The EnGauge Framework developed by NCREL and the Metiri Group provides foundation materials that will be covered in the training of administrators leading to the effective integration of technology into the classroom. The EnGauge framework identifies Six Essential Conditions as listed in the following with the components of the Administrator training material that addresses each of the areas.

• Digital-Age Vision for Learners
• Sound Base in Research and Best Practices
• Community Linkages
• Stakeholder Commitment
• Communication

• Cultivation of Digital-Age Skills and Processes
• Planning and Design
• Implementation of Technology-Supported Learning
• Assessment Literacy
• Professional Practice and Productivity
• Social, Ethical, and Legal Issues

• Digital Equity Socioeconomic
• Digital Equity Gender
• Digital Equity Race
• Digital Equity Special Needs
• Digital Equity System-wide

• Learning Environment
• Sound Base in Research and Best Practices
• Alignment to the Vision
• Relevance
• Range of Use

• Technology Resources
• Connectivity
• Technical Support
• Technology-Ready Facilities
• Virtual Learning Opportunities
• Administrative Processes and Operations

• Systems Thinking and Process Reengineering
• Digital-Age Standards and Assessments
• Culture of Learning and Innovation
• Community Connections
• Administrator Proficiency
• Professional Development
• Data-Driven Decision
• Making & Accountability
• Comprehensive, Prioritized Funding

When Will They Be Trained?
It is the intention of VITAL project to provide several training sessions and support sessions during a year long training period.

Where Will They Be Trained?
All face-to-face training will occur in a facility within the school division. Support sessions will also occur in the division with administrators as they implement technology within the division. The initial stages of this program are not intended to be delivered at regional or statewide locations. However, follow-up activities will occur and regional or statewide sites.

• At the request of the superintendent, a divisionwide needs assessment will be administered using the CEO Forum Star Chart as an organizing framework. 
• The division superintendent will be required to sign a yearlong agreement to participate in and support the program.
• Division administrators will enroll in both the TMSL program and the ETIGER program.
• Follow-up support sessions will be scheduled to help convert the knowledge obtained in the training sessions to specific action steps
• A regional trainer will be assigned to the division to provide feedback and coaching.
• The online VITAL network pages will serve as content guides and as conduits of best practice.

This program follows the recommended staff development "blueprint" laid out by the National Staff Development Council including:

• Aligning staff development with school and district goals to improve education;
• Establishing priorities on what issues to address using student data; and
• Providing follow-up and support.

Training Kits
Each primary trainer will have access to a technology trainers kit. These kits will include an LCD projector, laptop computer, scanner, and printer. These training kits will insure all trainers have the resources necessary to carry out the training, and will insure training availability and consistany to poorer school divisions.  

Online Support Site 
This website will serve as a support site for the entire project. It will include a project calendar, a Profiler database of administrative expertise, online discussion forums, technology recommendations, best practice case studies, funding opportunities, and Virginia Department of Education information.

Profiler
Profiler inspires cooperation and collaboration among organizations and learning communities to help improve skill around a given topic. The VITAL Partnership will use Profiler to strengthen your organization's ability to share expertise by building a survey to assess participant abilities in any given subject, and then utilize Profiler to locate expertise within the educational community who can help strengthen these skills.

Incentives 
Participants in the program will given incentive choices such as laptops, PDAs, digital microscopes, computer based laboratories, electronic readers, instructional software, and graphing calculators not totaling.

STEP 2: School divisions will initiate a request for training by contacting the director of the program at VDOE. 

STEP 3: A technology needs assessment will be conducted by the school division with the help of VDOE. This prescreening process will help identify areas of greatest need, training participants, expected outcomes, and outline the process including timelines and assessments. The superintendent of the school division must sign a contract acknowledging the divisional commitment to the program. 

STEP 4: After the needs assessment is complete, the VDOE project director will collaborate with the regional training team to facilitate a training schedule and course implementation based on the division's needs. 

STEP 5: Training will take place based on the division timelines and the regional training team schedules. Larger school divisions may have multiple training sessions or initiate "train-the-trainer" models in order to accommodate large numbers of technology leaders. 

STEP 6: Each division will be part of an ongoing formative evaluation process to assess the effectiveness of the training and inform the curriculum coordinator of needed revisions to the training curriculum and online resources.

Information - References and additional learning resources will be given for those who would like to get more details regarding specific technology issues and components. 

Mindset - It is important for the users to spend time with the "Before We Begin" module as this provides the basis for understanding and viewing the entire process of technology integration in the schools and procedures to measure the success of these endeavors. Many efforts to integrate technology into the schools have fallen short of expectations because the proper goals for educational integration were not established and understood by the responsible parties. 

• What do we need to understand before we begin in order to succeed? 
• What are the critical issues involved in understanding and managing technology rich settings? 
• What is the role of technology in instruction, administration, and planning? 
• What are the uses of technology for students with special needs? 
• What observation techniques and integration strategies does the administrator need? 

