Action Plan

EDLD 5352 Instructional Leadership: The Technology Link

Juan Seguin Organizational Chart

Board of Trustees

Serves as a guide to organizational planning, board and staff decision-making, initiatives, and
sets priorities among competing demands for scarce resources. Oversee and approve contract
negotiation and renewal. And, select school superintendent.

Superintendent

Page 1 – Revised October 2009


The Chief Executive Officer (CEO) of the District who is responsible for the effective operation
of the District; general administration of all instructional, business or other operations of the
District; and for advising and making recommendations to the Board of Education with respect
to such activities.

Elementary Education Director

Work with staff to plan, implement, and evaluate the curriculum on a systematic basis in a way
that aligns with the Working on the Work framework and within the approved district program
framework. Develop means to ensure resources are allocated for innovation and continuous
improvement efforts. And, develop a system for creating and maintaining learning communities
that facilitate student engagement and innovation.

Director of Curriculum and Instruction

Develop a data driven focus on students and on the quality of work provided to students. Focus
on results and make data driven decisions while promoting the need for change for student
success within the organization. Utilize appropriate strategies to create a sense of urgency for
increasing student academic success. Identify, use, evaluate and promote appropriate
technologies to enhance and support instruction and curriculum leading to high levels of student
engagement and achievement. Monitor instructional and managerial processes systematically and
use findings for corrective action, improvement, and recognition of success.

Principal

Manage, coordinate, and set high expectations for personnel, students, parents, and building care
in order to create a smoothly operating campus and ensure that each student is provided
opportunity for reaching every potential in gaining a quality education.

Teacher



Teaches reading, language arts, social studies, mathematics, science, art, health,
physical education, Technology and music to students in a classroom, utilizing course of study
adopted by the Board of Education, and other appropriate learning activities. Develop lesson
plans with incorporated strategies to reach all level of students learning style. Data analysis of
student’s benchmarks, six weeks test and other research based standardized test. Provide warm
and safe learning environment.

Students

The student is responsible for his/her own success in the learning process. He/she should
be actively involved in the learning process and should behave appropriately for a learning
environment.

Director of Technology

Develop the District Technology Plan by the side of the Long-Range Vision Plan. Coordinate
implementation of the plan and evaluate and recommend modifications as needed. Also, provide
assistance to teachers and administrators to facilitate the effective integration of technology into
the curriculum. Support district wide software applications. Supervise the District Technology
Support Specialist. Recommend budget requirements to support the district’s Technology Plan.

Technology Facilitator

Facilitators are to help harness the power of teaching with technology to further engage students
in meaningful lessons to increase student achievement. They are former classroom teachers who
have ways to help incorporate technology lessons into the curriculum.

Part 2: Professional Development Planning

Juan Seguin Action Plan



Session: ITBS and NET*s (TECHNOLOGY ACTION PLAN)

Learning Objective to Be Addressed: All learners will understand and begin to implement the
standards as well as look over the technology plan for GPISD.

Grade Level: Facilitator: Location: Start Time: End-Time:

PK-5th Tracia Trantham Seguin Library Two Sessions: Two Sessions:

3:45 4:45

Lead Facilitator:

Sam Gonzalez

Looking at standard one - describe the kind of leadership that inspires and leads the
development of a shared vision for comprehensive integration of technology to transform
our schools.

First, let’s look at what we currently have and see what I think would be a plan that incorporates
technology in all aspects that affects teachers and students academically.
o Each classroom in the district has a teacher desktop computer, television, VCR or a DVD
player, and now most have an Elmo and projection system. Also, each teacher has access
to a camera, scanner, and video camcorder.
o Each elementary school, middle, and high school has one or two computer lab with 25 +
computers, including one or two printers.
o The district has an established email systems, grading, attendance, and several math,
reading and science assessment and curriculum based programs.
o Each campus has access to a computer cart that has between 6 – 24 student laptop
computers.
o Each campus has access to digital curriculum (cScope) and videos through Discovery
Streaming.
o Each school’s library has 4 – 15+ student computer stations where students have access
to internet, electronic database, and resources to do research. Each teacher has available
numerous videos and cd on several topics.



My plan would include all of the above plus a plan on how technology can be delivered more
effectively, how students can achieve and be assessed, develop effective staff development for
teachers or all personnel involved with students, incorporate more the community which includes
business and parent participation, and finally develop an effective technology plan for the future.

Several changes that I would include are:

More Technology projects – Broadcasting morning announcements, develop more interactive
video conferencing between schools / different school districts, and help teachers develop more
project based activities.

