week #4 assignment - flow chart & action plan

Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011

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

Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011Rubric

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

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)



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 and/or monitoring evaluating

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)



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)


Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011The 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.



SUPPORT


Hurst-Euless-Bedford ISD School Board

Hurst-Euless-Bedford ISD School Board

Superintendent of Schools

Superintendent of Schools

Deputy SuperintendentDeputy Superintendent

Assistant Superintendent of

Elementary Instruction


Elementary Instruction


Secondary Instruction


Secondary Instruction


Technology


Technology

Technology Education/Media

Services

Technology Education/Media

Services

Technical Support

Technical Support

Elementary Principals

Elementary Principals

Secondary PrincipalsSecondary Principals

ClassroomTeachers

ClassroomTeachers

Campus Technology Assistants

Campus Technology Assistants

Instructional Technology Specialists

Instructional Technology Specialists

StudentsStudents


Person(s) Responsible Role Played with Regards to Technology

Hurst-Euless-Bedford ISD School Board These elected officials represent community stakeholders in our local public school system. They are responsible for

ultimately approving any funding or programming for technology

recommended by district officials.

Superintendent of Schools The superintendent represents the district as a whole and is ultimately the person responsible for making final approval on

technology funding or programming proposals before they are presented to the

school board for approval.

Deputy Superintendent The deputy superintendent for the district has the primary job of coordinating the

district’s curriculum and assessment. The deputy superintendent works closely with

the assistant superintendents for elementary and secondary instruction, as well as the assistant superintendent for technology to ensure that our district is providing a curriculum that meets state standards, and prepares students for

global citizenship. With specific regards to technology, the deputy superintendent would work with the aforementioned

individuals to implement specific technology curriculum for both students

and staff members.

Assistant Superintendent of Elementary/Secondary Instruction

The assistant superintendents for elementary/secondary instruction

supervise campus administrators and work with administration to integrate district,

state, and federal initiatives, programming and assessments (technology included) at

the campus level, as well as provide support for principals with regards to the

campus budgets and technology allocation.

Assistant Superintendent of Technology The assistant superintendent of



technology is responsible for overseeing both technology education and technical support. This person ensures that proper technology education is provided to both

staff and students, and ensures that proper maintenance and technical support is available. The assistant superintendent

of technology works with the deputy superintendent to make technology

programming and purchasing recommendations to the superintendent.

Elementary/Secondary Principals At the campus level, the principals implement district, state and federal

programming. Principals, in concert with the Site-Based Decision-Making (SBDM) work to construct a budget that allocates funds for technology improvements and trainings in accordance with AEIS, AYP

and STaR Chart Data. Additionally, principals monitor classroom technology and ensure that technology TEKS and applications are taught and assessed

appropriately.

Technology Education/Media Services These individuals provide technology professional development for teachers and

work to make available the use of online resources for the purpose of enhancing, or

teaching, specific lessons/strategies to students.

Technical Support These individuals provide technical support and maintenance to the district’s technology infrastructure and databases, and are available to district and campus staff when equipment or hardware is in

need of repair.

Instructional Technology Specialists Each instructional technology specialist is assigned to a specific campus, and takes

direction from the campus principal in providing specific professional

development and/or support to teachers. The instructional technology specialist is

available to the classroom teacher for



lesson demonstrations or ideas utilizing district technology programming and/or equipment, and can answer questions

about the district’s gradebook system for teachers.

Campus Technology Assistants Each campus in our district has a campus technology assistant who is responsible for

basic troubleshooting on the campus, as well as basic equipment repairs or

maintenance. Additionally, this person maintains technology inventory for the

campus that is then reported to the district for inventory control purposes. At times the campus technology assistant, with

recommendations from the campus principal, will provide professional development on specific campus

technology equipment or programming.

Teachers The teacher is responsible for implementing district, state and federal

technology initiatives in the classroom. A teacher works with campus administration to disaggregate data and identify student needs. The classroom teacher works to

improve classroom instruction and student motivation through the integration of

technology. Additionally, the classroom teacher seeks opportunities to grow

professionally in the area of technology for the purpose of increased proficiency.

Students Students are responsible for the acquisition and demonstration of

technology skills and proficiency in the classroom and on local and state

assessments.

Role of the Campus Principal: The principal serves as the liaison between teachers and district officials. Campus administrators ensure that all district, state, and federal technology initiatives identified are implemented at the campus level through the monitoring of lesson plans and walk-throughs. Additionally, the principal and site-based decision-making team work to disaggregate campus data, identify needs and develop


Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011action plans for improvement that align with the district’s improvement plan and overall vision and objectives. Principals work with site-based decision-making teams to spend allocated district and campus funds for the purpose of technology learning and improvement.


Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011Week 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.

Rationale for Identified Campus Technology Needs : An analysis of STaR Chart Data over the past four years for Hurst Hills Elementary has revealed a lack of growth in the area of “Educator Preparation and Development.” Teachers have consistently rated themselves as “Developing Tech.” While our district offers a variety of technology professional development sessions, there is not enough time in trainings for educators to become “proficient” in the skill being taught, and little time is given for educators to collaborate and discuss implementing the new technology in the classroom setting.

