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Week 4_EDLD 5352_Technology Integration Action Plan
Below you will find my action plan for the Week 4 Assignment. Any suggestions forimprovement are greatly appreciated.Development of an organization chart integrating technologyRole & ResponsibilitiesSuperintendent • Provides educational leadership for the District, including leadership in developing the District vision statement and long-range educational plan • Delegates authority and supervision of district goals and initiatives to Associate Superintendent for Curriculum & Instruction, Assistant Superintendent of Schools, Chief Technology Officer and other cabinet members • Keeps informed of current curricular and educational thoughts, trends, and practices, as well as proposed legislation impacting the schools • Oversees development and implementation of objectives and long-range plans for curriculum and technology and instructional evaluation and improvement • Supports the professional development of principals, teachers, and other staffAssociate Superintendent of Curriculum & Instruction • Serves as a member of the Superintendent’s Cabinet and provides educational leadership for the District, including leadership in developing the District vision statement and long-range educational plan • Provides instructional, curricular, & technology leadership that creates, implements, maintains, and enhances excellence, scholarship, creativity, and achievement for all students • Supervises Chief Technology Officer and Directors of Curriculum & Instruction, Instructional Technology & Library Services, and Desktop Services in the areas
of staff development and curriculum • Collaborates with Chief Technology Officer and Directors of Curriculum & Instruction, Instructional Technology & Library Services, and Desktop Services to write the District Improvement Plan and assessing needs, planning, and implementing district professional development programs • Supports the professional development of principals, teachers, and other staffAssistant Superintendent of Schools • Serves as a member of the Superintendent’s Cabinet and provides educational leadership for the District, including leadership in developing the District vision statement and long-range educational plan • Provides instructional, curricular, & technology leadership that creates, implements, maintains, and enhances excellence, scholarship, creativity, and achievement for all students • Delegates authority and supervision of all district goals and initiatives to all campus administrators • Works with administrators, principals, teachers and parents relative to curriculum, administrative functions, instructional materials, and evaluation of educational programs • Collaborates with Chief Technology Officer and Directors of Curriculum & Instruction, Instructional Technology & Library Services, and Desktop Services to write the District Improvement Plan and assessing needs, planning, and implementing district professional development programs • Supports the professional development of principals, teachers, and other staffChief Technology Officer • Serves as a member of the Superintendent’s Cabinet and participates in the strategic planning process to meet District’s mission, technology strategies, action plans, and objectives • Develops the Long-Range District Technology Plan • Explores new technologies for future planning and potential implementation to include collaborating with industry on technology matters and innovations for K-12 educational programs • Delegates authority and supervision of district technology goals and initiatives to Directors of Desktop Services and Network Services • Develops, implements, and controls the overall strategy and plans for the development, deployment, and utilization of technology to support the District in department and campus operationsDirector of PK-12 Curriculum & Instruction Specialists • Supervises PK-12 content area Curriculum & Instruction Specialists and Coordinators • Facilitates the appropriate use of technology in the teaching/learning process • Ensures content area TEKS with embedded technology components are implemented appropriately and effectively in classroom instruction
• Monitors professional development programs and provides direction in the development of any new or revised educational programs • Collaborates with Director of Instructional Technology & Library Services, Instructional Technology Specialists and Curriculum & Instruction Specialists to further the integration of technology into the curriculum and establish best practices to guide everyday teaching and lesson planning • Supports the professional development of principals, teachers, and other staffDirector of Instructional Technology & Library Services • Ensures Technology Application TEKS are implemented appropriately and effectively in classroom instruction • Supervises Instructional Technology Specialists, Librarians, and Campus Instructional Technologists • Assists in leading change for the purpose of managing efforts around data driven decision making, standards-based instruction, 21st Century literacy, and other key knowledge regarding educational uses of technology • Collaborates with Director of PK-12 Curriculum & Instruction Specialists, Instructional Technology Specialists and Curriculum & Instruction Specialists to further the integration of technology into the curriculum and establish best practices to guide everyday teaching and lesson planning • Collaborates with campus administrators and staff in the acquisition and utilization of innovative technologies that contribute to success in student learningDirector of Desktop Services • Collaborates with the Director of Instructional Technology & Library Services and the Director of PK-12 Curriculum and Instruction Specialists to find the most appropriate, compatible hardware & software to be used in the educational setting • Provides technical support for professional development and emerging technologies • Ensures technologies are available and in working condition for everyday teaching and student use on all campus and district facilities Principals • Review and analyze AEIS Report, AYP Report, STaR Chart, Mock TAKS data, and CBA data • Develop a Campus Improvement Plan with staff that reflects a technology component based on campus data • Collaborate with Curriculum Specialists and Instructional Technology Specialists to plan professional development for teachers in curriculum and instructional technologies • Support the Campus Instructional Technologists to implement ongoing professional development, modeling, and co teaching for teachers in needed areas as demonstrated by data results
