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.

School Board

Superintendent of Schools

Asst. Superintendent for Technology Coordinator
Secondary Schools

Principal Curriculum PEIMS Technology Network
Facilitators Analyst Facilitators Specialist

Teacher Instructional Technology
Technician

School Board-
The school board has the ultimate authority to determine and interpret the policies that govern
the schools as they pertain to the areas of technology. They can determine if adequate funding is
provided for technology, and they control policies that effect technology throughout the district.



Superintendent-
Dr. Troxell-The Superintendent manages the day-to-day operations including, but not limited to,
the implementation of the Technology Plan. He implements School Board policies related to
technology, and makes recommendations for the technology budget. He fulfills the duties
assigned by the school.

Assistant-Superintendent for Secondary Schools-
Dr. Jolly- He makes recommendations to the Superintendent. He has the ability to perform a
needs assessment and implement technology programs at the secondary level. He can also
propose financial assistance for secondary campuses to use for technology purposes.

Technology Coordinator-
Joel Adkins- He makes recommendations to the assistant superintendents based upon the
technological needs of the district and individual campuses. He oversees the technology
department and ensures the fulfillment of its goals set forth by the district and technology plan.
He recommends professional development that will integrate technology into teaching and
learning.

Principal-
Dr. Templeton-He oversees the day-to-day operations of the high school. He ensures the
proper allocation of resources, both financial and personnel, to directly affect student
achievement. From a technological standpoint, it is his job to ensure that effective
technology is available for teachers and students. Additional, he is responsible for ensuring
that the technology available is being used to improve and maximize student achievement.
By doing this he is the most important of all of the members in the flow chart chain. He sets
himself apart from the other administrators, on the chart, by handling the responsibilities
of only a single campus, where as the others handle multiple campuses. He also has the
authority to act quickly upon any technological matters which separates himself from
persons below him on the chart who do not have the authority to make such matters
happen in a timely fashion.

Curriculum Facilitators-
They support teachers and students in their use of technology on the campus level. They provide
for staff development for teachers in the use of technology to enhance student achievement.

PEIMS Analysts-
They gather and report the district data to the State governing agencies to ensure compliance.
Their data helps other decision makers to properly distribute technological resources.

Technology Facilitator-
They research educational technology advances and their applications throughout the district.
They oversee the use of technology to improve student achievement and maintain compliance in
technology licensing and distribute educational software throughout the district.



Network Specialists-
They maintain the district network, including but not limited to mainframes, hard wired, wireless
networks and other technology hardware and storage devices at the district level.

Teachers-
They deal with the technology on a day-to-day basis. They create and present lessons that align
properly with the district’s curriculum. They ensure student achievement through the use of
technology in a way that positively affects their learning.

Instructional Technology Technicians-
They install and maintain software and hardware of the campus level includes but is not limited
to troubleshooting and repair on student and teacher workstations.



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 the preparation for organizing a professional development session about integrating
instructional technology into the classroom, I found it necessary to include four main data
sources: The Tivy High School STaR Chart, The Kerrville ISD Technology Plan, The Tivy
Campus Improvement Plan, and the Vision 20/20-Long Range Plan for Technology.
I hoped to incorporate some online learning for at least a portion of the staff development
session. The problem with this is that most of the teachers at Tivy have very little exposure to
online training such as web conferences, so I decided that at least a small portion of the training
should include helping teachers to understand the web conferencing software that our district has
purchased and some of the capabilities that the software provides. The STaR Chart results also
included a need for greater technology application in the implementation of the TEKS. This
reflected a need to supply teachers specific ways that they can use technology as an additional
tool to teach their curriculum and another way to reach their students.
The Kerrville ISD Technology Plan clearly outlines some primary goals that the district
has set forth to proved specialized training for their teachers. I felt these goals should also be
incorporated into and staff development that I was planning to provide. Two of these goals
include providing staff development that instructs teachers on various methods to use software to
help analyze test results and student achievement and to provide staff development that will
assist teachers in integrating technology into their lesson plans.
The technology goals currently included in the THS Campus Improvement Plan fell into
two distinct categories: the acquisition of hardware and software and the implementation of that
hardware and software as an instructional tool to be used within the classroom. Teachers have
very little responsibility in the achieving of the first goal because the acquisition of technology
falls upon the principal and technology administrators, as described in the flow chart in part one
of the assignment. The second goal, the implementation of the acquired technology, is the
responsibility of the teachers, but in order to implement the technology, the teachers must first
have some grasp of the technology that is available to them and its’ capabilities. The goals in the
Campus Improvement Plan aligned very closely with the District Technology Plan, so any
activities that I planned would easily fulfill the goals of both plans.
The final resource I consulted in planning my staff development session was the Vision
20/20-Long Range Plan for Technology. This document gave me some very good suggestions on
how to run my staff development sessions in a way that would be the most beneficial to all of the
participants. I wanted to model, for teachers, how to appropriately integrate technology into their
specific courses, not just to use as a random example that may not apply to all teachers. I wanted
the activities to be engaging for the participants, and let them have some real kinesthetic



experience. I found that many times technology intimidates teachers, by providing a hands-on
session I could remove much of this issue. I hope that my activities will stimulate teachers to use
a new more technologically appealing style of teaching. All of these suggestions were taken into
consideration as I planned the following professional development activities.

