Technology Organizational Chart and Action Plan
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Technology Organizational Chart and Action Plan Document Transcript

  • 1. Dean Hofer, EA1103 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. Page 1 – Revised October 2009
  • 2. EDLD 5352 Instructional Leadership: The Technology Link Dean Hofer, EA1103 Rubric Use the following Rubric to guide your work on the Week 4 Assignment. Tasks Not Meeting Accomplished Proficient Progressing  Expectations Action plan Student completes the Student completes Student provides a Student does not includes an organizational flow the organizational partial organizational complete the organizational chart identifying key chart with some chart that does not organizational chart or chart identifying personnel from the identification of include all key description of roles and key 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 and district and responsible for does not address responsibilities of key campus integrating technology the roles and personnel. organizational and instructional and responsibilities of (1 point)e leadership 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 (2 points) of all personnel. (Maximum 3 points) Comprehensive Student describes a Student provides a Student provides a Student fails to develop professional professional professional professional a professional development 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 the plan of integrating of integrating three bulleted bulleted items from the technology with technology with items from the Accomplished column. instructional and instructional and Accomplished organizational organizational column. (1 points) leadership. leadership. To achieve (2 points) maximum credit, the professional development plan(s) must: • Reference analysis and lessons learned about the technology needs from the Week 3 report • Addresses professional Page 2 – Revised October 2009
  • 3. EDLD 5352 Instructional Leadership: The Technology Link 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 3 points) Evaluation plan to The action plan must Student provides Student provides an Student fails to include assess the also include an an evaluation plan evaluation plan that an evaluation plan in progress and evaluation plan that that addresses addresses only one of the Week 4 action success 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 (1 point) other analysis from (2 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 • Provides Page 3 – Revised October 2009
  • 4. EDLD 5352 Instructional Leadership: The Technology Link assessments and/or monitoring evaluating professional development to improve decision making in the integration of technology with instructional and organizational leadership. . (Maximum 3 points) Posting action plan Student posts their Student posts their Student posts their Student does not post on the Discussion action plan on the action plan on the action plan on the on the Discussion Board 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 does evidence of provides evidence, and provides not provide any reviewing and through written evidence, through comments or (0 points) commenting on comments, of reviewing written comments, reflections on the action plans of and reflecting on at of reviewing and action plans of other other students. least two other reflecting on one students. student’s action plan. other student’s (Maximum 3 points) action plan. (1 point) (2 points) Assignment Responses are relevant Responses are Responses are Responses do not Mechanics 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 3 points) mechanics Needs writing mechanics. punctuation, including (2 points) (1 APA errors. point)Improvement (0 points) Page 4 – Revised October 2009
  • 5. Dean Hofer, EA1103 EDLD 5352 Instructional Leadership: The Technology Link 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. Page 5 – Revised October 2009
  • 6. EDLD 5352 Instructional Leadership: The Technology Link 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. Page 6 – Revised October 2009
  • 7. Dean Hofer, EA1103 EDLD 5352 Instructional Leadership: The Technology Link Organization Chart Technology Services Director of Technology Services Administrative Assistant Systems Data Services Web Services Telecommunications Administrator Coordinator Coordinator Coordinator Telecom Telecom Technician Technician Assistant Webmaster Systems Network Engineer Administrator Technical Support Technical Support PEIMS Student Specialist Specialist Assistant Coordinator Programmer (SVHS) (JRES, TPES, RBES) Network Engineer Technical Support Technical Support Specialist Specialist (SBMS, ASES, BBES) (HELP DESK, SS) Technical Support Technical Support Technical Support Specialist Specialist Specialist (SVMS, STZES, SES) (CHS) (CES, MES, CHMS, MHS) Page 7 –Technical Support 2009 Revised October Technical Support Technical Support Specialist Specialist Specialist (GFES, FHES, CMS) (OCES, HLES, MVMS) (CLHS, RCES)
  • 8. Dean Hofer, EA1103 EDLD 5352 Instructional Leadership: The Technology Link 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, 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. Page 8 – Revised October 2009
  • 9. Dean Hofer, EA1103 EDLD 5352 Instructional Leadership: The Technology Link 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 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. Page 9 – Revised October 2009
  • 10. Dean Hofer, EA1103 EDLD 5352 Instructional Leadership: The Technology Link Page 10 – Revised October 2009
  • 11. EDLD 5352 Instructional Leadership: The Technology Link 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 Professional Timeline Development Needs Development Plan Teachers indicated need for Hold department specific Initial sessions: August 2010 professional development professional development regarding integration of sessions with follow-on Follow-up observations/ technology in instruction observations and mentoring mentoring: Bi-monthly or as needed Utilize Apple Educational Consultant to increase teacher’s knowledge of Apple- based software packages Teachers indicated need for Hold small group professional Wednesday Learning Sessions greater support and training development sessions before during September 2010 for teaching online via school, after school and during Studywiz Spark conference periods to establish individual teacher’s eLearning spaces Improve student technology Campus Instructional Annually as required by literacy and use in the Facilitator and Apple teacher need beginning classroom Educational Consultant will September 2010 work with specific teachers in their classrooms to assist students in technology integration Teachers indicated need for District Curriculum Quarterly beginning August implementing data-based Coordinators, Campus 2010 decision making processes in Administrators, Department lesson planning Chairs, and/or Instructional Follow-up by Department Facilitator hold professional Chairs on monthly basis development regarding integration of disaggregated data from Eduphoria and campus AEIS reports for lesson planning Page 11 – Revised October 2009
  • 12. EDLD 5352 Instructional Leadership: The Technology Link Page 12 – Revised October 2009
  • 13. Dean Hofer, EA1103 EDLD 5352 Instructional Leadership: The Technology Link 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 Teacher Self Reports, PDAS Evaluations, technology in the development Walk-Through Observations, Student work, Campus of curriculum and instruction STAR Chart, Professional Development Surveys Department Chairs will assess integration through lesson plans submitted by teachers or teacher groups. Improve student technology Student Work, Walk-Through Observations, PDAS literacy and use 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 Teacher produced podcasts, blogs, webpages development/mentoring for the improvement of podcasting, Hit counter on blogs, Walk-Through Observations, teacher blogs and webpages PDAS Evaluations, Campus STaR chart Development of eLearning Teacher established personalized Studywiz learning environment via Studywiz platform Spark to increase online instruction Studywiz Activity Logs (Hit counter), Student Surveys Page 13 – Revised October 2009
  • 14. Dean Hofer, EA1103 EDLD 5352 Instructional Leadership: The Technology Link 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 Page 14 – Revised October 2009