Edld 5352 week04_assignment[1]

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  • 1. 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
  • 2. 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
  • 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 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
  • 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 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
  • 5. 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
  • 6. EDLD 5352 Instructional Leadership: The Technology LinkWeek 4 Assignment, Part 1: Development of an organization chart integratingtechnologyUsing the campus and district improvement plans, and any suggested technologyimprovements, 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. Saul Hinojosa Somerset ISD Superintendent of Schools Gloria Casas-Wynkoop Director of Technology Liliaana Perez Instructional Technology Specialist John Kennedy Network Specialist Sylvia Barrow, Michael Guerrero, Javier Mendoza District Computer Technicians John Bennett H H.S. Campus Technician I chose to put Mr. Saul Hinojosa first as he is our superintendent of schools, and therefore makes all of thefinal decisions that affect our schools. Mr. Hinojosa has made major push for the advancement of technology,technology education, and technology career based classes at our schools. Gloria Casas-Wynkoop is the director oftechnology for Somerset ISD and therefore has an immediate impact on all things that involve technology andtechnology education. All work orders, purchases of technology equipment, maintenance of technology, andinstillation of new technology and/or technology education must have her approval. Liliaana Perez is the districtsinstructional technology specialist. She researches, develops, and presents staff development on any new technologyPage 6 – Revised October 2009
  • 7. EDLD 5352 Instructional Leadership: The Technology Linkthat is being used, be it new hardware or new programming. John Kennedy is our district network specialist. It is hisresponsibility to develop and maintain the district network, network connections, and all computer connection in thedistrict. Without him, the district would lose all communications and networking capabilities. Sylvia Barrow,Michael Guerrero, and Javier Mendoza are our district computer technicians. It is their job to install, maintain, andrepair all of the district computers and technology. They are responsible for making sure that our district can utilizeour technology to the best of our abilities. John Bennett is our High school campus computer technology person. Heis our immediate go to guy when we have technical issues, or need assistance with technology. He also is in chargeof our grading system, and our online curriculum delivery for odyssey ware and our college courses. The finalaspect is the teachers themselves, but we aren’t allowed to install any programs, or add any hardware to our campusor our room without approval from up the chain. I know that the principal is important in the organization of thetechnology flow chart, but the main impact a principal would have would center mainly on their campus. Ourprincipal has to abide by and adhere to the guidelines and decisions of Mr. Kennedy and on up the chart. Theprincipals input is more influential than a normal campus staff member and even more so if the subject relates totheir campus, but that influence goes down as it starts to pertain to issues outside of their campus.Page 7 – Revised October 2009
  • 8. 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. The first type of professional development that I would chose to initiate to improve theability of my staff in gathering and analysis of data would be an introduction/overview of theanalysis sources. Many teachers fill out the star chart, have heard of AEIS and AYP, yet theyhave no firm grasp of what they are or what their importance is. I feel that by introducing themethods by which we collect data, we will be better able to use and analyze that data. Theprofessional development for this would be short, simple and to the point consisting of a briefoverview of each data collection method, what type of data is collected, and tips on how we canuse each one. The second part of my professional development would be focused on comparing whatwe have, what our data shows we need, and brainstorming on how we can get what is needed toimprove in the areas that need improvement. We would start by splitting into groups and eachgroup will start taking a close look at all of the data collected from AYP, AEIS, and the STaRchart, separate the positive from the negative aspects of them all. We will then develop a chart ofwhat we are doing well, what we are doing that is par, and what we are doing poorly. Once eachgroup is done we will combine all of the findings to develop a master chart. From this masterchart we can develop strategies to maintain what we are doing well, increase productivity onwhat we are doing descent at, and fix what we are doing poorly. Our strategy sessions will be done back in our groups. We will develop strategies thatfocus on curriculum first. We can also bring in TAKS results and correlate the objectives toissues that we are having with technology. As it stands, education and all that it encompasses isbeing based on technology and its use in the school setting. Once we integrate technology intoour curriculum we will focus on what tangible items we will need to improve our technology atour campus. We will list what we have, what we need to upgrade, and what we need that will benew technology. Once each group is done we will collaborate to develop a main set of responsesto our issues. We will add our findings to the chart that we created earlier and write the responsesnext to their correlating issues. Once we have an actual chart that is broken down by good things,mediocre things, and issues as it pertains to technology and our performance because of thattechnology, and we couple it with strategies and responses to those issues all on one page orform, we will be able to better visualize and attack these issues. We will then use our completedchart to show the individuals responsible for technology and its use in our district to help us inour development and implementation of new technology or technology education used in theclassroom.Page 8 – Revised October 2009
  • 9. EDLD 5352 Instructional Leadership: The Technology LinkWeek 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. Action/Learner Responsible Expected Outcome Centered Activity PersonIntroduction: Campus Admin. Staff is presented with theStaff is welcomed and the daily expectations andpurpose of the day is therefore prepared for what isintroduced both verbally and to comewith an agenda that is handedoutIntroduction/overview of the Campus Admin. By introducing the methods byanalysis sources. Campus IT which we collect data (STaR chart, AEIS, AYP), we will be better able to use and analyze that data.Split into groups by Campus Admin. We will then develop a chartdepartments and begin Campus IT of what we are doing well,comparing what we have, Department Heads what we are doing that is par,what our data shows we need, and what we are doing poorly.and brainstorming on how we Once each group is done wecan get what is needed to will combine all of theimprove in the areas that need findings to develop a masterimprovement chart.Groups will brainstorm to Campus Admin. We will develop strategies thatdevelop strategies to maintain Campus IT focus on curriculum and thewhat we are doing well, Department Heads integration of technology andincrease productivity on what its concepts first. Once wewe are doing descent at, and integrate technology into ourfix what we are doing poorly. curriculum we will focus on what tangible items we willPage 9 – Revised October 2009
  • 10. EDLD 5352 Instructional Leadership: The Technology Link need to improve our technology at our campus.Groups will list what we have, Campus Admin. Once we have an actual chartwhat we need to upgrade, and Campus IT that is broken down by goodwhat we need that will be new Department Heads things, mediocre things, andtechnology and collaborate issues as it pertains towith other groups to develop a technology and ourmain set of responses to our performance because of thatissues and then add our technology, and we couple itfindings to the chart that we with strategies and responsescreated earlier and write the to those issues all on one pageresponses next to their or form, we will be able tocorrelating issues. better visualize and attack these issues.We will use the final chart t Campus Admin. We will then use ourdevelop a presentation that Campus IT completed chart to show thewill provide information in a Department Heads individuals responsible forsimple and easy manor for all technology and its use in ourstakeholders and responsible district to help us in ourparties to see the needs and development anddesires of the staff. implementation of new technology or technology education used in the classroom.Conclusion and final survey Campus Admin. The staff will be thanked, Campus IT ending comments will be presented along with information as to where what and how the findings of this professional development will be used for. Surveys will be handed out to allow the staff to rate the effectiveness of this professional development. Surveys will be tallied after all have been handed in.We will asses and evaluate the training through use of multiple methods and tools. We will trackhow effective this professional development has helped the staff, the student body, and theoutcome of overall technology at our campus. Instruments that we will use for evaluation willinclude: 1. Evolutions and feedback from staff 2. Our campus star chart 3. Monthly technology surveysPage 10 – Revised October 2009
  • 11. EDLD 5352 Instructional Leadership: The Technology Link 4. IT/Administration Survey and feedback 5. Budget analysis (technology budget) 6. Student success in areas that we deemed in need of improvement 7. AEIS/TAKS dataPage 11 – Revised October 2009
  • 12. 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.Page 12 – Revised October 2009