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Technology Action Plan

Technology Action Plan

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Edld 5352 week04_assignment[1] Edld 5352 week04_assignment[1] Document Transcript

  • EDLD 5352 Instructional Leadership: The Technology LinkWeek 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
  • EDLD 5352 Instructional Leadership: The Technology Link 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 professional Page 2 – Revised October 2009
  • 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 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 • Provides Page 3 – Revised October 2009
  • 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 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
  • EDLD 5352 Instructional Leadership: The Technology LinkThe 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.Page 5 – Revised October 2009
  • EDLD 5352 Instructional Leadership: The Technology Link 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. Alief Independent School District School Board District Superintendent Associate Superintendent of Technology and School Services District District DistrictTechnology Help Desk Technology Technician Technology Network Coordinator Services Alief Taylor High School Principal Page 6 – Revised October 2009
  • EDLD 5352 Instructional Leadership: The Technology Link ATHS Director of Instruction ATHS Technology Assistant Technology Liaison Liaison Department Heads Team Leaders Classroom TeachersJob Descriptions:AISD School Board: provides leadership in creating and implementing the districttechnology plan.Associate Superintendent of Technology and School Services: oversees curriculumand instruction in the district, including the integration of technology in instruction and learning.He reports to Superintendent.School Principal: facilitates use & integration of technology, telecommunications, andinformation systems to enhance learning. He models use of technology & provides professionaldevelopment to teachers that meet the needs of a 21st century learner. He meets with the sitebase members to assess the needs of the campus. He reviews data to assess campusimprovement and needs.Page 7 – Revised October 2009
  • EDLD 5352 Instructional Leadership: The Technology LinkDirector of Instruction: collaborate with teachers and ensure that teachers are activelyengaging students with the use of technology which is embedded into lesson plans.Technology Liason: The Technology Liaison provides coordination and communicationfunctions to integrate the district-level and campus-level activities and assists with thenecessary training for the campus staff. Technology Liaisons attend meetings at the districtlevel, at which “best practices” are shared and training is conducted. In addition to meetings, theTechnology Liaisons participate in an annual summer Technology Camp, the focus of which isto develop further the technology and curriculum integration skills of the Technology Liaisons.Assistant Technology Liason: A full-time Technology Assistant provides hardware andlimited software support for each secondary campus. A Technology Assistant makes scheduledservice visits twice each week to the elementary campuses. All Technology Assistants aretrained at the district level on a semi-monthly basis. This training includes topics such as districtpolicies and procedures for technology, network support, personal computer support, printerand other peripheral support, inventory control, and general trouble-shooting.Department Head: Works with the DI, Principal, and Technology Liaison to disseminateinformation to team leaders and help to begin the integration of technology into the classroom.Also responsible for ordering items, budgeting, and taking care of any technology needs.Team Leader: Disseminates information and takes comments, concerns, and any problemsto department head. Helps integrate technology through the creation of lesson plans and withoverall team curriculum planning.Classroom Teacher: plans and delivers lessons integrating technology.Page 8 – Revised October 2009
  • EDLD 5352 Instructional Leadership: The Technology LinkWeek 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.Every school campus should be committed to providing quality training in technology andcurriculum integration for teachers and staff. Courses ranging from basic word processing tocourses focused exclusively on integrating technology tools into curriculum areas are offered atthe campus and district level. Curriculum coordinators, with assistance from the InstructionalTechnology staff, develop and provide training for specific software and technology tools with afocus on district goals and needs, integration of technology, and priority educational objectives(TEKS). The district should offer professional development opportunities throughout the year.A key component to any successful technology plan is the continued professional developmentopportunities available to teachers and administrators. Using the SBEC standards for teachersas a guide, every school campus must be committed to providing teachers with the skillsneeded to use technology to enhance instructional practices and acquire and analyze studentdata. Administrators have the role of creating a vision for integrating technology at theircampuses and providing the leadership to accomplish the vision. Through the use of thenational