1. Bianca Darley
Week 4 Assignment: Flow Chart, Job Descriptions, Professional Development, and Action Plan
EDLD 5352 Instructional Leadership
Week 4 Assignment, Part 1: Technology Responsibility Flow Chart
School Board:
Determine policies and uphold state and nation expectations in technology. Provide
adequate funds and control policies.
Superintendent of Schools:
Manage the school system, lead schools to vision by support and modeling technology,
and ensure the implementation of policy.
Chief Information Officer:
Understand campus technology needs and align services to those needs.
Technology Integrations and Learning Director:
Manage and coordinate district services to improve individual schools.
Coordinate professional learning opportunities for educators and administrators to
keep abreast of current research and technologies.
Campus Technology Principals:
Contacts/Representatives: Leads and develops campus vision
Ensure that technology is of technology; Models and
carefully and appropriately monitors implementation and
integrated; Assist teachers to proper use; Allocates campus
achieve integration by training funds for technology; Ensures
and support; Plans professional goals are made through the campus
development. improvement plan; Plans
professional development;
Communicates expectations.
Site Based Decision Making Teachers:
Committee: Models and integrates technology
Review data and CIP information in instruction; Continues
to identify strengths and needs of professional growth in technology;
the campus; Determines Determine needs of the campus;
professional development needs; Utilize technology in a way that
Sets goals for campus other school stakeholders
improvement and growth. understand the importance of
technology and communications.

2. Bianca Darley
Week 4 Assignment: Flow Chart, Job Descriptions, Professional Development, and Action Plan
EDLD 5352 Instructional Leadership
Week 4 Assignment, Part 2: Professional Development Continual Plan
Professional Purpose: Description: Campus Materials: Details:
Development Technology
Session Needs:
Continual
Plan:
Explore To inform Teachers will As listed in Computer Location –
District teachers of become campus per teacher Computer Lab
Provided the familiar with improvement
Technology technology various plan, Access to the Professional
Websites and resources websites Franklin district Development
Databases made available to Elementary website via Timeline –
throughout available by educators via will raise the Internet
the school the Library their school Level of Meet at the
year and Media district Technology District Log beginning of
Services website. Integration in information every nine week
Department level of all period to explore
Teachers will (Username new
in the teachers one and
District. experience to two levels. website/database
and explore password for
each district Involve school wide (specified dates
provided teachers in use) to be included in
To ease website and meaningful monthly school
teacher use Professional calendar)
be expected acquisition of Development
and to integrate a technology
integration Survey Timeline –
website/ skills and
of such database knowledge in Previous Teachers
tools for resource or district years’ expected to
instruction create a provided campus LoTi produce product
and product resources. levels/data by the end of
enrichment. every nine every nine week
week period. period.

