This document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and technology integration. 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 for improving data use; 3) an evaluation plan for assessing the action plan; and 4) posting the plan online and reviewing others. Rubrics are provided to guide students in completing all aspects of the assignment at a proficient level.

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.
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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 (1 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 (2 points)
of all personnel.
(Maximum 3 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. (1 points)
leadership. leadership. To achieve (2 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
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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 3 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 (1 point)
other analysis from (2 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
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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 3 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 3 points) action plan.
(1 point)
(2 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 3 points) mechanics Needs
writing mechanics. punctuation, including
(2 points) (1 APA errors.
point)Improvement (0 points)
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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.
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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.
Principal Forsees the implementation of technology in the classroom.
The principal makes technology apart of a teacher’s
evaluation on PDAS or KDAS.
Technology Director Assists in smart board training, Elmo training and the creation
of smart board lessons geered toward the reteaches of low
TEKS on benchmarks.
Teacher Implements laptops, interactive technology lessons, smart
board projects, creative engaging products in the classroom.
Technology Campus Assists in website training, facilitates meetings, creates
Specialist smartboard and powerpoints lessons specialized towards the
the alignment of the TEKS.
Math Instructional Assists in lesson planning, creating warm ups, and reteaches
Coach by TEK.
Parents Assists in online lessons, notes, websites, online textbooks,
supports teachers in the classroom.
The principal is ultimately in control of how much or how little staff will implement
technology in their classroom. The principal is in charge of implementing his technology
in his teacher’s classrooms as well as in the curriculum. The role of the principal is to
ensure that the campus is looking at their STaR chart findings and working towards
more technology on their campus. The principal is the leader and needs to make sure
the campus is trying to increase their professional development in the areas of
technology as well as increase their ratings for the long range technology plan for 2020.
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7. 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.
Professional Gathering Data Analysis Data Using Data
Development
Heath Hunter Smartboard
lessons to
specific low
TEKS are
designed
specifically for
low SE’s or low
TEKs from
previous years
benchmarks
and TAKS test.
Michelle Mitchell The Power SE’s
are found and
explained to the
staff. A Power
SE is an SE that
is tested
frequently in the
past few years
and is a low
scoring TEK
every year
across the
campus, district
and state.
Michelle Mitchell Finding the
“Dirty Dozen”
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8. EDLD 5352 Instructional Leadership: The Technology Link
The Dirty
Dozen are the
identified lowest
TEKS of a six
weeks common
assessment,
benchmark and
or six weeks
grading period.
Debbie Trahan Successful
best practices.
This is the
meeting with
teachers from
the same
grade levels
brainstorming
and discussing
how students
have been
successful
when the
concept, “unit
rate” is being
taught. This
does not just
apply for unit
rate but for any
concept. This
is a round table
discussion of
best practices.
Mandy Horgan This
professional
development
session is
primarily on the
use of the
program ADM.
This session is
the teach
teachers how to
access and
gather
information from
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9. EDLD 5352 Instructional Leadership: The Technology Link
their own
benchmark
scores and sort
them to the
liking of the
teacher. This
can be sorted by
demographic,
TEK, class
period or
whatever the
teacher pleases.
In professional development planning several ideas have come available.
Professional development to find the Power SE’s would be most beneficial to help
teachers hone their focus on the right SE’s. We look at “power SE’s”, which are a
combination of a TEK that has been taught numerous years on the TAKS test as well is
a low concept every year tested. We look at benchmark data by TEK to see what TEKs
are lowest and that need to be re-taught. Listed above is also learning how to use and
access the ADM data program. This program is to help teachers sort data electronically
so that they can look at their focus and compare data with demographics.
Technology is an important and vital aspect of everything we teach in the math
department at McDonald Junior High. We are definitely a data driven department that is
always concerned and looking at data. We do not let emotion get involved in our
curriculum and instruction needs. Data is the only think that is the factor in whether a
student attends an after school academy. We use it so much that we isolate the
students that have missed a certain TEKS and then we pull only those students to
attend TEK specific lunch and learn or tutorials to re-teach the concept.
In Week 3 our campus found that from our STaR chart we are lacking in the
teacher preparation technology program. For professional development we are striving
to have every staff member attend professional development that is designed to
improve the analysis, gathering and use of data. A professional development that is
recently offered is how to find the dirty dozen with the TEKS you teach every six weeks.
Getting data from our program ADM is also imperative to finding, gathering and using
data. Pulling benchmark data and placing data sorted by class and demographics is
another professional development tool that is required of our math department. Our
staff has gone to professional development that focuses on the sorting of students into
specific advisories, academies and block classes.
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10. 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.
The campus improvement plan for McDonald Junior High’s technology is to follow
the district long range plan for technology. The district’s long range plan for technology
is to strive to score higher on the STaR chart as well as looking forward to the goal in
2020 having the most useful and engaging technology possible in the classroom on a
daily basis. The state’s improvement plan for technology is to be at our goal in 2020 to
have all employees, students and staff members at a proficient level for technology and
most of the staff at the technology native category.
Our principal has several ways of monitoring our technology progress. His favorite
way is to put our technology as a part of our PDAS evaluation. It is an intricate part and
can have points taken off if not put in our evaluation or if we are not using it on a regular
basis. He does regular walk throughs that are informal to see if the teachers are
regularly using technology in the classroom. Our principal has a very “lese fair” attitude
towards professional development with technology. If you would like to go, go. If you
have better things to do, he will encourage you to attend but to ultimately make that
decision yourself. The math department is required by the district to attend several
professional development meetings in the beginning of the year that walk us through
how to use, gather and analyze data on a regular basis.
Professional development planning is driven completely by data and technology. As
a team of teachers we ask ourselves, “How can we engage our students with the use of
technology? How have we taught this concept in the past and how can we modify this
lesson to make it better? What types of technology are we using in the classroom and
how can we do more?” Students in math class use a smart board regularly as well as
the use of scientific calculators. Students learn to input and display data in various
ways with their graphing calculator. They know and understand how to make
scatterplots and predict trends in data. Students use their technology to display and
create different types of graphs and describe trends. When meeting with the SBDM
committee they referenced that technology is always stressed to the teachers and they
are always welcome to get a substitute in order to go to a training. Teachers are
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11. EDLD 5352 Instructional Leadership: The Technology Link
welcome and encouraged to share ideas and push for more engaging technology use in
the classroom. Our technology director for our campus sends out regular emails of
technology that is being created or used in classrooms across the campus. Our director
of technology creates smart board lessons for teachers that need assistance on re-
teaches or just lessons for low block students that need the lesson broken down even
more. In our assessments our benchmarks are all run through a machine called ADM.
This machine runs the scantrons and then in a computer data can categorize or sort
your data any way you choose. I particularly like this program because I can score my
students by class period, sub populations and even by the TEK to see which TEKs were
the lowest.
Professional Gathering Data Analysis Data Using of Data By Date
Development
Heath Hunter Smartboard By October
lessons to 2009
specific low
TEKS
Michelle Mitchell Power SE’s After first
benchmark
October
2009
Michelle Mitchell Finding the Just after the
“Dirty Dozen” first or
second six
Dozen lowest weeks
TEKS of the six grading
weeks and period or first
focusing on re- benchmark
teaches
Debbie Trahan Successful Using best
best practices practices to
help
struggling
teachers with
concepts that
are not the
easiest to
teach.
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12. 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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