Tamara Francis Technology Action Plan

EDLD 5352 Instructional Leadership: The Technology Link Tamara Francis EA1191

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.



TEACHING AND LEARNING
RYAN, ROBIN S
CHIEF ACADEMIC OFFICE

ENRICHMENT CURRICULUM
AND INSTRUCTION SERVICES
WELLE, CRAIG M
EXECUTIVE (TL) DIRECTOR

DISTRICTWIDE
TECHNOLOGY-STATE
ELLIS, BRUCE R (TL)
DIRECTOR

DISTRICTWIDE DISTRICTWIDE
DISTRICTWIDE
TECHNOLOGY-STATE TECHNOLOGY-
TECHNOLOGY-STATE
GARRETT, AMBER T STATE
PINKHAM, LESLIE
COORDINATOR COLWILL, LORI L
COORDINATOR
COORDINATOR

CLASSROOM CLASSROOM CLASSROOM CLASSROOM
APPLICATIONS APPLICATIONS APPLICATIONS APPLICATIONS
KERN, ROBERT J HENDERSON, D. SCHEER, BAGBY, SHARAN
INSTR. TECH INSTR. TECH DENNIS INSTR. TECH
SPECIALIST SPECIALIST COORDINATOR SPECIALIST

Campus
Campus Campus
Administrator/
Administrator/ Administrator/
CILT/SBDM
CILT/SBDM CILT/SBDM

Classroom Classroom Classroom
Teachers Teachers Teachers


Robin Ryan, Chief Academic Officer: Mr. Ryan’s job is to guarantee communications with
parents, guardians and the constituents of the community regarding the current state of
technological use within the district. He is also over soliciting feedback throughout the
technology planning process by utilizing the Technology Advisory Committee and Open Forums
designed to solicit suggestions.

Craig Welle, Executive Director of Enrichment Curriculum and Instruction: Design
curriculum planning guides that ensure that all enrichment curricula is being taught beyond the
depth and complexity of the TEKS and also ensure that technology is being integrated within the
curriculum.

Bruce Ellis, Districtwide State Technology Director: Develop standards for student
technology usage that meets the Technology Application TEKS requirements and reinforce the
use of technology in all instructional areas.

Districtwide Technology Coordinators: Develop a student-safe environment conducive for
promoting student and teacher blogging, webcasting, podcasting, as well as web page
publishing.

Instructional Technology Specialists/Coordinator for Classroom Applications: Organize
the purchase, delivery, removal, and storage of all district technology equipment on the various
campuses within the district. Ensure that all equipment being utilized meets the state as well as
district standards at all times. Log all equipment onto the district and school data bases
accordingly, and monitor all licenses and usage for the campuses.

Campus Administrators/CILT/SBDM: Effectively monitor and evaluate staff to make certain
that they are utilizing technology in accordance with district as well as state guidelines. They are
also to oversee that all technological equipment is in accordance with the Campus Improvement
Plan as well as district Curriculum Planning Guides.

Campus Teachers: Constantly utilize and integrate various types of technology to reach all
types of learners. Willingly participate in professional as well as technological professional
development sessions. Introduce and integrate new technology into the classroom learning
environment, monitor safe and ethical usage of student technology, as well as ensure a safe
and secure technological environment at all times.


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 order for campus administrators to effectively evaluate their campus progress they typically look at
the various resources that the district, state and federal government allow them to have access to. At
W. H. Adamson in the Dallas Independent School district it is understood that each campus has a
plethora of resources available to them and that the needs of the campus are only as diverse and
profound as the needs of the individual instructional leaders found on it.
Administrators on the campus must immerse themselves in the STaR Chart data in order to gain an
deeper understanding of the campus technological challenges and must then devise a plan of
professional development to train the teachers on the technological equipment that the teachers are
not adequately trained on. These administrators must also speak to the proper district offices to ensure
that their campus has been properly equipped with the current technological equipment as deemed
appropriate and available to the district.

