The document provides an overview and instructions for a Week 4 assignment on developing an action plan for integrating technology and instructional leadership. It outlines four parts to the assignment: 1) developing an organizational chart identifying stakeholders; 2) planning comprehensive professional development activities; 3) including an evaluation plan to assess progress; and 4) posting the action plan online and reviewing others' plans. Rubrics are provided to guide students in completing all aspects of the assignment at a proficient level, including organizing data sources, describing decision-making responsibilities, addressing relevant professional development topics, and creating measurable evaluation outcomes.

1. Dodie Maddox: 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.
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2. Dodie Maddox: 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
 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
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3. Dodie Maddox: 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
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4. Dodie Maddox: 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)
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5. Dodie Maddox: 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.
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6. Dodie Maddox: 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.
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7. Dodie Maddox: EDLD 5352 Instructional Leadership: The Technology Link
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.
The District Technology Plan outlines a goal of having an interactive technology teaching device
in every classroom. Smart boards and Mobi interwrite tablets are specifically mentioned as
tools of choice. Currently, my campus has this type of device in 60% of the classrooms. This
year’s campus improvement plan carefully considers all expenses due to funding changes. The
CIP recommends the purchase of new Smart Boards if there is evidence that the current
equipment is effectively being used. Star Chart, Proficiency Program rubrics, and informal walk-
throughs indicate that there is a need in this area. Most boards are being used; however, the
use is minimal and very basic.
Professional Development
Goal: Create self-motivated and guided technology learners (teachers) through
effectively designed and delivered professional development sessions.
Objective: Create teachers that seamlessly integrate technology through the effective
use of interactive white boards.
Strategy #1 Strategic placement of current Smart board inventory
Place boards in all Math and Science classrooms, all tech leader and
teacher leader classrooms, and ensure at least 3 teachers on each team
has one.
Equipment Needed • 32 Smart boards
• 2 Campus Maps
Timeline 1 week
Persons Responsible a. Principal
b. CIT
c. Maintenance staff
Role a. Oversee planning and placement
b. Develop and present plan
c. Movement and installation
Evaluation • Campus map indicating desired locations
• Campus map indicating final locations
Strategy #2 Installation of Smart Board Drivers and Smart Notebook software on
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8. Dodie Maddox: EDLD 5352 Instructional Leadership: The Technology Link
presentation computers.
Equipment Needed • Installations CD’s or website link
• Product code
Timeline 2 days
Persons Responsible a. Principal
b. CIT
c. Teachers
Role a. Deliver directive for completion
b. Assist and coach teachers
c. Install software and seek assistance as necessary
Evaluation • Verification of installed software by CIT on Campus Map
Strategy #3 “Smart boards for Dummies” orientation
All teachers receiving a Smart Board receive a “Smart boards for Dummies”
guide provided by the vendor and attend a one-hour training. The purpose
of this initial training is the basic operation of the Smart Board..
Equipment Needed • 32 “Smart Boards of Dummies” guides
• 1 Smart Board
• 1 Projector
• Notebook Presentation
Timeline 1 hour
Persons Responsible a. Principal
b. CIT
c. Math Teachers
Role a. Ensure attendance and provide time
b. Deliver training
c. Assist with training because they have had the boards for 2 years.
Evaluation • Sign-in Sheets
• Participant Evaluations
• Follow-up classroom visits to check for understanding.
Strategy #4 Informal Classroom Walk-Throughs
The notes for these visits will document how the boards are and are not
being used in the classrooms. This information is used to develop training
sessions that meet the current needs of teachers.
Equipment Needed Technology Walk-Through Form
Timeline 2 weeks of informal, impromptu, 5 minute walk-throughs
Persons Responsible a. CIT
b. Academic Coaches
c. Principal
Role a. Conduct Walk-Throughs and collaborates with Academic Coaches.
b. Conduct Walk-Throughs
c. Provide opportunity for walk-throughs and ensure compliance from
teachers
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9. Dodie Maddox: EDLD 5352 Instructional Leadership: The Technology Link
Evaluation Walk-Through Forms
PD Planning
Results of Walk-Throughs Ninety percent of teachers with Smart boards are using them on various
levels. The 10% not using them currently do not believe they are an
effective teaching tool. They are in classrooms that the principal designated
MUST have Smart boards. Common uses of the Smart boards include
emphasizing instruction and modeling. Teachers “write” on the boards to
explain text and model activities. Eight-six percent of Smart board usage is
by the teachers, students only interacted with them 14% of the time. Use of
the Gallery tools is limited to math teachers. All first year Smart board users
are not using these tools.
Strategy #5 Gallery Tools Instruction and Exploration
Given 45 minutes, a laptop with Notebook software, and a team of teachers,
learners will explore the “Tool Gallery” for 3 items that can be used in their
classroom. At least one tool must be student-led. The learner will
personalize the tools for his/her classroom and store the personalized tool in
“My Content.” Learners will randomly share their new tool with the group in
a 2-3 minute explanation presentation.
Prior to exploration, the presenter will explain the difference between “My
Content” and “Saving” a presentation. Then he/she will model how to
access the Tool Gallery, explore, personalize, and store in My Content.
During the exploration, the presenter is available for questions and support
Equipment Needed • Smart Board
• Laptop for each participant
• Notebook software on each Laptop
• Projector
• Presentation using “random choice” tool and timer.
Timeline Each session is 45 minutes
3-5 sessions (depends on participation)
Persons Responsible a. Principal
b. CIT
Role a. Time for session and attendance of teachers
b. Preparing training, register participants, present training, facilitate
exploration.
Evaluation • Sign-in Sheets
• Participant Evaluations
Continuing Walk- Visit classrooms to determine the effectiveness of the training sessions.
Throughs Use results to adjust training to meet teacher’s needs. Schedule one-to-one
conferences with struggling teachers to provide support and possible model
lessons.
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10. Dodie Maddox: 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.
The evaluation of this professional development plan is ongoing in both formal and informal
formats. First, each session is evaluated by the participants. They are asked to complete a
survey on the effectiveness of the training. This survey is posted in the district learning
management system. The results are used to plan for future training sessions. The learning
from each session is measured between sessions in the format of a walk-through. The Campus
Instructional Technologist (CIT) will use the technology walk-through form for this visits and
evaluations. This form is based on the rubric of the district’s technology proficiency program
and the district initiative for designing and delivering effective instruction. The results of these
walk-throughs will look for areas of strength and weakness in Smart board implementation. The
participants will participate in five of these training sessions. During the fifth session,
participants will share their successes and struggles with the implementation and training. The
principal will be involved with this session and use the feedback to determine the effectiveness
of the program.
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11. Dodie Maddox: 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.
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