Technology Organizational Chart and Action Plan

Dean Hofer, EA1103
EDLD 5352 Instructional Leadership: The Technology Link

Week 4 Assignment: Due at the end of Week 4.
Overview
Last week, you engaged in an analysis and wrote a report describing the use of technology and
information systems to enrich campus curriculum, enhance teaching and learning, and generally
integrate technology into our campus improvement plans to effectively integrate technology and
instructional leadership. Your analysis and report should provide the necessary background for
the Week 4 major assignment – developing an action plan for gathering, analyzing, and using
data from a variety of sources for informed campus decision making focusing on integrating
technology, instructional leadership, professional development and organizational leadership.
As a result of this week’s assignments, you will be able to:
• Examine and assess procedures for gathering, analyzing, and using data from a variety
of sources for informed decision making regarding the integration of technology,
instructional and organizational leadership (SBEC Principal Competency 7 indicator);
• Design and apply skills for monitoring and evaluating change and making needed
adjustments to achieve the campus vision and goals, including the integration of
technology as described above (SBEC Principal Competency 7 indicator).
Both of these outcomes are elements of Domain II, Instructional Leadership.
In writing your Week 4 action plan, use your interviews, your readings, including campus and
district improvement plans as well as any technology plans, and your Week 3 report to make
sure the action plan:
• Identifies data gathering sources;
• Provides a description of an organizational chart describing decision making
responsibilities regarding the integration of technology from central office personnel to
campus leadership and staff;
• Describes comprehensive professional development activities to achieve your action
plan (this may utilize information from the previous three weeks of readings and
activities);
• Includes an evaluation plan to assess the progress and success of the action plan.
Students will be asked to post their action plan on the Discussion Board and each student must
review and comment on at least one other action plan focusing on organizational leadership
designed to maximize the use of technology in data gathering and decision making.
Submit your assignment by 11:59 PM on the seventh day of Week 4.

Page 1 – Revised October 2009

EDLD 5352 Instructional Leadership: The Technology Link Dean Hofer, EA1103

Rubric
Use the following Rubric to guide your work on the Week 4 Assignment.

Tasks Not Meeting
Accomplished Proficient Progressing
 Expectations

Action plan Student completes the Student completes Student provides a Student does not
includes an organizational flow the organizational partial organizational complete the
organizational chart identifying key chart with some chart that does not organizational chart or
chart identifying personnel from the identification of include all key description of roles and
key stakeholders in district administration district and stakeholders, and responsibilities.
integrating through campus campus does not describe the (0 points)
technology and implementation personnel, but roles and
district and responsible for does not address responsibilities of key
campus integrating technology the roles and personnel.
organizational and instructional and responsibilities of (1 point)e
leadership organizational personnel in
leadership. Chart must integrating and
identify personnel titles implementing
responsible for this technology,
integration and instructional and
implementation, and a organizational
brief description of the leadership.
role and responsibilities (2 points)
of all personnel.
(Maximum 3 points)

Comprehensive Student describes a Student provides a Student provides a Student fails to develop
professional professional professional professional a professional
development development plan or development development plan(s) development plan(s).
plan(s) designed to activities designed to plan(s) that that addresses only
one of the three (0 points)
achieve the action achieve the action plan address two of the
plan of integrating of integrating three bulleted bulleted items from the
technology with technology with items from the Accomplished column.
instructional and instructional and Accomplished
organizational organizational column. (1 points)
leadership. leadership. To achieve (2 points)
maximum credit, the
professional
development plan(s)
must:
• Reference analysis
and lessons
learned about the
technology needs
from the Week 3
report
• Addresses
professional



development
designed to
improve the
gathering, analysis
and use of data
from a variety of
sources
• Includes
professional
development to
improve decision
making in the
integration of
technology with
instructional and
organizational
leadership.
(Maximum 3 points)

Evaluation plan to The action plan must Student provides Student provides an Student fails to include
assess the also include an an evaluation plan evaluation plan that an evaluation plan in
progress and evaluation plan that that addresses addresses only one of the Week 4 action
success of the provides measurable two of the bulleted the bulleted items from plan.
action plan. outcomes designed to items from the the Accomplished (0 points)
address the following: Accomplished column.
column.
• Uses data and (1 point)
other analysis from (2 points)
the Week 3 report,
including using the
campus and district
improvement
plans, and local or
state technology
plans;
• Provides
assessments
and/or monitoring
reports measuring
professional
development
designed to use
technology to
improve the
gathering, analysis
and use of data
from a variety of
sources
• Provides



assessments
and/or monitoring
evaluating
professional
development to
improve decision
making in the
integration of
technology with
instructional and
organizational
leadership.
.
(Maximum 3 points)

