidKelman
POBox 67
Thetford, VT 05074



THANKS

Appendix B:

Thetford Academy Staff and Student Survey

Have you ever used a computer?

Do you use a computer at home?

Have you used a computer at TA?

Would you use a computer at TA to complete school work in a non computer class?

Do you know how to use a word processor (such as ClarisWorks) ?

Do you use e-mail at TA or at home?

Have you ever used the Internet for research at TA or at home?

Have you ever used the electronic encyclopedias or Fact on File for research?

Have you ever used the Internet to look up something in which you were interested( not for school)?

Have you ever used subscription Internet sites(ie Electric Library, inter library loan )?

Would you like to be able to create multi-media presentations(uses sound, video or slides).
Is technology an important part of your experience at TA?

Is there anything that you would like to be able to do that you cannot currently do with the technology available at TA? If “yes”, please explain.
Appendix C:

ThetNet Self-Evaluation Rubrics for Staff Use of Technology

Please judge your level of achievement of each of the following competencies. Circle the number which best reflects your current level of skill attainment. (Be honest, but be kind.) This tool is to help measure the effectiveness of the training program, and to help you to do a self-analysis, determining what areas you should continue to learn and practice.

I. Basic Computer Ooperation

___ Level 1- I do not use a computer.
___ Level 2 - I can use the computer to run a few specific, pre-loaded programs. It has little effect on either my work or home life. I am somewhat anxious I might damage the machine or its programs.
___ Level 3 - I can set-up my computer and peripheral devices, load software, print, and use most of the operating system tools like the scrapbook, clock, notepad, find command, and trash can.
___ Level 4 - I can run two programs simultaneously, and have several windows open at the same time. I can customize the look and sounds of my computer. I use the View Menu to work with multiple programs. I look for programs and techniques to maximize my operating system. I feel confident enough to teach others some basic operations.

II. File Management

___ Level 1- I do not save any documents I create using the computer.
___ Level 2 - I save documents I've created but I cannot chose where they are saved. I do not back-up my files.
___ Level 3 - I have a filing system for organizing my files, and can locate files quickly and reliably. I back-up my files to floppy disk on a regular basis.
___ Level 4 - I regularly run a disk-optimizer on my hard drive, and use a back-up program to make multiple copies of my files on a weekly basis. I have a system for archiving files which I do not need on a regular basis to conserve hard drive space.

III. Word Processing

___ Level 1- I do not use a word processor, nor can I identify any uses or features it might have which would benefit the way I work.
___ Level 2 - I occasionally use the word processor for simple documents which I know I will modify and use again. I generally find it easier to handwrite or type most written work I do.
___ Level 3 - I use the word processor for nearly all my written professional work: memos, tests, worksheets, and home communication. I can edit, spell check, and change the format of a document. I feel my work looks professional.
___ Level 4 - I use the word processor not only for my work, but have used it with students for all of the stages of writing as process.

IV. Spreadsheet Use

___ Level 1- I do not use a spreadsheet, nor can I identify any uses or features it might have which would benefit the way I work.
___ Level 2 - I understand the use of a spreadsheet and can navigate within one. I can create a simple spreadsheet which adds a column of numbers.
___ Level 3 - I use a spreadsheet for several applications. These spreadsheets use labels, formulas and cell references. I can change the format of the spreadsheets by changing column widths and text style. I can use the spreadsheet to make a simple graph or chart.
___ Level 4 - I use the spreadsheet not only for my work, but have used it with students to help them improve their own data keeping and analysis skills, showing them how to explore questions and the power of mathematical relationships.

V. Database Use

___ Level 1- I do not use a database, nor can I identify any uses or features it might have which would benefit the way I work.
___ Level 2 - I understand the use of a database and can locate information within one which has been pre-made. I can add or delete data in a database.
___ Level 3 - I use databases to collect and analyze data.. I can create a database from scratch - defining fields and creating layouts in order to support inquiry. I can sort and print the information in layouts which are useful to me.
___ Level 4 -I can use formulas with my database to create summations of numerical data. I use the database not only for my own work, but have used it with students to help them gather and analyze data to explore research questions.

VI. Graphics Use

___ Level 1- I do not use graphics in my word processing or presentations, nor can I identify any uses or features they might have which would benefit the way I work.
___ Level 2 - I can open, create and place simple pictures into documents using painting. drawing programs.
___ Level 3 - I can open, create, modify and place graphics into documents in order to help clarify or amplify my message.
___ Level 4 - I can manipulate and interpret graphics using image processing software (such as CAD, GIS or Photoshop) for the purpose of design or analysis. I promote student interpretation and display of visual data using a variety of tools and programs.

