This document outlines a comprehensive action report regarding the development and implementation of a technology integration plan in an educational organization, detailing the roles and responsibilities of various stakeholders including superintendents, principals, and technology specialists. It emphasizes the need for professional development initiatives to improve teacher proficiency in technology usage and instructional practices, as well as strategies for assessing student mastery of technology standards. The report advocates for collaboration among educators and technology specialists to enhance teaching and learning through effective use of technology and to evaluate the success of implemented strategies through data analysis.

1. The following is my Action Report for our Week 4 Assignment. Any comments or suggestions
for improvement are greatly appreciated.
Development of an organization chart integrating technology
Superintendent
• Provides leadership according to the school district’s vision
• Delegates authority and supervision of district goals to Associate Superintendent,
Assistant Superintendent, and Chief Technology Officer
• Keeps informed of current curricular and educational thoughts, trends, technologies and
practices, as well as proposed legislation impacting the schools
• Oversees development and implementation of objectives and long-range plans for
curriculum & technology and instructional evaluation and improvement
Associate Superintendent & Assistant Superintendent
• Provide leadership according to the school district’s vision
• Provide instructional, curricular, & technology leadership that creates, implements,
maintains, and enhances excellence, scholarship, creativity, and achievement for all
students
• Supervise Chief Technology Officer and Directors of Curriculum, Instructional
Technology, and Desktop Services as well as all Campus Principals
• Collaborate with Chief Technology Officer and Directors of Curriculum, Instructional
Technology, and Desktop Services to write the District Improvement Plan
Chief Technology Officer
• Develops Long Range District Technology Plan
• Provides leadership in the technology planning and implementation for all K-12
education programs
• Conducts reviews of legal issues and provides counsel to the Superintendent, or other
appropriate persons on legal issues as they relate to the Technology Department
• Facilitates a district wide committee including community members to provide ongoing
dialogue and direction in the area of technology
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2. Director of Desktop Services
• Assists Director of Instructional Technology & Director of Curriculum and Instructional by
answering hardware & software questions
• Provides technical support for professional development
• Provides technical support to ensure technologies are available and in working condition
for everyday teaching and student use
Technicians
• Providing campus technical support
• Check work order system daily and prioritize support based on immediate student need
Director of Instructional Technology
• Ensures Technology Application TEKS are implemented
• Monitors the district technology professional development programs and provides
direction and oversight in the development of any new or revised educational programs
• Provides leadership for the assessment of current technology practices and makes
recommendations to site administrators to improve educational technology programs
• Collaborates with Director of Curriculum & Instruction, Curriculum and Instructional
Technology Specialists to further the integration of technology into the curriculum and
establish best practices to guide everyday teaching and lesson planning
Director of Curriculum & Instruction
• Ensures content area TEKS, especially those that have embedded technology
components, are implemented
• Monitors the all professional development programs and provides direction and
oversight in the development of any new or revised educational programs.
• Collaborates with Director of Instructional Technology, Curriculum and Instructional
Technology Specialists to further the integration of technology into the curriculum and
establish best practices to guide everyday teaching and lesson planning
Instructional Technology Specialists
• Assists in developing the District Technology Plan
• Works with Campus Technology Committees to assist them in developing their Campus
Technology Plans
• Investigates and disseminates information to principals and teachers on best practices
for technology integration, sources of information on trends, research and applications
related to technology use in the school program
• Collaborates with Curriculum Specialists to implement district wide programs that
integrate the use of technology into teaching and learning
• Collaborates with Curriculum Specialists and Campus Instructional Technologists to plan
and deliver professional development for teachers in curriculum and instructional
technologies
• Collaborates and plans with principals to fulfill campus instructional technology
professional development needs
• Facilitates and evaluates district-wide technology integration programs
• Participates in the development of activities that help integrate technology into various
curriculum areas at the local and state level
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3. Curriculum Specialists
• Serves as a liaison between district and campus
• Collaborate with Instructional Technology Specialists to implement district wide
programs that integrate the use of technology into teaching and learning.
• Collaborates with Instructional Technology Specialists and Campus Instructional
Technologists to plan and deliver professional development for teachers in curriculum
and instructional technologies
Campus Instructional Technologists
• Serves as a liaison between district and campus
• Collaborates with Instructional Technology Specialists and Curriculum Specialists to plan
and deliver professional development for teachers in curriculum and instructional
technologies
• Ensure district AUP polices are followed at the campus level
• Stay abreast of latest educational technologies
• Provide training to teachers in computer competencies that are aligned with SBEC
teacher technology standards.
• Provide training to teachers to ensure integration of student computer competencies as
outlined by the state.
• Provide professional development for teachers in the use of current technology to meet
curriculum goals.
