Edld 5352 Week 4 Assignment
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  • 1. 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. 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  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 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 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 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 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) Page 4 – Revised October 2009
  • 5. 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. Page 5 – Revised October 2009
  • 6. 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. Principal Forsees the implementation of technology in the classroom. The principal makes technology apart of a teacher’s evaluation on PDAS or KDAS. Technology Director Assists in smart board training, Elmo training and the creation of smart board lessons geered toward the reteaches of low TEKS on benchmarks. Teacher Implements laptops, interactive technology lessons, smart board projects, creative engaging products in the classroom. Technology Campus Assists in website training, facilitates meetings, creates Specialist smartboard and powerpoints lessons specialized towards the the alignment of the TEKS. Math Instructional Assists in lesson planning, creating warm ups, and reteaches Coach by TEK. Parents Assists in online lessons, notes, websites, online textbooks, supports teachers in the classroom. The principal is ultimately in control of how much or how little staff will implement technology in their classroom. The principal is in charge of implementing his technology in his teacher’s classrooms as well as in the curriculum. The role of the principal is to ensure that the campus is looking at their STaR chart findings and working towards more technology on their campus. The principal is the leader and needs to make sure the campus is trying to increase their professional development in the areas of technology as well as increase their ratings for the long range technology plan for 2020. Page 6 – Revised October 2009
  • 7. 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. Professional Gathering Data Analysis Data Using Data Development Heath Hunter Smartboard lessons to specific low TEKS are designed specifically for low SE’s or low TEKs from previous years benchmarks and TAKS test. Michelle Mitchell The Power SE’s are found and explained to the staff. A Power SE is an SE that is tested frequently in the past few years and is a low scoring TEK every year across the campus, district and state. Michelle Mitchell Finding the “Dirty Dozen” Page 7 – Revised October 2009
  • 8. EDLD 5352 Instructional Leadership: The Technology Link The Dirty Dozen are the identified lowest TEKS of a six weeks common assessment, benchmark and or six weeks grading period. Debbie Trahan Successful best practices. This is the meeting with teachers from the same grade levels brainstorming and discussing how students have been successful when the concept, “unit rate” is being taught. This does not just apply for unit rate but for any concept. This is a round table discussion of best practices. Mandy Horgan This professional development session is primarily on the use of the program ADM. This session is the teach teachers how to access and gather information from Page 8 – Revised October 2009
  • 9. EDLD 5352 Instructional Leadership: The Technology Link their own benchmark scores and sort them to the liking of the teacher. This can be sorted by demographic, TEK, class period or whatever the teacher pleases. In professional development planning several ideas have come available. Professional development to find the Power SE’s would be most beneficial to help teachers hone their focus on the right SE’s. We look at “power SE’s”, which are a combination of a TEK that has been taught numerous years on the TAKS test as well is a low concept every year tested. We look at benchmark data by TEK to see what TEKs are lowest and that need to be re-taught. Listed above is also learning how to use and access the ADM data program. This program is to help teachers sort data electronically so that they can look at their focus and compare data with demographics. Technology is an important and vital aspect of everything we teach in the math department at McDonald Junior High. We are definitely a data driven department that is always concerned and looking at data. We do not let emotion get involved in our curriculum and instruction needs. Data is the only think that is the factor in whether a student attends an after school academy. We use it so much that we isolate the students that have missed a certain TEKS and then we pull only those students to attend TEK specific lunch and learn or tutorials to re-teach the concept. In Week 3 our campus found that from our STaR chart we are lacking in the teacher preparation technology program. For professional development we are striving to have every staff member attend professional development that is designed to improve the analysis, gathering and use of data. A professional development that is recently offered is how to find the dirty dozen with the TEKS you teach every six weeks. Getting data from our program ADM is also imperative to finding, gathering and using data. Pulling benchmark data and placing data sorted by class and demographics is another professional development tool that is required of our math department. Our staff has gone to professional development that focuses on the sorting of students into specific advisories, academies and block classes. Page 9 – Revised October 2009
  • 10. 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 campus improvement plan for McDonald Junior High’s technology is to follow the district long range plan for technology. The district’s long range plan for technology is to strive to score higher on the STaR chart as well as looking forward to the goal in 2020 having the most useful and engaging technology possible in the classroom on a daily basis. The state’s improvement plan for technology is to be at our goal in 2020 to have all employees, students and staff members at a proficient level for technology and most of the staff at the technology native category. Our principal has several ways of monitoring our technology progress. His favorite way is to put our technology as a part of our PDAS evaluation. It is an intricate part and can have points taken off if not put in our evaluation or if we are not using it on a regular basis. He does regular walk throughs that are informal to see if the teachers are regularly using technology in the classroom. Our principal has a very “lese fair” attitude towards professional development with technology. If you would like to go, go. If you have better things to do, he will encourage you to attend but to ultimately make that decision yourself. The math department is required by the district to attend several professional development meetings in the beginning of the year that walk us through how to use, gather and analyze data on a regular basis. Professional development planning is driven completely by data and technology. As a team of teachers we ask ourselves, “How can we engage our students with the use of technology? How have we taught this concept in the past and how can we modify this lesson to make it better? What types of technology are we using in the classroom and how can we do more?” Students in math class use a smart board regularly as well as the use of scientific calculators. Students learn to input and display data in various ways with their graphing calculator. They know and understand how to make scatterplots and predict trends in data. Students use their technology to display and create different types of graphs and describe trends. When meeting with the SBDM committee they referenced that technology is always stressed to the teachers and they are always welcome to get a substitute in order to go to a training. Teachers are Page 10 – Revised October 2009
  • 11. EDLD 5352 Instructional Leadership: The Technology Link welcome and encouraged to share ideas and push for more engaging technology use in the classroom. Our technology director for our campus sends out regular emails of technology that is being created or used in classrooms across the campus. Our director of technology creates smart board lessons for teachers that need assistance on re- teaches or just lessons for low block students that need the lesson broken down even more. In our assessments our benchmarks are all run through a machine called ADM. This machine runs the scantrons and then in a computer data can categorize or sort your data any way you choose. I particularly like this program because I can score my students by class period, sub populations and even by the TEK to see which TEKs were the lowest. Professional Gathering Data Analysis Data Using of Data By Date Development Heath Hunter Smartboard By October lessons to 2009 specific low TEKS Michelle Mitchell Power SE’s After first benchmark October 2009 Michelle Mitchell Finding the Just after the “Dirty Dozen” first or second six Dozen lowest weeks TEKS of the six grading weeks and period or first focusing on re- benchmark teaches Debbie Trahan Successful Using best best practices practices to help struggling teachers with concepts that are not the easiest to teach. Page 11 – Revised October 2009
  • 12. 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. Page 12 – Revised October 2009