Instructional Leadership week 4 assignment

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 (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)



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.



BISD Board of Trustees 2009-2010
Shareholders Dolores Webb (President) Joe Tolbert (Vice President) Richard Davis
(Secretary)
Brad Green Cary Hancock Ralph Kunkel Wanda Strong

Superintendent
Stephen F. Attorney
Waddell J.B. Morgan

Curriculum & Staff & Student
Finance
Instruction Services Cam- TIMS
Associate
Associate Associate pus Executive Director
tech- Superintendent
Superintendent Superintendent Julie Wallace
nology Quentin Burnett
Lane Ledbetter Jay C. Thompson specia
list

Principals
(Curriculum & Principals Principals Information Mgmt.
Instruction (Administrative, Principal (Financial Issues) Services Manager
Issues) Appraisals & Personnel Mike DePaola
Issues)

Acct/Res & Accounting
Assessment
Prog Linda Schmidt Director Software Engineer
Eval Director Communication SBDM Georg Lin
s team
Officer Athletics Director
Career & Tech Consultant Willa Gipson Systems
Director CTE Asst. Director Engineer
Linda Anderson Nan Poe Personnel For personnel Clark Strong
Allison Vinson David Bach
Director Asst. Athletic
Richard Valenta Director
Counseling Lesa Master Instructional
Coordinator
Coordinator for technology
Donna Layer Personnel Coordinator
Suzy Buildings & Kelly Montgomery
Compton Grounds Director
Fine Arts Ronnie Caruthers
Director Coordinator PEIMS & Student
Daniel Detrick Student for Auxiliary Records
Services Serv. B&G Supervisor
Director Workers Assistant Michael Barrett
Comp Paige Director
Instruction
Curry John Hughes
Director
Donna Solley Instruction Consultants Network
Caren Sorrells-Math Systems Administrator
Michaela Gair-Math Administrator Jon Abrams
Plan & Bill Barrow
Resource Julia Hyman-Social Studies
Development Hugh Henderson-Science
Tracey Besgrove-Adv Technology
Director Business Direcor manager
David Gerabagi Academocs Teachers
Sylvia Davies-Elem Reading Katie Bowman Scott
Judi Bell-Secondary ELA
Professional
Child Nutrition Help Desk
Learning Supervisor
Director Director
Students Judy Sargent Patrick Johnson
Margaret Miller
Security
Coordinator of Health
Special Purchasing & Technicians
Services Judy Beverly Chris Jenkins
Services Warehouse Director
Director Richard Goolsby
Consultants Systems
Patti Mullens Administration
Cindy Dubuis Transportation Mark Gibbs
Patsy Stanley director
Margaret Sanders Kevin Campbell
Nora Fabela Psychologists Technical Support
Patty Soto Supervisor
Page 7 – Revised October 2009 Barbara Creason
Teresa Miller
Terry Ambrose
Stanley Brien
Laurel Strahan
Telecommunication
Social Worker
s Technicians
Mary May
Darrwll Maxey


This flow chart is a district-wide chart. I chose to include the entire flow chart because technology
pulls all of these areas together. There is no area within the chart that is not influenced or
maintained in some way by the use of technology. Specific areas of the chart that specifically deal
with technology have been delineated below:

School Board---has the final authority to determine and interpret the policies that govern the
schools as they pertain to the areas of technology. They determine that enough money is available
for technology and set policies concerning technology for the district.

Superintendent—oversee the day to day operations of the school district; ensure the district is
working towards its overall goals. He makes recommendations for the technology budget. He also
ensures that the district is following the Long-Range Technology Plan.

Assistant Superintendents---supervise administrators throughout the district are facilitating the
learning of all students through proper use and application of financial and human resources. These
include instruction, finance, technology, and student services.

TIMS Executive director---oversee the daily duties of administrators, teachers, and students and
other personnel. Make sure that the district technology plan and the Texas Long-Range Technology
plan are being carried out and measured.

Instruction consultants ---Oversees curriculum development; insuring horizontal and vertical
alignment of curriculum; insuring alignment of the written, taught, and tested curriculum. Making
sure that proper resources are available for implementation of the district curriculum plan. Seek
resources that will implement the use of technology throughout the curriculum.

Principal---Oversee the daily operations of a single school. The principal ensures the proper
allocation of resources to (financial and human) directly affect student achievement. From a
technology standpoint, it is the principal’s job to ensure that effective technology is available for
teachers and students. Additionally, he is responsible for ensuring that the technology available is
being used to improve student achievement. He must also provide staff development opportunities
to increase the staff’s knowledge and use of technology within the curriculum.

Teachers---create and present lessons that align with the curriculum; ensure student learning and
achievement; utilize technology in a way to positively affect student growth, learning and
achievement.

Information Management Services Manager---Oversee the use, application and maintenance of
all forms of technology throughout the district.

Network Administrator---maintain the district network including mainframes, hard-wired and
wireless networks, and other technology hardware and storage devices at the district level.



PEIMS & Student Records Supervisor ---gather and report district data to the state of Texas to
ensure compliance.

