technology organizational chart and action plan

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

Dean Hofer, EA1103


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)


Dean Hofer, EA1103


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.


Dean Hofer, EA1103


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.


Dean Hofer, EA1103


Organization ChartTechnology Services


Director of Technology Services

Telecommunications Coordinator

Web ServicesCoordinator

Data ServicesCoordinator

SystemsAdministrator

Telecom Technician

Telecom Technician

Network Engineer

PEIMSCoordinator

StudentProgrammer

Assistant Systems

Administrator

Assistant Network Engineer

AdministrativeAssistant

Technical SupportSpecialist (SVHS)

Technical SupportSpecialist

(JRES, TPES, RBES)


(SBMS, ASES, BBES)


(HELP DESK, SS)


(CHS)


(CES, MES, CHMS, MHS)


(OCES, HLES, MVMS)


(CLHS, RCES)


(SVMS, STZES, SES)


(GFES, FHES, CMS)

Webmaster

Dean Hofer, EA1103


Roles and Responsibilities:

The Director of Technology Services provides leadership and management for all services performed by the Technology Department to include, but not limited to maintaining the Technology budget, ensuring compliance with federal, state and local guidelines for reporting requirements, remaining current with new technology, developing strategy, methods, procedures and timelines for automated system improvements, identifying and recommending system improvements and modifications, and reviewing case error statistics to evaluate or develop corrective actions related to system design.

The Administrative Assistant processes purchase orders for the 18 campuses and all departments within the district, provides assistance to supervisor that ensures the implementation of all directives and polices are followed, assists with departmental budget planning and produces reports on budget balances and expenditures, tracks equipment/furniture transfers for inventory control reporting, takes and reports minutes for staff meetings, and generates purchase orders and warehouse requisitions to maintain departmental office supplies.

The Systems Administrator is responsible for designing, implementing, and maintaining the district server infrastructure and all related Microsoft-based components to include the active directory, virtual servers, backup systems, email server, web server, and student application servers, providing advice regarding network component installation, monitoring and maintaining help desk personnel and services, providing professional development for staff and uses as required, maintaining email system integrity, maintaining system security, and assisting in technology budget development.

The Telecommunications Coordinator administers, maintains, and troubleshoots the telecommunication equipment, voice mail and emergency services, supervises telecommunications/data technicians during installation of campus telecommunications equipment, network wiring and cable circuits, administers the forms and discounts pertaining to telecommunication services, internet access and internal connections, communicates with vendors, suppliers and consultants regarding acquisition of telecommunications equipment and systems, monitors contract and maintenance agreements, and provides information, training and technical assistance to end-users relating to telecommunications equipment.

The data processing department is lead by the Data Services Coordinator who supervises programmer and computer operations staff, provides strategies for future administrative needs, ensures compliance with federal, state and local guidelines, writes specifications for web applications ensuring district efficiency, performs all facets of new applications programs installation, resolves complex programming problems, prepares system diagrams, participates in cost-benefit analysis, manages all data input from schools and staff, and purchases computer forms, supplies and hardware.

The Web Services Coordinator supports all aspects of applications programming by analyzing and developing program specifications to meet user needs, by maintaining and/or modifying vendor software packages to meet district needs, writing specifications for web applications ensuring district efficiency, performing all facets of new applications programs installation, resolving complex programming problems, preparing system diagrams, participating in cost-benefit analysis, coordinating resolution of problems with operational systems, conferring with users to analyze, develop and maintain programs, and provides technical support to users of both internal and external web-based applications.

The primary function of the Telecommunications Technician is to install, diagnose, troubleshoot and maintain telecommunications and network hardware to include routers, patch panels, telephones, WAN/LAN equipment,


Dean Hofer, EA1103


CAT 5/6 cables, fiber optics, servers, printers modems and peripheral equipment, and test, diagnose and maintain the connectivity of all equipment use in the telecommunications and network infrastructure.

The Network Engineer maintains the district’s network infrastructure by designing and implementing district network components, installing network components, maintaining the inventory and documents for network components, monitoring the network infrastructure and related equipment, resolving network related questions and help desk requests, and updating network components.

The Assistant System Administrator provides support to the Systems Administrator in designing, implementing, and maintaining the district server infrastructure and all related Macintosh-based components, installs and documents Macintosh components, provides Macintosh technical support and training to Support Specialists, and completes help desk requests.

