edld 5352 week04_assignment

EDLD 5352 Instructional Leadership: The Technology Link

Kris O’Neal

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


Kris O’NealRubric

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)



Kris O’Neal

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)



Kris O’Neal

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)



Kris O’NealThe 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.



Kris O’NealWeek 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.



Kris O’Neal

Figure 1



Kris O’Neal

Action Plan Organizational ChartImplement Pilot Program for Ereading Devices

PERSONNEL/STAKEHOLDER ROLE AND RESPONSIBILITYKISD Superintendent of Curriculum and Instruction

Collaborate with other stakeholders in developing guidelines for a pilot program implementing the use of EReading devices and incorporate Web 2.0 tools. Present knowledge and skills in following proper school district policy and implementing most appropriate instructional strategies in using the devices in the educational setting. Maintain an active relationship between the central office and SLHS.

KISD Director of Technology Operations Collaborate with other stakeholders in developing guidelines for a pilot program involving EReading device (Kindle) and incorporate Web 2.0 tools. Present knowledge and skills in developing an appropriate acceptable use policy. Maintain an active relationship between the Technology department and SLHS.

SLHS Principal Collaborate with other stakeholders in developing acceptable use guidelines for a pilot program involving use of EReaders and to incorporate Web 2.0 Tools more effectively into classroom instruction. Maintain an active relationship between the central office, Technology department, and all SLHS stakeholders.

SLHS Assistant Principal of Curriculum and Instruction

Collaborate with other stakeholders in developing guidelines for an acceptable use policy for pilot program involving EReaders and more fully incorporate Web 2.0 tools in the classroom.

Campus Advisory Team (SBDM Team) Collaborate with other stakeholders in developing acceptable use guidelines for a pilot program involving use of EReaders, the Kindle, and more fully incorporate Web 2.0 tools in the classroom.

Department Heads Collaborate with other stakeholders in developing acceptable use guidelines for a pilot program involving use of EReadersKindle, and more fully incorporate Web 2.0 tools in the classroom.



Kris O’NealTeachers Collaborate with other stakeholders in

developing acceptable use guidelines for a pilot program involving use of EReaders, the Kindle, and more fully incorporate Web 2.0 tools in the classroom. Create assignments utilizing most appropriate instructional strategies that engage the learner through this new technology.

Students Collaborate with other stakeholders in developing acceptable use guidelines for a pilot program involving use of EReaders, the Kindle, and more fully incorporate Web 2.0 tools in the classroom. Complete assignments, and discuss strengths and weaknesses of Kindle and Web 2.0 Tools with SLHS staff.

Role of Principal

The principal, the Leader of Learners, must take the lead in regards to implementing full technology integration. In the particular case noted above using EReading devices, Kindles, is a pilot program to help integrate new technologies into the classroom. When designing this type of program the principle must work to see all stake holders are engaged and give regular feedback as we seek to improve instruction and decrease the cost of education. The principal must also make certain that federal, state and district technology plans are all in alignment. Our principal is always looking to be a leader in our school district and this will continue to place Seven Lakes High School at the cutting edge of technology integration. In our districts Long Range Technology Plan 2009-2012 GOAL 3: Leadership, Administration and Instructional Support: Provide effective and efficient technology implementation for student, faculty, administrative and community use that meets the demands of the 21st Century and ensures that upon graduation, students are equipped with the skills they need to be fully prepared for today’s workforce, is addressed by this pilot program. We see the need to introduce more electronic devices such as, I Pads and laptops and a principal must drive this type of improvement. She has the ability to allocate campus funds and direct teacher Professional Development for improved technology integration. The campus administration along with principal will continue to work on how students and teachers can access the new technologies, while insuring all legal guidelines are adhered to such as: copyright laws, district acceptable use policy and internet safety and ethics.

The principal should also be an advocate for her teachers and in regards to the districts Web 2.0 tools it is obvious that further support for teacher integration of said technologies is necessary. The teachers have shared that they have a greater need for continuing support in their application of the new tools. Professional development for the Web 2.0 tools also needs to be more practically interactive for all stake holders to become comfortable and competent.



Kris O’NealWeek 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.

