edld 5352 week 4 assignment

EDLD 5352 Instructional Leadership: The Technology Link

Week 4 Assignment: Due at the end of Week 4.

Overview

Last week, you engaged in an analysis and wrote a report describing the use of technology and information systems to enrich campus curriculum, enhance teaching and learning, and generally integrate technology into our campus improvement plans to effectively integrate technology and instructional leadership. Your analysis and report should provide the necessary background for the Week 4 major assignment – developing an action plan for gathering, analyzing, and using data from a variety of sources for informed campus decision making focusing on integrating technology, instructional leadership, professional development and organizational leadership.

As a result of this week’s assignments, you will be able to:

Examine and assess procedures for gathering, analyzing, and using data from a variety of sources for informed decision making regarding the integration of technology, instructional and organizational leadership (SBEC Principal Competency 7 indicator);

Design and apply skills for monitoring and evaluating change and making needed adjustments to achieve the campus vision and goals, including the integration of technology as described above (SBEC Principal Competency 7 indicator).

Both of these outcomes are elements of Domain II, Instructional Leadership.

In writing your Week 4 action plan, use your interviews, your readings, including campus and district improvement plans as well as any technology plans, and your Week 3 report to make sure the action plan:

Identifies data gathering sources;

Provides a description of an organizational chart describing decision making responsibilities regarding the integration of technology from central office personnel to campus leadership and staff;

Describes comprehensive professional development activities to achieve your action plan (this may utilize information from the previous three weeks of readings and activities);

Includes an evaluation plan to assess the progress and success of the action plan.

Students will be asked to post their action plan on the Discussion Board and each student must review and comment on at least one other action plan focusing on organizational leadership designed to maximize the use of technology in data gathering and decision making.

Submit your assignment by 11:59 PM on the seventh day of Week 4.

– Revised October 2009


Rubric

Use the following Rubric to guide your work on the Week 4 Assignment.

Tasks

Accomplished Proficient Progressing Not Meeting

Expectations

Action plan includes an organizational chart identifying key stakeholders in integrating technology and district and campus organizational leadership

Student completes the organizational flow chart identifying key personnel from the district administration through campus implementation responsible for integrating technology and instructional and organizational leadership. Chart must identify personnel titles responsible for this integration and implementation, and a brief description of the role and responsibilities of all personnel.

(Maximum 3 points)

Student completes the organizational chart with some identification of district and campus personnel, but does not address the roles and responsibilities of personnel in integrating and implementing technology, instructional and organizational leadership.

(2 points)

Student provides a partial organizational chart that does not include all key stakeholders, and does not describe the roles and responsibilities of key personnel.

(1 point)e

Student does not complete the organizational chart or description of roles and responsibilities.

(0 points)

Comprehensive professional development plan(s) designed to achieve the action plan of integrating technology with instructional and organizational leadership.

Student describes a professional development plan or activities designed to achieve the action plan of integrating technology with instructional and organizational leadership. To achieve 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

Student provides a professional development plan(s) that address two of the three bulleted items from the Accomplished column.

(2 points)

Student provides a professional development plan(s) that addresses only one of the three bulleted items from the Accomplished column.

(1 points)

Student fails to develop a professional development plan(s).

(0 points)



gathering, analysis and use of data from a variety of sources

Includes professional development to improve decision making in the integration of technology with instructional and organizational leadership.

(Maximum 3 points)

Evaluation plan to assess the progress and success of the action plan.

The action plan must also include an evaluation plan that provides 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

Student provides an evaluation plan that addresses two of the bulleted items from the Accomplished column.

(2 points)

Student provides an evaluation plan that addresses only one of the bulleted items from the Accomplished column.

(1 point)

Student fails to include an evaluation plan in the Week 4 action plan.

(0 points)



integration of technology with instructional and organizational leadership.

.

(Maximum 3 points)

Posting action plan on the Discussion Board and on their blog, and provides evidence of reviewing and commenting on action plans of other students.

Student posts their action plan on the Discussion Board and on their blog and provides evidence, through written comments, of reviewing and reflecting on at least two other student’s action plan.