Before We Begin
In this module, it is critical to comprehend the process of change required for the successful integration of technology into the learning process. An important consideration for all technology plans involves the understanding of the overall picture, that is, how technology works and develops, as well as appropriate uses of technology. An overall view or gestalt is offered that maps out the general direction or lay of the land. The highlights of this module include: how we view activities involving change, the background, the overview, and the fundamental information, looking at problems in a different context, and how to successfully implement a technology plan. The general steps required for the successful implementation of technology into the educational process are outlined.

• How does an administrator conduct a needs assessment to collect the fundamental data for success? 
• What are the barriers to technology integration? 
• What are some exemplary deployments of educational technology diffusion in the schools? 
• How does a technology plan affect teaching and learning? 
• What are the critical components of a comprehensive plan? 

Understanding and Managing Technology Rich Settings
In this module, information on building design (physical plant) related to learning and technology are covered. Knowledge and understanding of issues related to infrastructure, hardware, software, budgeting, personnel development, and security issues are essential to the success of a technology plan. Material in this section is provided to help administrators to develop the appropriate decision making skills in the technology integration arena. 

• What are the important issues of building design for learning and technology? 
• What are the infrastructure issues that are critical for a successful program? 
• What hardware is needed and what guidelines for purchase, distribution, and maintenance should be used? 
• How do you create a dynamic systematic plan for staff development? 
• What are the security issues to be considered in a technology rich setting?
• What are the principles of evaluating instructional software? 
• What are the critical issues to be considered in evaluating hardware? 
• How does an administrator assess the technology standards for instructional personnel? 

The Role of Technology in Education
In this module, the role of technology is presented relative to the changes that need to occur to ensure successful integration of technology into the curriculum. Management of change is a key function of technological leadership. Technology can change how specific environments relate to each other and how the student functions in a specific environment. Change needs to be addressed in the home, school, classroom, and community, with respect to supporting learning. It is more realistic to present information regarding changes in the learning process than to try and predict the specific role that rapidly changing technology will play in the educational process. 

• What is the role of educational technology in the home, the school, the classroom, and the community? 
• How can educational technology impact the rubric of learning? 
• How are preparation time and learning impacted by technology use? 

Observation and Integration
In this module, information is provided to assist in the important observation of the technology integration process in the classroom and to informally evaluate the level of technology use in the school/division. Material is provided to assist in understanding the process of integrating educational technologies into teaching and learning process within content areas as well as many examples of material to share with colleagues. 

• What are the ten essential concepts for administrators to understand about successful technology integration in the schools?
• How can the levels of technology implementation be identified?
• What are the primary indicators of successful technology integration?
• What are appropriate guidelines to follow for the integration of technology into the content areas? 
• What resources are available to enhance understanding of appropriate integration of technology in the content areas?

The Role of Technology in Administration
In this module, issues related to data collection and management are presented. The uses of the data to make informed decisions are stressed. Software options for scheduling and reporting are covered. Technology can support the administrative functioning of schools in a variety of ways including: scheduling, data collection, communication with parents, communication with teachers, and communication with local community members. Technology's role in supporting administrators and the role of the Virginia Department of Education (VDOE) in technology implementation are discussed in this module. 

• How is data used to make better informed decisions?
• How to use programs to allow for efficient data collection and communication?
• What are the advantages of using technology to enhance communication with students, teachers, parents, community members and officials? 
• How can a network really change teaching and learning? 
• What are the critical issues to be considered in evaluating school management software? 
• How will management of student data affect teaching and learning? 

Staying Ahead of the Game: Setting Your Course 
In this module, a presentation of current and emerging technologies is given. Guidelines for knowing when technology is appropriate and when it is not appropriate are considered. Strategies to help the informed administrator choose an appropriate course for technology implementation are suggested. It is important to be able to make those choices without being controlled by hardware and software advances and changes. Finding ways to allow traditional educational values and technology to compliment each other are discussed. In addition, how technology can enhance communication, how to involve industry in schools, and how to involve the community in education are addressed. 

• What are the issues in understanding the educational use of current and emerging technologies? 
• How can traditional education values and new values and ideals compliment each other?
• How can technology be used to enhance communication at all levels in education? 
• What are ways to involve industry in the educational process? 
• Why should schools become community centers for instructional technology, and how can you make it happen? 

Technology for Students with Special Needs 
In this module, information related to learners with special needs is presented with an emphasis on the value of technology to provide an enhanced interface for learning. The module includes information for both learners with disabilities and learners that can benefit from the special applications, which can be developed using the unique benefits of technology. Some of these unique features include, time displacement, simulations, and multimedia presentation for improved visualization. 

• What are the uses of technology for learners with disabilities? 
• How can technology be used to accelerate learning for gifted students? 
• What are the uses and applications for learning materials that would not be available without the existence of technology? 
• In addition to the modules, there will be case scenarios, questionnaires and exercises that will be used to enhance learning.

Develop plans for a one to two week workshop with representatives from the Virginia Department of Education, Virginia institutions of higher education, local school division administrators, representative of the Virginia Association for Independent Schools, and professional associations for school administrators. The purpose of this workshop will be to conduct a needs assessment, review the existing training modules, and identify additional topics. Delivery vehicles will be discussed and preferences identified. Discuss and identify best methods to make all administrators aware of the training and planning/consulting opportunities when ready to begin the program.