Curriculum – Develop student understanding of Google Docs – where student can develop their
writing skills. Google Docs allows students to work collaboratively on a paper, research project
or just gathering data. With gaggle email have students respond to blogs – increase student
summary skills. Assist teachers in developing reading centers using NetLibrary or other reading
websites. **Bottom line – technology engages and empowers students, especially when teachers
showcase their work!

Computer Labs – one aspect that I would incorporate is increase more access to technology by
opening up the computer labs before and after school for student or parents to use by providing
meaningful online activities. Develop more student based projects that incorporate video editing
software, interactive online activities.

Science Labs – would have access to digital microscope, projection system, video and video-
conferencing technology, and an interactive white board. Just like the computer lab, have the lab
open mornings and afterschool with meaningful interactive activities. Robotics technology
would definitely increase student interest. TCEA held every year in Austin, has competitions
with robotic technology.



Bilingual/ESL – have access to technology in the classroom that incorporates more dual
language technology activities.

Staff Development – help teachers work collaboratively on how to improve / incorporate
technology effectively with the curriculum, especially in the area of science, math and reading.

Standard two discusses the development of a robust digital age learning culture.
My plan would be to focus on students and teachers being successful and not isolate technology
but help them incorporate it into the curriculum by using all the available technology resources –
whether online assessment. (Nero – AlphaSmarts)
o Blogging
o Webquests
o Wikis

Standard three emphasizes the importance of digital age professional development - what
might this look like? And how can leaders work to make sure their SBDMs are prepared to
address this new type of professional development?

The kind of leadership that I believe is needed being innovative and a risk taking attitude - this
type of leadership will lead to the creative implementation of technology. The primary
benefactors would be students and teachers!

Standard four discusses the importance of leadership that manages and implements
strategic planning, monitors progress, and continually evaluates the systemic changes to
ensure continued improvement in integrating technology in all aspects of curriculum,
instruction, assessment and organizational change. Discuss what this leadership requires of
today's administrators.

Objectives and Strategies

Administration and support services us of technology will be monitored, staffed, funded,
and utilized at appropriate levels



GPISD will effectively plan and evaluate technology use and goals
Completion of Texas STaR carts for all campuses. Incorporation of technology
planning in campus improvement plans.
Continuation of use of technology in planning and decision making.
Investigate and deploy data tools for teachers.
Continuation of technology plan evaluation during the next three years.
Annual evaluation with reports to Superintendent and School Board as
requested.
Yearly revision of both board policy and procedures dealing with technology.
Revisions to include data retention procedures.
The district will support and implement the Texas Long Range Plan for
Technology in all short and long term planning.
Continue giving eighth grade post test to access technology skill acquisition on
Technology TEKS. Evaluate data to modify instruction and staffing as needed.

Administration will recommend staffing levels and tools for support of technology
integration

Deployment of student Novell accounts and email. Development of procedures for use and
monitoring. Development procedures for maintenance

Administration will continue to seek and maintain funding for technology.

Continued seeking of grants such as E-Rate, Title II Part D, and other competitive and
noncompetitive grants.
Support of technology through federal, state, local monies, bonds and appropriate donations.

GPISD Technology Department will continue support and enhancing services for
employee, student, and parent use.

Deployment of VPN (Virtual Private Network) for administrators to access network services at
home.
Perform complete workflow/data flow analysis of district data.
Allow teachers to post web pages to the district site to increase communication with campus
Develop data retention policy for email and user accounts



Lastly, the NETS-A standard five urges today's leaders to model and advance digital
citizenship. What does this look like?

Increase involvement with parent and community
Facilitate parent participation with technology applications
Enhance the parent portion of the district web page
Redevelop parent password site for on-line grade book access
Develop a parent web portal to consolidate all parent information sites
Give access to School Messenger emergency telephone communication system to all campuses

Facilitate GPISD Technology Department involvement with the community
Enhance content of GPISD-TV - channel 76
Incorporate language software into adult literacy classes at Title I
campuses and Title I programs offering literacy instruction
Enhance GPISD Foundation web site to incorporate credit card
donations
Continue offering computer literacy classes (Spanish and English) as
requested by campuses

Part 3: Evaluation Planning for Action Plan

• How is technology and information systems (e.g., AEIS, AYP, STaR chart and other data
gathering software) used in identifying campus curriculum, instructional and professional
development needs?

