Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011Week 4 Assignment: Due at the end...
Liesl James – EA1194  EDLD 5352 Instructional Leadership: The Technology Link  March 20, 2011  Rubric  Use the following R...
Liesl James – EA1194  EDLD 5352 Instructional Leadership: The Technology Link  March 20, 2011                         prof...
Liesl James – EA1194  EDLD 5352 Instructional Leadership: The Technology Link  March 20, 2011                      •   Pro...
Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011The following four parts to the W...
Liesl James – EA1194  EDLD 5352 Instructional Leadership: The Technology Link  March 20, 2011                             ...
Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011          Person(s) Responsible  ...
Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011                                 ...
Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011                                 ...
Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011improvement.Page 10 – Revised Oct...
Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011Week 4 Assignment, Part 2: Profes...
Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011Note: At the present time, our di...
Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011                                 ...
Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011                                 ...
Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011                                 ...
Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011Week 4 Assignment, Part 4: Postin...
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Week #4 Assignment - Flow Chart & Action Plan

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  1. 1. Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011Week 4 Assignment: Due at the end of Week 4.OverviewLast week, you engaged in an analysis and wrote a report describing the use of technology andinformation systems to enrich campus curriculum, enhance teaching and learning, and generallyintegrate technology into our campus improvement plans to effectively integrate technology andinstructional leadership. Your analysis and report should provide the necessary background forthe Week 4 major assignment – developing an action plan for gathering, analyzing, and usingdata from a variety of sources for informed campus decision making focusing on integratingtechnology, 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 anddistrict improvement plans as well as any technology plans, and your Week 3 report to makesure 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 mustreview and comment on at least one other action plan focusing on organizational leadershipdesigned 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.Page 1 – Revised October 2009
  2. 2. Liesl James – EA1194 EDLD 5352 Instructional Leadership: The Technology Link March 20, 2011 Rubric Use the following Rubric to guide your work on the Week 4 Assignment. Tasks Not Meeting Accomplished Proficient Progressing  ExpectationsAction plan Student completes the Student completes Student provides a Student does notincludes an organizational flow the organizational partial organizational complete theorganizational chart identifying key chart with some chart that does not organizational chart orchart identifying personnel from the identification of include all key description of roles andkey stakeholders in district administration district and stakeholders, and responsibilities.integrating through campus campus does not describe the (0 points)technology and implementation personnel, but roles anddistrict and responsible for does not address responsibilities of keycampus integrating technology the roles and personnel.organizational and instructional and responsibilities of (16 point)eleadership organizational personnel in leadership. Chart must integrating and identify personnel titles implementing responsible for this technology, integration and instructional and implementation, and a organizational brief description of the leadership. role and responsibilities (18 points) of all personnel. (Maximum 20 points)Comprehensive Student describes a Student provides a Student provides a Student fails to developprofessional professional professional professional a professionaldevelopment development plan or development development plan(s) development plan(s).plan(s) designed to activities designed to plan(s) that that addresses only one of the three (0 points)achieve the action achieve the action plan address two of theplan of integrating of integrating three bulleted bulleted items from thetechnology with technology with items from the Accomplished column.instructional and instructional and Accomplishedorganizational organizational column. (16 points)leadership. leadership. To achieve (18 points) maximum credit, the professional development plan(s) must: • Reference analysis and lessons learned about the technology needs from the Week 3 report • Addresses Page 2 – Revised October 2009
  3. 3. Liesl James – EA1194 EDLD 5352 Instructional Leadership: The Technology Link March 20, 2011 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. (Maximum 20 points)Evaluation plan to The action plan must Student provides Student provides an Student fails to includeassess the also include an an evaluation plan evaluation plan that an evaluation plan inprogress and evaluation plan that that addresses addresses only one of the Week 4 actionsuccess of the provides measurable two of the bulleted the bulleted items from plan.action plan. outcomes designed to items from the the Accomplished (0 points) address the following: Accomplished column. column. • Uses data and (16 point) other analysis from (18 points) 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 Page 3 – Revised October 2009
