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Organizational Chart
Organizational Chart
Organizational Chart
Organizational Chart
Organizational Chart
Organizational Chart
Organizational Chart
Organizational Chart
Organizational Chart
Organizational Chart
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Organizational Chart

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  • 1. Week 4 Assignment, Part 1: Development of an organization chart integrating technology Don Daniels Superintendent Chris Whiddon Marsha Milolovich Lynn McKinney Chief Financial Officer Deputy Superintendent Assistant of Instruction Superintendent of Krista Hall Dan Manning Denise Dugger District PEIMS Executive Director of Executive Director of Coordinator Administration Assessment Robin Seay Stuard Principal Jayleen Goolsby Stuard PEIMS Clerk Chris Bates Stuard Technology Teacher Greg Holbert Director of Technology Superintendent – Oversees the district’s daily operations while keeping the district aligned with its vision and goals. This also includes the Technology plan for Aledo ISD. Deputy Superintendent of Instruction – Oversees the curriculum and instruction within the district. References the AEIS data to make data-driven decisions regarding curriculum and instruction. Responsibilities also include
  • 2. planning for the district wide professional development opportunities. This professional development includes technology staff development. Assistant Superintendent of Special Programs – Oversees all of the special academic programs within the district. These programs include special education, gifted and talented education and English as Second Language education. Chief Financial Officer – Manages the budget for the district. Oversees all of the requests and expenditures within the district. PEIMS Coordinator – This position is in charge of overseeing all of the PEIMS clerks at the seven campuses in the district. This person coordinates the activities that lead up to “snapshot” day and in charge of training all the necessary personnel in the PEIMS system. Executive Director of Administration – This position is responsible for overseeing all of the physical assets of the district and principals. This position is part of the committee that implements the current technology plan for Aledo ISD. Communicates with the Technology Director and Principals to align personnel and resources in order to achieve the goals set forth in the technology plan. Executive Director of Assessment – This position is responsible for managing all of the standardized and benchmark testing in the district. This includes TAKS, TPRI, and TELPAS. This position is responsible of analyzing the scores to look for trends and indentify strengths and areas for growth. This person is in frequent communication with TEA regarding assessment. Principal – This position is responsible for maintaining the safety and well-being of the staff and students at the campus level. The principal serves a vital role in the implementation of Aledo ISD’s technology plan. It is the role of the principal to communicate the plan with the campus staff and indentify weaknesses in the implementation of this plan. These weakness should be documented and action plan be drafted to address these issues. Director of Technology – This position oversees the implementation of the technology plan that Aledo ISD adopted in 2008. This position makes regular report to the school board of the progress of the 2008-2011 plan. This person manages the district’s technology hardware and software and forecasts future needs. This person oversees a staff that maintains the district’s technological infrastructure. Campus PEIMS Clerk – This position is responsible for maintain accurate data on the campus level in the PEIMS program.
  • 3. Campus Technology Teacher – This teacher is responsible for overseeing the computer programs provided by the district to assist with remediation and enrichment. This teacher is in charge of running the reports that provide the data that documents the progress being made by students in these programs. This data is then used by the principal and classroom teachers to assist in curriculum and instruction decisions. Week 4 Assignment, Part 2: Professional Development Planning "Teacher's technology use tends to mirror their experiences during teacher training." (Niederhause, Lindsom & Strobel, 2007) With all the district resources being spent on upgrading the technology within the classrooms, great care must given to plan effective training in order to utilize the technology to its greatest potential. Teachers who are not adequately trained to use the technology within their classrooms will be in a sense wasting tax payer dollars at no fault of their own. This makes the need for effective professional development not a luxury but rather a must have. Planning this type of training must be very deliberate and systematic. It cannot be planned on a whim, but rather driven by the data collected. The following data sources will be used to develop the most appropriate staff development for Stuard Elementary. The state gives each district and campus a wealth of information in the results of the STaR chart survey. This report pinpoints areas of strengths and weakness for each campus in the state. The Aledo ISD Technology Plan 2008-2010 was developed by conducting a comprehensive needs assessment that encompassed interviews with staff, focus group sessions, inventories of hardware and software, and the results of the STaR chart. The Aledo ISD Strategic Plan addresses the future needs for the entire district during the 2009-2012 school years. Technology is addressed in the Strategic Plan. The Stuard Elementary Campus Improvement Plan is updated yearly and complements the Aledo ISD Strategic Plan but is more campus specific. Technology is a major component of the Campus Improvement Plan. These four data source need to be consulted in order to provide the most effective staff development opportunities for the staff at Stuard Elementary. During the roundtable discussion between Dr. Jenkins, Dr. Abernathy and Ms. Cummings, professional development was discussed as a major component of the technology integration into the classrooms. The need for frequent training was noted. The need make the training available to teachers on a 24/7 basis was discussed. This important part of the professional development was also a very low scoring component of the STaR chart results for Stuard. While I agree with
