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Week 4 AssignmentJennifer Leonard SmithInstructional Leadership, EDLD 5352SuperintendentThe Superintendent is the educational leader and chief executive officer of the district. He manages day-to-day operations including the implementation of the Technology Plan. He implements Board policies related to technology, and makes recommendations for the technology budget. He fulfills the duties assigned by the Board.Board of TrusteesThe Board has the final authority to determine and interpret the policies that govern the schools as they pertain to areas of technology. They can determine if adequate funding is provided for technology, and they control policies that effect technology throughout the district.Organizational Chart for Integrating Technology at Caldwood Elementary Assistant Superintendent Research & EvaluationHe makes recommendations to the Superintendent. He has the authority to research appropriate uses of technology and recommend professional development for teachers. He oversees the web-based testing and procedures throughout the district.Assistant Superintendent for Secondary SchoolsHe makes recommendations to the Superintendent. He has the ability to perform a needs assessment and implement technology programs at the secondary level. He can also propose financial assistance for secondary campuses to use for technology purposes. Director of Performance Management/ Instructional TechnologyShe makes recommendations to the assistant superintendents based upon the technological needs of the district and individual campuses. She oversees the technology department and ensures the fulfillment of its goals set forth by the district and technology plan. She recommends professional development that will integrate technology into teaching and learning.Assistant Superintendent for Elementary SchoolsHe makes recommendations to the Superintendent. He has the ability to perform a needs assessment and implement technology programs at the elementary level. He can also propose financial assistance for elementary campuses to use for technology purposes. Site-based Decision Making TeamRecommendations are made to the team based on the technology needs of the campus. They revise the CIP plan and Technology Plan for accurate implementation of technology throughout the curriculum. They can suggest professional development to assist teachers with implementing technology.Campus Technology SpecialistShe guides and assists the teachers with technology. She is responsible for providing a technology based curriculum to the students. She maintains the technology recourses on campus. She makes recommendations to the principal for improving the use of technology, and oversees the implementation of the STaR Chart. Campus PrincipalHe is involved in developing a vision that includes the implementation of technology at the campus level. He oversees the technology department and provides funding for technology resources. He evaluates if technology is being implemented into the curriculum by classroom teachers. He also leads the SBDM committee and ensures the inclusion of technology throughout the CIP. StudentsStudents have to take responsibility for learning and use technology to improve learning by accessing information or collaborating with peers. They need to obtain information that is valid and accurate under the direction of a teacher. Students can incorporate prior knowledge and work with peers and teachers to implement technology in the classroom.TeachersTeachers are responsible for making curriculum comprehensible for students and have that ability by utilizing technology to individualize instruction. We report to the campus principal and work collaboratively to integrate technology in the classroom. We have to utilize our existing resources and incorporate technology devices where we can.Campus StakeholdersStakeholders include anyone involved in the educational system. These are individuals that make student learning a priority. They have the ability to enquire and make recommendations about technology for our campus. The Principals Role in Implementing and Monitoring Technology  In the present and upcoming decade, not only has the way we teach changed, but the roles and responsibilities of principals have changed as well. It is the responsibility of the campus leader to be aware of the current trends in technology and attend professional development to implement these trends. He has a responsibility to incorporate technology on our campus as programs are implemented by the Board under the guidance of the Director of Technology. Student’s future achievement depends on the implementation of technology to prepare our students for the 21st century. Principals must be role models that include technology in the vision and goals of the campus. He needs to encourage the use of technological devices and look for those to be visible as he observes teaching. It will be up to the principal to revise our budget to include funding that provides technology-rich environments for students. He will be accountable to the Director of Technology, Assistant Superintendents, Superintendent and the Board for his student’s success, therefore making it even more critical to integrate technology into the teaching and learning process. He is then responsible for advising the SBDM committee and the Campus Technology Specialist to encourage the implementation of technology that is applicable on that campus. He is also accountable for informing, encouraging, and implementing programs that teachers can use to enhance teaching. Stakeholders should be involved in the decision making and progression of technology throughout the educational system. Ultimately his vision and goal should be focused on student achievement and research shows that incorporating technology into the curriculum can provide students with the knowledge to be successful in the future.    