This document provides instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. Students are asked to develop an action plan that:
1) Identifies sources of data gathering;
2) Includes an organizational chart of technology integration responsibilities; and
3) Describes comprehensive professional development activities to achieve the action plan goals.
Students will post their action plans online and review at least one other student's plan, focusing on organizational leadership aspects. The assignment aims to help students examine procedures for using data and monitor/evaluate changes to instructional and technology integration goals.
This document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. The assignment involves developing an action plan with four parts: 1) an organizational chart identifying stakeholders responsible for integrating technology; 2) a professional development plan; 3) an evaluation plan; and 4) posting the action plan online and reviewing others. Rubrics are provided to guide students in completing each part of the assignment thoroughly and meeting the course objectives and competencies.
This document provides an overview and assignment details for a Week 4 action plan in an educational leadership course. Students are asked to develop an action plan for gathering, analyzing, and using data to inform campus decision making regarding the integration of technology and instructional leadership. The action plan should include:
1) An organizational chart identifying key stakeholders responsible for integrating technology from central office to campus staff.
2) A comprehensive professional development plan to achieve the action plan goals.
3) An evaluation plan to assess the progress and success of the action plan using measurable outcomes.
Students will post their action plans online and review at least one other student's plan, focusing on the organizational leadership aspect. The assignment is due by
The document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. Students are asked to develop an action plan with four components: 1) Identifying data sources; 2) An organizational chart of technology decision-making; 3) A comprehensive professional development plan; and 4) An evaluation plan to assess progress. Students will post their action plans online and review at least one other student's plan focusing on organizational leadership and technology.
This document provides an overview and assignment details for students enrolled in the course EDLD 5352 Instructional Leadership: The Technology Link. For the Week 4 assignment, students are asked to develop an action plan focused on gathering, analyzing, and using data from various sources to make informed decisions regarding the integration of technology, instructional leadership, professional development, and organizational leadership. The action plan must include an organizational chart, comprehensive professional development plan, and evaluation plan to assess progress. Students will post their action plans online and review at least one other student's plan with comments.
This document outlines a social media integration plan with the goal of integrating various social media sites for importing and distributing content. It details how content such as videos, documents, status updates, images, and blog posts can be imported from or distributed to sites like YouTube, SlideShare, Twitter, LinkedIn, Facebook, Flickr, and WordPress. The method is to use individual site integrations rather than embedded links or buttons.
The STaR Chart is a self-assessment tool used by Texas schools to evaluate their progress in four key areas related to technology and readiness based on the state's long-range technology plan. Schools can measure where they fall on a scale from Early Tech to Target Tech. The document discusses how one school, MHE, used the STaR Chart to assess their performance, identify trends over three years, and determine their area needing most improvement was Educator Preparation and Development.
The document outlines an organizational chart and roles and responsibilities for integrating technology into an educational district. Key positions include the Superintendent, Associate Superintendent of Curriculum & Instruction, Assistant Superintendent of Schools, Chief Technology Officer, and Directors of various departments. Their roles involve developing technology plans, providing professional development and support to staff, and ensuring technology is used effectively in teaching and learning. Principals and other staff collaborate to analyze data, develop campus improvement plans with technology components, and provide technology training to teachers.
The STaR Chart is a self-assessment tool used by Texas schools to evaluate their progress in four key areas related to technology readiness based on the state's long-range technology plan. Schools can measure where they fall between early, developing, advanced or target levels of technology integration. The presentation summarizes one school's results which showed advanced levels in three areas but developing levels in educator preparation and development, suggesting a need to improve access to online learning and technology integration staff development.
This document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. The assignment involves developing an action plan with four parts: 1) an organizational chart identifying stakeholders responsible for integrating technology; 2) a professional development plan; 3) an evaluation plan; and 4) posting the action plan online and reviewing others. Rubrics are provided to guide students in completing each part of the assignment thoroughly and meeting the course objectives and competencies.
This document provides an overview and assignment details for a Week 4 action plan in an educational leadership course. Students are asked to develop an action plan for gathering, analyzing, and using data to inform campus decision making regarding the integration of technology and instructional leadership. The action plan should include:
1) An organizational chart identifying key stakeholders responsible for integrating technology from central office to campus staff.
2) A comprehensive professional development plan to achieve the action plan goals.
3) An evaluation plan to assess the progress and success of the action plan using measurable outcomes.