SCHEDULE OF ACTIVITIES FOR STAFF DEVELOPMENT
Time Description of
Facilitator Participants Location Comments
Schedule Activity
7:30-8:20a Welcome: Technology All Core Area Cafeteria Teachers will enjoy
m Specialist Teachers breakfast while the
Initial greeting, Technology
Breakfast, & Specialist gives a
Introduction to the Web brief explanation of
Conferencing Staff the web conference
Development process and
capabilities for it
within the
classroom. Teachers
will be notified of a
web conference that
they will be
required to attend at
the end of the day to
discuss the
implications of the
day’s professional
development.
Teachers will also
be divided into
groups for the
upcoming sessions.



8:25-9:00a Teachers will be Technology All Core Area Library Teachers will be
m divided by department, Specialist - Teachers Computer exploring the
with each department Presenter Lab-Social possibilities of
going to a different pre- with the Studies distance learning
assigned computer lab assistance of Teachers, from various
on the campus. 4 Technology A121 Lab- locations on campus
Teachers will be asked Technicians Science as they are exposed
to log on to a computer Teachers, to distance learning.
and attend a web This allows for
conference that the A102 Lab- teacher interaction
technology specialist Math as part of the
will be hosting from the Teachers, learning experience.
cafeteria. The
presentation will Staff
include some interactive Library
activities for the ELA
teachers as the presenter Teachers
explains and models the
use of the new web
conference software
that the district has
purchased. Since each
department will be in a
different location, a
facilitator will be
needed to assist
teachers as they log on
to the web conference.
One computer
technician will be
available at each
computer lab to assist
teachers as they attend
the web conference and
explore the new
software.
9:15-10:00a Teachers will be Technology All Core Area Library See below for
m, attending 4 sessions to Specialist - Teachers Computer explanation of
10:15-11:0 explore new technology Presenter Lab-Social itinerary.
0am, options, each with an with the Studies
LUNCH emphasis on how to assistance of Teachers,
(11:00-12:3 integrate a specific form 4 Technology
0pm), of technology into their Technicians A121 Lab-
12:30-1:15 specific teaching field. Science
pm, & Each session will last Teachers,
1:30-2:15p 45 minutes. (Session
m will be further A102 Lab-
described below.) Math
Teachers,

Staff
Library
ELA
Teachers



Session #1 9:15-10:00am
Math - IntelliPads
History - SmartBoards
Science - Blogs & Wikis
English - Testing Evaluation Software

Session #2 10:15-11:00am
Math - SmartBoards
History - Blogs & Wikis
Science - Testing Evaluation Software
English - IntelliPads

LUNCH 11:00-12:30pm

Session #3 12:30-1:15pm
Math - Blogs & Wikis
History - Testing Evaluation Software
Science - IntelliPads
English - SmartBoards

Session #4 1:30-2:15pm
Math - Testing Evaluation Software
History - IntelliPads
Science - SmartBoards
English - Blogs & Wikis

Each session will provide a brief explanation of the technology and its’ possible uses in the
classroom. In addition, each session will provide subject specific examples of lessons that
incorporate the technology and an opportunity for teachers to explore the technology themselves.



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.

As discussions of the day’s activities are taking place via the web conference, the principal
will take notes of teachers who are particularly interested in the application of the technology. He
will also take note of specific activities that teachers plan to incorporate in the classroom
activities. Over the next six week period, the principal will monitor the Wiki site to see how
teachers are actually applying their new found knowledge of the various types of technology
available on the campus. He will consider which teachers are using the technology the most and
to its’ fullest potential. In addition, he will gather data on the use of technology as he performs
campus walk-through. He will then use this to guide his research into the impact that the use of
technology has on student achievement.
After the teacher have had at least six weeks to implement the new technology into their
classroom, the principal will compile data that reflects the academic achievement levels of
students whose teachers do not regularly apply the use of technology as a teaching tool. This will
serve as an ongoing evaluation process to monitor the appropriate use of technology to improve
student achievement over an extended period of time.
A higher level of academic achievement is expected in the students who participated in
the technology based classroom. To achieve the goals set forth in the Campus Improvement Plan,
a 30% increase in student achievement should be reflected. This staff development session will
also help in achieving the district and campus goal of providing 100% of the teachers in effective
technology training.



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.


Edld 5352 week04_assignment[1]

Recomendados

Recomendados

Más contenido relacionado

Similar a Edld 5352 week04_assignment[1]

Similar a Edld 5352 week04_assignment[1] (9)

Edld 5352 week04_assignment[1]