edld 5352 week04 action plan
TRANSCRIPT
EDLD 5352 Instructional Leadership: The Technology Link
Page 1 – Revised October 2009
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.
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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
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)
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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 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
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)
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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 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)
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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.
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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
District
Network
Administrator
IT Director Principal
District
Technician IS Director
Teacher
Assistant
Superintendent
Secondary
Curriculum
Director
Campus
Technician
Students
Campus
Webmaster
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1. School Board- defines, implements, and oversees district technology policies. Approval of technology budgets and district technology use guidelines.
2. Superintendent- Dr. Rodney Cavness evaluates technology needs based on recommendations of lower administration, implements school board policies, and make sure the district is reaching technology goals based on LRPT.
a. Asst. Superintendent- Mike Gonzales makes recommendations to superintendent for technology needs based on lower administrators’ evaluations. He makes sure each campus is following technology policies and guidelines according to District technology plan by communicating with and appraising the Director of Instructional Technology and the campus curriculum director
i. Campus (secondary) Curriculum Director- Dr. Mary Jane Moore is in charge or collaborating with the campus principal and the IT director to ensure campus academic goals are being met in accordance with district and campus technology goals.
b. IT Director- DR Brenda Duhon evaluates goals of district technology plan and recommends resources required to meet needs of campuses and district. She schedules removal and installation of technology resources and professional development. She is also in charge of evaluating the district technology plan and making sure it is in line with and meets the requirements of the state LRPT.
i. Network Administrator- Robert Johnson is in charge of making sure the district infrastructure is maintained. This includes and is not limited to the network (LAN and wireless), servers, and hardware.
ii. IS Director- Dale Fontenot is the district information services director. He is in charge of making sure the district website is running and that it is being utilized to communicate valuable information to all stakeholders. He has faculty at each campus that is in charge of maintaining the website at the local level.
1. Campus Webmaster-Jan Davis is in charge of posting communications and changes to campus website at the local level
iii. District Technician- Jason Michalk is in in control of making sure software is installed appropriately and in a timely fashion throughout the district. Any computer failures due to running programs or operations failure are his responsibility. He has a technician on each campus to deal with issues on a local level
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1. Campus (High School) Technician- Ed Copeland is responsible for software installation, troubleshooting, or other network/ program compatibility issues on campus.
c. Campus Principal-Dr. Marc Keith oversees the day to day operation of the high school. He evaluates curriculum alignment with technology, requests technology budget and resources, and technology and teacher training.
i. Teachers- Teachers use training and resources for technology integration in the classroom. They are responsible for attending training and using technology as part of their curriculum.
1. Students- Students are responsible for using technology resources ethically to do research and project based assignments.
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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.
Professional Development Title: Classroom Technology Integration Faculty members will learn how to use the Mimio board to integrate technology into instruction. On our high school campus STaR chart results we are lacking in professional development for technology. In planning professional development for Port Neches-Groves High School, I had to gather information from multiple sources. The most important concept was to determine where we want to be as a campus and then determine where we actually are. Our school district has developed a district plan for technology. This plan is aligned with the Texas Long Range Plan and I used this information to determine where our campus wants to be. The Texas STaR Chart helped me determine where we actually are as a campus. There was a lot of disparity between the two and the results left a lot of room for professional development opportunities. The results from our Texas STaR Chart indicate that we have not reached our target goals in any of the Key Area I: Teaching and Learning. It goes without saying that this is a direct result of us also not reaching our targets in Key Area II: Educator Preparation and Development.
One clear goal that our technology plan outlines is providing teachers professional development and just-in-time learning opportunities to integrate technology into the classroom. The district also set goals to provide training for our district systems. All of these goals were set to increase the efficiency of instruction and help students become 21st century learners. One thing our campus has done to accomplish these goals is to provide technology facilitators for each department to help ease the transition into digital technology. These facilitators will be actively involved in building the bridge between our district goals and our teacher and student competencies. The first step in professional development planning is to do a current needs assessment to determine how we can increase frequency of technology use in the classroom and how we can immediately use technology applications for TEKS implementation. We have currently installed Mimio boards in every classroom. In order for teachers to use these effectively, they must have learning opportunities and hands on training. In order to have an effective professional
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development experience, teachers only need to learn skills that apply to them. This concept of just-in-time training allows teachers to learn only what they need to and not spend time on what they already know. The first part of the professional development plan will allow the selected facilitators to be trained on the Mimio boards. They will be given professional development planning time and will be able to develop a lesson that only corresponds to the needs of their own department. These lessons will allow the learning of practical applications and not an overall application of the tools. The department will spend time with hands on learning and will have opportunities for inquiry in small groups. Members of the department will also be given online resources to use to further develop skills when primary tools are mastered. The facilitators will also set up a blog so that members of the department can share ideas with one another on a daily basis. This professional development activity will allow facilitators to model proper use of the technology tools. The members of the departments will be learning practical application that are appropriate for their curriculum, they will be given resources to discover new information online, and through frequent collaboration will be able to share new experiences with others. Technology can be very frustrating and intimidating for many people. In smaller groups my hope is that this plan will alleviate those fears and allow teachers to learn effectively. The more teachers know about the technology, the more they will use it and engage themselves to use more digital tools. With understanding comes confidence. It is my hope that after the implementation of this plan, more similar professional development opportunities will be available. Over time our campus will be able to address all of the needs of the district technology plan and elevate our target numbers for the STaR Chart.
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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.
Group Goals Evaluation
Facilitators and Administrators
Increase access to professional development
Increased Communication and collaboration
Instructional support
Support for online learning
Instructional planning for technology
Vision
STaR Chart
Teacher surveys for facilitators and professional development
Create blogs or other online communication resources for communication and collaboration with teachers
Increased campus or district based logged professional development opportunities
AEIS data
Teachers
Frequent use of technology in class
TEKS implementation for technology applications
Online learning
STaR Chart
Self-assessment surveys submitted as part of teacher evaluation
Recorded participation
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Increased professional development
Just-in-time leaning online
Increased knowledge of technology applications
Increased communication and collaboration
in professional development activities
Submit lesson plans with technology integration
Frequent walk-throughs by administrators of facilitators where evidence of technology integration is apparent
Evidence of teachers using blogs or other online communication resources for communication and collaboration
AEIS data
Students
Student mastery of technology application
Student generated work will have technology requirements and evidence of technology use
AEIS data
Student surveys
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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.