technology action plan

EDLD 5352 Instructional Leadership: The Technology Link

Katie Fariss L20268530

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


Katie Fariss L20268530 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 20 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.

(18 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.

(16 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.

(18 points)

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

(16 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 20 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.

(18 points)

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

(16 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 20 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 20 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.

(18 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.

(16 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 10 points)

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

(8 points)

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

(6 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)



Katie Fariss L20268530 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.



Katie Fariss L20268530 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.




Community ISD Organizational Chart

Superintendent- Dr.Cole McClendon: Analyze the needs of the school district based on the state standards and district goals. Analyze data in making decisions for the technology program including funding and resources. Lead Community ISD in a positive manner that promotes the highest student success plus all responsibilities of school board (see below).

School Board Members- 8 School Board Members including Jay Price, Nina Stork, Mike Shepard, Michelle Freeman, Randy McCuistion, Polly Stelzel, Tammy Walker: Responsible for making the district’s policy and serving as the official representative of the community. They ensure quality educational opportunities for all students in the district. They function according to state and federal laws, regulations of the State Board of Education, the TEA, and the will of the people as expressed in elections.

Assistant Superintendent and Director of Curriculum-Lacey Rainey: Leads the district in providing a diverse range of curriculum and instructional programs; provides guidance for professional development and continual learning opportunities; promotes an updated technology-based program; assists the superintendent in making decisions and leading the district in all areas for the good of the students.



Katie Fariss L20268530 Assistant Superintendent and Director of Human Resources- John Reves: Leads the district in the implementation of goals and planning; provides the evaluation of various areas in the district including our community outreach programs and our professional development areas.

Chief Financial Officer- Billy Myers: Handles the district’s budget and financial resources in order to meet district goals and state standards; oversees the district’s technological budget and improvements as well as the food service program budget.

Director of Special Programs- April Estrada: Oversees the special education programs; decision maker for the special education technology resources and budget; provides assessment and feedback to the superintendent on all special education levels in the district.

Director of Instructional Technology and Staff- Susan Horton: Implements the usage of the technological resources for the district; provides support in all areas of technology including: virus software, instructional software, technology-based programs, server hardware and software, and safe internet sites.

Lead District Technician- Jack Coleman: Supports the district in technological repairs and updates; meets with school leaders and officials to assist in the implementation of appropriate technology for each campus; directly assists the director of instructional technology and staff in making decisions for the district’s technology-based programs.

Principals: Campus leaders and decision makers for instruction and discipline; provides support and resources including technology, professional development opportunities, and budget money for the implementation of technology; models ethical behavior in all areas.

Teachers: Ensure that all students have the resources and instruction needed to succeed while following the TEKS curriculum and technology standards; model and facilitate the use of technological resources in the classroom and in other programs; completes the STaR chart to better analyze technological data.

Students: Apply knowledge of technology while observing safe and ethical standards; model technology usage both in school and at home; assist family and friends in the usage of technology; capable of checking school information and personal data (grades, records, etc.) via internet.

Role of the Principal for Implementation: Principals should be accountable for the mission and goals for both the campus and the technology mission. Principals are responsible for the utilization of technological resources including TEKS data, STaR chart, and other software programs which assess the implementation of technology in the campuses. Principals provide the professional development opportunities and resources for teachers to improve and develop their technological skills necessary to be proficient in the classroom.

.



Katie Fariss L20268530 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.

Community ISD’s Technology Mission Statement: To provide the students and staff of CISD with essential resources, technology and training. CISD administration will leverage technology to enable the most efficient and effective means of managing the business of education.

Strategy and Action Step

Person(s) Responsible

Timeline Needed Resources

Evaluation

Staff development and personal assessment in Web 2.0 tools.

Campus Principal, Julie Meek; Director of Technology

August 2012 Power Point Presentation of ways to utilize the Web 2.0 Tools; computers to provide hands-on training

Teacher verbal survey reflecting understanding and increased knowledge of Web 2.0 Tools.