(Maximum 3 points)

Student posts their action plan on the Discussion Board and on their blog and provides evidence, through written comments, of reviewing and reflecting on one other student’s action plan.

(2 points)

Student posts their action plan on the Discussion Board and on their blog but does not provide any comments or reflections on the action plans of other students.

(1 point)

Student does not post on the Discussion Board or on their blog.

(0 points)

Assignment Mechanics

Responses are relevant to course content; student uses correct APA writing mechanics; no errors in grammar, spelling, or punctuation.

(Maximum 3 points)

Responses are relevant to course content; one or two errors in grammar, spelling, or punctuation, including APA writing mechanics.

(2 points)

Responses are relevant to course content; more than three errors in grammar, spelling, or punctuation including APA writing mechanics Needs

(1 point)Improvement

Responses do not reflect knowledge of course content, lack clarity and depth, and/or include multiple errors in grammar, spelling, and punctuation, including APA errors.

(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.




HISDCentral Office

Technology Department

Networking Systems

Strategic Planning

Application Systems

Tech Support & Training

(Help Desk)

East RegionOffice

David Morales, CNSGeorge Perez,

Accounting/Business Manager

StevensonMiddle School

Ms. ZapataPrincipal

Campus CNSSDMC

Business ManagerTeachersLibrarian


Position Title Responsibilities

HISD Central Office Technology Department

The Houston ISD Technology and Information Systems Department is in place to assist the district in meeting the needs of all operations in relation to technology. They are divided into four areas: Technical Support and Training Services, Networking Systems, Application Systems and Strategic and Organizational Planning. Their goal is to create “solutions that facilitate learning, business initiatives, and productivity across academic, administrative and community functions” (HISD Connect, Technology and Information Systems, P. 1).

Campus Network Specialist (CNS) Responsible for everyday technology operations in the regional offices and schools. Job duties include network setup, technology inventory, and software installation. At times the CNS may be the first troubleshooter before a staff member calls the HISD Help Desk. The regional office CNS may be called in to assist a campus CNS depending on issue. Both the regional and campus CNS report to the Central Office Technology Department for any issues that cannot be handled on campus. Their direct supervisor is the regional superintendent or the campus principal.

Campus Prinicpal Leads the campus in technology integration by “gathering, analyzing and using data from a variety of sources for informed decision making” (SBEC Principal Competency 7).

Uses tools such as the STaR chart to monitor and change the campus vision and goals in relation to technology use. Integrates STaR chart and variety of other data sources into Campus Improvement Plan in order to align with needs for increased student achievement.

Oversees technology budget for alignment with campus vision and goals.

Evaluates effectiveness of campus technology integration through a variety of assessments.



Position Title Responsibilities

SDMC Works with campus principal on development of Campus Improvement Plan according to a variety of data sources.

Committee members may serve on a technology committee that assists with campus technology updates and issues. Minutes are reported at monthly SDMC meetings.

Teachers Teachers are responsible for integrating the Texas Essential Knowledge and Skills -Technology Applications into lesson plans where applicable in order to create student-centered learning environments. It is also the responsibility of the teacher to make sure that they are staying up to date on technology related professional development. In addition, teachers should be developing lessons that give students access to online learning and a variety of technology media.

Librarian Establishes a technology equipment check out system for campus. Works with CNS to keep inventory of campus technology.

Makes available a variety of resources for teachers and students to keep current with technology literacy.

Allows students to utilize the online library system available through Houston ISD to check out books, conduct research and have access to other online educational resources such as BrainPop.

Business Manager Business managers are housed at both the regional office and select school campuses. They are responsible for assisting the principal with campus technology ordering needs. Although the principal is the sole director of the budget, ordering duties can be delegated to a campus business manager who then submits approval for spending to the regional office business manager.

Reference:

HISD Connect, Technology and Information Systems (2009). Technology and Informantion Systems Manual. Retrieved from



https://www.houstonisd.org/portal/site/Technology/menuitem.a5051239a344432188a67e10e041f76a/?vgnextoid=a63af409370da110VgnVCM10000028147fa6RCRD&vgnextfmt=default



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.