VII. NetscapeOperation and Internet Research

___ Level 1- I do not use Netscape, nor can I identify any uses or features it might have which would benefit the way I work.
___ Level 2 - I can start up Netscape and use district World Wide Web menus to find basic information on the Internet, but I spend little time doing so.
___ Level 3 - I am able to make profitable use of Web searching software as well as lists of Internet resources to explore educational resources.
___ Level 4 - I can create my own HTML pages and hot-lists of resources. I have shown my students how to mine the information resources available on the Internet as well as other networked information sources.

VIII. Telecommunications Use

___ Level 1- I do not use electronic mail, nor can I identify any uses or features they might have which would benefit the way I work.
___ Level 2 - I understand that there is a large amount of information available to me as a teacher which can be accessed with electronic mail. I send occasional requests for information and messages using e-mail - mostly to friends, family and district colleagues.
___ Level 3 - I use e-mail to access professional information from listservs. I am an active participant in on-line discussions check my e-mail account on a regular basis.
___ Level 4 - I involve my students in using e-mail to communicate with other students and various kinds of experts from other states and nations.

IX. Ethical Use Understanding

___ Level 1- I am not aware of any ethical issues surrounding computer use.
___ Level 2 - I know that some copyright restrictions apply to computer software.
___ Level 3 - I clearly understand the difference between freeware, shareware, and commercial software and the fees involved in the use of each. I know the programs for which the district or my building holds a site license. I understand the school board policy on the use of copyrighted materials. I demonstrate ethical usage of all software and let my student know my personal stand on this issue. I have a personal philosophy I can articulate regarding the use of technology in education.
___ Level 4 - I am aware of other ethical issues involving technology use including medical and equitable access ones. I can speak to a variety of technology issues at my professional association meetings, to parent groups, and to the general community.

X. Information Searching

___ Level 1- I am unlikely to seek information when it is in electronic formats.
___ Level 2 - I can conduct simple searches with the electronic encyclopedia and library software for major topics.
___ Level 3 - I have learned how to use a variety of search strategies on several information programs, including the use of "logical operators" such as "and" and "or" to help target the search and find just the right information in the most efficient manner. I can perform such searches to locate books and videos with the Follett software on my desktop.
___ Level 4 - I have incorporated logical search strategies into my work with students, showing them the power of such searches with the encyclopedia or the Follett software, for example, to locate information which relates to their questions.

XI. Presentation Skills

___ Level 1- After I do my research I am unlikely to use electronic technologies to save, format or
share my findings.
___ Level 2- I would feel comfortable presenting my findings in a single application program such
as a word processor, a spreadsheet or a publishing program).
___ Level 3- I am proficient at incorporating and sharing my findings using multimedia presentation software (Powerpoint, SuperLink) which combine elements from a number of applications (Netscape, graphics, word process, database, etc.)
___ Level 4- I facilitate my students’ use of a variety of applications to persuasively present their research concerning a problem or area of focus in their learning.

XII. Technology Integration

___ Level 1 - I do not see the need to blend the use of new technologies into my classroom learning activities.
___ Level 2 - I would like to blend the use of new technologies into my classroom learning activities more often than I do, but there just isn't much time or enough access to equipment and I need more help understanding what strategies will work and how to do it.
___ Level 3 - From time to time I encourage my students to employ new technologies to support the communicating, data analysis and problem solving outlined in the district technology plan.
___ Level 4 - I frequently encourage my students to employ new technologies to support the communicating, data analysis and problem solving outlined in the district technology plan. We have moved dramatically toward a more student-centered, technology-supported kind of classroom.

*This scale was borrowed and modified with permission from the original Mankato (MN) Schools Scale.



Copyright Notice This page may be copied by public schools and non-profit organizations.
Bellingham Public Schools, 1306 Dupont, Bellingham, WA 98225 (360) 676-6400
Revised 4/18/97






Appendix D:

ThetNet Community Technology Questionnaire Data Analysis (compiled from 197 responses)


Number of Responses Percentage of Respondants

Own computer 173 88
Have PC platform 66 33
Have Mac platform 113 57
Own modems 132 67
Have e-mail 134 68
Want computer classes 104 53
Would like electronic notices 64 32
Would like e-mail communication of notices 44 22
WWW communication of notices 34 17
news group communication of notices 6 3
Would volunteer to help ThetNet 63 31

 

Appendix E:

Thetford Academy Student Technology Outcomes

Students: Please check the level which best describes what you can do at the present time.

