The professional development plan outlines a session to motivate teachers to incorporate technology into their math lesson plans through a puzzle activity, storytelling exercise using props and timers, prezi presentation on STAAR scores, and group discussion on integrating everyday technology into math lessons, with an evaluation through an online blog. The plan addresses improving data analysis and decision making around technology integration and includes activities centered on contextual and intrinsic learning.
This document provides an overview of the Week 1 assignment for an instructional leadership course focusing on technology. The assignment requires students to complete several self-assessments evaluating their technology skills, leadership skills, and understanding of learning styles. Students must also summarize the key ideas of their state's technology plan and research the technology curriculum standards for their state. Additionally, students are instructed to begin reviewing reading materials for a future assignment on a technology/leadership book. Guidance is provided on assessment criteria and mechanics for completing the assignment.
- The professional development plan focuses on using data like the STaR Chart to identify weaknesses and enhance curriculum with technology.
- It includes training to increase teachers' computer skills and support for technology integration, with separate groups for novice, beginner, and advanced users.
- Sessions will cover basic hardware/software usage, online safety, and integrating new technologies like wikis and educational games into instruction. Administrative training is also included to improve technology skills.
The document provides guidance for a Week 4 assignment in an educational leadership course. Students are asked to develop an action plan for integrating technology into instructional and organizational leadership. The action plan must include: an organizational chart identifying stakeholders; a professional development plan; and an evaluation plan using data analysis. Students will post their action plan online and review at least one other plan, providing comments and feedback. The document outlines the assignment requirements and provides examples and templates to help students complete the various components of the required action plan.
The assignment requires students to create an action plan that includes:
1) An organizational chart identifying key stakeholders in integrating technology from the district to campus level including their roles
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
4) Posting the action plan online and reviewing another student's plan
The document summarizes an instructional leadership course focused on educational technology. It outlines the course topics covered in each of the 5 weeks, including the Texas technology plan, data collection and analysis, digital natives, and online safety issues. For the final assignment, students were asked to reflect on what they learned in the course and how it will influence their role as an educational technology leader. They were to write 150-word responses to reflection questions and post them to an educational blog.
The document outlines an organizational chart and professional development plan for a school district's instructional technology program. The organizational chart shows that the superintendent oversees district operations, while the deputy superintendent, chief technology officer, and other administrators ensure effective use of resources. The principal oversees campus resources and technology use. The professional development plan includes analyzing student data, setting teacher goals, developing differentiated lessons using technology, and evaluating progress through observations, surveys, and student performance data.
This document provides an overview and rubric for a Week 4 assignment in an educational leadership course. Students are asked to develop an action plan for gathering and using data to inform decisions about integrating technology, instructional leadership, professional development, and organizational leadership. The action plan must include an organizational chart, comprehensive professional development plans, and an evaluation plan to assess progress. Students will post their action plans online and review one other student's plan. The rubric outlines criteria for accomplished, proficient, progressing, and not meeting expectations in areas like the organizational chart, professional development plans, and evaluation plan.
Here is an evaluation plan for the technology action plan:
The evaluation plan will assess the effectiveness of the action plan in several ways:
1. Benchmark Assessment Data Analysis
- Teachers will analyze benchmark assessment data from the beginning, middle and end of the year using
the DARS data analysis tools as taught in the professional development session
- An item analysis will be conducted to determine areas of weakness and growth in student achievement
- Teachers will document how instruction was modified based on the data analysis and which technologies
were utilized to support modifications
- Campus administrators will review documentation and benchmark reports to monitor impact on student
learning
2. Technology Use in the Classroom
- Campus technology specialists will conduct walk-throughs using a
This document provides an overview of the Week 1 assignment for an instructional leadership course focusing on technology. The assignment requires students to complete several self-assessments evaluating their technology skills, leadership skills, and understanding of learning styles. Students must also summarize the key ideas of their state's technology plan and research the technology curriculum standards for their state. Additionally, students are instructed to begin reviewing reading materials for a future assignment on a technology/leadership book. Guidance is provided on assessment criteria and mechanics for completing the assignment.
