Instructional Leadership Edld 5352 Week 4 Assignment[1]
Upcoming SlideShare
Loading in...5
×
 

Like this? Share it with your network

Share

Instructional Leadership Edld 5352 Week 4 Assignment[1]

on

  • 668 views

 

Statistics

Views

Total Views
668
Views on SlideShare
668
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft Word

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Instructional Leadership Edld 5352 Week 4 Assignment[1] Document Transcript

  • 1. 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. 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. 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. 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. 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. 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. DEVELOPING AN ONLINE CLASS Action Plan Organizational Chart PERSONNEL/STAKEHOLDER ROLE AND RESPONSIBILITY FBISD Superintendent Collaborate with other stakeholders in developing guidelines for a pilot program involving an online course. Present knowledge and skills in following proper school district policy and implementing most appropriate instructional strategies in creating the class. Lead in utilizing any resources towards development of online class. Maintain an active relationship between the central office and THS. FBISD Superintendent of Curriculum and Collaborate with other stakeholders in Instruction developing guidelines for a pilot program involving an online course. Present knowledge and skills in following proper school district policy and implementing most appropriate instructional strategies in creating the class. Maintain an active relationship between the central office and THS. FBISD Director of Technology Operations Collaborate with other stakeholders in developing guidelines for a pilot program involving an online course. Present knowledge and skills in developing an appropriate digital platform for offering course. Maintain an active relationship between the Technology department and THS. THS Principal Collaborate with other stakeholders in developing guidelines for a pilot program involving an online course. Maintain an active Page 6 – Revised October 2009
  • 7. relationship between the central office, Technology department, and all THS stakeholders. THS Assistant Principal of Curriculum and Collaborate with other stakeholders in Instruction developing guidelines for a pilot program involving an online course. Work with the department that is designated for online class. Play an active role in determining available resources, and assist in developing curriculum for the class. Campus Advisory Team (SBDM Team) Collaborate with other stakeholders in developing guidelines for a pilot program involving an online course. Each member of team should voice thoughts for course expectations. Department Head (for subject area class to be Collaborate with other stakeholders in taught online) developing guidelines for a pilot program involving an online course. Work with AP of C&I and teacher(s) for online class in developing curriculum for course. Teachers Collaborate with other stakeholders in developing guidelines for a pilot program involving an online course. Work with AP of C&I and department head for online class in developing curriculum for course. Create assignments, activities, and assessments utilizing most appropriate instructional strategies that engage the learner through technology. Students Collaborate with other stakeholders in developing guidelines for a pilot program involving an online course. Complete assignments, and discuss strengths and weaknesses of online course with THS staff. Discuss different components of technology integration (i.e. navigating through class, viewing video lectures, submitting assignments). Role of THS Principal The role of the principal includes many responsibilities that include communicating between the central administration, school staff, students, parents, and other stakeholders. She is the nucleus of this endeavor, or the leader. She must have knowledge of district policy, technology curriculum and instruction, available technological resources and ways to acquire them. She must lead and facilitate collaborative efforts in planning, implementing, and assessing the effectiveness of the pilot online course. Her role includes assisting in resolving any issues in Page 7 – Revised October 2009
  • 8. the program that may arise – and there will be issues in the trial run of the course. Current technology issues and events relevant to the class should be considered as changes are made. Such issues should be offered to stakeholders involved. The principal should observe the course as students and teachers interact, and collaborate with others in developing an assessment tool. The environment of distance learning is a growing trend on the horizon of education, and the principal must understand the implications for launching a successful program. Page 8 – Revised October 2009
  • 9. 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. DEVELOPING AN ONLINE CLASS Professional Development Planning Purpose: The purpose of the following professional development planning chart is to bring various stakeholders together in the designing, planning, implementation, assessment, and evaluation of a pilot online course for a determined class. The overall goal of the online class is to utilize technology in most aspects of the class through digital presentation of the courseware, videos, online activities, and use of laptops or technological devices. Professional Development Planning Chart Learner- Centered Purpose Description Steps Estimated Time Activity District and Staff will Staff will meet, 1. THS principal 6 months – 1 school staff visit develop a general observe, and needs to school year and observe idea of planning, discuss all assemble a team other districts implementing, aspects of online for the visit. (A or schools and assessing an class with specific offering online online course to another school, department, classes. students. district, or class, and teacher college. Staff need to be will record selected.) observations and 2. Principal take notes. should contact schools offering online classes, and schedule appointments for team to meet with the schools. 3. Team visits school(s), and Page 9 – Revised October 2009
  • 10. participate in discussion about online class. District and Staff will Staff will 1. Research 6 months – 1 school staff immerse research availability of school year attends an themselves in a availability of tech ed educational technology tech education workshops and technology integrated workshops or conventions. workshop or environment. conventions, and 2. Plan trip. convention. Staff will learn plan at least one of current events trip with all 3. Attend and issues in stakeholders workshop or education and travelling conference. technology. together. 4. Acquire knowledge and ideas specific towards developing an online course. District and Staff develops The professional 1. Staff meets to 6 months – 1 school staff guidelines and staff meets and develop overall school year develops expectations for offers ideas for goals and general presentation to class utilizing objectives. guidelines and other their areas of 2. Staff considers expectations for stakeholders. expertise (ex. Tech Ed TEKS., online class. Director of FBISD and THS Technology improvement presents the goals. availability of possible tech 3. Staff develops resources.) overall curriculum and instruction for online class. 4. Staff creates a syllabus and calendar of instruction. 5. Staff determines all resources to be used by staff and students. Page 10 – Revised October 2009