A second area of need identified in the STaR Chart analysis occurred in the category of “Teaching and Learning.” While we achieved an “Advanced Tech” rating in 2007-2008, we moved to “Developing Tech” in 2008-2009, and again for this school year. This rating demonstrates the need for teachers to integrate technology in the classroom, instead of primarily using it for classroom management tasks.

During an interview with my campus principal in the Week 3 interviews, it was noted that our district is getting ready to utilize a new database known as eSchool. This database will replace the current ADM system that has been hard for administrators and teachers alike to utilize for the purpose of data analysis. As a result of this impending change, it will be imperative that staff receive training and support to make effective and efficient use of this software.

The importance of furthered professional growth in these areas of technology is necessary for Hurst Hills to ultimately reach the goals for student achievement outlined in the campus improvement plan. The campus improvement plan, based on current AEIS and AYP data identifies five strategic goals. All five of these SMART goals utilize a technology component to either boost student achievement in low-performing subgroups or further student achievement at the commended level on the TAKS tests.

Therefore, I would propose the following activities to increase teacher proficiency in technology, increase technology integration and use in the classroom setting and assist the administration in promoting technology awareness, understanding and use at the campus level by both students and staff members for the purpose of student achievement.



Note: At the present time, our district does not have a specific improvement plan or objective for technology. Both the district and campus level improvement plans utilize technology as a strategy for improving student achievement.

Technology Goal for Hurst Hills Elementary: To further knowledge, application, use and integration of technology by staff members of Hurst Hills Elementary for the purpose of increased student achievement.

Tasks/ Action StepsPerson(s)

ResponsibleResources

*Campus administration will assist teachers in monitoring their current level of technology understandings and professional growth needs using the LoTi Digital-Age Survey for Teachers.

*Campus Administration

*Online LoTi Digital-Age Survey for Teachers

*Computers

*Assemble grade level examples of best practices for technology in the form of exemplar lessons and projects used by teachers in the classroom setting for the purpose of teacher discussion and/or use.

*Campus Administration

*Hurst Hills Teaching Staff

*Exemplar Lesson Form

*Exemplar Lesson Plan Notebook

*The Instructional Technology Specialist for Hurst Hills Elementary will provide a professional development session and support on the use of the district’s new database known as eSchool.

*Instructional Technology Specialist

*Smart Board

*Computers

*eSchool software

*Teacher surveys

*The Instructional Technology Specialist for Hurst Hills Elementary will provide a professional development session on the use of blogs in the classroom setting.

*Instructional Technology Specialist for Hurst Hills Elementary

*Smart Board

*Blog Site

*Document Camera



*Computers

*Consensogram

*Colored Dot Stickers

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 Goal for Hurst Hills Elementary: To further knowledge, application, use and integration of technology by staff members of Hurst Hills Elementary for the purpose of increased student achievement.

Tasks/ Action Steps Assessment

*Campus administration will assist teachers in monitoring their current level of technology understandings and professional growth needs using the LoTi Digital-Age Survey for Teachers.

*Technology professional growth plan and reflection based on LoTi Survey results submitted by each teacher.

*Evidence of integration and/or use of “current technology understandings” or “new technology learnings” in lesson plans, student projects, and teacher



observations/walk-throughs.

*Evidence of professional development attendance on yearly PDAS Summative Questions (Parts II and III).

*Assemble grade level examples of best practices for technology in the form of exemplar lessons and projects used by teachers in the classroom setting for the purpose of teacher discussion and/or use.

*Submission of exemplar lesson and/or project in technology by each teacher each six weeks.

*Evidence of integration and/or use of “exemplar technology lessons or projects” by other grade levels or teachers on weekly lesson plans.

*Administrative observation of integration and/or use of “exemplar technology lessons or projects” by other grade levels, teachers, or students during classroom walk-throughs.

*The Instructional Technology Specialist for Hurst Hills Elementary will provide three professional development sessions and technical support on the use of the district’s new database known as eSchool.

*Teacher surveys

*Evidence of use of eSchool by teaching staff to access and disaggregate student assessment data for the purpose of Response to Intervention (RtI), monitoring and classroom/grade level continuous improvement.

*Evidence of differentiated instruction for identified students (tutoring, inclusion, modified



assignments, etc.) on teacher lesson plans and observed during classroom walk-throughs.

*The Instructional Technology Specialist for Hurst Hills Elementary will provide a professional development session on the use of blogs in the classroom for the purpose of furthering student motivation and achievement.

*Use of a Consensogram to measure professional understanding before and after the training.

*Weekly participation on the campus’ blog training site by each teacher or staff member.

*Administrative observation of blog use by teachers and students during classroom walk-throughs, and reflected on weekly lesson plans.


Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011Week 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.


week #4 assignment - flow chart & action plan

Documents