Students will post their action plans online and review at least one other student's plan, focusing on the organizational leadership aspect. The assignment is due by
The document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. Students are asked to develop an action plan with four components: 1) Identifying data sources; 2) An organizational chart of technology decision-making; 3) A comprehensive professional development plan; and 4) An evaluation plan to assess progress. Students will post their action plans online and review at least one other student's plan focusing on organizational leadership and technology.
This document provides an overview and assignment details for students enrolled in the course EDLD 5352 Instructional Leadership: The Technology Link. For the Week 4 assignment, students are asked to develop an action plan focused on gathering, analyzing, and using data from various sources to make informed decisions regarding the integration of technology, instructional leadership, professional development, and organizational leadership. The action plan must include an organizational chart, comprehensive professional development plan, and evaluation plan to assess progress. Students will post their action plans online and review at least one other student's plan with comments.
This document outlines a social media integration plan with the goal of integrating various social media sites for importing and distributing content. It details how content such as videos, documents, status updates, images, and blog posts can be imported from or distributed to sites like YouTube, SlideShare, Twitter, LinkedIn, Facebook, Flickr, and WordPress. The method is to use individual site integrations rather than embedded links or buttons.
The STaR Chart is a self-assessment tool used by Texas schools to evaluate their progress in four key areas related to technology and readiness based on the state's long-range technology plan. Schools can measure where they fall on a scale from Early Tech to Target Tech. The document discusses how one school, MHE, used the STaR Chart to assess their performance, identify trends over three years, and determine their area needing most improvement was Educator Preparation and Development.
The document outlines an organizational chart and roles and responsibilities for integrating technology into an educational district. Key positions include the Superintendent, Associate Superintendent of Curriculum & Instruction, Assistant Superintendent of Schools, Chief Technology Officer, and Directors of various departments. Their roles involve developing technology plans, providing professional development and support to staff, and ensuring technology is used effectively in teaching and learning. Principals and other staff collaborate to analyze data, develop campus improvement plans with technology components, and provide technology training to teachers.
The STaR Chart is a self-assessment tool used by Texas schools to evaluate their progress in four key areas related to technology readiness based on the state's long-range technology plan. Schools can measure where they fall between early, developing, advanced or target levels of technology integration. The presentation summarizes one school's results which showed advanced levels in three areas but developing levels in educator preparation and development, suggesting a need to improve access to online learning and technology integration staff development.
This document provides an overview and instructions for the Week 4 assignment in the course EDLD 5352 Instructional Leadership: The Technology Link. The assignment involves developing an action plan for gathering, analyzing, and using data from various sources to make informed campus decisions regarding integrating technology, instructional leadership, professional development, and organizational leadership.
The action plan must include: 1) an organizational chart identifying stakeholders responsible for integrating technology from the district to campus level, including their roles; 2) a comprehensive professional development plan to achieve the action plan goals; and 3) an evaluation plan to assess the progress and success of the action plan. Students will post their action plan online and review/comment on at least one other student's plan.
The document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. The major components of the assignment are to develop an action plan that includes:
1) An organizational chart identifying stakeholders responsible for integrating technology from the district to campus level.
2) A comprehensive professional development plan addressing the use of technology in data gathering, analysis, and decision-making.
3) An evaluation plan to assess the progress and success of the action plan using data analysis and monitoring reports.
Students are asked to post their action plan online and review/comment on at least one other student's plan focusing on organizational leadership and technology integration.
This document provides instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. Students are asked to develop an action plan with four parts: 1) an organizational chart identifying stakeholders responsible for integrating technology; 2) a professional development plan; 3) an evaluation plan; and 4) posting the action plan online and reviewing others' plans. The document provides detailed guidelines and examples for completing each part to ensure the action plan is comprehensive and addresses gathering and using various data sources to inform decision-making around instructional leadership and technology integration.
This document provides instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. Students are asked to develop an action plan that:
1) Identifies sources for gathering data;
2) Includes an organizational chart showing responsibilities for integrating technology; and
3) Describes comprehensive professional development activities to achieve the action plan goals.
Students will also post their action plan online for peer review and comment. The assignment is due by the end of Week 4 and will be evaluated based on a provided rubric.
This document outlines an action plan for developing an organizational chart and professional development plan to integrate technology at the campus level. It includes:
- An organizational chart identifying personnel from the district to campus level responsible for integrating technology, including their roles.