1. Basic Computer Use

___Level 1 - I do not use a computer.

___Level 2 - I select, open, use and close a program on my own.

___Level 3 - I open and use more than one program at the same time.

___Level 4 - I learn new programs on my own.

2. File Management

___Level 1 - I do not save any files I create using the computer.

___Level 2 - I select, open, save and delete files on different drives.

___Level 3 - I create my own file folders to keep files organized.

___Level 4 - I move files between file folders and drives.

3. Word Processing Program

___Level 1 - I do not use a word processing program.

___Level 2 - I use a word processing program to compose pieces of writing.

___Level 3 - I use the word processing program to revise my writing.

___Level 4 - I use the word processing program for publication of final pieces.

4. Printing

___Level 1 - I do not use a printer.

___Level 2 - I print files directly from the computer screen.

___Level 3 - I use printer setup to select a remote networked printer and print my files.

___Level 4 - I am able to troubleshoot printer problems and correct what is wrong.

5. Spreadsheet Program

___Level 1 - I do not use a spreadsheet program

___Level 2 - I enter data in a spreadsheet and create charts.

___Level 3- I create and format spreadsheets.

___Level 4 - I use formulas to help analyze data in a spreadsheet.

6. Database Program

___Level 1 - I do not use a database program.

___Level 2 - I locate information from a pre-made database and add or delete information.

___Level 3 - I create and format databases.

___Level 4 - I generate reports from a database in order to answer questions

7. Graphics

___Level 1 - I do not use graphics with my word processing pieces.

___Level 2 - I open and create pictures with painting and drawing programs.

___Level 3 - I edit clip art, import graphics, and use clipboard to take objects from one program to another.

___Level 4 - I create, select and use graphics to make a point or illustrate what I have learned.

8. E-mail

___ Level 1 - I do not use e-mail.

___ Level 2 - I compose, send and receive e-mail messages within the school district.

___ Level 3 - I organize my mail directories and save messages.

___ Level 4 - I use e-mail to request and send information globally concerning research I am doing.

9. Information-Searching

___Level 1 - I do not use technology to find information.

___Level 2 - I find information from electronic sources.

___Level 3 - I select, gather, and save information from multiple electronic sources to solve a thinking question.

___Level 4 - I analyze and evaluate the information I've gathered.

10. Multimedia

___Level 1 - I do not know much about multimedia.

___Level 2 - I use multimedia products.

___Level 3 - I combine text with graphics to create multimedia presentations.

___Level 4 - I design quality multimedia projects which use motion, sound and still graphics to share ideas.

11. Video Production

___Level 1 - I have never operated a video camera.

___Level 2 - I occasionally use a video camera for home or school projects.

___Level 3 - I have created an orginal video tape using editing equipment.

___Level 4 - I use computer programs to edit video tape presentations.

12. Technology Presentation

___Level 1 - I do not use technology for presentations.

___Level 2 - I use a variety of sources (LViewPro, InfoFinder, Library Resource Programs, CDROMs, etc.) to import pictures into a publishing program for a presentation.

___Level 3 - I combine two or more technologies (for example, QuickTake, scanner, laser disk) in a presentation.

___Level 4 - I present quality multimedia projects which use motion, sound and still graphics to share ideas.

13. Internet (Netscape)

___Level 1 - I do not use the Internet.

___Level 2 - I visit Internet sites selected by my teacher and successfully use commands to move between pages.

___Level 3 - I use tools such as search, options and bookmarks to locate and save information which is relevant to my search.

___Level 4 - I create web pages for classroom projects or virtual museums.

14. Responsible use

___Level 1 - I do not understand what responsible use means.

___Level 2 - I take care of the equipment and leave it ready for the next user.

___Level 3 - I understand and follow District rules concerning harassment, language, passwords, copyright, privacy, appropriate use of resources, etc.

___Level 4 - I model responsible use and teach others.

15. In three sentences or less, please respond to the question: "What is the best thing about the new technology available at Thetford Academy?"



This form was developed by the High School level library media specialists and teachers of the
Bellingham Public Schools who based it upon the Mankato Scale first developed by the Mankato
(Minnesota) Public Schools to measure the growth of staff technology skills.