Meeting with external evaluation consultants to discuss evaluation expectations and options. It is anticipated that the evaluation component will harvest data at interim points in the program. Mid-year and end-of-year evaluation interim reports will assist with ongoing review and modifications of the program. Part of the evaluation component will involve an ongoing assessment of the trainer and participants comments and questions recorded on the program's “Intranet” interface, and of the types of one-on-one planning/consulting services requested and performed. The evaluation will include both formative and summative reports. Some of the principles of the evaluation will follow the Milken Seven Dimensions. 

February, 2001 - May, 2001 - Project management team (Virginia Department of Education staff and authors of present training modules) meets to evaluate present modules of training, and to identify additional topics and issues involved in training. Project management team, and resource persons as needed, meet to plan and develop multiple delivery strategies for the training program. Conduct survey to determine local school administrators’ preferences for the selected choices of delivery methods. External evaluation consultants will be invited to initial meetings to gain perspective on the program's background and development, and to advise the management team as to evaluation issues which need to be addressed as training modules and delivery strategies are developed. Master trainers will be the developers of the present training modules. Lead trainers will be from the ranks of local school administrators and from internship programs in graduate school educational administration and supervision programs.
Reference Web and Online Course - Development of the online courses will begin as the project begins and continue throughout the first year. Reference Web will be the initial repository of the online course. Upon review, evaluation, testing, and modification as needed of the online courses, the courses will be transferred to a course Web site.

Announcement of the program. Chairman of the State Board of Education and the State Superintendent of Public Instruction of the Virginia Department of Education will be asked to make the first public announcement of the program. Regional informational meetings will be scheduled around the state to meet regionally with local business, government, and school leaders/officials. The purpose of these meetings will be to present the training program and its range of training opportunities, answer local questions, and solicit local input. The management team will also make presentations at the State Educational Technology Leadership Conference, and at appropriate administrators professional association meetings.

3rd Level of TrainingLead trainers will train selected leaders from local school divisions, participating independent schools, and higher education. Persons receiving training during this current round of training may apply to become regional trainers.

Management team and regional managers meeting - Selection of local school divisions to receive training and one-on-one planning/consulting service to be selected from volunteers, requests, and local divisions with the greatest need for access and equity. Those with the greatest need for access and equity will be given preference in order to give them the longest period of time and assistance in the program. Establish time lines for second year of regional training and one-on-one planning/consulting services. Selection of additional trainers as needed. Determine regional training assignments. Identify and assign trainers to work one-on-one with each local school division, as technology planning and program development consultants for year two of program.

Begin 1st year of regional training and one-on-one planning/consulting services to twenty-five local schools divisions, participating independent schools, and higher education institutions. Twenty-five school divisions will be offered training and planning/consulting services during this school year of the program.

December, 2001 - End year workshop for trainers, management team, and evaluation consultants -Review progress, identify evidence of success to-date, and develop modifications as needed. Review and evaluation of current training modules, materials, and delivery strategies. Determine if modifications and/or additions are needed for training. Share with all participants via the program's Web site selected examples of local exemplary administrative training programs.

March, 2002, Management team and regional managers meeting. Selection of local school divisions to receive training and one-on-one planning/consulting services to be selected from volunteers, requests, and local divisions with the greatest need for access and equity. Those with the greatest need for access and equity will be given preference in order to give them the longest period of time and assistance in the program. Establish time lines for third year of regional training and one-on-one planning/consulting services. Selection of additional trainers as needed. Determine regional training assignments. Identify and assign trainers to work one-on-one with each local school division, as technology planning and program development consultants for year three of program.

End year workshop for trainers, management team, and evaluation consultants. Review progress, identify evidence of success to-date, and develop modifications as needed. Review and evaluation of current training modules, materials, and delivery strategies. Determine if modifications and/or additions are needed for training. Share with all participants via the program's Web site selected examples of local exemplary administrative training programs.

Mid-year management team and external evaluation consultants meet to review progress, identify evidence of success to-date, and develop modifications as needed. Share with all participants via the program's Web site selected examples of local exemplary administrative training programs.

Begin second year of regional training and one-on-one planning/consulting services to seventy-five local schools divisions, participating independent schools, and higher education institutions. Seventy-five school divisions will be offered training and planning/consulting services during this school year of the program.

Evaluation of program - Completion of a formative external evaluation component of the program, and report to the management team.

March 2003- Begin third year of regional training and one-on-one planning/consulting services to seventy-five local schools divisions, participating independent schools and higher education institutions.

Mid-year management team and external evaluation consultants meet to review progress, identify evidence of success to date, and develop modifications as needed. Share with all participants via the program's Web site selected examples of local exemplary administrative training programs.

November 14, 2003- End year workshop for trainers, management team, and evaluation consultants - Review progress, and identify evidence of success to date. Share with all participants via the program's Web site selected examples of local exemplary administrative training programs.