• Ensure content area and TA TEKS are taught and mastered • Model effective use of emerging technologies and trends to develop an organizational pattern for adapting the instructional program, practices and structures to meet individual needs of students in an atmosphere conducive to research-based practices in learning • Communicate to students, staff, and parents the Acceptable Use Policy and monitor its adherenceInstructional Technology Specialists • Assist in the development of the Long-Range District Technology Plan • Assist the Campus Technology Committees to in developing a Campus Technology Plan in alignment with the Long-Range District/State Technology Plan • Provide sustained, in-depth quality technology training and professional development related to technology integration, technology trends, and technology research and applications • Model technology-based instructional strategies for teachers using best practices • Collaborate with Curriculum & Instruction Specialists, Campus Instructional Technologists, and campus grade level teams to plan for professional development in technology integration and its effective implementation into the classroom • Analyze campus data on STaR Chart Report and AEIS Reports to collaborates with campus administrators to develop a plan of action for improving campus technology needs and staff professional developmentCurriculum & Instruction Specialists • Serve as resource person for campuses in matters of curriculum, materials, instructional/technology strategies and assessments • Collaborate with Instructional Technology Department to provide professional development on the district curriculum using emerging technologies that will effectively improve student achievement • Keep abreast of emerging technologies to utilize within their content area to improve curriculum and instructional strategies for teaching and learningCampus Instructional Technologists • Facilitate the Campus Technology Committees to guide them in developing a Campus Technology Plan in alignment with the Long-Range District/State Technology Plan • Serve as a liaison between the district and campus to disseminate information regarding current technology trends and emerging technologies • Collaborate with Instructional Technology Specialists and Curriculum & Instruction Specialists to provide professional development on the district curriculum using emerging technologies that will effectively improve student achievement • Meet with grade level teams or individual teachers to assist in the creation of
integration lessons/projects for students • Model and co-teach technology-based lessons involving integration of curriculum using research-based practices • Provide training to teachers on computer literacy competencies as reflected in SBEC standards • Provide Cyberbullying training to all campus teachers and studentsTeachers • Ensure classroom lessons implement the Technology Application TEKS with district curriculum in all content areas • Utilize research-based best practices when using emerging technologies in teaching and learning • Collaborate with Instructional Technology Department to select appropriate technology tools to develop student interest and performance in teaching and learning • Participate in technology professional development for personal and professional growth • Model and teach the Acceptable Use Policy and copyright guidelines to studentsTechnicians • Provide campus technical support in the utilization of emerging technology tools • Fulfill campus work orders daily and prioritizes support based on immediate student needs • Provide preventative maintenance on existing technology equipment and softwareStudents • Master the Technology Application TEKS at their grade level • Comply with the District’s Acceptable Use Policy • Abide by the guidelines for engaging in appropriate Netiquette • Engage in appropriate ethical practices in conducting research • Utilize emerging technologies to improve own learning and academic performanceThe role of the principal is to ensure that all the campus goals and initiatives in theirCampus Technology Plan are aligned with the district’s goals and initiatives reflected inthe District Technology Plan. It is important for the principal to be an effectiveinstructional leader by modeling the use of technology in campus meetings and staffdevelopment. In researching new instructional technology programs to be implementedon the campus, it is imperative that the principal follow the organizational chart to getprior approval and ideas on how it can enhance instruction and learning. The principalmust work with the Curriculum & Instruction Specialists as well as the InstructionalTechnology Specialists and Campus Instructional Technologists to devise a plan ofaction for professionally developing the campus staff on new technology initiatives andeducational programs. Principals must monitor the implementation of the organizational