Copyright Notice This page may be copied by public schools and non-profit organizations.
Bellingham Public Schools, 1306 Dupont, Bellingham, WA 98225 (360) 676-6400
Revised 12/16/97



Appendix F:
Thetford Elementary Student Technology Outcomes

Student Mankato* Scale

1. Basic Computer Use

___Level 1 - I do not use a computer.

___Level 2 - I can select, open, use and close a program on my own.

___Level 3 - I can open and use more than one program at the same time.

___Level 4 - I can learn new programs on my own.

2. File Management

___Level 1 - I do not save any documents I create using the computer.

___Level 2 - I save documents to different drives.

___Level 3 - I create my own file folders to keep files organized.

___Level 4 - I move files between file folders and drives.

3. Word Processing

___Level 1 - I do not use a word processor.

___Level 2 - I use a word processor for basic writing tasks.

___Level 3 - I use the tools of the word processor to edit my work.

___Level 4 - I use the word processor to revise and publish my writing.

4. Spreadsheet

___Level 1 - I do not use a spreadsheet.

___Level 2 - I enter data in a spreadsheet and create charts.

___Level 3- I use labels and choose a chart which best reflects my data.

___Level 4 - I use formulas to help analyze data in a spreadsheet.

5. Database

___Level 1 - I do not use a database.

___Level 2 - I can locate information from a pre-made database and add or delete information.

___Level 3 - I can make my own database from scratch.

___Level 4 - I can generate reports from a database in order to answer questions

6. Graphics

___Level 1 - I do not use graphics with my word processing pieces.

___Level 2 - I can open and create simple pictures with painting and drawing programs.

___Level 3 - I can edit clip art, import graphics, and use clipboard to take objects from one place to
another.

___Level 4 - I can invent, select and use graphics in order to make a point or illustrate what I have
learned.

7. E-mail

___ Level 1 - I do not use e-mail.

___ Level 2 - I compose and send e-mail messages within the school district.

___ Level 3 - I organize my mail directories and save messages.

___ Level 4 - I use e-mail to request and send information globally concerning research I'm doing.

8. Information-Searching

___Level 1 - I do not use technology to find information.

___Level 2 - I can find information from electronic sources.

___Level 3 - I select, gather, and save information from multiple electronic sources to answer a thinking question.

___Level 4 - I analyze and evaluate the information I've gathered.

9. Multimedia

___Level 1 - I stick to text and do not know much about multimedia.

___Level 2 - I can use other people's multimedia products.

___Level 3 - I can create multimedia presentations combining text with graphics, etc.

___Level 4 - I can design an effective multimedia presentation employing motion, sound and graphics to share ideas.

10. Technology presentation

_____Level 1 - I do not use other technology except the computer.

_____Level 2 - I can use a variety of sources (Paintbrush, InfoFinder, CDs) to import pictures into a publishing program for a presentation.

_____Level 3 - I combine two or more technologies (QuickTake, scanner, laser disk) in a presentation.

_____Level 4 - I can design an effective multimedia presentation employing motion, sound and still graphics to share ideas.

11. Internet (Netscape)

_____Level 1 - I do not use the Internet.

_____Level 2 - I visit Internet sites selected by my teacher and successfully return from Cyberspace using Back and Home buttons.

_____Level 3 - I use search tools to locate information in a timely manner.

_____Level 4 - I help create pages for classroom projects or virtual museums.

12. Responsible use

_____Level 1 - I do not understand what responsible use means.

_____Level 2 - I take care of the equipment and leave it ready for the next user.

_____Level 3 - I understand and follow District rules concerning harassment, language, passwords, copyright, privacy, appropriate use of resources, etc.

_____Level 4 - I model responsible use and teach others.

This form was developed by the elementary library media specialists and teachers of the
Bellingham Public Schools who based it upon the Mankato Scale first developed by the Mankato
(Minnesota) Public Schools to measure the growth of staff technology skills.


Copyright Notice This page may be copied by public schools and non-profit organizations.
Bellingham Public Schools, 1306 Dupont, Bellingham, WA 98225 (360) 676-6400
Revised 12/14/95


Appendix G:
Thetford Middle School Student Technology Outcomes


1. Basic Computer Use

___Level 1 - I do not use a computer.

___Level 2 - I select, open, use and close a program on my own.

___Level 3 - I open and use more than one program at the same time.

___Level 4 - I learn new programs on my own.

2. File Management

___Level 1 - I do not save any documents I create using the computer.

___Level 2 - I select, open, save and delete documents on different drives.

___Level 3 - I create my own file folders to keep files organized.

___Level 4 - I move files between file folders and drives.

3. Word Processing Program

___Level 1 - I do not use a word processing program.

___Level 2 - I use a word processing program to compose pieces of writing.

___Level 3 - I use the word processing program to revise my writing using the six traits of the writing process: ideas and content, organization, voice/tone, and GUM.