ISTE’s National Education Technology Standards for School Administrators, The TexasSTarR Chart, and the Texas Long Range Plan for Technology, professional developmentopportunities will be provided to help administrators realize their role in the implementation oftechnology.At the district level, the Instructional Technology department must have designed training tofacilitate the district’s goal of promoting flexible grouping (e.g., small group, large group, peertutoring, cooperative learning groups, homogeneous grouping, and heterogeneous mixing) sothat classrooms become more student-centered. Professional development utilizing small groupinstruction as learning centers is focused on accommodating the needs of all learners andincludes the use of technology tools to achieve priority educational objectives (TEKS).Teachers, administrators, and media specialists participate in district-wide training sessions inan effort to bridge the gap between theory and practice.The Instructional Technology department also assists teachers and students through thefollowing: o Working with campuses to develop a long-range plan for technology implementation; o Meeting with a teacher or teams of teachers to determine technology goals and technology training objectives; o Setting timelines for completion of goals and training; o Designing teacher and student activities;Page 9 – Revised October 2009
  • EDLD 5352 Instructional Leadership: The Technology Link o Teaching and co-teaching with teachers; and delivering “just-in-time” training to students and teachers.As teachers participate in professional development opportunities, they are shown ways toutilize the Classroom Technology Workstation (CTW) located in each instructional area. TheCTW includes a large multimedia cart, 27” TV or projector, computer, and printer. Teachers usethe CTW with students to integrate activities developed through district professionaldevelopment and for personal productivity purpose such as electronic grades. The CTW canalso be used by teachers and students as a demonstration tool.At the campus level, each elementary and secondary campus should have a teacher whoserves as the Technology Liaison. The Technology Liaison provides coordination andcommunication functions to integrate the district-level and campus-level activities and assistswith the necessary training for the campus staff. Technology Liaisons attend meetings at thedistrict level, at which “best practices” are shared and training is conducted. In addition tomeetings, the Technology Liaisons participate in an annual summer Technology Camp, thefocus of which is to develop further the technology and curriculum integration skills of theTechnology Liaisons.A full-time Technology Assistant provides hardware and limited software support for eachsecondary campus. A Technology Assistant makes scheduled service visits twice each week tothe elementary campuses. All Technology Assistants are trained at the district level on a semi-monthly basis. This training includes topics such as district policies and procedures fortechnology, network support, personal computer support, printer and other peripheral support,inventory control, and general trouble-shooting.Week 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.Page 10 – Revised October 2009
  • EDLD 5352 Instructional Leadership: The Technology Link Technology Action PlanIntroductionThis plan is based on the need for technology to support the delivery of the foundation TexasEssential Knowledge and Skills (TEKS) and to further supplement the instructional experienceof students with access to technology as suggested by the Texas Education Agency (TEA).To assist districts in technology planning, TEA developed the School Technology andReadiness Chart (STaR) and the state’s Long Range Plan for Technology (LRPT). From thesedocuments, along with the TEKS, this Action Plan addresses the major components ofsuccessful technology implementation.Vision and BeliefsUsing the TEKS, the STaR Chart, and the Texas Long Range Plan for Technology as guidingdocuments, a vision was established which states: “As an integral part of the teaching/learningprocess, instructional technology will facilitate students’ active learning and prepare them tomeet the challenges of a rapidly changing world.”The Vision Statement is based on the following Belief Statements: • Technology facilitates the acquisition of the characteristics of a “digital native”. • Technology assists students in posing problems, conducting critical inquiry, and developing informed insight in order to become effective communicators in a global community. • Technology is a tool that provides students an opportunity to examine and evaluate ideas, images, and concepts from different perspectives. • Technology may be used to address the learning needs of all students in a variety of flexible grouping arrangements that facilitate student-centered learning. • Technology is one of many effective tools, which allows teachers and students to be partners in the learning process. • Technology can provide access to both historical and current resources that would not otherwise be available in the classroom. • Technology and student needs are constantly changing, therefore, demanding flexibility in long-range planning. • Decisions to invest in instructional technology must reflect consideration of efficiency, effectiveness, and financial resources. • Required staff development is critical if technology applications are to be effectivelyGoals and ObjectivesGoal 11. Improve instruction by empowering teachers to seamlessly integrate technology. a. Develop and plan curriculum that integrates technology through team planning with the instructional technology specialist (ITS), librarian, teacher, and other instructional staff. b. Model effective instructional technology integration within curriculum content and instruction.Page 11 – Revised October 2009
