Week #4 Assignment - Flow Chart & Action Plan

Liesl James – EA1194
EDLD 5352 Instructional Leadership: The Technology Link
March 20, 2011

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

March 20, 2011
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 (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


March 20, 2011
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 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


March 20, 2011
• Provides
assessments
and/or monitoring
evaluating
professional
development to
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)


March 20, 2011
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.
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.


March 20, 2011

Hurst-Euless-Bedford ISD
School Board

Superintendent of
Schools

Deputy Superintendent

Assistant Assistant Assistant
Superintendent of Superintendent of Superintendent of
Elementary Instruction Secondary Instruction Technology

Technology
Elementary Secondary Technical
Education/Media
Principals Principals Support
Services

Classroom SUPPORT Instructional Campus
Teachers Technology Technology
Specialists Assistants

Students


March 20, 2011
Person(s) Responsible Role Played with Regards to
Technology

Hurst-Euless-Bedford ISD School Board These elected officials represent
community stakeholders in our local public
school system. They are responsible for
ultimately approving any funding or
programming for technology
recommended by district officials.

Superintendent of Schools The superintendent represents the district
as a whole and is ultimately the person
responsible for making final approval on
technology funding or programming
proposals before they are presented to the
school board for approval.

Deputy Superintendent The deputy superintendent for the district
has the primary job of coordinating the
district’s curriculum and assessment. The
deputy superintendent works closely with
the assistant superintendents for
elementary and secondary instruction, as
well as the assistant superintendent for
technology to ensure that our district is
providing a curriculum that meets state
standards, and prepares students for
global citizenship. With specific regards to
technology, the deputy superintendent
would work with the aforementioned
individuals to implement specific
technology curriculum for both students
and staff members.

Assistant Superintendent of The assistant superintendents for
Elementary/Secondary Instruction elementary/secondary instruction
supervise campus administrators and work
with administration to integrate district,
state, and federal initiatives, programming
and assessments (technology included) at
the campus level, as well as provide
support for principals with regards to the
campus budgets and technology
allocation.

Assistant Superintendent of Technology The assistant superintendent of technology
is responsible for overseeing both


March 20, 2011
technology education and technical
support. This person ensures that proper
technology education is provided to both
staff and students, and ensures that proper
maintenance and technical support is
available. The assistant superintendent of
technology works with the deputy
superintendent to make technology
programming and purchasing
recommendations to the superintendent.

Elementary/Secondary Principals At the campus level, the principals
implement district, state and federal
programming. Principals, in concert with
the Site-Based Decision-Making (SBDM)
work to construct a budget that allocates
funds for technology improvements and
trainings in accordance with AEIS, AYP
and STaR Chart Data. Additionally,
principals monitor classroom technology
and ensure that technology TEKS and
applications are taught and assessed
appropriately.

Technology Education/Media Services These individuals provide technology
professional development for teachers and
work to make available the use of online
resources for the purpose of enhancing, or
teaching, specific lessons/strategies to
students.

Technical Support These individuals provide technical
support and maintenance to the district’s
technology infrastructure and databases,
and are available to district and campus
staff when equipment or hardware is in
need of repair.

Instructional Technology Specialists Each instructional technology specialist is
assigned to a specific campus, and takes
direction from the campus principal in
providing specific professional
development and/or support to teachers.
The instructional technology specialist is
available to the classroom teacher for
lesson demonstrations or ideas utilizing
district technology programming and/or


March 20, 2011
equipment, and can answer questions
about the district’s gradebook system for
teachers.

Campus Technology Assistants Each campus in our district has a campus
technology assistant who is responsible for
basic troubleshooting on the campus, as
well as basic equipment repairs or
maintenance. Additionally, this person
maintains technology inventory for the
campus that is then reported to the district
for inventory control purposes. At times
the campus technology assistant, with
recommendations from the campus
principal, will provide professional
development on specific campus
technology equipment or programming.

Teachers The teacher is responsible for
implementing district, state and federal
technology initiatives in the classroom. A
teacher works with campus administration
to disaggregate data and identify student
needs. The classroom teacher works to
improve classroom instruction and student
motivation through the integration of
technology. Additionally, the classroom
teacher seeks opportunities to grow
professionally in the area of technology for
the purpose of increased proficiency.

Students Students are responsible for the
acquisition and demonstration of
technology skills and proficiency in the
classroom and on local and state
assessments.

Role of the Campus Principal: The principal serves as the liaison between teachers
and district officials. Campus administrators ensure that all district, state, and federal
technology initiatives identified are implemented at the campus level through the
monitoring of lesson plans and walk-throughs. Additionally, the principal and site-based
decision-making team work to disaggregate campus data, identify needs and develop
action plans for improvement that align with the district’s improvement plan and overall
vision and objectives. Principals work with site-based decision-making teams to spend
allocated district and campus funds for the purpose of technology learning and


March 20, 2011
improvement.


March 20, 2011
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.
Rationale for Identified Campus Technology Needs: An analysis of STaR Chart
Data over the past four years for Hurst Hills Elementary has revealed a lack of growth in
the area of “Educator Preparation and Development.” Teachers have consistently rated
themselves as “Developing Tech.” While our district offers a variety of technology
professional development sessions, there is not enough time in trainings for educators
to become “proficient” in the skill being taught, and little time is given for educators to
collaborate and discuss implementing the new technology in the classroom setting.