- A professional development plan addressing using data to improve technology integration, gathering/analyzing data, and decision-making.
- The plan is based on an analysis identifying needs around educator training and classroom technology integration from a STaR Chart review.
This document provides instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. Students are asked to develop an action plan examining procedures for data-driven decision making regarding technology integration, instructional leadership, and organizational leadership. The action plan must include:
1) Identification of data sources
2) An organizational chart of technology decision making roles
3) A comprehensive professional development plan to achieve the action plan goals
4) An evaluation plan to assess progress and success
Students will post their action plan online and review at least one other student's plan, focusing on the organizational leadership aspect. The document provides a rubric to guide students in completing the assignment by the deadline
This document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and technology integration. Students are asked to develop an action plan with four components: 1) Identifying data sources; 2) Providing an organizational chart of technology decision-making; 3) Describing professional development activities; and 4) Including an evaluation plan. Students will post their action plan online and review another student's plan. The assignment aims to help students examine procedures for using data and monitor changes to achieve technology integration goals.
This document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and technology integration. Students are asked to develop an action plan with four components: 1) Identifying data sources; 2) An organizational chart of technology decision-making; 3) A professional development plan; and 4) An evaluation plan. The action plan aims to improve use of technology for instructional purposes and data-driven decision making. Students will post their plans online and review one another's work.
This document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and technology integration. Students are asked to develop an action plan with four components: 1) Identifying data sources; 2) An organizational chart of technology decision-making; 3) A professional development plan; and 4) An evaluation plan. The action plan aims to improve use of data and technology for campus decision-making. Students will post their plan online and review one other student's plan.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This document provides an overview and instructions for the Week 4 assignment in the course EDLD 5352 Instructional Leadership: The Technology Link. The assignment involves developing an action plan for gathering, analyzing, and using data from various sources to make informed campus decisions regarding integrating technology, instructional leadership, professional development, and organizational leadership.
The action plan must include: 1) an organizational chart identifying stakeholders responsible for integrating technology from the district to campus level, including their roles; 2) a comprehensive professional development plan to achieve the action plan goals; and 3) an evaluation plan to assess the progress and success of the action plan. Students will post their action plan online and review/comment on at least one other student's plan.
The document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. The major components of the assignment are to develop an action plan that includes:
1) An organizational chart identifying stakeholders responsible for integrating technology from the district to campus level.
2) A comprehensive professional development plan addressing the use of technology in data gathering, analysis, and decision-making.
3) An evaluation plan to assess the progress and success of the action plan using data analysis and monitoring reports.
Students are asked to post their action plan online and review/comment on at least one other student's plan focusing on organizational leadership and technology integration.
This document provides instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. Students are asked to develop an action plan with four parts: 1) an organizational chart identifying stakeholders responsible for integrating technology; 2) a professional development plan; 3) an evaluation plan; and 4) posting the action plan online and reviewing others' plans. The document provides detailed guidelines and examples for completing each part to ensure the action plan is comprehensive and addresses gathering and using various data sources to inform decision-making around instructional leadership and technology integration.
This document provides instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. Students are asked to develop an action plan that:
1) Identifies sources for gathering data;
2) Includes an organizational chart showing responsibilities for integrating technology; and
3) Describes comprehensive professional development activities to achieve the action plan goals.
Students will also post their action plan online for peer review and comment. The assignment is due by the end of Week 4 and will be evaluated based on a provided rubric.
This document outlines an action plan for developing an organizational chart and professional development plan to integrate technology at the campus level. It includes:
- An organizational chart identifying personnel from the district to campus level responsible for integrating technology, including their roles.
- A professional development plan addressing using data to improve technology integration, gathering/analyzing data, and decision-making.
- The plan is based on an analysis identifying needs around educator training and classroom technology integration from a STaR Chart review.
This document provides instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. Students are asked to develop an action plan examining procedures for data-driven decision making regarding technology integration, instructional leadership, and organizational leadership. The action plan must include:
1) Identification of data sources
2) An organizational chart of technology decision making roles
3) A comprehensive professional development plan to achieve the action plan goals
4) An evaluation plan to assess progress and success
Students will post their action plan online and review at least one other student's plan, focusing on the organizational leadership aspect. The document provides a rubric to guide students in completing the assignment by the deadline
This document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and technology integration. Students are asked to develop an action plan with four components: 1) Identifying data sources; 2) Providing an organizational chart of technology decision-making; 3) Describing professional development activities; and 4) Including an evaluation plan. Students will post their action plan online and review another student's plan. The assignment aims to help students examine procedures for using data and monitor changes to achieve technology integration goals.