The Webmaster designs and maintains the district web site, Intranet and campus-based websites, monitors all websites for accuracy and acceptable content, assists in the development, documentation and communication of acceptable use policies, researches tools and technologies to determine alternative technology solutions, confers with principals and other district staff on website requirements, provides technical support to user of both internal and external web-based applications.

The Assistant Network Engineer maintains the district’s infrastructure by installing and configuring network peripherals, programs and operating systems, maintains and monitors district LAN/WAN servers, and works with the help desk to troubleshoot and resolve network related issues.

The PEIMS Coordinator maintains the accuracy of the PEIMS process by providing training for attendance clerks and other PEIMS data entry personnel, communicating with campuses on timing of and inputting data for special populations, verifying the accuracy of all PEIMS data, organizing reports with the appropriate personnel departments and campuses, and improves the efficiency of data submissions through collaboration with Technology staff.

The Programmer Analyst supports the Data Services Coordinator by providing processing support or assistance for all campuses, central office departments, parents and the general public via the Public Information Officer in generating reports, labels and files for student grades, attendance, discipline and special populations, assists the PEIMS Coordinator by verifying data and managing data input throughout the year to minimize errors, and assists in training new personnel in the use of attendance and grade book software.

The Technical Support Specialist provides on-site and remote technical support to end users by installing and upgrading computer software and hardware, configuring computers according to district standards, diagnosing and troubleshooting problems with computer hardware, software, LAN/WAN equipment, peripherals and network connections, and by maintaining help desk and inventory records.

While the principal is not directly represented in the CISD Technology Organization Chart, he or she is responsible for coordinating with the campus’ Technical Support Specialist to ensure the local infrastructure performance is meeting the needs of all stakeholders. Also not listed in the chart is the campus’ Instructional Facilitator for Technology, who coordinates with the principal and the campus’ Technical Support Specialist to ensure hardware and software for networked computer systems function properly. The campus’ Instructional Facilitator for Technology also coordinates and manages district instructional programs to meet student and community needs, serves as an instructional leader in the development and improvement of federal/special programs, and collaborates with district staff to formulate, develop, implement and evaluate current trends in


Dean Hofer, EA1103


technology application and educational technology. Furthermore, the campus leader delegates to the campus’ Instructional Facilitator for Technology the responsibility of arranging and conducting technology professional development opportunities.


Dean Hofer, EA1103


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 Needs

Professional Development Plan

Timeline

Teachers indicated need for professional development regarding integration of technology in instruction

Hold department specific professional development sessions with follow-on observations and mentoring

Utilize Apple Educational Consultant to increase teacher’s knowledge of Apple-based software packages

Initial sessions: August 2010

Follow-up observations/ mentoring: Bi-monthly or as needed

Teachers indicated need for greater support and training for teaching online via Studywiz Spark

Hold small group professional development sessions before school, after school and during conference periods to establish individual teacher’s eLearning spaces

Wednesday Learning Sessions during September 2010

Improve student technology literacy and use in the classroom

Campus Instructional Facilitator and Apple Educational Consultant will work with specific teachers in their classrooms to assist students in technology integration

Annually as required by teacher need beginning September 2010

Teachers indicated need for implementing data-based decision making processes in lesson planning

District Curriculum Coordinators, Campus Administrators, Department Chairs, and/or Instructional Facilitator hold professional development regarding integration of disaggregated data from Eduphoria and campus AEIS reports for lesson planning

Quarterly beginning August 2010

Follow-up by Department Chairs on monthly basis

Dean Hofer, EA1103


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.

Technology Needs Assessment/Evidence

All campuses will integrate technology in the development of curriculum and instruction

Teacher Self Reports, PDAS Evaluations, Walk-Through Observations, Student work, Campus STAR Chart, Professional Development Surveys

Department Chairs will assess integration through lesson plans submitted by teachers or teacher groups.

Improve student technology literacy and use

Student Work, Walk-Through Observations, PDAS Evaluations

Computer-On-Wheels (COW) sign-out logs to indicate frequency of use

Teachers will develop at least one technology-based project per semester for students.

On-going professional development/mentoring for the improvement of podcasting, teacher blogs and webpages

Teacher produced podcasts, blogs, webpages

Hit counter on blogs, Walk-Through Observations, PDAS Evaluations, Campus STaR chart

Development of eLearning environment via Studywiz Spark to increase online instruction

Teacher established personalized Studywiz learning platform

Studywiz Activity Logs (Hit counter), Student Surveys


Dean Hofer, EA1103


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.

Blog Address: http://deanhofer.blogspot.com


Dean Hofer, EA1103

http://deanhofer.blogspot.com/