Posting action plan Student posts their Student posts their Student posts their Student does not post
on the Discussion action plan on the action plan on the action plan on the on the Discussion
Board and on their Discussion Board and Discussion Board Discussion Board and Board or on their blog.
blog, and provides on their blog and and on their blog on their blog but does
evidence of provides evidence, and provides not provide any
reviewing and through written evidence, through comments or (0 points)
commenting on comments, of reviewing written comments, reflections on the
action plans of and reflecting on at of reviewing and action plans of other
other students. least two other reflecting on one students.
student’s action plan. other student’s
(Maximum 3 points) action plan.
(1 point)

(2 points)

Assignment Responses are relevant Responses are Responses are Responses do not
Mechanics to course content; relevant to course relevant to course reflect knowledge of
student uses correct content; one or content; more than course content, lack
APA writing mechanics; two errors in three errors in clarity and depth,
no errors in grammar, grammar, spelling, grammar, spelling, or and/or include multiple
spelling, or punctuation. or punctuation, punctuation including errors in grammar,
including APA APA writing spelling, and
(Maximum 3 points) mechanics Needs
writing mechanics. punctuation, including
(2 points) (1 APA errors.
point)Improvement (0 points)


Dean Hofer, EA1103

The following four parts to the Week 4 assignments should help you complete an
action plan that incorporates all four elements of the assignment, including
posting your action plan and commenting and reflecting on the action plans
shared by fellow students.



Week 4 Assignment, Part 1: Development of an organization chart integrating
technology
Using the campus and district improvement plans, and any suggested technology
improvements, develop an organization chart that includes the following:

• Identify by title or job description all personnel/stakeholders responsible for integrating
technology and instructional and organization leadership from the district office to the
campus and classroom;
• Provide a brief description of the role and responsibilities of all identified personnel in
your organizational chart;
• Discuss the role of the principal in making sure the organizational chart is implemented
and monitored.


Dean Hofer, EA1103
Organization Chart
Technology Services

Director of Technology
Services

Administrative
Assistant

Systems Data Services Web Services
Telecommunications
Administrator Coordinator Coordinator
Coordinator

Telecom Telecom
Technician Technician

Assistant Webmaster
Systems
Network Engineer
Administrator

Technical Support Technical Support
PEIMS Student
Specialist Specialist
Assistant Coordinator Programmer
(SVHS) (JRES, TPES, RBES)
Network Engineer

Technical Support Technical Support
Specialist Specialist
(SBMS, ASES, BBES) (HELP DESK, SS)

Technical Support Technical Support Technical Support
Specialist Specialist Specialist
(SVMS, STZES, SES) (CHS) (CES, MES, CHMS, MHS)

Page 7 –Technical Support 2009
Revised October Technical Support Technical Support
Specialist Specialist Specialist
(GFES, FHES, CMS) (OCES, HLES, MVMS) (CLHS, RCES)

Dean Hofer, EA1103
Roles and Responsibilities:

The Director of Technology Services provides leadership and management for all services performed by the
Technology Department to include, but not limited to maintaining the Technology budget, ensuring compliance
with federal, state and local guidelines for reporting requirements, remaining current with new technology,
developing strategy, methods, procedures and timelines for automated system improvements, identifying and
recommending system improvements and modifications, and reviewing case error statistics to evaluate or
develop corrective actions related to system design.

The Administrative Assistant processes purchase orders for the 18 campuses and all departments within the
district, provides assistance to supervisor that ensures the implementation of all directives and polices are
followed, assists with departmental budget planning and produces reports on budget balances and expenditures,
tracks equipment/furniture transfers for inventory control reporting, takes and reports minutes for staff
meetings, and generates purchase orders and warehouse requisitions to maintain departmental office supplies.

The Systems Administrator is responsible for designing, implementing, and maintaining the district server
infrastructure and all related Microsoft-based components to include the active directory, virtual servers, backup
systems, email server, web server, and student application servers, providing advice regarding network
component installation, monitoring and maintaining help desk personnel and services, providing professional
development for staff and uses as required, maintaining email system integrity, maintaining system security,
and assisting in technology budget development.

