The Texas STaR Chart

The Texas STaR chart is divided into four key areas - the first of which is "Teaching and Learning." This area focuses on the importance of transitioning our focus from teacher-directed lessons to student-centered lessons which incorporate multiple forms of technology.

As we move further into the digital age, it is incredibly important that our schools teach students two skills: (1) how to research and work in a data-rich environment; and (2) how to collaborate in that environment to accomplish tasks. Unfortunately, traditional teaching methods do not teach these skills very well, if at all. Students do not learn how to collaborate while listening to an instructor's lesson followed by the completion of worksheets. Students do not learn how to research effectively if they are seldom if ever allowed in front of a computer screen. For students to adequately learn these skills, substantive changes in our delivery of content will be required. Teachers, however, are reticent to make this change - either because they feel ill-prepared to take on the challenge, or because the old way is just "easier." Still, we owe it to our students and their futures to equip them with the tools necessary to succeed in the 21st century workplace, no matter how difficult it may be for us as educators.

The No Child Left Behind Act attempts to "force the hand" of teachers by setting national goals to improve technology integration and requiring effective professional development so that educators are able to meet the challenge. Many schools, however, still lag far behind. Recent Texas statewide data complied from the STaR chart surveys indicates that more than 70% of Texas schools still find themselves in the "early" or "developing" stages in this important category. My campus still has much work to do as well - we have scored in the "developing" range for the past three school years.

In order to witness significant improvement in this area, wholesale changes will be required. Teachers must first be provided with appropriate, modern technology to incorporate into their lessons, and effective staff development on how to operate it. Once those prerequisites are met, educators will be left with no excuse if they do not step up to the challenge. If gentle prodding is unsuccessful, stiff penalties may be required to "encourage" teachers to change their ways. Our students are counting on us! We cannot stand idly by and continue handing out worksheets because it is "easy." Educator's professional evaluations should focus, in significant part, on their incorporation of these new methods of instruction. Failure to rise to the challenge, in my opinion, should result in disciplinary action - probation or dismissal. Anything short of this will likely result in continued "dragging feet" and no significant progress at all.