Edld 5352 week04_assignment[1]

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


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 (16 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 (18 points)
of all personnel.
(Maximum 20 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. (16 points)
leadership. leadership. To achieve (18 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 20 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 (16 point)
other analysis from (18 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 20 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 20 points) action plan.
(16 point)

(18 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 10 points) mechanics Needs
writing mechanics. punctuation, including
(8 points) (6 APA errors.
point)Improvement (0 points)



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.

Alief Independent School District School Board

District Superintendent

Associate Superintendent of
Technology and School Services

District District District
Technology Help Desk Technology Technician Technology Network
Coordinator Services

Alief Taylor High
School Principal


ATHS Director of
Instruction

ATHS Technology Assistant Technology
Liaison Liaison

Department Heads

Team Leaders

Classroom Teachers

Job Descriptions:
AISD School Board: provides leadership in creating and implementing the district
technology plan.

Associate Superintendent of Technology and School Services: oversees curriculum
and instruction in the district, including the integration of technology in instruction and learning.
He reports to Superintendent.

School Principal: facilitates use & integration of technology, telecommunications, and
information systems to enhance learning. He models use of technology & provides professional
development to teachers that meet the needs of a 21st century learner. He meets with the site
base members to assess the needs of the campus. He reviews data to assess campus
improvement and needs.



Director of Instruction: collaborate with teachers and ensure that teachers are actively
engaging students with the use of technology which is embedded into lesson plans.

Technology Liason: The Technology Liaison provides coordination and communication
functions to integrate the district-level and campus-level activities and assists with the
necessary training for the campus staff. Technology Liaisons attend meetings at the district
level, at which “best practices” are shared and training is conducted. In addition to meetings, the
Technology Liaisons participate in an annual summer Technology Camp, the focus of which is
to develop further the technology and curriculum integration skills of the Technology Liaisons.

Assistant Technology Liason: A full-time Technology Assistant provides hardware and
limited software support for each secondary campus. A Technology Assistant makes scheduled
service visits twice each week to the elementary campuses. All Technology Assistants are
trained at the district level on a semi-monthly basis. This training includes topics such as district
policies and procedures for technology, network support, personal computer support, printer
and other peripheral support, inventory control, and general trouble-shooting.

Department Head: Works with the DI, Principal, and Technology Liaison to disseminate
information to team leaders and help to begin the integration of technology into the classroom.
Also responsible for ordering items, budgeting, and taking care of any technology needs.

Team Leader: Disseminates information and takes comments, concerns, and any problems
to department head. Helps integrate technology through the creation of lesson plans and with
overall team curriculum planning.

Classroom Teacher: plans and delivers lessons integrating technology.



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.

Every school campus should be committed to providing quality training in technology and
curriculum integration for teachers and staff. Courses ranging from basic word processing to
courses focused exclusively on integrating technology tools into curriculum areas are offered at
the campus and district level. Curriculum coordinators, with assistance from the Instructional
Technology staff, develop and provide training for specific software and technology tools with a
focus on district goals and needs, integration of technology, and priority educational objectives
(TEKS). The district should offer professional development opportunities throughout the year.

A key component to any successful technology plan is the continued professional development
opportunities available to teachers and administrators. Using the SBEC standards for teachers
as a guide, every school campus must be committed to providing teachers with the skills
needed to use technology to enhance instructional practices and acquire and analyze student
data. Administrators have the role of creating a vision for integrating technology at their
campuses and providing the leadership to accomplish the vision. Through the use of the
national ISTE’s National Education Technology Standards for School Administrators, The Texas
STarR Chart, and the Texas Long Range Plan for Technology, professional development
opportunities will be provided to help administrators realize their role in the implementation of
technology.

At the district level, the Instructional Technology department must have designed training to
facilitate the district’s goal of promoting flexible grouping (e.g., small group, large group, peer
tutoring, cooperative learning groups, homogeneous grouping, and heterogeneous mixing) so
that classrooms become more student-centered. Professional development utilizing small group
instruction as learning centers is focused on accommodating the needs of all learners and
includes the use of technology tools to achieve priority educational objectives (TEKS).
Teachers, administrators, and media specialists participate in district-wide training sessions in
an effort to bridge the gap between theory and practice.

The Instructional Technology department also assists teachers and students through the
following:
o Working with campuses to develop a long-range plan for technology implementation;
o Meeting with a teacher or teams of teachers to determine technology goals and
technology training objectives;
o Setting timelines for completion of goals and training;
o Designing teacher and student activities;



o Teaching and co-teaching with teachers; and delivering “just-in-time” training to
students and teachers.

As teachers participate in professional development opportunities, they are shown ways to
utilize the Classroom Technology Workstation (CTW) located in each instructional area. The
CTW includes a large multimedia cart, 27” TV or projector, computer, and printer. Teachers use
the CTW with students to integrate activities developed through district professional
development and for personal productivity purpose such as electronic grades. The CTW can
also be used by teachers and students as a demonstration tool.

At the campus level, each elementary and secondary campus should have a teacher who
serves as the Technology Liaison. The Technology Liaison provides coordination and
communication functions to integrate the district-level and campus-level activities and assists
with the necessary training for the campus staff. Technology Liaisons attend meetings at the
district level, at which “best practices” are shared and training is conducted. In addition to
meetings, the Technology Liaisons participate in an annual summer Technology Camp, the
focus of which is to develop further the technology and curriculum integration skills of the
Technology Liaisons.

A full-time Technology Assistant provides hardware and limited software support for each
secondary campus. A Technology Assistant makes scheduled service visits twice each week to
the elementary campuses. All Technology Assistants are trained at the district level on a semi-
monthly basis. This training includes topics such as district policies and procedures for
technology, network support, personal computer support, printer and other peripheral support,
inventory control, and general trouble-shooting.