When it comes to administrators understanding the demographics that resides on their campus, they
are able to use a data analysis tool called the Dashboard. The Dashboard alerts campus administrators
to potential at risk students by indentifying various indicators and allowing administrators to be on alert
in regards to these students attendance, grades, and other key components.

All teachers must learn how to interpret the data found on the AEIS Report and allow it to drive
instruction within their classroom. Dallas ISD utilizes a website just for desegregating data and allowing
teachers to understand the diversity that resides within their classrooms. My Data Portal breaks down
the data and allows the teachers to truly understand the subpopulations that are present within their
classrooms.

In order for our Science teachers to learn how to make their classroom exciting, these teachers should
continue to actively attend the Laying The Foundations training in the summer. This along with the
College Board training has proved highly effective for our teachers. The Laying the Foundations
training is a 4 day training that is totally hands on. This allows the teachers to understand step by step
what they should do with the technology laid out before them. Within our Mathematics department, the
staff is actively taking advantage of allowing the students the opportunity to utilize cutting edge
technology in an effort to allow the students to have a better understanding of the concepts being
presented to the students. This year our campus put forth a united front to ensure that all Mathematics
classes had access to TI-Inspire calculators, so that the students would be able to understand math on

greater scale. This meant that all of our teachers had to attend training in order to understand how to
properly utilize the calculators in order to teach them to the students properly. By allowing the teachers
the ability to attend professional development training on how to properly operate the calculators in
relation to the math curriculum being utilized in the school, the teachers were more confident when
teaching the students how to utilize the calculators as well. This is a professional development that
needs to be continued so that teachers are able to understand as new changes and updates take place
with the software associated with the calculators. By integrating these trainings with the knowledge
base presented in the Curriculum Planning Guides, these teachers will ensure that the campus rises to
a Recognized status.

To recap Administrators as well as Teachers need to engage in the following professional development
sessions:
• Dashboard
• My Data Portal (Integrates AEIS data with Benchmark Exams as well as Semester Exam data)
• Laying the Foundations/College Board Training
• Texas Instruments Inspire Training
• Understanding the Curriculum Planning Guide


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.

In order for success and viability of any program to be effective it needs to be ongoing and also
needs to be assessed on a frequent basis. In order for a technological action plan to be
implemented successfully, all components of it must be understood in its entirety. When
reviewing the Long Range Technological Plan presented by the State of Texas one realizes
that they did not implement a program to be laid out in just a year. They implemented a
program that is intended to be implemented over the course of 14 years. Therefore
administrators must understand that they will not see changes overnight, but they must be on a
consistent and gradual basis. They must set measurable goals and understand the changes
that they see taking place.
By integrating and utilizing the data presented in the wide array of educational data systems
available in the State of Texas, we are able to take a holistic look at what is happening on the
campuses. By incorporating these systems into annual planning for the campus one is able to
ensure that all areas are being taken care of academically, through the integration of
technology as one of the key components of educational change. The STaR chart looks at the
technology available to enrich the lives of the students on your campus. This report is actually
very critical because this data is given by the teachers on the campus. They are the ones who
truly know what is available and what is being utilized on the campus.
The AEIS report allows each campus to look at subpops as well as an overall look at each
grade. This report offers a breakdown for African Americans, Hispanics, Whites, Native
Americans, Asians/Pacific Islanders, Male, Female, Special Education Students, Economically
Disadvantaged, as well as LEP students. This report also gives graduation rate information,
attendance information as well as allowing you the opportunity to understand the demographic
makeup of the teachers on the campus.
Currently on Adamson High School campus technology being utilized is allowing students the
opportunity to utilize cutting edge technology in an effort to allow the students to have a better
understanding of the concepts being presented to the students. One is able to assess the
effectiveness by closely monitoring the data available on the districts My Data Portal system.
This allows the teacher to receive immediate feedback on the effectiveness of the various
strategies utilized and presented to the class.