Professional Development Activity 1 Teachers and instructional leaders that have an understanding of technology are more likely to integrate it into teaching and learning. The use of technology should be incorporated into the vision and culture of the school environment and instructional leaders should not only promote the use of technology, but make it a priority throughout the school. It is critical that campus leaders model and learn to implement technology for the success of the educational system.  I noted in the week three report that our district is dedicated to providing professional development that is on-going and survey-based. The STaR Chart indicated that more district-wide professional development opportunities needed to exist. Instructional leaders need to provide educators with time and resources to gain fluency and integrate technology into the curriculum. The STaR Chart indicates that an area of need in professional development is in the basic operations of technology. We were classified as developing in the area of Educator Preparation and Development; therefore I would implement professional development where participants could learn the basic level skills needed to implement technology into the classroom. Having the ability to create PowerPoint presentations can help children organize information and have a visual outline of information presented to students. School leaders can use PowerPoint presentations to hold campus-based professional development or in expressing ideas that correlate with the school vision and goals. Discussion boards can be a place to collaborate with colleagues or students on specific subjects.  They are very effective and provide the experience of sharing information with educators nation-wide. The Wiki can help administrators, teachers and students to gather information and allows collaboration with other educators and students. Blogs are another source of sharing information that can be useful in the educational system. Professional development on all of these Web 2.0 strategies will help to increase knowledge and collaboration with others and give specific instructions and hands-on experiences that participants can use to enhance teaching while preparing our students for the future. ,[object Object],Professional Development Activity 2 Educators are increasingly becoming active participants in their own technology professional development and our district is striving to meet the needs and expectations of its employees. They promote the use and application of technology for the collection and analysis of data. Campus leaders have the ability to use the in-house, on-line Item Analysis Program (IAP) that can track student performance and accountability. The program is used to measure how well students are learning and teachers are teaching, thus improving accountability as well as teaching and learning on our campus. Assessments are given each six week period and the results are entered into the program where data is disaggregated and areas of concern are identified. Data can provide school leaders with an opportunity to make adjustments to the curriculum based upon the needs identified from the IAP. In team meetings, teachers receive their class data and can provide remediation for the objectives that were missed for specific students. Campus leaders need to build proficiency with this district program so they can provide teachers with accurate information about student progress. Teachers can then plan individualized instruction for students and improve student performance. The AEIS data is another source that can provide information that will help identify areas of concern by grade level and objective for specific groups of students. Professional development that focuses on the importance of the AEIS information can help to determine the needs of the school and the revisions that may be needed to the Campus Plan. The AEIS report is provided on-line and can give administrators and SBDM teams a wealth of information for campus improvement and improved student performance. In addition, the instructional leader will incorporate the use and integration of technology into the Campus Plan by using data gathered from the Campus STaR Chart. This chart will provide data that will classify our campus as early tech, developing tech, advanced tech, or target tech. Leaders can determine what technological areas need to be focused on for the implementation of a technology-rich campus. A professional development session such as the one described below, can promote the use of technology at local campuses and help to integrate technology into the Campus Improvement Plans. Providing an explicit training that provides an overview of several programs used to gather, analyze and use data will ultimately improve student performance. ,[object Object],Evaluation Planning for Action Plan Professional Development Activity 1, Monitor Report Integrating Technology into Educational Practices and Instructional Leadership Goal: Teachers and instructional leaders will be provided with the needed information to integrate a PowerPoint, Discussion Board, Wiki or Blog into leadership activities and teaching. This will result in increased student academic performance and school productivity. Monitoring reports will be completed at the end of a six week grading period to assess student performance and school productivity. Reports are to be submitted to the Curriculum Coordinator. Indicators of increased performance and school productivity: (check those that apply) ,[object Object]
No PowerPoint presentations were used
1 time in a six week period
2 times in a six week period
More than 3 times
Overall student comprehension and performance has _____ with the use of PowerPoint presentations.
Remained the same
Resulted in higher assessment grades for less than 50% of students
Resulted in higher assessment grades for more than 50% of students
School leaders have utilized PowerPoint presentations to present information to the staff.

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Superintendent, Board, and Organizational Chart Roles for Integrating Technology