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 Action Plan
Introduction

This plan is based on the need for technology to support the delivery of the foundation Texas
Essential Knowledge and Skills (TEKS) and to further supplement the instructional experience
of students with access to technology as suggested by the Texas Education Agency (TEA).

To assist districts in technology planning, TEA developed the School Technology and
Readiness Chart (STaR) and the state’s Long Range Plan for Technology (LRPT). From these
documents, along with the TEKS, this Action Plan addresses the major components of
successful technology implementation.

Vision and Beliefs

Using the TEKS, the STaR Chart, and the Texas Long Range Plan for Technology as guiding
documents, a vision was established which states: “As an integral part of the teaching/learning
process, instructional technology will facilitate students’ active learning and prepare them to
meet the challenges of a rapidly changing world.”

The Vision Statement is based on the following Belief Statements:
• Technology facilitates the acquisition of the characteristics of a “digital native”.
• Technology assists students in posing problems, conducting critical inquiry, and
developing informed insight in order to become effective communicators in a global
community.
• Technology is a tool that provides students an opportunity to examine and evaluate
ideas, images, and concepts from different perspectives.
• Technology may be used to address the learning needs of all students in a variety of
flexible grouping arrangements that facilitate student-centered learning.
• Technology is one of many effective tools, which allows teachers and students to be
partners in the learning process.
• Technology can provide access to both historical and current resources that would not
otherwise be available in the classroom.
• Technology and student needs are constantly changing, therefore, demanding flexibility
in long-range planning.
• Decisions to invest in instructional technology must reflect consideration of efficiency,
effectiveness, and financial resources.
• Required staff development is critical if technology applications are to be effectively

Goals and Objectives

Goal 1
1. Improve instruction by empowering teachers to seamlessly integrate technology.
a. Develop and plan curriculum that integrates technology through team planning with
the instructional technology specialist (ITS), librarian, teacher, and other instructional
staff.
b. Model effective instructional technology integration within curriculum content and
instruction.



c. Continue to provide electronic access to TA TEKS, lesson plans, and other teaching
tools.
d. Recognize “best teaching and leadership practices” through the Educational
Technology Spotlight.
e. Continually evaluate and revise TA TEK Applications’ curriculum and resources.

Goal 2
2. Improve academic achievement for all students across the curriculum through the
transparent integration of technology into classroom instruction.
a. Provide students with equal access to technology.
b. Provide students with instruction on appropriate grade level TA TEKS.
c. Provide students with instruction on information literacy.
d. Provide parents with educational resources through the District web page.

Goal 3
3. Provide staff development for all campus-based instructional and administrative staff that
aligns with the SBEC Technology Application Standards, TA TEKS, STaR Chart, and the
Texas Long-Range Plan for Technology.
a. Identify district technology competencies of staff through campus-level
assessment.
b. Monitor technology integration through student performance on a variety of
assessments.
c. Communicate staff development expectations to campus administrators,
librarians, teachers, and other instructional staff.
d. Identify and provide a variety of staff development delivery models which reflect
best practices and teaching methods.
e. Monitor staff development through the Professional Staff Development System.
f. Develop, implement, and review the individual campus staff development plans.
g. Provide opportunities to ensure all instructional staff meets the SBEC
Technology Application Standards for technology.

Goal 4
4. Support all stakeholders in the use of emerging technologies enabling collaboration,
problem solving, and communication with a variety of audiences.
a. Collaborate routinely with curriculum departments.
b. Develop campus-level technology teams to mentor and assist principals,
librarians, teachers, and staff.
c. Provide an on-line forum for group discussion, shared resources, and staff
development options.

Goal 5
5. Maintain accountability through formal and informal assessment.
a. Define and communicate expectations of effective technology integration to all
campus-based instructional and administrative staff.
b. Document effective technology integration on the Professional Development
Appraisal System (PDAS) instrument



c. Complete the Texas School Technology and Readiness (STaR) Chart as an
assessment tool.

Evaluation

The five goals of the Action Plan will be evaluated using the objectives under each goal.
Evidence related to the objectives will be collected periodically during a specific time period set
forth by a district technology committee.

Evaluation Participants: Curriculum staff, instructional technology staff, teachers, campus
technology teams, media specialists, and campus administrative teams will work with an
independent consultant and the district’s Department of Planning, Research, and Evaluation to
implement the evaluation process.

Evaluation Strategies: Direct observations of teacher and student activities in the classroom
will be central in the evaluation process. Examinations of classroom work products, various
written records, including purchasing and receiving records, will be included. Demonstrations of
technology implementation and classroom use will be available.

Teacher STaR Chart Self Assessment: Throughout the evaluation process, the results of the
teacher self assessment will be monitored, and teachers and campuses will be provided with
feedback related to their progress. Teachers will periodically complete self assessments relative
to the most basic level, Early Tech, and Developing Tech, progressing to Advanced Tech, and
finally Target Tech, where students have on demand access to technology and where activities
are seamlessly integrated into all content areas. Also included at the Target Tech level, district
staff will meet the SBEC standards and all classrooms will be connected to WAN.

Campus Staff Development: Campuses play a vital role in implementing and supporting the
Action Plan. Administrators are responsible for campus-based planning and support for staff
development as described in the individual Campus Improvement Plan (CIP).

Campus Improvement Plan: The Campus Improvement Plan will be a showcase for individual
campuses to demonstrate the technology integration that takes place on their campuses. This
CIP focuses on the four areas assessed by the Texas Teacher School Technology and
Readiness (STaR) Chart: Teaching and Learning, Staff Development, Administration, and
Infrastructure.



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.

Posted to discussion board and at http://johnkdg.blogspot.com


Edld 5352 week04_assignment[1]

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