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Tamara Francis Technology Action Plan

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  • 1. EDLD 5352 Instructional Leadership: The Technology Link Tamara Francis EA1191Week 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 for theWeek 4 major assignment – developing an action plan for gathering, analyzing, and using data from avariety 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 districtimprovement plans as well as any technology plans, and your Week 3 report to make sure the actionplan: • 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 reviewand comment on at least one other action plan focusing on organizational leadership designed tomaximize 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 Tamara Francis EA1191RubricUse 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 (16 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 (18 points) of all personnel. (Maximum 20 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. (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 development designed toPage 2 – Revised October 2009
  • 3. EDLD 5352 Instructional Leadership: The Technology Link Tamara Francis EA1191 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 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 (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 assessments and/or monitoring evaluating professional development toPage 3 – Revised October 2009
  • 4. EDLD 5352 Instructional Leadership: The Technology Link Tamara Francis EA1191 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 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 20 points) action plan. (16 point) (18 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 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 Link Tamara Francis EA1191The following four parts to the Week 4 assignments should help you complete an actionplan that incorporates all four elements of the assignment, including posting youraction plan and commenting and reflecting on the action plans shared by fellowstudents. Week 4 Assignment, Part 1: Development of an organization chart integratingtechnologyUsing 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 5 – Revised October 2009
  • 6. EDLD 5352 Instructional Leadership: The Technology Link Tamara Francis EA1191 TEACHING AND LEARNING RYAN, ROBIN S CHIEF ACADEMIC OFFICE ENRICHMENT CURRICULUM AND INSTRUCTION SERVICES WELLE, CRAIG M EXECUTIVE (TL) DIRECTOR   DISTRICTWIDE TECHNOLOGY-STATE ELLIS, BRUCE R (TL) DIRECTOR   DISTRICTWIDE DISTRICTWIDE DISTRICTWIDETECHNOLOGY-STATE TECHNOLOGY- TECHNOLOGY-STATE GARRETT, AMBER T STATE PINKHAM, LESLIE COORDINATOR COLWILL, LORI L COORDINATOR  COORDINATOR     CLASSROOM CLASSROOM CLASSROOM CLASSROOM APPLICATIONS APPLICATIONS APPLICATIONS APPLICATIONSKERN, ROBERT J HENDERSON, D. SCHEER, BAGBY, SHARAN INSTR. TECH INSTR. TECH DENNIS INSTR. TECH SPECIALIST SPECIALIST COORDINATOR SPECIALIST        Campus Campus Campus Administrator/Administrator/ Administrator/ CILT/SBDM CILT/SBDM CILT/SBDM Classroom  Classroom  Classroom  Teachers Teachers Teachers Page 6 – Revised October 2009
  • 7. EDLD 5352 Instructional Leadership: The Technology Link Tamara Francis EA1191 Robin Ryan, Chief Academic Officer: Mr. Ryan’s job is to guarantee communications with parents, guardians and the constituents of the community regarding the current state of technological use within the district. He is also over soliciting feedback throughout the technology planning process by utilizing the Technology Advisory Committee and Open Forums designed to solicit suggestions. Craig Welle, Executive Director of Enrichment Curriculum and Instruction: Design curriculum planning guides that ensure that all enrichment curricula is being taught beyond the depth and complexity of the TEKS and also ensure that technology is being integrated within the curriculum. Bruce Ellis, Districtwide State Technology Director: Develop standards for student technology usage that meets the Technology Application TEKS requirements and reinforce the use of technology in all instructional areas. Districtwide Technology Coordinators: Develop a student-safe environment conducive for promoting student and teacher blogging, webcasting, podcasting, as well as web page publishing. Instructional Technology Specialists/Coordinator for Classroom Applications: Organize the purchase, delivery, removal, and storage of all district technology equipment on the various campuses within the district. Ensure that all equipment being utilized meets the state as well as district standards at all times. Log all equipment onto the district and school data bases accordingly, and monitor all licenses and usage for the campuses. Campus Administrators/CILT/SBDM: Effectively monitor and evaluate staff to make certain that they are utilizing technology in accordance with district as well as state guidelines. They are also to oversee that all technological equipment is in accordance with the Campus Improvement Plan as well as district Curriculum Planning Guides. Campus Teachers: Constantly utilize and integrate various types of technology to reach all types of learners. Willingly participate in professional as well as technological professional development sessions. Introduce and integrate new technology into the classroom learning environment, monitor safe and ethical usage of student technology, as well as ensure a safe and secure technological environment at all times.Page 7 – Revised October 2009