3. Bianca Darley
Week 4 Assignment: Flow Chart, Job Descriptions, Professional Development, and Action Plan
EDLD 5352 Instructional Leadership
Week 4 Assignment, Part 3: Action Plan
Action Plan Description:
San Antonio ISD’s Technology Competency Certification Plan (TCCP) contact Miguel
Guhlin (2006) describes that the district strives to provide teachers with the needed skills to
begin utilizing technology within their classrooms for administrative tasks and to slowly build
upon those tasks over time to fully integrate the use of technology into all subject areas and all
lessons. The district has expectations that teachers will take ongoing technology courses that
will allow them to lead students to 21st Century technology literacy. In support of the initiative,
the district has provided technology professional development sessions available to all district
employees since the 2004-2005 school year. However according to Level of Technology
Integration (LoTi) results over the past several years, teachers are taking professional courses
and are doing very little afterward to integrate that knowledge and practice into the classroom.
Franklin Elementary’s 2009-2010 Campus Improvement Plan is aligned with the district
goals and includes an annual performance objective of implementing technology across all
grade levels to support instruction and improve student achievement. Due to a lack of budget
and technology resources on campus, teachers have had limited opportunities to realize the
resources readily available to administrators, teachers, and parents on the district website. The
school district has provided for websites and databases that could be utilized for research,
instruction, enrichment, and more importantly student technology integrated products. In order
for the students to be able to show competence in technology, teachers must also educate
themselves on what resources are age appropriate, content rich, and allowable by the district’s
computer usage policies. Therefore, professional development sessions are needed to allow
teachers the opportunity to discover what district resources are available and how they can be
integrated into their instruction.
The campus’ LoTi Personal Computer Usage (PCU) data shows that our faculty exhibits
an Intensity Level 2, which indicates that the majority of educators demonstrate little to
moderate fluency when using digital tools and resources for student learning. The following
action plan allows teachers on campus the opportunity to practice with the digital tools and
resources available to the campus in order to increase confidence in each educator. With that
approach, teachers will begin to share their individual technology knowledge and
implementation practices building a culture of learning professionals. Additionally teachers will
integrate technology moderately over time and move beyond using technology just for
administrative duties.
All Franklin Elementary educators will be expected to participate in a continuous
professional development practicum in technology in order to show proficiency in the State
Board of Educator Certification (SBEC) technology standards. Teachers will meet at the
beginning of every nine week period in the computer lab to explore a website or database listed
under the San Antonio Independent School District’s Library and Media Services Department
webpage. The district’s Technology Integration and Learning Director and the campus
technology contact can facilitate teachers through exploration on one of the sites and assist
teachers in creating meaningful lessons. Teachers will be given specialist support and a nine
week time frame to explore and show understanding of the website and show how it could be

4. used to enrich instruction. Teachers are expected to have an end product at the end of each
nine week period, thus allowing the teacher four opportunities to practice on district approved
websites and databases.
Teachers will be asked at the beginning of the school year to complete an informal survey to
evaluate current use and express opinions toward technology and instruction. Official
assessment results like the campus LoTi and STaR chart levels will also be shared with the
campus to establish a point of reference and allow for a goal to be established. Principals and
campus technology representatives will support the faculty by modeling and monitoring good
technology use. Informal information will be gathered by observation of individual teacher’s
active participation, motivation, attitude, and walkthrough annotations throughout the
professional development practicum. Both teacher and student created products every nine
week period will also assist in evaluating progress toward creating 21st Century educators and
students. Lesson plans will detail differentiated instruction and provide evidence of technology
integration across curriculum areas. Teachers by the end of the practicum should have
accumulated professional development hours necessary for certification renewal and continued
learner practices. Campus LoTi and STaR chart assessment data for 2009-2010 should also
show growth in campus and teacher descriptor levels. With continual support and provided
opportunities to practice, the educators at Franklin Elementary will exhibit proficiency in SBEC
technology standards necessary to meet No Child Left Behind legislation.

5. Bianca Darley
Week 4 Assignment: Flow Chart, Job Descriptions, Professional Development, and Action Plan
EDLD 5352 Instructional Leadership
Week 4 Assignment, Part 3: Action Plan Detail
Professional Pre-Evaluation Continued Summative End Products Details:
Development of Teacher Monitoring: Evaluation to Assist in
Session Technology Measures: Evaluation:
Continual Usage and
Plan: District
Website
Resources:
Explore Beginning of Middle of Year End of Year Teacher Teachers
District Year Survey Progress Survey lesson plans modeling and
Provided Survey (Compare understanding
Technology Review and results to BOY Teacher the importance
Websites and share previous Active survey) created of integrating
Databases LoTi levels and participation in products district provided
throughout STaR chart each Teacher websites and
the school campus scores professional integration of Student databases.
year development technology in created Teachers and
session lessons products students can
utilize
Walk throughs Accumulation knowledge
for teacher of professional gained through
modeling and education exploration to
student hours create video,
products presentations,
Comparison of research,
Attitude toward LoTi and STaR audio, and
technology chart campus other
levels technology
Motivation
created
Attitude toward
products.
technology