This document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and technology integration. Students are asked to develop an action plan with four components: 1) Identifying data sources; 2) An organizational chart of technology decision-making; 3) A professional development plan; and 4) An evaluation plan. The action plan aims to improve use of technology for instructional purposes and data-driven decision making. Students will post their plans online and review one another's work.
This document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and technology integration. Students are asked to develop an action plan with four components: 1) Identifying data sources; 2) An organizational chart of technology decision-making; 3) A professional development plan; and 4) An evaluation plan. The action plan aims to improve use of data and technology for campus decision-making. Students will post their plan online and review one other student's plan.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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1. EDLD 5352 Instructional Leadership: The Technology Link
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. EDLD 5352 Instructional Leadership: The Technology Link
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
professional
Page 2 – Revised October 2009
3. EDLD 5352 Instructional Leadership: The Technology Link
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
• Provides
Page 3 – Revised October 2009
4. EDLD 5352 Instructional Leadership: The Technology Link
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)
Page 4 – Revised October 2009
5. EDLD 5352 Instructional Leadership: The Technology Link
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. EDLD 5352 Instructional Leadership: The Technology Link
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.
Dr. Scott Barrett – Assistant Superintendent for Technology
Amy Mayer, Coordinator for Instructional Technology
Alicia Swedberg, Instructional Technology
Campus Technology Leader
Classroom Teachers
Page 6 – Revised October 2009
7. EDLD 5352 Instructional Leadership: The Technology Link
The Assistant Superintendent of Technology is responsible for the district’s technology
and instructional needs in regards to integration of technology in the classroom. They
are responsible for overseeing the district’s technology hardware and software
applications and ensure that all components align with the District Improvement Plan in
regards to technology education and technology integration being met. This position
entails developing and overseeing the District Technology Budget and meets criteria in
leadership, instructional, technical and professional development responsibilities for the
district.
The Coordinator for Instructional Technology is responsible for developing and
implementing the district plan in regards to technology in the classrooms. They work
with administrators, teachers and staff and oversee instructional leaders to help
implement the plan. Establish evaluation guidelines from technology data to help
achieve district technology plans.
The Instructional Technology personnel assist with trainings and staff developments to
increase teacher skills and knowledge in the area of technology and how to seamlessly
integrate it into their classrooms and daily routine. They model “best practices” with
district technology tools and Web 2.0 tools.
The Campus Technology Leaders must be a model and support person on the campus
for the teachers and staff. They must continually implement technology tools and skills
that the teachers can utilize in their classrooms. This individual is responsible for
providing and attending professional developments on new technology in the district.
The classroom teachers must be made aware of the benefits and advantages of
integrating technology into their daily routine with their students. They must be
expected to set goals to reach in regards to implementing technology into the
curriculum.
The principal on the campus has the key role in making sure that the organizational
chart is being followed and that the information from the district level is being passed
down to the campus level. Allowing teachers access to online learning opportunities
and professional developments pertaining to technology is vital. They must also be a
model to the teachers in utilizing and implementing technology into their role as well.
Frequent walk-thrus to ensure that technology is taking place is another requirement
that administrators must focus on as well. Requiring the teachers to set goals and
following up on those goals is another way to monitor the use of technology on the
campus and hold the teachers accountable.
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8. EDLD 5352 Instructional Leadership: The Technology Link
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.
The district and campus improvement plans both revealed some technology needs such as
increasing the opportunities for students to access technology across their curriculum areas and
making sure that the Technology Application TEKS are being addressed and met. The district
plan included utilizing technology as a way to provide for differentiated and individualized
instruction in the classroom and the campus plan addresses using and increasing students’
knowledge in the area of 2.0 Web tools. Both plans focused on professional development that
involved quality integration of technology and content area materials and included hands-on
training for new technology hardware and software.