Katy ISD Long Range Technology Plan 2009-2012 addresses four major areas of need; Goal 1: Teaching and Learning, Goal 2: Educator Preparation and Development, Goal 3: Leadership, Administration and Instructional Support and Goal 4: Infrastructure. These goals and our STaR chart progress have guided the technology improvements for Seven Lakes HS. While our STaR Chart results showed that we were advanced but we still have needed practical improvements. AS I discussed in the week 3 assignment and based on the Needs Assessment, the Campus Advisory Team developed a Campus Improvement Plan calling for additional software in computer labs as well as a campus retrofit of all computers on campus that were in use our first school year (2005), reconfiguring of computer lab seating to remedy vandalization and increase security, and add more digital tools for teachers such as the Smart Boards and attached over LCD projectors. The retrofit for our computers is greatly needed. As the district has added more necessary use on the computers they have not added any additional functionality to the computers. This has resulted in many computers running so slowly that at times it is difficult simply to take role. In addition, teachers and departments are required to become more fully integrated in the districts Web 2.0 Tools that include Edmodo and Wiki’s. These are more interactive and can augment or replace teacher WebPages. Assignments, calendars, and other information have been accessed through teacher WebPages but can be replaced or augmented by Wiki’s. The greatest needs based on my surveys from the students are how to more fully integrate learning devices that the students use regularly outside of the school. I am excited that our campus will pilot the use of an Ereading device, the Kindle, for our students. Students have often shared how impractical and difficult it is to carry 50 lbs. of books across a campus that is 1/3 of a mile from door to door.

Professional Development Planning



Kris O’NealProfessional Development Planning needs to focus on the mastery of Web 2.0 tools by the teachers. In completing informal surveys and interviews with teachers they feel they have so many new tools throw at them and it is difficult to master all these tools. Teachers appreciate that the district wants to be on the cutting edge to improve student learning through technology. However, they want to be competent with all the new tools. The staff developments for such new Web 2.0 tools have been overwhelming and have not provided hands on use. Most teachers felt there was not enough follow up and technical support to make full use of these tools. Teachers also feel that we still rely to heavily on paper/pencil classroom instruction on top of proposed technology integration. Full technology integration by complete immersion seems to be the best way to move us into a 21st Century classroom.

Practical Skill Assessment of Teacher Web 2.0 Skills

Tasks/Actions Taken Person (s) Responsible Resources EmployedCampus will assess the level of teacher competence in the use of Web 2.0 Tools

Principal for Curriculum and Instruction, District IT personnel and Teachers

District Personnel, On line survey and PLC feedback to Department Chair

Teachers will complete on-line survey and complete Web 2.0 Competency Rubric in PLC

Principal for Curriculum and Instruction and Department Chairs, for each PLC

District Technology, Web 2.0 Competency Rubric

Data from the on-line survey and Web 2.0 Competency Rubric will be gathered

Principal for Curriculum and Instruction and Campus Department Chairs

Principal for Curriculum and Instruction, Zangle Data gathering software

Future Staff Development for Web 2.0 Tools Designed to Meet Assessed Teacher Needs

Principal for Curriculum and Instruction and District IT Personnel

Web 2.0 Tools, Campus Computer Labs



Kris O’NealWeek 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.

Professional Development that Works

The purpose of integration of technology in our modern classrooms in my mind is 3 fold. One is to reach students where they already are as digital natives, two is to prepare students to succeed in the digital age and three to teach students the principles of safely and ethically working as a team to integrate various information sources into a problem solving models. In order to accomplish these goals we must take the education of our TEACHERS as equally important. Most teachers are clearly digital immigrants and it behooves us to efficiently prepare them in the use of technology. We are regularly told that lecturing students is the least effective way to reach them. Yet, most professional developments are conducted in this manner. Objective 2.3 of the Long Range Technology Plan 2009-2012 stated goal is to “Provide ongoing professional development opportunities and follow-through support for all Katy ISD employees.” As one of our stated objectives I think it will serve us well to provide additional focus on teachers really using these new Web 2.0 tools daily. Presenting more thorough and interactive professional development for teachers would greatly increase the use of these tools and improve student’s academic performance.



Kris O’Neal

Practical Skill Implementation of Teacher Web 2.0 Tools

Tasks/Actions Taken Person (s) Responsible AssessmentCampus/District Will Present Professional Development Based on Teacher Web 2.0 Skill Assessment

District IT Personnel and Campus Technology Instructional Leaders

Teachers will use selected Web 2.0 Tools and show competency by completing web based tutorial and viewed in conjunction with IT personnel and/or Campus Technology Instructional Leader

Teachers will use selected Web 2.0 Skills in preparing a classroom lesson relevant to their subject area

District IT Personnel, Campus Technology Instructional Leaders

Teachers will use selected Web 2.0 Tools and show competency by completing classroom lesson in conjunction with IT personnel and/or Campus Technology Instructional Leader

Teachers will Present Lesson using Web 2.0 Skills to their PLC

District IT Personnel, Campus Technology Instructional Leaders and Dept. Chair

Teachers will present their lesson to their PLC, IT personnel and/or instructional leader and get practical feedback to improve lesson.

Teachers will present their Web 2.0 based lesson to their classes

Classroom Teacher Teachers will present their lesson to their classes and students will give feedback using an on-line survey rubric.



Kris O’Neal



Kris O’NealWeek 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

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