Technology Action Plan

  • 245 views
Uploaded on

 

More in: Education , Technology
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
245
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
0
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Part 1: District Technology Organizational Chart
  • 2. 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 vision. • 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 being met. • 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 improvements.
  • 3. • 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 high school. 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 Activity Activity 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.
  • 4. 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 students. 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 copyright laws. 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
  • 5. 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 session. 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.