  • 4. the concept of this kind of training, it cannot be the bulk of the professional development for teachers. When new technology concepts are being introduced for the first time, face-to-face training is much more effective to the novice. Ongoing training and practice would be a great way to implement the online training modules. After reviewing the four above mentioned data sources, it is apparent that the greatest need is to conduct professional development that addressed the new technology purchased for the classrooms by the funds from the bond passed on May 10, 2008. This technology includes SmartBoards, document cameras and Senteo Hand Held Response Systems. Training also needs to be provided for Distance Learning opportunities and Web 2.0 tools. According to the data sources referenced, adequate training has already been provided on the document cameras installed during this same time period. These four areas of professional development will be present over two half days of training. The training will take place on the two early release days that are built into the calendar by the school board in the fall semester. Week 4 Assignment, Part 3: Evaluation Planning for Action Plan Day 1 Time Description Facilitator Location Comments 11:15 – Lunch/Welcom Robin Seay Cafeteria Lunch will be 12:00 e provided by the PTO. Welcome comments will be given by Ms. Seay. Agendas will be distributed and discussed. The learning objectives for the training will be outlined. Questions will be answered. 12:00-12:15 Break N/A Cafeteria Teachers will be instructed to report to their assigned break
  • 5. out session at 12:15. 12:15-1:15 Break out group Chris Bates Computer Teachers will #1 Technology Lab work on the Teacher computers in Smart Boards the lab developing the skills necessary design lessons that utilize the SmartBoard technology. Teachers will be able to save lessons to their U: drive in order to access in their classrooms. Session #1 will have K-2 teachers. Session #2 will have 3-5 teachers. 1:15-1:30 Break N/A N/A Teachers will be instructed to report to their assigned break out session at 1:30. 1:30-2:30 Break out group Patti Faulkner Library Teachers will #2 Librarian bring there laptops to the Senteo Hand library in order Held Response to learn the skill System necessary to use the held- held response systems purchased for the school. Ms. Faulkner will demonstrate a
  • 6. lesson using the response system that has been integrated with a SmartBoard lesson. Session #1 will have 3-5 teachers. Session #2 will have K-2 teachers. 2:30-2:45 Break N/A N/A Teachers will be instructed to report back to the cafeteria for a debriefing session 2:45-3:15 Debriefing Robin Seay Cafeteria Teachers will Session be asked to reflect on the knowledge they acquired during the two training sessions today. The staff will discuss how this technology will be implemented in their classrooms and develop a collective timetable for this implementation. Any questions or concerns will be addressed during this time. Professional development evaluations will be distributed
  • 7. and completed. Data from the evaluations will be used when planning future training sessions. Day 2 Time Description Facilitator Location Comments 11:15 – Lunch/Welcom Robin Seay Cafeteria Lunch will be 12:00 e provided by the PTO. Welcome comments will be given by Ms. Seay. Agendas will be distributed and discussed. The learning objectives for the training will be outlined. Questions will be answered. 12:00-12:1 Break N/A Cafeteria Teachers will 5 be instructed to report to their assigned break out session at 12:15. 12:15-1:15 Break out group Kortney Victory Computer Teachers will #1 Lab work on the Gifted/Talented computers in Web 2.0 Tools Teacher the lab developing the skills necessary design lessons that utilize the Web 2.0 tools
  • 8. in order to integrate more rigor and relevance in their teacher created lessons. Teachers will be able to save lessons to their U: drive in order to access in their classrooms. Session #1 will have K-2 teachers. Session #2 will have 3-5 teachers. 1:15-1:30 Break N/A N/A Teachers will be instructed to report to their assigned break out session at 1:30. 1:30-2:30 Break out group Patti Faulkner Library Teachers will #2 Librarian bring there laptops to the Distance library in order Learning to learn the skill Opportunities necessary to take advantage of the various distance learning opportunities provided at a low cost by Region IX Service Centers. Other uses of distance learning will be
  • 9. discussed. Session #1 will have 3-5 teachers. Session #2 will have K-2 teachers. 2:30-2:45 Break N/A N/A Teachers will be instructed to report back to the cafeteria for a debriefing session 2:45-3:15 Debriefing Robin Seay Cafeteria Teachers will Session be asked to reflect on the knowledge they acquired during the two training sessions today. The staff will discuss how this technology will be implemented in their classrooms and develop a collective timetable for this implementation. Any questions or concerns will be addressed during this time. Professional development evaluations will be distributed and completed. Data from the evaluations will be used when planning future
  • 10. training sessions.

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