Technology Action Plan
 Tasks/action steps
 The campus administration will survey the teachers and see what forms of technology
drives their classroom instruction, what methods they feel most comfortable using, and
what methods they need additional assistance in when guiding student instruction.
 Once the teachers have been surveyed the administrators will then sit down and see
what misconceptions are present and what training can be given to alleviate the
problem. They will actively review the STaR Chart data from the past three years in
order to seek a deeper understanding of the technological problems that they are
facing.
 As a campus they will all be instructed on what best practices mean to the campus.
They will understand how to follow the trail that the data leads them toward.
 Resources
 Teachers will utilize the information presented in the Laying the Foundations training as
well as the TI-Inspire Training in order to understand how to effectively integrate the
technology with their current curriculum.
 Campus Instructional Technologists will team up with Campus Instructional Coaches to
ensure that classroom teachers are utilizing the best practices at all times. They will
both understand that in able to implement the best practices one must also integrate
technology on a frequent basis.
 The administration will utilize the information presented to the during their Kilgo training
and will allow the teachers the opportunity to utilize researched best practices. Teachers
will be given handouts relevant to the campus with historical data given from 3 years
prior to the current school year. They will review this data in conjunction with the data
presented in the STaR Chart for those 3 years.
 Timeline
 Converting to a technology driven campus will be ongoing throughout the entire school
year. Teachers will also be exposed to continuous professional development for the
2011-2012 school year.
 Administrators, SBDM members, as well as members of the CILT Team will take
learning walks once every three weeks to make certain that technology is being utilized
in all classes on the campus.
 Teachers will desegregate their classroom data once every six weeks to check for
understanding on the various TEKS presented by the state. They will also review which
methods were proven to be most effective as a department when teaching various
subjects. By having open conversations and conducting comparative analysis they are
able to understand campus best practices and utilize them on a more frequent basis.
 Professional development
 Professional development throughout the school year will be layered. Teachers will
receive professional development geared toward their area of teaching and it will be
content specific in relation to effectively integrating technology. Teachers will receive
professional development/training during their common planning time at least once per

week. Teachers will also lead the professional development sessions at times to
discuss the effectiveness of integrating the various forms of technology into the
instructional setting. Teachers will actively discuss which forms of technology is easiest
to integrate in student lead instruction versus teacher lead instruction.
 Monitoring
 Utilizing these techniques effectively will be monitored on a weekly basis during the
collaborative common planning period. They will be allowed to go on learning walks to
see how other departments are integrating technology and be able to openly discuss
effective strategies to take back to their learning community.
 During this time we will look at the data in relation to the different types of technology
being utilized within the classrooms in order to see if there are any differences in what is
perceived to be occurring versus what is actually occurring within the classrooms. This
will be done for not only the class but the various subpopulations as well. By ensuring
that we are looking at the subpopulations we are also ensuring that no subpopulation
gets left behind academically and that all students have a viable opportunity to be
exposed to the various types of technology that are beneficial to their unique learning
style.
 Evaluation
 Primary evaluation will be ongoing. Administrators and CILT members will be
responsible for actively monitoring and evaluating the frequency of use when it comes
to technology. This will be done on a biweekly basis due to the fact that the campus is
on a block schedule. By ensuring that teachers are properly going through all phases of
the lesson cycle, they will also ensure that students are being exposed to technology on
frequent intervals.
 The final evaluation that will provide an overall analysis will come from the AEIS report
given by the state. The AEIS report will give an unbiased opinion of the effectiveness of
allowing the data to drive the instruction. It will allow all members of the campus the
capability of understanding whether or not our campus is effectively meeting the needs
of all subpopulations on the campus or whether or not more work needs to be done in
order to ensure that all students are being taught all the time. It will also allow teachers
to compare use versus nonuse of technology within those classrooms and reflect on
which teachers were most effective and what types of technology played a role.


Week 4 Assignment, Part 4: Posting your Action Report and Responding to OWhnether
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.


Tamara Francis Technology Action Plan

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