- The professional development plan focuses on using data like the STaR Chart to identify weaknesses and enhance curriculum with technology.
- It includes training to increase teachers' computer skills and support for technology integration, with separate groups for novice, beginner, and advanced users.
- Sessions will cover basic hardware/software usage, online safety, and integrating new technologies like wikis and educational games into instruction. Administrative training is also included to improve technology skills.
The document provides guidance for a Week 4 assignment in an educational leadership course. Students are asked to develop an action plan for integrating technology into instructional and organizational leadership. The action plan must include: an organizational chart identifying stakeholders; a professional development plan; and an evaluation plan using data analysis. Students will post their action plan online and review at least one other plan, providing comments and feedback. The document outlines the assignment requirements and provides examples and templates to help students complete the various components of the required action plan.
The assignment requires students to create an action plan that includes:
1) An organizational chart identifying key stakeholders in integrating technology from the district to campus level including their roles
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
4) Posting the action plan online and reviewing another student's plan
The document summarizes an instructional leadership course focused on educational technology. It outlines the course topics covered in each of the 5 weeks, including the Texas technology plan, data collection and analysis, digital natives, and online safety issues. For the final assignment, students were asked to reflect on what they learned in the course and how it will influence their role as an educational technology leader. They were to write 150-word responses to reflection questions and post them to an educational blog.
The document outlines an organizational chart and professional development plan for a school district's instructional technology program. The organizational chart shows that the superintendent oversees district operations, while the deputy superintendent, chief technology officer, and other administrators ensure effective use of resources. The principal oversees campus resources and technology use. The professional development plan includes analyzing student data, setting teacher goals, developing differentiated lessons using technology, and evaluating progress through observations, surveys, and student performance data.
This document provides an overview and rubric for a Week 4 assignment in an educational leadership course. Students are asked to develop an action plan for gathering and using data to inform decisions about integrating technology, instructional leadership, professional development, and organizational leadership. The action plan must include an organizational chart, comprehensive professional development plans, and an evaluation plan to assess progress. Students will post their action plans online and review one other student's plan. The rubric outlines criteria for accomplished, proficient, progressing, and not meeting expectations in areas like the organizational chart, professional development plans, and evaluation plan.
Here is an evaluation plan for the technology action plan:
The evaluation plan will assess the effectiveness of the action plan in several ways:
1. Benchmark Assessment Data Analysis
- Teachers will analyze benchmark assessment data from the beginning, middle and end of the year using
the DARS data analysis tools as taught in the professional development session
- An item analysis will be conducted to determine areas of weakness and growth in student achievement
- Teachers will document how instruction was modified based on the data analysis and which technologies
were utilized to support modifications
- Campus administrators will review documentation and benchmark reports to monitor impact on student
learning
2. Technology Use in the Classroom
- Campus technology specialists will conduct walk-throughs using a
The document provides instructions for a Week 4 assignment to develop an action plan for integrating technology into instructional leadership. It includes four parts: 1) developing an organizational chart identifying stakeholders; 2) creating a professional development plan; 3) developing an evaluation plan; and 4) posting the action plan online and reviewing others' plans. The assignment aims to help students examine procedures for using various data sources to make informed campus decisions regarding integrating technology, instructional leadership, and organizational leadership.
The document provides instructions for a Week 4 assignment in an educational leadership course focusing on developing an action plan for integrating technology into instructional and organizational leadership. Students are asked to develop an action plan with four parts: 1) an organizational chart identifying stakeholders responsible for technology integration; 2) a professional development plan; 3) an evaluation plan; and 4) posting the action plan online and reviewing other students' plans. The action plan aims to provide procedures for using various data sources to make informed campus decisions regarding effective technology integration.
The document provides instructions for a Week 4 assignment in an educational leadership course. Students are asked to develop an action plan for gathering, analyzing, and using data to make decisions about integrating technology and instructional leadership. The action plan must 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.
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 end of Week 4.