  • 11. SLHS Campus Previous data The group meets 1. Principal, AP 2-3 days Advisory Team, and ideas (from on campus to of C&I, and (consecutive or SLHS Staff and previous staff discuss previous Dept. Head spread out) students review development data, and present and collaborate activities) are collaborate on previously on general presented to local changes to online acquired data and guidelines for THS class. Changes guidelines for class. stakeholders for and/or alterations class. consideration to class should 2. Sample and further reflect THS assignments, collaboration. needs or goals. lectures, and/or online course presentation may be offered to participants. 3. Members of CAT, teacher(s), and students reflect, discuss, and collaborate on changes relevant to THS and class structure. 4. Based on collaboration, the structure and design of the online class becomes more defined. Stakeholders School and School and 1. Staff reviews 2 -3 months develop a final district staff district staff data, curriculum, plan for finalizes all outlines course instruction, and implementing a aspects of online syllabus, all collaborative school class class for instruction, efforts of online for approval from curriculum, stakeholders to proposal to school calendar, this point. school board/district. resources, and 2. Final board/district. create curriculum for assignments for class is created. class. 3. Instruction, assignments, and Page 11 – Revised October 2009
  • 12. resources are defined. 4. Infrastructure for online class is implemented. 5.”Trial runs” – staff practices navigating through online course, opening, and submitting assignments and related tasks. 6. Final proposal for class is sent for school district/board review. Staff monitors Staff evaluates Staff meets as a 1. Student Meet 4-6 times and assesses the various aspects PLC to describe assignments, during the school success of online of online class to success of class data, year course. determine course. evaluation of strengths, online platform weaknesses, and are presented to changes to class group. structure. 2. Team discusses strengths and weaknesses. 3. PLC determines any changes to be made to class. Week 4 Assignment, Part 3: Evaluation Planning for Action Plan The technology action plan integrating instructional an organizational leadership must include Page 12 – Revised October 2009
  • 13. 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. Purpose: During the process of developing the foundation for the online class, various stakeholders have presented expectations for the class, numerous federal and local technology plans have been researched, and similar projects have been studied. The previous section, DEVELOPING AN ONLINE CLASS Professional Development Planning, offers the brainstorming, collaboration, research and development that will bring our team to the stage of developing evaluation guidelines and tools – Evaluation Planning. The THS Campus Improvement Plan will serve as our major resource of targeted goals and behaviors as it integrates expectations of federal, state, and local technology plans. The following goals are targeted for evaluating the success of the online class as it relates to the CIP: Safe and Orderly Working and Learning Environment • Implement New FBISD software to control what programs students use while using computers (p. 7). • SLHS will maintain a safe and quality environment in which to learn and work: o Apply strategies for fostering online safety, privacy, and security in support of student learning (p.23). Effective and Efficient Operations • Reorganize webpage format (p. 8). Student Growth and Success • Travis High will comply with 100% of all district initiatives: o Provide opportunities, inclusive of professional development, to build capacity of teachers, principals, and other staff to integrate technology tools relevant to the digital learner (p. 13). Resources Timeline Monitoring Evaluation Tasks/ Action Responsibilities Steps What funds, By when How will you How will Who will do it? time, people, (day/month)? gauge success be What will be and materials progress determined? done? Class are needed? toward the begins Fall goal? 2010 Page 13 – Revised October 2009
  • 14. Designated staff Ongoing Attendance New and Implement FBISD Director will require through June confirmed at appropriate New KISD of Technology funds for travel 2010 various trips software is in software to Operations and and workshops. place to allow control what accommodations students easy THS AP of Evidence of programs at workshops, access and C&I notes, data, and conventions, or navigation students use other schools. information through online while using Dept. Head towards class class. Funds for development. computers Class Instructor selected software Firewalls and (p. 7). and hardware. web filters are in place to keep Time for all class related attending the content suitable activities listed for class and above. students. THS will Time for Fall 2010 and Teacher and Major issues FBISD Director monitoring ongoing students that may arise maintain a of Technology student progress throughout the confirm a are dealt with in safe and Operations throughout course. learning a timely quality course, and environment manner. environment Class Instructor troubleshoot any conducive End of year in which to problems that towards survey of learn and arise. teaching and instructor and learning, and work: Articles, free of students. websites, and Apply relevant research inappropriate strategies for content and/or on online safety behavior. fostering and ethical online safety, behavior. privacy, and security in support of student learning (p.23). Appropriate web June & July Class webpage Evidence of Reorganize Class Instructor design software. 2010 (and format and changes to webpage THS AP of ongoing when online access is webpage. Time to format (p. 8). C&I collaborate and needed) altered to the Webpage is up needs and make specific and functioning FBISD Director alterations to web expectations of properly by first of Technology online class. design. day of class. Operations Reserve All major Progress will be 100% buy in Travis High FBISD appropriate space components of measured by and support by will comply Superintendent to accommodate online class the logging the stakeholders. with 100% of of Curriculum various should be minutes of the Instructors have all district and Instruction stakeholder discussed in various necessary skills initiatives: meetings and meetings and meetings and FBISD Director and instruction staff staff staff Provide in place to Page 14 – Revised October 2009
  • 15. development. development development proceed with the opportunities of Technology training by trainings. start of class. , inclusive of Operations Handouts, mid-August PowerPoint Each professional THS AP of presentation, 2010. stakeholder development, C&I software, group should to build hardware relating have had the capacity of to development opportunity to teachers, of online class. participate in a particular event principals, Funds for snacks by the end of and other and the timeline. refreshments. staff to integrate Various after school, and technology school day staff tools relevant development to the digital sessions. learner (p. 13). Page 15 – Revised October 2009
  • 16. 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 16 – Revised October 2009