The Telecommunications Coordinator administers, maintains, and troubleshoots the telecommunication
equipment, voice mail and emergency services, supervises telecommunications/data technicians during
installation of campus telecommunications equipment, network wiring and cable circuits, administers the forms
and discounts pertaining to telecommunication services, internet access and internal connections, communicates
with vendors, suppliers and consultants regarding acquisition of telecommunications equipment and systems,
monitors contract and maintenance agreements, and provides information, training and technical assistance to
end-users relating to telecommunications equipment.

The data processing department is lead by the Data Services Coordinator who supervises programmer and
computer operations staff, provides strategies for future administrative needs, ensures compliance with federal,
state and local guidelines, writes specifications for web applications ensuring district efficiency, performs all
facets of new applications programs installation, resolves complex programming problems, prepares system
diagrams, participates in cost-benefit analysis, manages all data input from schools and staff, and purchases
computer forms, supplies and hardware.

The Web Services Coordinator supports all aspects of applications programming by analyzing and developing
program specifications to meet user needs, by maintaining and/or modifying vendor software packages to meet
district needs, writing specifications for web applications ensuring district efficiency, performing all facets of
new applications programs installation, resolving complex programming problems, preparing system diagrams,
participating in cost-benefit analysis, coordinating resolution of problems with operational systems, conferring
with users to analyze, develop and maintain programs, and provides technical support to users of both internal
and external web-based applications.

The primary function of the Telecommunications Technician is to install, diagnose, troubleshoot and maintain
telecommunications and network hardware to include routers, patch panels, telephones, WAN/LAN equipment,
CAT 5/6 cables, fiber optics, servers, printers modems and peripheral equipment, and test, diagnose and
maintain the connectivity of all equipment use in the telecommunications and network infrastructure.

Dean Hofer, EA1103


The Network Engineer maintains the district’s network infrastructure by designing and implementing district
network components, installing network components, maintaining the inventory and documents for network
components, monitoring the network infrastructure and related equipment, resolving network related questions
and help desk requests, and updating network components.

The Assistant System Administrator provides support to the Systems Administrator in designing, implementing,
and maintaining the district server infrastructure and all related Macintosh-based components, installs and
documents Macintosh components, provides Macintosh technical support and training to Support Specialists,
and completes help desk requests.

The Webmaster designs and maintains the district web site, Intranet and campus-based websites, monitors all
websites for accuracy and acceptable content, assists in the development, documentation and communication of
acceptable use policies, researches tools and technologies to determine alternative technology solutions, confers
with principals and other district staff on website requirements, provides technical support to user of both
internal and external web-based applications.

The Assistant Network Engineer maintains the district’s infrastructure by installing and configuring network
peripherals, programs and operating systems, maintains and monitors district LAN/WAN servers, and works
with the help desk to troubleshoot and resolve network related issues.

The PEIMS Coordinator maintains the accuracy of the PEIMS process by providing training for attendance
clerks and other PEIMS data entry personnel, communicating with campuses on timing of and inputting data for
special populations, verifying the accuracy of all PEIMS data, organizing reports with the appropriate personnel
departments and campuses, and improves the efficiency of data submissions through collaboration with
Technology staff.

The Programmer Analyst supports the Data Services Coordinator by providing processing support or assistance
for all campuses, central office departments, parents and the general public via the Public Information Officer in
generating reports, labels and files for student grades, attendance, discipline and special populations, assists the
PEIMS Coordinator by verifying data and managing data input throughout the year to minimize errors, and
assists in training new personnel in the use of attendance and grade book software.

The Technical Support Specialist provides on-site and remote technical support to end users by installing and
upgrading computer software and hardware, configuring computers according to district standards, diagnosing
and troubleshooting problems with computer hardware, software, LAN/WAN equipment, peripherals and
network connections, and by maintaining help desk and inventory records.

While the principal is not directly represented in the CISD Technology Organization Chart, he or she is
responsible for coordinating with the campus’ Technical Support Specialist to ensure the local infrastructure
performance is meeting the needs of all stakeholders. Also not listed in the chart is the campus’ Instructional
Facilitator for Technology, who coordinates with the principal and the campus’ Technical Support Specialist to
ensure hardware and software for networked computer systems function properly. The campus’ Instructional
Facilitator for Technology also coordinates and manages district instructional programs to meet student and
community needs, serves as an instructional leader in the development and improvement of federal/special
programs, and collaborates with district staff to formulate, develop, implement and evaluate current trends in
technology application and educational technology. Furthermore, the campus leader delegates to the campus’
Instructional Facilitator for Technology the responsibility of arranging and conducting technology professional
development opportunities.