chart to ensure that the appropriate staff is providing the technical support that teachersand students need for effective classroom instruction and learning. The principal mustalso continuously stay abreast of emerging technologies and educational research andprovide evidence to support that the teachers are utilizing the technology tools availableon the campus. As a principal, one must ensure that they include a technology budgetthat sets aside the necessary funding to support the campus technology initiatives andeducational programs that meet classroom technology needs. Finally, it is important forthe principal to assure that all students and staff are abiding by the District’s AcceptableUse Policy, copyright guidelines and ethical practices in research.Professional Development PlanningIn reviewing the Campus and District Improvement Plans as well as the STaR Chartresults for the district, I found that the most pressing areas needing improvement is inTeaching and Learning and Educator Preparation and Development. In the past 3years, our district has been classified at the Developing stage in these two areasshowing very little growth. Both our teachers and administrators need professionaldevelopment in the area of technology integration as reflected in the State Board ofEducation Certification (SBEC) Technology Applications Standards for Teachers andthe Technology Standards for School Administrators (TSSA).As mentioned in the Week 3 Report, our district technology plan focuses on threeinstructional technology goals: computer literacy for staff and students, technologyintegration into all curriculum areas to effectively build content knowledge, and usingtechnology tools to deliver instruction to enhance student learning and achievement.These are the three goals that most campuses align their Campus Improvement &Campus Technology Plans with because they are tied to the instructional componentswhich ultimately can impact student achievement. In our District Technology Plan for2010-2013, the first goal states, “Ensurethat all students and staff pursue mastery of clearly defined technology skills for use infoundations, information acquisition, problem solving, and communication.” The firstobjective of this goal focuses on the computer literacy for students. In order to fulfill thisgoal, we must ensure that we have 86% to 100% of students showing mastery ofTechnology Application TEKS in K- 8th grade, with 8th grade being emphasized as anarea of extreme importance. In reviewing the 8th grade assessment results for the pastthree years, our district has gone from a 6% passing rate to 21%. Compared to thestate average’s passing rate for 8th graders of 50%, we are well below the stateaverage. An effective professional development activity would be to provide allprofessional staff including administrators in the elementary and middle schoolcampuses time to analyze the Technology Application (TA) TEKS by grade level todetermine the horizontal and vertical alignment of the TA TEKS across grade levels.Another activity may be to allow the teachers to be administered the same assessmentthat students are given to provide them with an understanding of how in depth thecontent of the test is for the students. I believe in sharing this information, teachers andadministrators will begin to see the importance of ensuring the TA TEKS are beingcovered through the online computer literacy programs offered in the elementary andmiddle school campuses as well as the need for holding teachers accountable in
meeting this state requirement. As we continue to increase the proficiency level of ourstudents, we will see STaR Chart reports increasing to the Advanced or Target TechLevel in Teaching and Learning.The second goal states, “Incorporate technology into teaching and learning in allcurriculum areas to enable students to effectively build content knowledge.” As reflectedin the Round Table discussion with Dr. Abernathy, Dr. Cummings, and Dr. Jenkins, it isimportant to know what new technologies are emerging to be able to see how it willimpact the classroom and the teachers in meeting their instructional needs for studentlearning. As mentioned in the Week 3 report, many campus administrators wantstudents to be fully engaged in the process of learning and that the integration oftechnology transform the teaching process to allow for student inquiry, creativity andcontent. It is essential to promote the use of technology in a student-centered learningenvironment that engages the student in working to solve real world problems and/orissues. All too often teachers criticize that administrators do not provide ampleopportunities or the time to create engaging lessons with technology integration, andthere are very few professional development offered in this area. In analyzing ourAcademic Excellence Indicator System (AEIS) and Annual Yearly Progress (AYP)reports, we found that the students in our district were struggling in Mathematics.Teachers need to engage in a professional development sessions where they analyzetheir student data to come up with individualized learning plans allowing them todetermine which technologies would work best with individual students. Teachersshould engage in online learning that shows a model classroom engaging in theimplementation of instructional strategies using effective technology integration withMathematics that will have a significant impact on student learning. The InstructionalTechnology Department and the Curriculum & Instruction Department need to workcollaboratively to provide professional development that demonstrates how toseamlessly integrate technology and the TA TEKS into the core content curriculumthrough the use of digital resources, district software like Pixie and Comic Life, and theemerging technology tools such as the Mobi, blogs, and iPods which will accomplish thedistrict’s third goal, “Enhance learning and student achievement by using technologytools to deliver instruction.”In the Round Table Interview in Week 3, Dr. Cummings stated that administrators needto be the role models in using the technology tools available to them, stay abreast of theemerging technologies, and bring technology into the classrooms for anytime, anywhereaccess. As instructional leaders of the campus, some lack the technology skills toimprove the Teaching & Learning and Educator Preparation & Development, so bynetworking with other administrators most will find ways to improve the technologyintegration component on their respective campuses. I believe many of ouradministrators need to network with other administrators throughout the state of Texaseither through the use of blogs, discussion boards, or Adobe Connect meetings tocommunicate thoughts and solicit ideas for improving the areas of Teaching andLearning and Educator Preparation and Development. A key professional developmentactivity for administrators would be to participate in the above mentioned activities forstaff, but also participate in an Administrator Technology Academy hosted by