  4. 4. Liesl James – EA1194 EDLD 5352 Instructional Leadership: The Technology Link March 20, 2011 • Provides assessments 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 Student posts their Student posts their Student posts their Student does not poston the Discussion action plan on the action plan on the action plan on the on the DiscussionBoard and on their Discussion Board and Discussion Board Discussion Board and Board or on their blog.blog, and provides on their blog and and on their blog on their blog but doesevidence of provides evidence, and provides not provide anyreviewing and through written evidence, through comments or (0 points)commenting on comments, of reviewing written comments, reflections on theaction plans of and reflecting on at of reviewing and action plans of otherother students. least two other reflecting on one students. student’s action plan. other student’s (Maximum 20 points) action plan. (16 point) (18 points)Assignment Responses are relevant Responses are Responses are Responses do notMechanics to course content; relevant to course relevant to course reflect knowledge of student uses correct content; one or content; more than course content, lack APA writing mechanics; two errors in three errors in clarity and depth, no errors in grammar, grammar, spelling, grammar, spelling, or and/or include multiple spelling, or punctuation. or punctuation, punctuation including errors in grammar, including APA APA writing spelling, and (Maximum 10 points) mechanics Needs writing mechanics. punctuation, including (8 points) (6 APA errors. point)Improvement (0 points) Page 4 – Revised October 2009
  5. 5. Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011The following four parts to the Week 4 assignments should help you complete anaction plan that incorporates all four elements of the assignment, includingposting your action plan and commenting and reflecting on the action plansshared by fellow students.Week 4 Assignment, Part 1: Development of an organization chart integratingtechnologyUsing the campus and district improvement plans, and any suggested technologyimprovements, 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.Page 5 – Revised October 2009
  6. 6. Liesl James – EA1194 EDLD 5352 Instructional Leadership: The Technology Link March 20, 2011 Hurst-Euless-Bedford ISD School Board Superintendent of Schools Deputy Superintendent Assistant Assistant Assistant Superintendent of Superintendent of Superintendent ofElementary Instruction Secondary Instruction Technology Technology Elementary Secondary Technical Education/Media Principals Principals Support Services Classroom SUPPORT Instructional Campus Teachers Technology Technology Specialists Assistants Students Page 6 – Revised October 2009
  7. 7. Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011 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 The assistant superintendents for Elementary/Secondary Instruction 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 bothPage 7 – Revised October 2009
  8. 8. Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011 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/orPage 8 – Revised October 2009
  9. 9. Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011 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 teachersand district officials. Campus administrators ensure that all district, state, and federaltechnology initiatives identified are implemented at the campus level through themonitoring of lesson plans and walk-throughs. Additionally, the principal and site-baseddecision-making team work to disaggregate campus data, identify needs and developaction plans for improvement that align with the district’s improvement plan and overallvision and objectives. Principals work with site-based decision-making teams to spendallocated district and campus funds for the purpose of technology learning andPage 9 – Revised October 2009
  10. 10. Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011improvement.Page 10 – Revised October 2009
  11. 11. Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011Week 4 Assignment, Part 2: Professional Development PlanningUsing the campus and district improvement plans, and any suggested technologyimprovements, 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 ChartData over the past four years for Hurst Hills Elementary has revealed a lack of growth inthe area of “Educator Preparation and Development.” Teachers have consistently ratedthemselves as “Developing Tech.” While our district offers a variety of technologyprofessional development sessions, there is not enough time in trainings for educatorsto become “proficient” in the skill being taught, and little time is given for educators tocollaborate 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. Thisrating 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 thatour district is getting ready to utilize a new database known as eSchool. This databasewill replace the current ADM system that has been hard for administrators and teachersalike to utilize for the purpose of data