Edld 5352 Week 4 Assignment
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Edld 5352 Week 4 Assignment

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Technology Action Plan

Technology Action Plan

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Edld 5352 Week 4 Assignment Edld 5352 Week 4 Assignment Document Transcript

  • Tanya Spurlock EDLD 5352 12/13/09 + 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
  • Tanya Spurlock EDLD 5352 12/13/09 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 Page 2 – Revised October 2009
  • Tanya Spurlock EDLD 5352 12/13/09 • 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. (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 Page 3 – Revised October 2009 View slide
  • Tanya Spurlock EDLD 5352 12/13/09 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. . (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 View slide
  • Tanya Spurlock EDLD 5352 12/13/09 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
  • Tanya Spurlock EDLD 5352 12/13/09 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. Page 6 – Revised October 2009
  • Tanya Spurlock EDLD 5352 12/13/09 GPISD Technology Director: Plan and coordinate a technology plan for the entire district. Provides technology support to campus technology instructional specialists (TIS). District Instructional Assistant Principal: Technology Specialist: Principal: Provides training and Manage every aspect of Assist in management of support to campus the school, create a school, help create a technology instructional technology integration technology integration specialists (TIS) culture, model technology culture use Campus Technology Instructional Specialist: Teacher: Librarian: Provides teachers with Integrate technology into Provides training on training to enhance core subjects, operate at or copyright rules, make technology classroom above the advanced tech archival copies integration. rating The principal manages every aspect of the school. In order for a campus to be successful in technology integration, the principal must be in constant collaboration with all stakeholders. The principal must ensure that the campus technology goals are aligned with the district technology goals. Administrators will receive technology information directly from the District Technology Director. The District Instructional Technology Specialist will provide support to administrators. The principal will meet with SBDM Team and the Technology Team to develop a technology vision. The principal and assistant principal will communicate the technology vision to campus Technology Instructional Specialist (TIS). The campus TIS will train teachers on the use of programs and tools for the successful integration of technology into the curriculum. The principal will check lesson plans and conduct observations of teachers to confirm technology integration. The librarian will provide teachers with training on copyright laws. Page 7 – Revised October 2009
  • Tanya Spurlock EDLD 5352 12/13/09 Page 8 – Revised October 2009
  • Tanya Spurlock EDLD 5352 12/13/09 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 Development Plan I. Reference Analysis and Technology Needs • Campus STaR Chart Training- Analyze data, determine staff needs, use as benchmark against which to track progress Training Provided By: GPISD Technology Dept., Administrators • Technology Applications Inventory Analysis- Assessment of the requisite knowledge for application of the TEKS Training Provided By: GPISD Technology Dept., Administrators • Project Tomorrow Speak Up Analysis- Become aware of parent and students views, and the results of the survey Training Provided By: GPISD Technology Dept., Administrators • Forethought Training- Teachers learn how to use this software to create lesson plans and team plan Training Provided By: Campus Technology Instructional Specialist (TIS) • Assistive Technology Training- Teachers learn to use programs designed to help special needs students access the curriculum Training Provided By: GPISD Technology Dept. • Desktop Publishing-Teachers learn to use a tool that can enhance communication by quickly making documents such as newsletters and brochures Training Provided By: Campus Technology Instructional Specialist (TIS) Page 9 – Revised October 2009
  • Tanya Spurlock EDLD 5352 12/13/09 II. Designed to Improve the Gathering, Analysis, and the Use of Data From Different Sources • AWARE Training- Teachers learn how to navigate through this software in order to analyze test scores, benchmark scores, and class and campus trends. Training Provided By: Campus Technology Instructional Specialist (TIS) • AWARE for Specialists- Specialists and principals learn how to input student scores into program in order to track student progress and campus trends Training Provided By: Campus Technology Instructional Specialist (TIS) • Eduphoria PDAS Training- Principals learn complete teacher evaluations using this software, teachers e-sign documents Training Provided By: Campus Technology Instructional Specialist (TIS) • Follett Training-Librarians learn automated library software for circulation, cataloging, and inventory Training Provided By: Campus Technology Instructional Specialist (TIS) • First Class Webpages-teachers learn how to create their own webpages to enhance communication to parents and/or community Training Provided By: Campus Technology Instructional Specialist (TIS) • Copyright Rules Training- Teachers learn/review copyright rules • Training Provided By: Principal and/or librarian III. Improve Decision Making in the Integration of Technology • STaR Chart Analysis II- Administrators identify staff’s weaknesses to make decisions about the integration of technology Training Provided By: Campus Technology Instructional Specialist (TIS) • Texas Long-Range Technology Plan Analysis- Administrators review the plan to determine whether the campus is meeting the goals Training Provided By: Campus Technology Instructional Specialist (TIS) • AWARE for Specialists Refresher- Specialists and principals are refreshed on how to input student scores into program in order to track student progress and campus trends Training Provided By: Campus Technology Instructional Specialist (TIS) Page 10 – Revised October 2009
  • Tanya Spurlock EDLD 5352 12/13/09 • PDAS Online Training- Principals learn to use software to input teacher evaluation information and make decisions about teacher performance Training Provided By: Campus Technology Instructional Specialist (TIS) Page 11 – Revised October 2009
  • Tanya Spurlock EDLD 5352 12/13/09 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. Evaluation for Action Plan • 100% of teachers will use AWARE to track student and class progress on benchmarks. Usage reports will be pulled • The total number of copyright violations will decrease by at least 5% on each campus. • 100% of teachers will turn in lesson plans that demonstrate technology integration into core subject area for at least 1 lesson per week. • Students demonstrate an increase of engagement during lesson as a direct result of technology. Every month, students will take a survey about how technology use in class affects their engagement in the lesson. • Our Campus STaR Chart report will reflect 90% or more teachers operating at “advanced tech” or “target tech” level by 2011. • 80% of students demonstrate proficiency in the technology application TEKS at the benchmark grades levels Page 12 – Revised October 2009
  • Tanya Spurlock EDLD 5352 12/13/09 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 13 – Revised October 2009