Technology planning is an activity that provides direction and helps users
understand clearly where they are now and imagine where they want to be. The most
common technique used to formalize technology planning is the creation of a document
by using assessment tools such as STAR Chart. Sam Gonzalez our technology facilitator
believes a technology planning document is to technology planning as a road map is to
travelers. Questions asked: Is your school using technology effectively to ensure the best
possible teaching and learning?; What is your school’s current education technology
profile?;What areas should your school focus on to improve its level of technology



integration? The star chart or any other assessment tool helps explain the various points
of interest and destinations to those involved in the process of technology.

• How is technology being used to deliver and enrich instruction (give examples) ?

Many different types of technology can be used to support and enhance learning.
Everything from video content and digital moviemaking (youtube) to laptop computing
and new uses of technology such as podcasting are constantly emerging. Various
technologies deliver different kinds of content and serve different purposes in the
classroom. Technologies available in classrooms today range from simple tool-based
applications (such as word processors) to handheld computers, closed-circuit television
channels, and distance learning classrooms. Even the cell phones that many students now
carry with them can be used to learn. Students can learn "from" computers—where
technology used essentially as tutors and serves to increase students basic skills and
knowledge; and can learn "with" computers—where technology is used a tool that can be
applied to a variety of goals in the learning process and can serve as a resource to help
develop higher order thinking, creativity and research skills.

• Identify and discuss professional development planning that focuses on the use and
integration of technology in curriculum, instruction and assessment.

Technology encourages teachers to take on new and expanded roles, both inside
and outside of the classroom. Within the classroom, technology supports student-
centered instruction. The teacher assumes the role of coach or facilitator while students
work collaboratively. A professional development curriculum that helps teachers use
technology for discovery learning, developing students' higher-order thinking skills, and
communicating ideas is new and demanding and thus cannot be implemented in isolation.
Therefore in order to get everyone on board, administrators must help with the change.
One strategy to motivate and encourage teachers to spend the time and energy necessary
to develop technology competency is to model the use of technology. Mrs.Sims, principal
of Seguin, utilized the internet to promote powerful, encouraging messages to staff
during meetings. Other strategies for encouraging teachers to participate in professional
development for technology use is



•Establish regular times for team interaction. (Mrs. Sims will be giving team ½
day planning sessions each six weeks, to work with data such as benchmarks,
AEIS and Star Chart)
•Send agendas to participants beforehand. (through e-mail, wikis, or blogs)
•Designate a team librarian. (Set up author interviews or discussions through web
based training)
•Build and maintain a team archive.
•Use visual forms of communication where possible.
•Set formal rules for communication and/or technology use.
•Create an environment of trust.
•Eliminate confusion.
•Create productive dialogue/Make learning interactive.
•Have teachers share what they are doing on a regular basis.
•Give constructive feedback and support as a facilitator.

Another important component of effective professional development for
technology is access to on-site technical support personnel who are responsible for
troubleshooting and assistance after the technology and lessons are in place. When
teachers are trying to use technology in their classrooms and they encounter difficulties,
they need immediate help and support. Technology that is not easily accessed and
implemented will not be used.

• Describe the use of technology to enhance learning and instruction – utilize professional
experiences (e.g., how you use technology in the classroom).

When I began this class I had little technology going on in my classroom. Seguin
Elementary has two computer labs, and as the interview stated, we are all trying to get in
to teach a technology lesson weekly, usually we get 45 minutes, one day a week. In the
past I have created power-presentation which took about three weeks. We used clay and
created biomes that where destroyed by erosion. We took pictures as the process was
being developed and destroyed, then place these pictures in a power point presentation so
that they could see the effects. It was really a useful tool.



I have also shown pictures from the internet to teach inferring. Little has been
done with the use of technology. However, this year I have just received four computers
for my classroom. I have set up my third grade students email accounts using gaggle.net
and we are using Achieve 3000 software which helps dual language learners with their
reading skills. I plan on setting up a classroom blog to help communicate with my
students and parents. And I plan on using wikis as language dictionaries and look for
podcast for language learners. However, this might be difficult as to we do not have
classroom sets of iPods.

I have been taught some wonderful programs through professional development
but honestly I have walked away knowing I won’t be using this tool because I didn’t
know how to fit it in my curriculum scope and sequence. We don’t have a facilitator on
campus full time; we only have him for two days a week because of funding. Trends are
showing that the districts need to find funding to provide full time facilitators to teach
lessons with the classrooms so that teacher would use the tools learned. Technology is a
wonderful necessity for 21st learners.