Based on these technology plans and needs, I feel like professional development needs to be
derived from a variety of sources. Looking at the campus STaR chart and determining what
areas the campus is weak in is one area to analyze. According to the previous three years’
data, focusing on supporting the teachers with integrating technology into the curriculum is a
key area to address. They have not increased over the past two years in this summary area
and key area three revealed similar findings. I would also suggest tapping into the technology
experts on the campus and using data from their classes to support the integration of
technology into the curriculum. Utilizing these teachers and asking them to share their lessons
involving technology, and then analyzing assessments where technology has been integrated
versus no integration and applying that data to help drive their instruction would be very
beneficial. Teachers could set aside a conference period on a regular basis to develop and plan
specific lessons that involve technology in the various content area. Allowing the teachers to
blog or Skype other classrooms to assist them in obtaining the technology skills from the Target
Techs on their campus would be another way to build capacity and address professional
development among the staff.
The administration must be modeling appropriate use of technology for their staff when leading
meetings. This allows the teachers to see current technology put into practice as well as
helping to facilitate decision making in regards to the integration of technology in the classroom.
Teachers must be allowed to begin using the technology at their fingertips, their cell phones for
instance, to address instruction. The continued use of websites such as polleverywhere.com is
a great tool to engage the teachers in and show them how easy it is to integrate into their daily
routine. Administration also needs to incorporate a new way to facilitate faculty meetings that
become more technology centered instead of the traditional face-to-face encounters. Asking
the teachers to participate in a book study or review an article on technology in schools where
they blog or Skype grade level teams would be beneficial. This would allow them to collaborate
on lesson ideas and technology integration along with expressing their views on the subject.
Looking at professional development in a different light will allow the teachers to receive that
differentiated instruction that they too need in regards to their technology knowledge and skills.
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9. EDLD 5352 Instructional Leadership: The Technology Link
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.
Looking at the district and campus data from the STaR charts along with the AEIS
and AYP data are great places to start when analyzing the improvement plans in
regards to technology. Verifying that the plans align to the state technology plans and
using this data to make adjustments and improvements is important. These tools are
ways to address that the technology action plan is being followed and changes are
being made where applicable. Making sure that an evaluation component is embedded
in the plan is necessary to hold districts and campuses accountable to the expectations
being set.
The technology action plan must focus on assessment because this gives the
campus a focus of where to go and what needs are to be addressed. When I
developed the power point for the Texas STaR chart, I set campus and teacher goals.
The campus goals included making progress for the 2010-2011 year in all four key
areas and striving to achieve Advanced Tech and/or Target Tech in all four areas also.
Teachers were also asked to set goals for themselves involving using technology. They
were to pick two goals for themselves that they could begin implementing in their
classrooms and then they were to choose one new website from our district Web 2.0
tools to begin utilizing with their students as well. As an administrator it would then
become their job to follow up and provide support to the teachers in order to meet those
goals for both the campus and the staff. Helping the teachers create a chart, utilizing
technology, to track their progress would be a great way to start. Meeting with grade
levels or content areas and analyzing data from Speak Up and/or Project Tomorrow to
see where other teachers in the state and district are, and what the results from these
surveys has revealed can help in designing how to evaluate where professional
development needs to be improved. Sending out a staff survey on googledocs to
evaluate as a campus where the priorities are and gather and analyze the data would
also be a tool to utilize. This would allow a principal to see where individualized and
differentiated professional developments needs to take place with the teachers.
Continuing these types of surveys throughout the year as teachers utilize more
technology and participate in trainings would also guide and provide data to use in
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10. EDLD 5352 Instructional Leadership: The Technology Link
planning and measuring the effectiveness of technology integration on the campus.
One of the key stakeholders that must be part of the evaluation process planning is
the students themselves. Teachers and administrators need to talk to the students and
find out how they are using technology at home. It is important to talk to all
stakeholders because many of our students are living in a digital environment at home
but when they come to school this is taken away from them. All stakeholders must be
part of the evaluation to guide our decision making in education. We must build
activities into the action plan for our staff and students so that we can assess and
monitor their success or make necessary changes that need to occur. Developing
assessments where students have utilized technology versus no technology and
analyzing this data will also guide our decision making in regards to our action plan.
Also providing opportunities for our students to take part in campus surveys regarding
technology can provide valuable feedback and data to administration. The ultimate goal
and vision of the campus action plan should be to integrate teaching, learning and
technology for all students. This can be accomplished with effective leadership,
professional development and appropriate evaluation and assessment.
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11. EDLD 5352 Instructional Leadership: The Technology Link
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.
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