___Level 4 - I use the word processing program for publication of final pieces.

4. Printing

___Level 1 - I do not use a printer.

___Level 2 - I print files directly from the computer screen.

___Level 3 - I use printer setup to select a remote networked printer and print my files.

___Level 4 - I am able to troubleshoot printer problems and correct what is wrong.

5. Spreadsheet Program

___Level 1 - I do not use a spreadsheet program

___Level 2 - I enter data in a spreadsheet and create charts.

___Level 3- I create and format spreadsheets.

___Level 4 - I use formulas to help analyze data in a spreadsheet.

6. Database Programs

___Level 1 - I do not use a database program.

___Level 2 - I locate information from a pre-made database and add or delete information.

___Level 3 - I create and format databases.

___Level 4 - I generate reports from a database in order to answer questions

7. Graphics

___Level 1 - I do not use graphics with my word processing pieces.

___Level 2 - I open and create pictures with painting and drawing programs.

___Level 3 - I edit clip art, import graphics, and use clipboard to take objects from one program to another.

___Level 4 - I create, select and use graphics in order to make a point or illustrate what I have learned.

8. E-mail

___ Level 1 - I do not use e-mail.

___ Level 2 - I compose, send and receive e-mail messages within the school district.

___ Level 3 - I organize my mail directories and save messages.

___ Level 4 - I use e-mail to request and send information globally concerning research I'm doing.

9. Information-Searching

___Level 1 - I do not use technology to find information.

___Level 2 - I find information from electronic sources.

___Level 3 - I select, gather, and save information from multiple electronic sources to solve a thinking question.

___Level 4 - I analyze and evaluate the information I've gathered.

10. Multimedia

___Level 1 - I do not know much about multimedia.

___Level 2 - I use multimedia products.

___Level 3 - I combine text with graphics to create multimedia presentations.

___Level 4 - I design quality multimedia projects which use motion, sound and still graphics to share ideas.

11. Video Production

___Level 1 - I have never operated a video camera.

___Level 2 - I occasionally use a video camera for home or school projects.

___Level 3 - I have created an orginal video tape using editing equipment.

___Level 4 - I use computer programs to edit video tape presentations.

12. Technology Presentation

___Level 1 - I do not use technology for presentations.

___Level 2 - I use a variety of sources (Paintbrush, InfoFinder, CDs) to import pictures into a publishing program for a presentation.

___Level 3 - I combine two or more technologies (for example, QuickTake, scanner, laser disk) in a presentation.

___Level 4 - I present quality multimedia projects which use motion, sound and still graphics to share ideas.

13. Internet (Netscape)

___Level 1 - I do not use the Internet.

___Level 2 - I visit Internet sites selected by my teacher and successfully use Back and Home buttons.

___Level 3 - I use tools such as search, options and bookmarks to locate and save information which is relevant to my search

___Level 4 - I create pages for classroom projects or virtual museums.

14. Responsible use

___Level 1 - I do not understand what responsible use means.

___Level 2 - I take care of the equipment and leave it ready for the next user.

___Level 3 - I understand and follow District rules concerning harassment, language, passwords, copyright, privacy, appropriate use of resources, etc.

___Level 4 - I model responsible use and teach others.

This form was developed by the middle level library media specialists and teachers of the
Bellingham Public Schools who based it upon the Mankato Scale first developed by the Mankato
(Minnesota) Public Schools to measure the growth of staff technology skills.



Copyright Notice This page may be copied by public schools and non-profit organizations.
Bellingham Public Schools, 1306 Dupont, Bellingham, WA 98225 (360) 676-6400
Revised 12/14/95






Appendix I:

TES tech coordinator job description (draft)

Functioning Structure
Work under the direction and supervision of the Principal
Be a member of the OESU Technology Committee.
Be a member of the ThetNet team.
Work with the site “support staff” in the consortium.

Technical Abilities
Install software and hardware updates and improvements in accordance with established standards.
Assist in providing preventative maintenance, repair, and safety procedures for the consortium.
Support and maintain software.
Support telecommunications efforts.