Session Purpose: To give teachers a better understanding of how to the Campus and Teacher STaR Chart affects all aspects of technology integration and infrastructure in the school. Based on STaR Chart data from the past three years there is a need for structured professional development in this area.

Important Note: This session should be done prior to the due date for teachers to submit their Teacher STaR Chart so that they have a purpose for doing so.

Learning Objective to Be Addressed: Staff Orientation to STaR Chart - A New Vision for Technology

Grade Level/Content Area:

All

Facilitator:

Lead Teachers, Campus CNS

Location:

Stevenson Lecture Theatre and Various Computer Labs

Start Time:

1:45

End-Time:

3:15

Learner-Centered Activity

Purpose Description Steps Estimated Time

Construction of Knowledge & Goals of the Learning Process

Teachers will brainstorm campus use of technology for the purpose of setting the theme of the training.

The goal of the training is to help teachers understand the purpose of the STaR Chart. Without an

Teachers will be directed to brainstorm on the topic of campus technology integration by answering the following questions:

What are we doing well?

In what areas could we

Arrange teachers in grade level groups

Hand out Post It chart paper and markers to teachers

Post questions on projector screen

Direct

15 minutes



understanding of the learning goal there is a disconnect to the purpose of the professional development.

improve?

What are we ready to take on?

teachers to think about the three questions posted and brainstorm ways in which they act on each

Have each group report out findings and post in room

Construction of Knowledge & Social Influences on Learning

Teachers will lead a discussion among groups as to the challenges in Teaching and Learning, Educator Preparation and Development, Instructional Support and Infrastructure for Technology.

Teachers will read “The Texas Challenge” (Texas Campus StaR Chart, p. 4-8) article by participating in a jigsaw activity. This will allow for some background on the STaR Chart and the Texas Long-Range Plan for Technology recommendations.

Keeping the groups the same, teachers will be given the handout “The Texas Challenge”. The article will be divided into four parts.

Each teacher will number on different colored paper with the numbers 1 through 4 printed on them. For example, not all teachers at the same table will receive the same number of color. Each person will be given their assigned section to read based on their

25 minutes



number.

When the teachers are finished reading, they will be asked to get in their color groups, making sure there is a 1 through 4 person in each group, and report out what they read to their color group.

Supply each group additional time to look over the STaR Chart Key Areas Rubric. Allow for additional discussion on how the rubric ties in to the article read. Have each group report out one key idea they learned from each of the four key areas.

Have four volunteers scribe the ideas from each group onto four separate Post-It Charts titled with the Key Areas.



Developmental Influences on Learning, Standards and Assessment and Strategic Thinking

If change is to be made, the teachers need options. By giving them the tools they need to make the change, the teachers will influence student learning and start to understand how technology can be easily integrated into everyday lessons to increase student knowledge and effective use.

Teachers will become familiar with the TEKS – Technology Applications and how they may be integrated into each subject area.

The goal is to allow the school to come up with a plan for integrating the TEKS into all core areas.

Allow teachers to regroup in their specific content area for this exercise.

Using the TEKS -Technology Applications provided, teachers will go through and pick out the key concepts, organizing ideas and specific facts that could be integrated into their content area.

Allow teacher participants to have five minutes to Think-Pair-Share key points of learning.

Direct each content area to focus on a goal for technology integration that they could begin implementing the following week. For example, Math teachers may decide that they will start utilizing MS

10 minutes



Excel in their lessons so that students understand how to use spreadsheet for calculations.

Nature of the Learning Process, Context of Learning, and Developmental Influences on Learning

Teachers will go to assigned computer labs and log in to complete their STaR Chart.

At this point, teachers should have a better understanding of the Texas Teacher Star Chart and the TEKS – Technology Applications. Completing the chart at the same time as the training should prove to be a valid assessment of technology integration on campus.

Allow teachers to go directly to completing the Teacher STaR Chart. The Campus CNS and other administrators will assist teachers with any questions they may have.

“The Texas Teacher STaR Chart Will Help Teachers Answer Critical Questions:

1) What is my current educational technology profile in the areas of Teaching and Learning and Educator Preparationand Development?

2) What is my knowledge of online learning, technology resources, instructional support, and planning on mycampus?