• Provide modeling & co teaching of lessons effectively integrating technology
• Provide cyber bullying training to all teachers and students at the campus level
Principals
• Review and analyze AEIS Report, STaR Chart, Mock TAKS data, and CBA data
• Ensure Campus Improvement Plan contains a technology component based on campus
data
• Make instructional decisions based on data reviewed and analyzed
• Collaborate with Curriculum Specialists and Instructional Technology Specialists to plan
professional development for teachers in curriculum and instructional technologies
• Collaborate and plans with Campus Instructional Technologists to implement ongoing
professional development, modeling, and co teaching for teachers in needed areas as
demonstrated by data results
• Monitor and assess that content area and TA TEKS are taught and mastered
• Model technology use for educational purposes
• Ensure Acceptable Use Policy is adhered to by campus students and staff
• Keep abreast of latest research based educational technology trends
Teachers
• Responsible for implementing the TA Technology Application TEKS
• Responsible for implementing content area TEKS, especially those that have embedded
technology components
• Participate in technology professional development
• Follow Acceptable Use Policy
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4. • Teach students Acceptable Use Policy
• Teach students how to be safe on the Internet
Students
• Follow AUP policies
• Follow appropriate netiquette
• Master TA TEKS at their grade cluster (K-2) (3-5) or (6-8)
The principal is the link that ties the district Technology Plan goals and the Campus Technology
Plan goals. It is of upmost importance that the principal be a role model for all stakeholders,
especially campus students and staff by using technology for daily operations, communication,
data gathering, analyzing, identifying trends, teaching, and learning. It is the principal’s role to
collaborate with the Curriculum and Instructional Technology Specialists to assess campus
professional development needs and develop a plan that aligns with district and campus goals.
S/he must also work with the Campus Instructional Technologists to implement professional
development and ensure ongoing daily technology support is provided to teachers in the
delivery of instruction. The principal monitors and assesses mastery of the content area and TA
TEKS. As support for the teachers, the principal is also responsible for seeking and allocating
funds for classroom technology needs. Lastly, the principal is responsible to ensure all students
and staff members adhere to the district Acceptable Use Policy, copyright guidelines, and
practice safe and ethical Internet use.
Professional Development Planning
Professional development for teachers as well as administrators is needed in our district. The
last three years of the STaR Chart indicated that we are at a developing level for both the area
of teaching and learning and the area of educator preparation and development.
The data indicates that these two areas go hand in hand. I strongly believe that if we focus on
how we can provide effective professional development for teachers, the area of teaching and
learning will naturally improve as well. It would be beneficial for our district leaders and campus
principals to participate in an online learning community on how to improve the area of Teaching
and Learning. Discussing this area with an online learning community would be beneficial in that
educators from various school districts can share what they have implemented to assist them in
their quest for technology integration improvement. Leaders can then learn from each other to
implement a professional development plan that can improve their own confidence as well as
teacher and student use of technology at their campus.
Based on my review of the district Technology Plan, Campus Improvement Plan, and personal
experience with the current technology professional development, I have several professional
development activities to recommend. As stated in the Week 3 report I submitted, the district
technology plan’s first three goals focus on instruction. The first goal of the Judson ISD
2010-2013 Technology Plan states, “Ensure that all students and staff pursue mastery of clearly
defined technology skills for use in foundations, information acquisition, problem solving, and
communication.” To ensure that this goal is accomplished, the district strongly encouraged
teachers to attend proficiency training delivered by the CITs. This training focused on the
teacher SBEC standards. About 90% of teachers in the district have achieved mastery of these
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5. standards. I suggest that the principals collaborate with the Campus Instructional Technologies
to schedule and provide training and testing sessions for any educators on campus who have
not achieved mastery of these standards. The part of this goal that is in dire need of
improvement is that the students demonstrate mastery of the Technology Applications TEKS. At
the end of the school year, the district currently administers an end of year assessment to all 8th
grade students on the TA TEKS. Last year we had a 21% passing rate for all 8th graders in the
district. I recommend that all K-8 teachers and principals participate in a professional
development session in which they review the TA TEKS for the three grade level clusters (K-2
3-5, 6-8), take the 8th grade assessment to become familiar with the content, rigor, and format of
the assessment, and collaborate with their grade level team, curriculum specialists, instructional
technology specialist, and Campus Instructional Technologists to develop a campus plan to
integrate the TA TEKS into daily instruction.