analysis. As a result of this impending change, itwill be imperative that staff receive training and support to make effective and efficientuse of this software.The importance of furthered professional growth in these areas of technology isnecessary for Hurst Hills to ultimately reach the goals for student achievement outlinedin the campus improvement plan. The campus improvement plan, based on currentAEIS and AYP data identifies five strategic goals. All five of these SMART goals utilizea technology component to either boost student achievement in low-performingsubgroups or further student achievement at the commended level on the TAKS tests.Therefore, I would propose the following activities to increase teacher proficiency intechnology, increase technology integration and use in the classroom setting and assistthe administration in promoting technology awareness, understanding and use at thecampus level by both students and staff members for the purpose of studentachievement.Page 11 – Revised October 2009
  12. 12. Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011Note: At the present time, our district does not have a specific improvement plan orobjective for technology. Both the district and campus level improvement plans utilizetechnology 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 HurstHills Elementary for the purpose of increased student achievement. Person(s) Tasks/ Action Steps Resources Responsible *Campus administration will assist teachers in monitoring their current *Online LoTi Digital-Age *Campus Survey for Teachers level of technology understandings and Administration professional growth needs using the *Computers LoTi Digital-Age Survey for Teachers. *Assemble grade level examples of best practices for technology in the form *Campus *Exemplar Lesson Form of exemplar lessons and projects used Administration by teachers in the classroom setting for *Exemplar Lesson Plan *Hurst Hills the purpose of teacher discussion Notebook Teaching Staff and/or use. *The Instructional Technology *Smart Board Specialist for Hurst Hills Elementary will *Instructional *Computers provide a professional development Technology session and support on the use of the *eSchool software Specialist district’s new database known as eSchool. *Teacher surveys *The Instructional Technology *Instructional *Smart Board Specialist for Hurst Hills Elementary will Technology provide a professional development Specialist for *Blog Site session on the use of blogs in the Hurst Hills *Document Camera classroom setting. Elementary *Computers *ConsensogramPage 12 – Revised October 2009
  13. 13. Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011 *Colored Dot StickersWeek 4 Assignment, Part 3: Evaluation Planning for Action PlanThe technology action plan integrating instructional an organizational leadership must includeevaluation 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 HurstHills Elementary for the purpose of increased student achievement. Tasks/ Action Steps Assessment *Campus administration will assist teachers in monitoring *Technology professional their current level of technology understandings and growth plan and reflection professional growth needs using the LoTi Digital-Age based on LoTi Survey Survey for Teachers. 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 attendancePage 13 – Revised October 2009
  14. 14. Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011 on yearly PDAS Summative Questions (Parts II and III). *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 *Assemble grade level examples of best practices for projects” by other grade technology in the form of exemplar lessons and projects levels or teachers on used by teachers in the classroom setting for the purpose weekly lesson plans. of teacher discussion and/or use. *Administrative observation of integration and/or use of “exemplar technology lessons or projects” by other grade levels, teachers, or students during classroom walk- throughs. *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), *The Instructional Technology Specialist for Hurst Hills monitoring and classroom/ Elementary will provide three professional development grade level continuous sessions and technical support on the use of the district’s improvement. new database known as eSchool. *Evidence of differentiated instruction for identified students (tutoring, inclusion, modified assignments, etc.) on teacher lesson plans and observed during classroom walk-throughs.Page 14 – Revised October 2009
  15. 15. Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011 *Use of a Consensogram to measure professional understanding before and after the training. *Weekly participation on *The Instructional Technology Specialist for Hurst Hills the campus’ blog training Elementary will provide a professional development site by each teacher or session on the use of blogs in the classroom for the staff member. purpose of furthering student motivation and achievement. *Administrative observation of blog use by teachers and students during classroom walk-throughs, and reflected on weekly lesson plans.Page 15 – Revised October 2009
  16. 16. Liesl James – EA1194EDLD 5352 Instructional Leadership: The Technology LinkMarch 20, 2011Week 4 Assignment, Part 4: Posting your Action Report and Responding to OtherStudents’ 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.Page 16 – Revised October 2009

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