Half day training on facets of and directions for STaR Chart.

Campus Principal, Julie Meek; NeSmith Technology specialist, Susie

August 2012 STaR Chart presentation via power point or other Web 2.0 program.

Team meetings on STaR Chart with report on completed STaR Chart.







Evaluation

Sun

Half day training on C-Scope and Eduphoria and other web resources for teachers.

Director of Instructional Technology and Staff, Susan Horton; Technology specialist, Susie Sun; Principal, Julie Meek

August 2012 Computers, C-Scope and Eduphoria Programs, visual handouts

C-Scope and Eduphoria computer assessments and survey monkey

Assessment of technology resources already provided and technology needs

Technology Specialist, Susie Sun; Principal, Julie Meek; Teachers

September 2012

Spreadsheet and technology request form

Lists of all technology currently available will be assessed and technology request forms will be completed by each employee.

District Technology Plan overview and professional development in which employees will view and discuss the goals, mission statement, and progress that has been

Superintendent, Dr. Cole McClendon; Principals

September 2012

Power point presentation with the district technology plan posted

Surveys from survey monkey and/or hard copy surveys filled out immediately after the presentation.







Evaluation

made thus far.

Cyber ethics professional development on the various rules, laws, and ethics of technology usage

Lead District Technician, Jack Coleman; Principal, Julie Meek

October 2012 (Faculty Meeting)

Power point presentation on cyber ethics, handouts of brief articles on cyber ethics

Teachers will take a survey on Survey Monkey and results and opinions will be recorded.

Team meetings on enhancing communication via internet where teachers will which will help teachers learn how to post blogs and create their own websites to promote the communication between parents, community members, and schools.

Principal, Julie Meek; Trained teachers who already have their own websites (Amanda Snider, Rachel Nygrin, Margarita Solis)

November 2012

Computers and/or ipads

Finished product of each teacher’s website. Each teacher’s website will be posted on the school district’s website, so people are able to access it.

Consistent posting and emails for useful technological

Assistant Superintendents, Lacey Rainey and John Reves, Teachers,

OngoingEmail access,Discussion board forum

Walk-throughs, C-Scope lesson plans, Formal evaluations on







Evaluation

resources will allow teachers to view the many resources they have using technology and the internet.

Principals Eduphoria.

Evaluation Planning: Several forms of evaluation will be used for the professional development

activities. My district has become more familiar with survey monkey and doing anonymous surveys online. Surveys will be one of the forms of evaluation, so employees do not feel embarrassed or threatened when they give their true feelings on the professional development. Paper surveys will be completed as well in which teachers can write down their thoughts immediately after the professional development. Walk-throughs and observations are another informal evaluation tool that will be used to assess teacher’s progression and improvement throughout the year. Eduphoria and C-Scope provide more formal types of evaluation with teacher’s lesson plans and technological resources. The STaR Chart will also be a major evaluation tool to assess the technological activity of each campus and the district as a whole.



Katie Fariss L20268530 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.

Evaluation Planning: Several forms of evaluation will be used for the professional development

activities. My district has become more familiar with survey monkey and doing anonymous surveys online. Surveys will be one of the forms of evaluation, so employees do not feel embarrassed or threatened when they give their true feelings on the professional development. Paper surveys will be completed as well in which teachers can write down their thoughts immediately after the professional development. Walk-throughs and observations are another informal evaluation tool that will be used to assess teacher’s progression and improvement throughout the year. Eduphoria and C-Scope provide more formal types of evaluation with teacher’s lesson plans and technological resources. The STaR Chart will also be a major evaluation tool to assess the technological activity of each campus and the district as a whole.



Katie Fariss L20268530 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.

Posted to Discussion Board and to http://katiefarissactionresearch.blogspot.com/


http://katiefarissactionresearch.blogspot.com/