  • 8. EDLD 5352 Instructional Leadership: The Technology Link Tamara Francis EA1191Week 4 Assignment, Part 2: Professional Development PlanningUsing 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.In order for campus administrators to effectively evaluate their campus progress they typically look atthe various resources that the district, state and federal government allow them to have access to. AtW. H. Adamson in the Dallas Independent School district it is understood that each campus has aplethora of resources available to them and that the needs of the campus are only as diverse andprofound as the needs of the individual instructional leaders found on it.Administrators on the campus must immerse themselves in the STaR Chart data in order to gain andeeper understanding of the campus technological challenges and must then devise a plan ofprofessional development to train the teachers on the technological equipment that the teachers arenot adequately trained on. These administrators must also speak to the proper district offices to ensurethat their campus has been properly equipped with the current technological equipment as deemedappropriate and available to the district.When it comes to administrators understanding the demographics that resides on their campus, theyare able to use a data analysis tool called the Dashboard. The Dashboard alerts campus administratorsto potential at risk students by indentifying various indicators and allowing administrators to be on alertin regards to these students attendance, grades, and other key components.All teachers must learn how to interpret the data found on the AEIS Report and allow it to driveinstruction within their classroom. Dallas ISD utilizes a website just for desegregating data and allowingteachers to understand the diversity that resides within their classrooms. My Data Portal breaks downthe data and allows the teachers to truly understand the subpopulations that are present within theirclassrooms. In order for our Science teachers to learn how to make their classroom exciting, these teachers shouldcontinue to actively attend the Laying The Foundations training in the summer. This along with theCollege Board training has proved highly effective for our teachers. The Laying the Foundationstraining is a 4 day training that is totally hands on. This allows the teachers to understand step by stepwhat they should do with the technology laid out before them. Within our Mathematics department, thestaff is actively taking advantage of allowing the students the opportunity to utilize cutting edgetechnology in an effort to allow the students to have a better understanding of the concepts beingpresented to the students. This year our campus put forth a united front to ensure that all Mathematicsclasses had access to TI-Inspire calculators, so that the students would be able to understand math onPage 8 – Revised October 2009
  • 9. EDLD 5352 Instructional Leadership: The Technology Link Tamara Francis EA1191greater scale. This meant that all of our teachers had to attend training in order to understand how toproperly utilize the calculators in order to teach them to the students properly. By allowing the teachersthe ability to attend professional development training on how to properly operate the calculators inrelation to the math curriculum being utilized in the school, the teachers were more confident whenteaching the students how to utilize the calculators as well. This is a professional development thatneeds to be continued so that teachers are able to understand as new changes and updates take placewith the software associated with the calculators. By integrating these trainings with the knowledgebase presented in the Curriculum Planning Guides, these teachers will ensure that the campus rises toa Recognized status.To recap Administrators as well as Teachers need to engage in the following professional developmentsessions: • Dashboard • My Data Portal (Integrates AEIS data with Benchmark Exams as well as Semester Exam data) • Laying the Foundations/College Board Training • Texas Instruments Inspire Training • Understanding the Curriculum Planning GuidePage 9 – Revised October 2009
  • 10. EDLD 5352 Instructional Leadership: The Technology Link Tamara Francis EA1191Week 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.In order for success and viability of any program to be effective it needs to be ongoing and alsoneeds to be assessed on a frequent basis. In order for a technological action plan to beimplemented successfully, all components of it must be understood in its entirety. Whenreviewing the Long Range Technological Plan presented by the State of Texas one realizesthat they did not implement a program to be laid out in just a year. They implemented aprogram that is intended to be implemented over the course of 14 years. Thereforeadministrators must understand that they will not see changes overnight, but they must be on aconsistent and gradual basis. They must set measurable goals and understand the changesthat they see taking place.By integrating and utilizing the data presented in the wide array of educational data systemsavailable in the State of Texas, we are able to take a holistic look at what is happening on thecampuses. By incorporating these systems into annual planning for the campus one is able toensure that all areas are being taken care of academically, through the integration oftechnology as one of the key components of educational change. The STaR chart looks at thetechnology available to enrich the lives of the students on your campus. This report is actuallyvery critical because this data is given by the teachers on the campus. They are the ones whotruly know what is available and what is being utilized on the campus. The AEIS report allows each campus to look at subpops as well as an overall look at eachgrade. This report offers a breakdown for African Americans, Hispanics, Whites, NativeAmericans, Asians/Pacific Islanders, Male, Female, Special Education Students, EconomicallyDisadvantaged, as well as LEP students. This report also gives graduation rate information,attendance information as well as allowing you the opportunity to understand the demographicmakeup of the teachers on the campus.Currently on Adamson High School campus technology being utilized is allowing students theopportunity to utilize cutting edge technology in an effort to allow the students to have a betterunderstanding of the concepts being presented to the students. One is able to assess theeffectiveness by closely monitoring the data available on the districts My Data Portal system.This allows the teacher to receive immediate feedback on the effectiveness of the variousstrategies utilized and presented to the class.Page 10 – Revised October 2009