Curricular Tasks
Provide curricular assistance regarding hardware usage, software applications, computer technology, and the general instructional use of technology in the classroom.
Provide support on the development of curriculum.
Help develop materials to use as training support in learning the technology and integration of the technology into the curriculum.
Support and assist in revisions of ThetNet technology plan.
Support and assist in revisions of OESU technology plan.

Educational Support Abilities
Have a high level of interpersonal skills, creativity, flexibility and persuasiveness.
Analyze needs of educators and make recommendations according to Thetford Elementary School’s technology plans and curricula.
Coordinate technology applications with instructional goals.
Provide consultation to school administrators and teachers on planning and implementation of administrative applications and technology.
Assist in grant writing.
Assist principal in completing needs assessments, preparing evaluative documents, and contributing to district publications.
Support staff members to become technology leaders (site support staff) at Thetford Elementary School.
Support the Thetnet consortium in utilizing community volunteers.
Coordinate and conduct workshops, giving technical assistance, and preview opportunities in the areas of educational technology including:
Education applicability of a variety of computer programs.
Evaluating and selecting software and hardware
Training on hardware and software.
Other topics as identified by the consortium, with input from community stakeholders.

Acquisition of educational technology
Develop and monitor a technology operating budget.
Provide assistance to Thetford Elementary School personnel in identifying or recommending software.
Determine that Thetford Elementary School technology purchases adhere to acquisition plans.
Facilitate cost effective purchases of software.
Support the Thetnet consortium in utilizing community volunteers.
Appendix J:
TA tech coordinator job descriptions (draft)

Computer Network, Hardware and Systems Coordinator Job Description for TA

•Provide hardware, system software, and general software support and repair

•Maintain, configure, and refine servers (e-mail, AtEase, file, key, and internet)

•Install, improve and maintain network connections and cabling

•Provide computer instruction to faculty, students, staff and community members

•Provide support to faculty, students and staff in the operation of computers, the
installation of software or hardware, and the meeting of specific individual needs

•Assist other members in the ThetNet Consortium in all the above areas

•Support the TA Technology Committee the ThetNet technology representatives and
volunteer workers, OESU committees to further implement and advancement of technology through support of the TA Technology Committee the ThetNet technology representatives and volunteer workers, OESU committees


Computer Software and Training Coordinator

•Provide support to faculty and students in finding and using appropriate technology to meet their specific needs

•Work with Computer Network, Hardware and Systems Coordinator to keep all
computers and the network functioning properly

•Provide training on the use of our network, servers, email, and other features
for new faculty and students at the beginning of each school year and throughout the year as requested.

•Support the TA Technology Committee the ThetNet technology representatives and volunteer workers, OESU committees as time allows.
Appendix K: Thetford Library Federation Summary

In 1972, the libraries of the villages united to form a working "federation". One village library in Thetford Center donated its collection to the largest "town" library on Thetford Hill and closed its doors. Latham and Peabody libraries joined the Historical Society Library, the Thetford Academy Library, and the Elementary School Library in the Federation. The original intent of the Federation was a unified system for the whole town.

The Thetford Library Federation
The five member libraries enjoy the benefits of a plan of service that encourages collections to complement rather than duplicate each other and tailor programs to fit groups active in the specific libraries. New materials are bought on a staggered schedule so fresh titles are offered when they are most in demand. Reference materials are also purchased in a staggered fashion so that current reference materials are always available somewhere in town. Books are shared by the libraries. Currently the public librarian carries the books between sites. This Federation of libraries is unique in Vermont.

Thetford Historical Society Library
The Historical Society Library opened in 1975 with the construction of the Bicentennial Building. It contains about 3,000 volumes. It is one of the few Historical Society libraries in Vermont with its holdings on file at the State Historical Society and is much used by people from Dartmouth to Australia although it's open mostly by request and good will. It houses a diverse collection. Already widely-used, it can be a valuable statewide resource for schools and other libraries once the catalog is on-line.


Latham Memorial Library
The Latham Library shares the Bicentennial Building with the Thetford Historical Society. It holds a collection of 14,316 volumes. Sixty magazines and five newspapers are available.

George Peabody Library
George Peabody Library in Post Mills is the village library in the Federation. Built in 1866, it was the gift of the banker-philanthropist better known for his museums at Harvard, Yale, and Baltimore. As Thetford's first library housed in the oldest library building in Vermont, it boasted a grand collection of 6,000 volumes and was the largest library for thirty miles within the state. The Peabody Library has a current collection of 6,690 volumes with an annual circulation of 1,789 and 1,090 visitors using the library.

Bibliography


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1998 ThetNet Technology Plan #