The roles and responsibilities of the members of the organization chart are listed below:
• Board of Trustees—The Board of Trustees if responsible for writing policies for the
school district. The Board is also hires the superintendent of schools and appoints the
Director of Technology Services.
• Superintendent—The role of the superintendent is to work with the stakeholders to
develop a vision for technology. The superintendent works to implement and
administer all adopted policies to ensure the district is following the regulations of TEA.
• Area-Superintendent—The area superintendent works with principals to ensure the
technology vision is implemented properly. The area superintendent also works with
principals to make sure each campus has the proper tools and support to implement the
• Executive Director of Technology Services—The Executive Director of Technology
ensures the infrastructure is in place to achieve the vision.
• Director of Technology Support Services—The Director of Technology Support Services
ensures that all technology is in working condition at the district and campus levels. The
Director of Technology Support Services also works implement a secure firewall for
student web protection and training opportunities.
• Director of Technology Information Services—The Directory of Technology Information
Services oversees the finance application software and communicates with the finance
and human resource departments to ensure the district’s business requirements are
• Technology Specialist—The Technology Specialist is responsible for making sure the
technology works and is properly used on the individual campus. The Technology
Specialist also works to implement the technology vision on the campus level by
working with the campus administration, teachers, support staff, and students.
• Campus Principal—The Campus Principal works with the Area Superintendent to
implement the technology vision on the campus. The Campus Principal works with the
SBDM Committee to identify technology areas in need of improvement, while also
finding solutions to these areas of concern.
• Site Based Decision Making Committee—The SBDM Committee carefully analyzes the
STaR Chart results and AEIS reports to identify areas in need of improvement at the
campus level. The committee works with the teachers and students to make these
• Teachers—Teachers are responsible for properly implementing technology and the
technology TEKS into the classroom.
• Students—Students are responsible for becoming familiar and confident in using these
areas of technology, while also following web ethics to become prepared for life after
Campus principals are responsible for ensuring that the Site-Based Decision Making Committee,
the teachers, and the students properly follow their roles and responsibilities in this technology
organization chart. Principals also must make sure they effectively communicate with the Area
Superintendent and Technology Specialist. The campus principal does not oversee and monitor
the entire organizational chart. The Board of Trustees and Superintendent take the role to
ensure the organizational chart is effectively implemented at all levels. This is a group effort
and all levels of members must collaborate for success.
Part 2: Professional Development Plan
Hambrick Middle School’s Campus Improvement Plan places focus on improving the quality of
technology in the building. Through the implementation of SMART Boards, ELMOs, projectors,
and Purple COWs, improvement has been made in the area of technology. Through last week’s
interviews with members of the SBDM Committee and Hambrick students, an improvement in
technology is needed. Students must be provided with technology experience that will prepare
them for their futures. In order to provide the students with the necessary experience in
technology, professional development sessions must be provided for teachers to gain
confidence and experience in using technology.
Professional Description of Activity Rationale for Activity Time and
Development Location of
Review AEIS and The participants of this Teachers need to be After School in
STaR Chart session will take time to confident in accessing and the HMS
review the AEIS Report and assessing these two cafeteria
STaR Chart to identify resources. This session
campus areas in need of will allow teachers to
improvement. Participants become part of the HMS
will also develop strategies improvement process.
to improve these areas.
Blogging in the The participants of this Blogging can be an After School in
Classroom session will learn the effective way to the HMS
possibilities of blogging in communicate with computer lab
the classroom. Teachers will parents and students
have the opportunity to outside of the classroom.
make their own classroom This activity will teach
blogs to gain confidence and educators how to blog
experience in blogging. The and how to implement
teachers will continue to use blogging into the
these blogs with the option classroom.
of creating blogs with their
Understanding The participants of this Teachers and students After school in
Copyright Laws session will become familiar must be knowledgeable the HMS
with the copyright laws that of the copyright laws. library/media
must be followed by all Teaching educators about center
teachers and students. the importance of
Participants will have the copyright laws will also
opportunity to review the help to make students
copyright laws while also aware of these laws.
determining the importance
and necessity of each law.
Participants will also be
given strategies to educate
students on the current
Web Safety The participants of this Students must be made During the
session will be provided with aware of the risks and Department
strategies to inform students safety precautions to take Planning Period
on web safety. The when using the Internet. embedded in
educators in this session will This session will educate the school day
hear a guest speaker talk teachers, so they can in the staff
about real-life cases of share this information development
Internet predators and steps with students and their room.
that can be taken to prepare parents.
students to work safely
online. The participants in
this session will also prepare
a hand-out and short
presentation for parents to
inform them on web safety.
Part 3: Evaluation Planning
Evaluation is key in determining the effectiveness of the professional development sessions
provided to teachers. The first type of evaluation used will be educator evaluations on the
professional development session attended. These session evaluations will ask participants
questions on session effectiveness, clarity, relevance, and suggestions for future sessions. The
team of presenters will carefully review these evaluations to determine session areas in need of
improvement, as well as suggestions for future sessions. In the Web Safety session, parents will
also complete a presentation evaluation to assess the effectiveness and relevance of that
Evaluation of the professional development session must also be observed in the classroom.
Teachers will assess their personal improvements in the integration of technology, including
blogging, in their classroom. The teachers will also assess the improvement of their students in
their knowledge of technology. The team of professional development presenters,
administrators, technology specialist, and SBDM Committee members will also complete
classroom observations to determine the effectiveness of the knowledge presented in the
professional development sessions and areas that may be in need of improvement.
Over time, the STaR Chart and AEIS Report can also be analyzed as a form of evaluation for
these sessions. If these sessions are effective and implemented in the classroom, improvement
should be seen in the STaR Chart and AEIS Report. The team of professional development
presenters, the members of the SBDM Committee, technology specialist, and administration
can meet to review the results from these reports to determine the effectiveness of the
professional development sessions, while also identifying areas of future need.