Dean Hofer, EA1103



Week 4 Assignment, Part 2: Professional Development Planning
Using the campus and district improvement plans, and any suggested technology improvements, develop
professional development activities that include the following:

• Reference analysis and lessons learned about the technology needs from the Week 3 report;
• Addresses professional development designed to improve the gathering, analysis and use of data from a
variety of sources;
• Includes professional development to improve decision making in the integration of technology with
instructional and organizational leadership.

Professional Professional Timeline
Development Needs Development Plan
Teachers indicated need for Hold department specific Initial sessions: August 2010
professional development professional development
regarding integration of sessions with follow-on Follow-up observations/
technology in instruction observations and mentoring mentoring: Bi-monthly or as
needed
Utilize Apple Educational
Consultant to increase
teacher’s knowledge of Apple-
based software packages
Teachers indicated need for Hold small group professional Wednesday Learning Sessions
greater support and training development sessions before during September 2010
for teaching online via school, after school and during
Studywiz Spark conference periods to establish
individual teacher’s eLearning
spaces
Improve student technology Campus Instructional Annually as required by
literacy and use in the Facilitator and Apple teacher need beginning
classroom Educational Consultant will September 2010
work with specific teachers in
their classrooms to assist
students in technology
integration

Teachers indicated need for District Curriculum Quarterly beginning August
implementing data-based Coordinators, Campus 2010
decision making processes in Administrators, Department
lesson planning Chairs, and/or Instructional Follow-up by Department
Facilitator hold professional Chairs on monthly basis
development regarding
integration of disaggregated
data from Eduphoria and
campus AEIS reports for
lesson planning


Dean Hofer, EA1103
Week 4 Assignment, Part 3: Evaluation Planning for Action Plan
The technology action plan integrating instructional an organizational leadership must include evaluation
components that provide measurable outcomes designed to address the following:

• Uses data and other analysis from the Week 3 report, including using the campus and district improvement
plans, and local or state technology plans;
• Provides assessments and/or monitoring reports measuring professional development designed to use
technology to improve the gathering, analysis and use of data from a variety of sources;
• Provides assessments and/or monitoring evaluating professional development to improve decision making
in the integration of technology with instructional and organizational leadership.

Technology Needs Assessment/Evidence
All campuses will integrate Teacher Self Reports, PDAS Evaluations,
technology in the development Walk-Through Observations, Student work, Campus
of curriculum and instruction STAR Chart, Professional Development Surveys

Department Chairs will assess integration through
lesson plans submitted by teachers or teacher groups.
Improve student technology Student Work, Walk-Through Observations, PDAS
literacy and use Evaluations

Computer-On-Wheels (COW) sign-out logs to
indicate frequency of use

Teachers will develop at least one technology-based
project per semester for students.
On-going professional Teacher produced podcasts, blogs, webpages
development/mentoring for the
improvement of podcasting, Hit counter on blogs, Walk-Through Observations,
teacher blogs and webpages PDAS Evaluations, Campus STaR chart

Development of eLearning Teacher established personalized Studywiz learning
environment via Studywiz platform
Spark to increase online
instruction Studywiz Activity Logs (Hit counter), Student
Surveys


Dean Hofer, EA1103
Week 4 Assignment, Part 4: Posting your Action Report and Responding to Other Students’
action plans
Using the discussion board and the blog that you have developed, please write and post your action plan,
and be sure to:

• Read and review at least two other action plans

• Respond to other action plans by posting your comments and reflections

The purpose of the action report is to provide you with recommended procedures for gathering, analyzing,
and using data from a variety of sources for informed campus decision making focusing on the effective
integration of technology in curriculum, instruction, assessment and professional development. Students
may wish to use this action plan as one of your school improvement projects for your Electronic Portfolio.
You may also use the Week 3 and Week 4 assignments as campus supervised hours for your internship
logs. As indicated these two weeks fall under Domain II, Instructional Leadership, and address elements of
Competencies 4, 5 and 7.

Blog Address: http://deanhofer.blogspot.com


Technology Organizational Chart and Action Plan

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