The district’s second goal states, “Incorporate technology into teaching and learning in all
curriculum areas to enable students to effectively build content knowledge.” The district AEIS
report indicates that math, specifically problem solving, is the weakest skill for our students
across the district. I recommend that the district Curriculum Specialists and Instructional
Technology Specialists research strategies and lessons that integrate problem solving and
technology. The Campus Instructional Technologists will assist in writing lessons and then
providing ongoing professional development for teachers at the campus level. This professional
development would consist of training of the new technologies, modeling and co-teaching the
lessons, and providing just-in-time educational and technical support. This ongoing support
would also assist in fulfilling the district’s third goal:“Enhance learning and student achievement
by using technology tools to deliver instruction.”
Lastly, but most importantly, it is vital that principals participate in all of these professional
development activities with their teachers. As mentioned in the round table interviews with Dr.
Abernathy, Dr. Jenkins, and Cindy Cummings, leaders must model and support teachers to
learn new research based technologies. Out of all the personnel/stakeholders, the principal is
the one that has the most influence on meaningful change at their campus. The principal is what
connects district office goals and campus goals. S/he is the key to the success of the planning,
implementation, monitoring, and evaluation of the goals.
Professional Development Activities:
• Implement an online learning community for district leaders and campus principals to
provide them Educator Preparation and Development in the area of technology and give
them strategies on how to improve the area of Teaching and Learning. These are both
areas that are in need of improvement according to STaR Chart data and trends.
• Schedule and provide training and testing sessions for all teachers who have not
demonstrated proficiency on the SBEC technology standards
• K-8 teachers and principals will participate in a professional development session in
which they:
o Review the TA TEKS for the three grade level clusters (K-2 3-5, 6-8)
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6. o Take the 8th grade assessment to become familiar with the content, rigor, and
format of the assessment
o Collaborate with their grade level team, Curriculum Specialists, Instructional
Technology Specialists, and Campus Instructional Technologists to develop a
campus plan to integrate the TA TEKS into daily instruction (especially math).
• Campus principals will collaborate with district Curriculum Specialists, Instructional
Technology Specialists to review data and plan professional development to meet
specific campus needs in the area of curriculum and instructional technology.
• Campus principals will collaborate with Campus Instructional Technologists to implement
the professional development based on specific campus needs in the area of curriculum
and instructional technology. Principals will also collaborate with them to find ways to
bring technology into the classroom and not be dependent on the computer lab.
Additionally, it will be the principal’s role to investigate and promote new ways to assess
student mastery other than using a multiple choice test. S/he can work with district office
specialists to create rubrics to assess project based learning.
• Campus Instructional Technologists will provide ongoing professional development for
teachers and principals at the campus level. This professional development would
consist of training of the technologies needed, modeling and co-teaching the lessons,
and providing just-in-time educational and technical support.
Resources:
Technology Plan
Campus Improvement Plan
STaR Chart Results for last 3 years
Week 3 Report
Evaluation Planning for Action Plan
In order to measure the success of our Technology Action Plan, we must have an evaluation
component in place. The following is a list of how we will measure success of our plan:
Evaluation Components:
• To evaluate the success of the online learning community for district leaders and
campus principals in the areas of Educator Preparation and Development and Teaching
and Learning, we will use STaR Chart data results for next school year. We will examine
and review the trends in the data.
• To evaluate teachers’ proficiency on the SBEC technology standards, we have a district
database that contains data on all professionals in the district. We will continuously
monitor the database to ensure every teacher have achieved mastery.
• To ensure K-8 teachers and principals participate in the following professional
development session, we will have sign in sheets and provide make-up sessions for
anyone who is not able to attend the first session. To assess principal leadership in
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7. promoting technology integration as well as teachers daily implementation of technology
integration, the district leaders will conduct regular district walk-throughs at campuses.
They will expect to observe technology integration and see student products that
indicate project-based technology integration. Principals will also be required to conduct
regular walk-throughs at their campus to assess technology integration.
o Review the TA TEKS for the three grade level clusters (K-2 3-5, 6-8)
o Take the 8th grade assessment to become familiar with the content, rigor, and
format of the assessment
o Collaborate with their grade level team, Curriculum Specialists, Instructional
Technology Specialists, and Campus Instructional Technologists to develop a
campus plan to integrate the TA TEKS into daily instruction (especially math).
• District walk-throughs and student products will also assess whether campus principals
have collaborated with district Curriculum Specialists, Instructional Technology
Specialists, and Campus Instructional Technologists to review data, plan, and implement
professional development to meet specific campus needs, find ways to bring technology
into the classroom, and promote the creation of rubrics to assess project based learning.
• The quality and effectiveness of ongoing professional development led by the Campus
Instructional Technologists will be assessed through regular staff surveys, observation of
daily integration of technology, and student products.
• Overall success of the plan will be evaluated through the results of STaR Chart data,
AEIS report (will expect increase in math scores), and Simple Assessment results
(passing percentage of 8th grade TA TEKS proficiency should exceed the current 21%
passing rate).
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