Instructional technology coordinator---support teachers and students in their use of technology on
the campus level. Provide staff development for teachers in the application of technology to
enhance student achievement; maintain campus technology records such as grade-books and
administrative tools (i.e. campus security systems, student records).

Technology Manager--- Overseas the help desk; security, systems administration; technical
support and telecommunications.

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.

In preparation for organizing a professional development plan for integrating technology into the
classroom, I obtained data from several sources. I studied the data in the Texas STaR Chart for Birdville
Elementary school; the Texas Long-Range Technology Plan; the Birdville District Technology Plan; and
the Birdville Elementary Campus Improvement plan. I also used information taken from local RTI testing
in grades K-3.

From the STaR Chart it was noted that 59% of the classroom teachers felt that their students did not have
enough time each day to use technology. They felt that the time spent in the computer lab during the
“specials” rotation was not enough time for learning to use technology. According to the district plan, we
must offer staff development that will aid the teachers in the implementation of technology in instruction.
The principal had some extra money in his budget last spring, so he purchased two smart boards for the
school. It would be nice to have one smart board per classroom, but this was all that he could afford at this
time. I believe that if the teachers receive proper training in the use of the smart boards, they will be able to
give their students more classroom time using technology.

Another area of weakness on the STaR Chart for Birdville Elementary was the use of online courses. We
are required by the state of Texas to have g/t training for all teachers who have g/t identified students in
their classroom. Our school administration has asked every classroom teacher, whether they have g/t
identified students or not, to be g/t trained. After an initial 30 hours of training in pedagogy, teachers are
required to have a yearly 6 hour update. All areas of the pedagogy are now covered by the district with
online classes. There are also classes provided to meet the 6 hour update training. I will incorporate this
training in a staff development session to help the teachers understand how to use the online programs and
give them time and support for their learning experiences.



Time Activity Facilitator Participants Location Comments
frame
8-8:30 Mingle---any None All Library Principal will
announcements Classroom provide
and necessary teachers sweetbreads,
discussion needed orange juice,
prior to staff milk, coffee.
development Participants
session starting. will visit and
share holiday
experiences.
8:30-9: Brainstorming L. DiVall All Library Ms. DiVall
00 Classroom briefly
teachers discusses the
use of
technology in
the lives of our
students both
at school and
at home. The
staff will
brainstorm all
areas and types
of technology
that effect the
school day.
This will give
them an
indication of
the impact
technology has
on the lives of
all
stakeholders.
9:00-9: Introduction of L. DiVall All Library Linda will use
45 online courseware Classroom a projector to
for g/t credit teachers show how to
register for a
class, how to
access
blackboard,
and how to
navigate
through an
online course.
She will also



show
participants
how to use the
drop box to
turn in
assignments.
At this time the
rubric for
evaluation of
assignments
will be
introduced and
briefly
discussed.
9:45-1 Short break and None All
0:00 move to computer Classroom
lab teachers
10:00- Registration and L. DiVall All Computer One teacher
11:30 work on an online Classroom Lab per computer.
g/t course teachers Teacher selects
training she/he
is interested in
taking.
Teachers
register on
ERO for the
online course
of their choice.
Teachers begin
the course.
They will work
from now until
11:30. Ms.
DiVall will be
in attendance
as resource.
They will
complete the
class on their
own----they
will receive 6
hours of g/t
credit for this
course. It can
be completed
on campus or



at home---
anywhere that
they have
Internet access.

11:30- Lunch Break
1:00
1:00-1: Introduction to L. DiVall All Library Ms. DiVall
15 Smart board Classroom will introduce
educator teachers Kathy
Martinez,
representative
from the Smart
board
company.
1:15-2: Smart-board Ms. All Library Ms. Martinez
15 hands-on training Martinez Classroom will
teachers demonstrate
the smart board
and give the
teachers
opportunities
to try the
strategies
personally.
Both smart
boards will be
in use. She
will discuss
practical uses
that the
teachers can
use in their
classes right
away.
2:15-2: Break
30
2:30-3: More hands-on Ms. All Library Ms. Martinez
15 training Martinez Classroom will discuss the
teachers availability of
lesson plans
and
demonstrate
how to locate
them. She will
also show



some examples
at each grade
level.
3:15-3: Evaluation---see
30 assignment 3

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.

3:15-3: Evaluation L. DiVall All Computer Teachers will
30 Classroom lab go to the
teachers computer lab
and take a
survey to
evaluate the
class. They
will also go to
the school blog
and make a
short reflection
with a
plus/delta
concerning
today’s staff
development.

The administrator will study the surveys and the school blog for evaluation of the staff development and
future technology needs. After walk-throughs and grade level meetings, the administrator will make further
considerations for future staff development. The principal will provide e-mails to all staff members of
upcoming technology staff development opportunities.

This will essentially represent an on-going evaluation of technology staff development and use of
technology in instruction. The principal is open to suggestions for technology needs both in infrastructure
and staff development.



The teachers will be asked to complete a new STaR Chart survey in May as a follow-up to all technology
staff development and integration. The teachers will also be asked to complete a survey just like the one
used to provide information for this action plan. In so doing, growth will be observable.



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.


Instructional Leadership week 4 assignment

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