35 minutes



3) What evidence can be provided to demonstrate my progress in meeting the goals of the Long Range Plan forTechnology and No Child Left Behind, Title II, Part D?

4) In what areas can I improve my level of technology integration to ensure the best possible teaching and learningfor my students?

5) What are the technology standards required of all beginning teachers and recommended for all current Texas teachers?”

(Texas Teacher STaR Chart, p. 2).

Reference:

Texas STaR chart: School technology and readiness: The campus chart. (2006). Austin, TX: Texas Education Agency. Retrieved from:

Texas STaR chart: School technology and readiness: The teacher chart. (2006). Austin, TX: Texas Education Agency. Retrieved from: http://starchart.esc12.net/docs/TxTSC.pdf



Week 4 Assignment, Part 3: Evaluation Planning for Action PlanThe 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.

Technology Action Plan for Stevenson Middle School

ISTE/NETS*AConnection

Strategy/ActionPerson

Responsible

Formative/Summative

Measurement

Resources/Data Needed

Timeline

Systemic Improvement &

Excellence in Professional Practice

Educate teachers on reason for STaR Chart and the benefits it brings to the school. This should be done early in the year.

Principal, Leadership Team, Campus CNS

Pre- and Post-tests on knowledge of STaR Chart and its impact on technology integration and infrastructure on campus

Campus surveys on technology use, integration and knowledge

STaR Charts from previous years, PowerPoint that shows STaR Chart progress from previous years

April/May 2010

Visionary Leadership,Excellence in

Professional Practice, &

Systemic Improvement

Develop a wheel committee, headed by the Campus CNS, in the SDMC to discuss Technology on campus. Team members would act as the lead teachers in the implementation

Principal, Leadership Team, SDMC members, Campus CNS, teachers willing to serve on such committee


STaR Chart Data

January 2010 SDMC meets once a month



of utilizing technology on campus to its full capacity. In addition this team would develop a plan to bring to the staff as to how to best implement Technology TEKS campus wide.

Digital Citizenship

Make a strategic plan for ensuring teachers are integrating Technology TEKS in their lessons. For example, Math or Science may choose to teacher students how to use MS Excel spreadsheets to calculate data.

Principal, Leadership Team, school staff, SDMC

TEKS based common assessments and benchmarks, student work


All classroom computers and computer labs should be kept updated for use with all programs that are part of the plan. Programs must be purchased in accordance with school licensing policy.

Ongoing

Visionary Leadership Determine how plans implemented will increase student achievement and influence Campus Improvement Plan (CIP). As a result, there should be additional data resources that indicate how the STaR Chart and other technology

Principal, Leadership Team, SDMC, Technology Wheel Committee, Campus CNS

TEKS based common assessments and benchmarks, student work

State TAKS assessment results


State TAKS assessment results for 2010, Campus and Teacher STaR Chart Data, pre- and post-survey results, professional development evaluations from 2009-2010 school year

May 2010 & August 2010



implementation strategies could be integrated into next year’s Campus Improvement Plan. At present time the CIP does not reflect technology integration or infrastructure plans.

Visionary Leadership, Digital-Age Learning

Culture &

Systemic Improvement

Evaluate current technology programs in place and their effectiveness in meeting the needs of all learners.

Principal, Leadership Team, school staff, SDMC, HISD Research and Development Dept. (provides district data to schools)


List of all schoolwide technology initiatives, research behind each initiative, district data on proven initiatives in technology

Ongoing

Digital-Age Learning Culture

& Digital Citizenship

Plan for additional Educator Preparation and Development as it applies to current practices in technology. Based on data from the STaR Chart, teachers seem to get the basics such as operating a desktop or laptop computer. Teachers may need additional training on Podcasting, creating webpages, etc.

HISD Central Office Professional Development Department or approved outside vendors such as Data Projections (SMARTBoard), Region 4 ESC

Evaluations for professional development courses needed such as pre- and post-tests, observations and walk-throughs conducted by administrators after professional development

Campus surveys on technology use, integration and knowledge using www.surveymonkey.com.

Professional Development offerings through any of the previously mentioned “Person Responsible”

Ongoing



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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