• Based on student interviews, describe how students are using technology to improve their
learning and academic performance.

Technology plays a role in this approach of providing students with tools and
information that support their problem solving, communication, collaboration, and
knowledge creation.

I have learned just this week that technology is happening at school for some of
my students and not at home. Last week, after setting up my third grade students an email
account, I asked them what they thought about having an email account and how will
they use it to communicate in school and out of school? Several of my students didn’t
reply to the message as I had taught them. Most began a new email answering that it
would be cool to ask me questions about their homework and talking with their friends. I
was even asked if I liked Kettle corn. I then asked would they use this at their home.
Some of my students said, “they have a computer but they are not connected to the



internet. I asked if they use different software to learn. Some said yes and some said they
never get on the computer.

However, when asked about video games almost all my students had a WII, Play
station or Xbox. Therefore, school seems to be the only place where computer
technology is occurring for them.

Students that do have internet are very resourceful. They all have been emailing
me and using the achieve 3000 reading program that can be assessed anywhere. Some
have even commented that they go and Google information if they don’t know the
answer.

Students today are very techno savvy as I am the wanna be. Just this week they
taught me how to change the color scheme in Achieve 3000. I didn’t even know that was
possible and the funny thing is I was the one trained and I am to train them. Most
students today are risk takers and connect video game formats to any other technology.
As suggested during the interview, hold your arm up and anyone who can walk under
your arm will be able to help you (students are more advance than we are).

I have noticed that my students do use word processors at home to create birthday
invitations or write letters to their friends. I am hoping that once I send a the letter home
tomorrow about their own email accounts and the Achieve 3000 Reading program, some
of my parents will consider getting the internet so that their child can use the email
account and reading programs.

Evaluation
Evaluation Process:
Evaluation of the Technology Plan will be a systematic ongoing process. All aspects of the Plan
will be evaluated formally annually.

A subcommittee of the technology committee will be responsible for the ongoing evaluation and
will utilize whatever resources deemed necessary in the process. The type of evaluation, and the
detail, will depend on the part of the Plan being evaluated. The intention of the evaluation will be
to make decisions on the impact that technology has the learning process for all students. A



report will be given to the Superintendent and the Board of Trustees after each formal evaluation
occurs. After evaluation the Executive Director of Technology and Information will make all
necessary changes in the e-Plan system. Particular attention will be paid to Objective 4.3, as the
bond planning process will dictate many parts of the plan in year 2 and 3.

Grand Prairie ISD’s STaR Chart results will be used to help Grand Prairie ISD assess its progress
toward meeting the goals of the Long Range Plan for Technology. The STaR chart will also be
used to compare Grand Prairie ISD’s results with other Texas districts. By using the STaR chart
as a monitoring tool, Grand Prairie ISD will be able to accurately assess technical growth on an
annual basis.

Evaluation Method:

• Integrating technology into curriculum and instruction
• Classroom observations of effective teaching practices combined with the use of
technology to support student learning.
• Lesson plans that include effective teaching practice as part of instructional procedure.
• Formative PDAS observation records regarding students learning (which includes use of
instructional technology).
• Improve student participation and completion of classroom assignments.
• Positive participant evaluations following technology staff development session.
• Increase integration of individualized, relevant and interesting technology into classroom
instruction.
• Lesson plans that reflect learning gleaned in technology staff development sessions.
instruction.



• Increasing the ability of teachers to teach
• Formative PDAS observation records regarding student learning (which includes use of
instructional technology).
• Improve student participation, attention, and completion of classroom assignments.
• Positive participant evaluations following technology staff development session.
• Documentation of student acknowledgment of GPISD’s Acceptable Use Procedures as
outlined in handbook.
instruction.
• Increase professional collaboration resulting from forums.
• Enabling students to meet challenging state academic standards.
• Increase use of technology by administrators and teachers for data tasks.
• Increase integration of technology will increase higher-level thinking resulting in better
scores.
• TAKS benchmarking decisions made by Superintendent regarding online testing
• Monitoring of legislative action regarding school funding
• Acquiring and deploying technologies and telecommunication services
• Monitoring of budget and services being rendered to staff
• Services delivered in an incremental approach to maximize efficiency
• Systems decrease user frustration to accessing data and systems
• Meeting timelines for implementation
• Increased physical evidence of technology use (bulletin boards, classroom instruction,
student work posted in school hallways, etc.). To be monitored by campus principal.
• Meeting with campus staff regarding technology planning
• Reports to Board of Trustees and Superintendent

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.


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