  • 11. EDLD 5352 Instructional Leadership: The Technology Link Tamara Francis EA1191Technology Action Plan  Tasks/action steps  The campus administration will survey the teachers and see what forms of technology drives their classroom instruction, what methods they feel most comfortable using, and what methods they need additional assistance in when guiding student instruction.  Once the teachers have been surveyed the administrators will then sit down and see what misconceptions are present and what training can be given to alleviate the problem. They will actively review the STaR Chart data from the past three years in order to seek a deeper understanding of the technological problems that they are facing.  As a campus they will all be instructed on what best practices mean to the campus. They will understand how to follow the trail that the data leads them toward.  Resources  Teachers will utilize the information presented in the Laying the Foundations training as well as the TI-Inspire Training in order to understand how to effectively integrate the technology with their current curriculum.  Campus Instructional Technologists will team up with Campus Instructional Coaches to ensure that classroom teachers are utilizing the best practices at all times. They will both understand that in able to implement the best practices one must also integrate technology on a frequent basis.  The administration will utilize the information presented to the during their Kilgo training and will allow the teachers the opportunity to utilize researched best practices. Teachers will be given handouts relevant to the campus with historical data given from 3 years prior to the current school year. They will review this data in conjunction with the data presented in the STaR Chart for those 3 years.  Timeline  Converting to a technology driven campus will be ongoing throughout the entire school year. Teachers will also be exposed to continuous professional development for the 2011-2012 school year.  Administrators, SBDM members, as well as members of the CILT Team will take learning walks once every three weeks to make certain that technology is being utilized in all classes on the campus.  Teachers will desegregate their classroom data once every six weeks to check for understanding on the various TEKS presented by the state. They will also review which methods were proven to be most effective as a department when teaching various subjects. By having open conversations and conducting comparative analysis they are able to understand campus best practices and utilize them on a more frequent basis.  Professional development  Professional development throughout the school year will be layered. Teachers will receive professional development geared toward their area of teaching and it will be content specific in relation to effectively integrating technology. Teachers will receive professional development/training during their common planning time at least once perPage 11 – Revised October 2009
  • 12. EDLD 5352 Instructional Leadership: The Technology Link Tamara Francis EA1191 week. Teachers will also lead the professional development sessions at times to discuss the effectiveness of integrating the various forms of technology into the instructional setting. Teachers will actively discuss which forms of technology is easiest to integrate in student lead instruction versus teacher lead instruction.  Monitoring  Utilizing these techniques effectively will be monitored on a weekly basis during the collaborative common planning period. They will be allowed to go on learning walks to see how other departments are integrating technology and be able to openly discuss effective strategies to take back to their learning community.  During this time we will look at the data in relation to the different types of technology being utilized within the classrooms in order to see if there are any differences in what is perceived to be occurring versus what is actually occurring within the classrooms. This will be done for not only the class but the various subpopulations as well. By ensuring that we are looking at the subpopulations we are also ensuring that no subpopulation gets left behind academically and that all students have a viable opportunity to be exposed to the various types of technology that are beneficial to their unique learning style.  Evaluation  Primary evaluation will be ongoing. Administrators and CILT members will be responsible for actively monitoring and evaluating the frequency of use when it comes to technology. This will be done on a biweekly basis due to the fact that the campus is on a block schedule. By ensuring that teachers are properly going through all phases of the lesson cycle, they will also ensure that students are being exposed to technology on frequent intervals.  The final evaluation that will provide an overall analysis will come from the AEIS report given by the state. The AEIS report will give an unbiased opinion of the effectiveness of allowing the data to drive the instruction. It will allow all members of the campus the capability of understanding whether or not our campus is effectively meeting the needs of all subpopulations on the campus or whether or not more work needs to be done in order to ensure that all students are being taught all the time. It will also allow teachers to compare use versus nonuse of technology within those classrooms and reflect on which teachers were most effective and what types of technology played a role.Page 12 – Revised October 2009
  • 13. EDLD 5352 Instructional Leadership: The Technology Link Tamara Francis EA1191Week 4 Assignment, Part 4: Posting your Action Report and Responding to OWhnetherStudents’ 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