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:
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:
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:
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:
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:
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
1998 ThetNet Technology Plan #