  • EDLD 5352 Instructional Leadership: The Technology Link c. Continue to provide electronic access to TA TEKS, lesson plans, and other teaching tools. d. Recognize “best teaching and leadership practices” through the Educational Technology Spotlight. e. Continually evaluate and revise TA TEK Applications’ curriculum and resources.Goal 22. Improve academic achievement for all students across the curriculum through the transparent integration of technology into classroom instruction. a. Provide students with equal access to technology. b. Provide students with instruction on appropriate grade level TA TEKS. c. Provide students with instruction on information literacy. d. Provide parents with educational resources through the District web page.Goal 33. Provide staff development for all campus-based instructional and administrative staff that aligns with the SBEC Technology Application Standards, TA TEKS, STaR Chart, and the Texas Long-Range Plan for Technology. a. Identify district technology competencies of staff through campus-level assessment. b. Monitor technology integration through student performance on a variety of assessments. c. Communicate staff development expectations to campus administrators, librarians, teachers, and other instructional staff. d. Identify and provide a variety of staff development delivery models which reflect best practices and teaching methods. e. Monitor staff development through the Professional Staff Development System. f. Develop, implement, and review the individual campus staff development plans. g. Provide opportunities to ensure all instructional staff meets the SBEC Technology Application Standards for technology.Goal 44. Support all stakeholders in the use of emerging technologies enabling collaboration, problem solving, and communication with a variety of audiences. a. Collaborate routinely with curriculum departments. b. Develop campus-level technology teams to mentor and assist principals, librarians, teachers, and staff. c. Provide an on-line forum for group discussion, shared resources, and staff development options.Goal 55. Maintain accountability through formal and informal assessment. a. Define and communicate expectations of effective technology integration to all campus-based instructional and administrative staff. b. Document effective technology integration on the Professional Development Appraisal System (PDAS) instrumentPage 12 – Revised October 2009
  • EDLD 5352 Instructional Leadership: The Technology Link c. Complete the Texas School Technology and Readiness (STaR) Chart as an assessment tool.EvaluationThe five goals of the Action Plan will be evaluated using the objectives under each goal.Evidence related to the objectives will be collected periodically during a specific time period setforth by a district technology committee.Evaluation Participants: Curriculum staff, instructional technology staff, teachers, campustechnology teams, media specialists, and campus administrative teams will work with anindependent consultant and the district’s Department of Planning, Research, and Evaluation toimplement the evaluation process.Evaluation Strategies: Direct observations of teacher and student activities in the classroomwill be central in the evaluation process. Examinations of classroom work products, variouswritten records, including purchasing and receiving records, will be included. Demonstrations oftechnology implementation and classroom use will be available.Teacher STaR Chart Self Assessment: Throughout the evaluation process, the results of theteacher self assessment will be monitored, and teachers and campuses will be provided withfeedback related to their progress. Teachers will periodically complete self assessments relativeto the most basic level, Early Tech, and Developing Tech, progressing to Advanced Tech, andfinally Target Tech, where students have on demand access to technology and where activitiesare seamlessly integrated into all content areas. Also included at the Target Tech level, districtstaff will meet the SBEC standards and all classrooms will be connected to WAN.Campus Staff Development: Campuses play a vital role in implementing and supporting theAction Plan. Administrators are responsible for campus-based planning and support for staffdevelopment as described in the individual Campus Improvement Plan (CIP).Campus Improvement Plan: The Campus Improvement Plan will be a showcase for individualcampuses to demonstrate the technology integration that takes place on their campuses. ThisCIP focuses on the four areas assessed by the Texas Teacher School Technology andReadiness (STaR) Chart: Teaching and Learning, Staff Development, Administration, andInfrastructure.Page 13 – Revised October 2009
  • EDLD 5352 Instructional Leadership: The Technology LinkWeek 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.Posted to discussion board and at http://johnkdg.blogspot.comPage 14 – Revised October 2009