A second area of need identified in the STaR Chart analysis occurred in the category of
“Teaching and Learning.” While we achieved an “Advanced Tech” rating in 2007-2008,
we moved to “Developing Tech” in 2008-2009, and again for this school year. This
rating demonstrates the need for teachers to integrate technology in the classroom,
instead of primarily using it for classroom management tasks.

During an interview with my campus principal in the Week 3 interviews, it was noted that
our district is getting ready to utilize a new database known as eSchool. This database
will replace the current ADM system that has been hard for administrators and teachers
alike to utilize for the purpose of data analysis. As a result of this impending change, it
will be imperative that staff receive training and support to make effective and efficient
use of this software.

The importance of furthered professional growth in these areas of technology is
necessary for Hurst Hills to ultimately reach the goals for student achievement outlined
in the campus improvement plan. The campus improvement plan, based on current
AEIS and AYP data identifies five strategic goals. All five of these SMART goals utilize
a technology component to either boost student achievement in low-performing
subgroups or further student achievement at the commended level on the TAKS tests.

Therefore, I would propose the following activities to increase teacher proficiency in
technology, increase technology integration and use in the classroom setting and assist
the administration in promoting technology awareness, understanding and use at the
campus level by both students and staff members for the purpose of student
achievement.


March 20, 2011
Note: At the present time, our district does not have a specific improvement plan or
objective for technology. Both the district and campus level improvement plans utilize
technology as a strategy for improving student achievement.

Technology Goal for Hurst Hills Elementary: To further knowledge,
application, use and integration of technology by staff members of Hurst
Hills Elementary for the purpose of increased student achievement.

Person(s)
Tasks/ Action Steps Resources
Responsible

*Campus administration will assist
teachers in monitoring their current *Online LoTi Digital-Age
*Campus Survey for Teachers
level of technology understandings and
Administration
professional growth needs using the *Computers
LoTi Digital-Age Survey for Teachers.

*Assemble grade level examples of
best practices for technology in the form *Campus
*Exemplar Lesson Form
of exemplar lessons and projects used Administration
by teachers in the classroom setting for *Exemplar Lesson Plan
*Hurst Hills
the purpose of teacher discussion Notebook
Teaching Staff
and/or use.

*The Instructional Technology *Smart Board
Specialist for Hurst Hills Elementary will
*Instructional *Computers
provide a professional development
Technology
session and support on the use of the *eSchool software
Specialist
district’s new database known as
eSchool. *Teacher surveys

*The Instructional Technology *Instructional *Smart Board
Specialist for Hurst Hills Elementary will Technology
provide a professional development Specialist for *Blog Site
session on the use of blogs in the Hurst Hills
*Document Camera
classroom setting. Elementary
*Computers
*Consensogram


March 20, 2011
*Colored Dot Stickers

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.

Technology Goal for Hurst Hills Elementary: To further knowledge,
application, use and integration of technology by staff members of Hurst
Hills Elementary for the purpose of increased student achievement.

Tasks/ Action Steps Assessment

*Campus administration will assist teachers in monitoring *Technology professional
their current level of technology understandings and growth plan and reflection
professional growth needs using the LoTi Digital-Age based on LoTi Survey
Survey for Teachers. results submitted by each
teacher.
*Evidence of integration
and/or use of “current
technology
understandings” or “new
technology learnings” in
lesson plans, student
projects, and teacher
observations/walk-
throughs.
*Evidence of professional
development attendance

March 20, 2011
on yearly PDAS
Summative Questions
(Parts II and III).

*Submission of exemplar
lesson and/or project in
technology by each
teacher each six weeks.
*Evidence of integration
and/or use of “exemplar
technology lessons or
*Assemble grade level examples of best practices for projects” by other grade
technology in the form of exemplar lessons and projects levels or teachers on
used by teachers in the classroom setting for the purpose weekly lesson plans.
of teacher discussion and/or use.
*Administrative observation
of integration and/or use of
“exemplar technology
lessons or projects” by
other grade levels,
teachers, or students
during classroom walk-
throughs.

*Teacher surveys
*Evidence of use of
eSchool by teaching staff
to access and
disaggregate student
assessment data for the
purpose of Response to
Intervention (RtI),
*The Instructional Technology Specialist for Hurst Hills
monitoring and classroom/
Elementary will provide three professional development
grade level continuous
sessions and technical support on the use of the district’s
improvement.
new database known as eSchool.
*Evidence of differentiated
instruction for identified
students (tutoring,
inclusion, modified
assignments, etc.) on
teacher lesson plans and
observed during classroom
walk-throughs.


March 20, 2011
*Use of a Consensogram
to measure professional
understanding before and
after the training.
*Weekly participation on
*The Instructional Technology Specialist for Hurst Hills
the campus’ blog training
Elementary will provide a professional development
site by each teacher or
session on the use of blogs in the classroom for the
staff member.
purpose of furthering student motivation and
achievement. *Administrative observation
of blog use by teachers
and students during
classroom walk-throughs,
and reflected on weekly
lesson plans.


March 20, 2011
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.


Week #4 Assignment - Flow Chart & Action Plan

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