Instructional Technology and Curriculum & Instruction Specialists. In this academy,principals would learn about the various technology tools present on most campusesand how to effectively utilize them. Principals would also be informed of what to look forin a student-centered classroom environment that is seamlessly integrating technology.With the assistance of Instructional Technology and Curriculum & InstructionSpecialists, principals will become more knowledgeable in devising a progressive planof action to meet the needs of the campus while improving technology integration forteachers and students to impact learning and student achievement.Professional development activities to include: • Engage in analysis of Technology Application TEKS in grade level clusters to carefully study the vertical and horizontal alignment of skills • Administer the 8th grade Assessment to teachers and staff to help them analyze and understand the rigor and content that students must master to be successful • Analyze student testing data to create individualized learning plans and determine the best technologies to use in meeting the needs of individual students • Access to online learning that demonstrates best practices of technology integration in use with Mathematics lesson • Collaborate with Instructional Technology Department and Curriculum & Instruction Department to utilize Mobi interactive pads, blogs and iPods in integrating the Technology Application TEKS in mathematics instruction • Design and implement an online learning community in the form of a blog, discussion board, or through Adobe Connect to communicate with other Texas administrators on how to improve in the areas of Teaching & Learning and Educator Preparation & Development • Conduct an Administrators Technology Academy where administrators learn about how to utilize various technology tools available on the campus that will impact student learning and teacher instruction • Collaborate with Instructional Technology and Curriculum & Instruction Specialists to develop a plan of action to meet the technology needs of the campus with a focus on technology integration • Provide just in time training and more professional development opportunities in the area of technology integration using available software with a focus on the areas of need on the campus based on student testing data, AEIS and AYP reports, and STaR Chart reportsResources:
AEIS Reports 2009-2010AYP Reports 2009-2010Campus Improvement Plan 2010-2011District Improvement Plan 2010-2011Long-Range District Technology Plan 2010-2013STaR Chart Campus Summary 2007-2010STaR Chart Teacher Summary 2007-20108th Grade Computer Literacy Assessment 2007-2010Week 3 ReportEvaluation Planning for Action PlanThe Technology Action Plan will be evaluated twice during the year by the InstructionalTechnology Specialists in conjunction with the Campus Technology Committee. Aformative evaluation will be conducted in January to determine the current progress ofthe plan. A summative evaluation will take place in May to determine the campuscompletion of the plan and to establish areas still needing improvement as well asdetermine technology funding for the upcoming school year.Evaluation components to include:• Sign-in sheets, professional development evaluation and reflection forms indicating how the Technology Applications TEKS are aligned vertically and horizontally, effectiveness of just-in time training, and impact of Administrator Technology Academy on instruction and learning• Teacher and Administrator feedback on the computer literacy assessment’s content and rigor and documentation such as lesson plans indicating how campus has made changes to improve teaching of the Technology Application TEKS to prepare students for the assessment• Samples of individualized student learning plans with documentation of technology tools utilized and survey results indicating student reflection of learning plans and its effect on student achievement• Online learning usage reports that signify number of teachers engaged in online learning and time spent as well as lesson plan documentation or teacher personal reflections indicating the implementation of suggested instructional strategies• Collaboration meeting minutes documenting plan of action and mathematics lesson plans incorporating the use of Mobi interactive pads, blogs, and/or iPods with sample student products• Online learning community discussions and/or meeting recordings and STaR Chart data results and an analysis of trends in comparison to previous STaR Chart data• Samples of professional development provided by administrators that document the use of an emerging technology or tool to enhance the learning experience
• AEIS and AYP data reports are reviewed and analyzed to gather information to show improvement in scores impacted by the integration of technology and teacher surveys indicating how technology has enhanced instruction in the classroom• Principal and district walk-throughs that show project based learning and effective technology integration are occurring in classrooms• A written, comprehensive campus technology action plan that is aligned to the district and state technology plan with specific action steps, timeline, resources, persons responsible and measurable evidence of attainment