This document provides instructions for a Week 4 assignment in an educational leadership course focusing on developing an action plan for integrating technology into instructional and organizational leadership. Students are asked to develop an organizational chart, professional development plan, and evaluation plan. They then post their full action plan to the discussion board and blog and review and comment on at least two other students' plans. The goal is for students to design procedures for using various data sources to make informed campus decisions regarding effective technology integration.
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.
This document provides instructions for a Week 4 assignment in an educational leadership course focusing on developing an action plan for integrating technology into instructional 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 referencing previous technology needs analysis and addressing improving data use.
3) An evaluation plan using various data sources to assess progress and success.
Students are asked to post their action plan online and comment on at least one other student's plan, focusing on organizational leadership to maximize technology use for decision making. The assignment aims to help students develop procedures for informed decision making regarding technology
The document provides an overview of the Week 4 assignment for a course on instructional leadership and technology integration. Students are tasked with developing an action plan to gather, analyze, and use data to make decisions about integrating technology, instructional leadership, professional development, and organizational leadership. The action plan must include: an organizational chart identifying stakeholders in technology integration; a comprehensive professional development plan; and an evaluation plan to assess the action plan's progress and success. Students will post their action plans online and review/comment on at least one other student's plan focusing on organizational leadership to maximize technology use in decision making.
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 in technology integration; 2) a comprehensive 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 all aspects of the assignment at a proficient level, including mechanics. Sample content is also provided for two parts of the action plan, including an example organizational chart and proposed professional development session.
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 and maximizing technology use for data-based decision making.
This document provides instructions for a Week 4 assignment in an educational leadership course focusing on developing an action plan for integrating technology into instructional leadership. The assignment involves creating an organizational chart, developing a professional development plan, designing an evaluation plan, and posting the action plan online for peer review. The organizational chart must identify key personnel responsible for technology integration from the district to campus level and describe their roles. The professional development plan must address improving data use, analysis, and decision-making regarding technology and instruction. The evaluation plan needs measurable outcomes to assess the action plan's progress using data sources like technology plans and surveys. Students will post their action plan online and review at least one other plan.
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 and maximizing technology use for data-based decision making.
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 commenting on others' plans. The action plan aims to provide procedures for using data to inform campus decision-making around technology integration, instructional leadership, and professional development. Students will assess their progress in examining data-driven decision making and designing skills to monitor and evaluate changes to instructional programs.
This document provides guidance for a Week 4 assignment in an educational leadership course focusing on developing an action plan to integrate technology into instructional and organizational leadership. Students are instructed to create an action plan with four parts: 1) an organizational chart identifying stakeholders responsible for technology integration; 2) a professional development plan; 3) an evaluation plan; and 4) posting the plan online and reviewing other students' plans. Rubrics are provided to guide students in completing each part of the assignment at a proficient level and addressing the relevant course objectives and educational leadership competencies.
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 and maximizing technology use for data-driven decision making.
P E D G E D L D 5344 Week 4 Assignment[1]guestfa5dc5
This document discusses a scenario involving a special education student named Joseph. The student had an outburst in class after claiming the teacher was antagonizing him and not following his IEP. The student's mother filed a complaint against the teacher. The document outlines steps to investigate the complaint, such as discussing it with both the mother and teacher. If the claims are found to be valid, the teacher's behavior would be documented through classroom observations. A meeting with administrators would then determine potential punishments for the teacher, such as a growth plan. The student's ARD committee would also determine an appropriate punishment. The mother could challenge the disciplinary action through due process rights afforded by Texas law and district policy. The document concludes by asking how special
The document lists 17 outdoor properties including 10 day camps, 4 overnight camps, and 1 family camp. It states that the one mission of these camps is to build girls of courage, confidence, and character who make the world a better place. It then lists the names and locations of several day camps and resident camps.
This document provides instructions for a Week 4 assignment 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, instructional leadership, and professional development. The action plan must include an organizational chart, professional development plan, and evaluation plan. Students will post their action plans online and review/comment on at least one other student's plan. The goal is for students to develop procedures for using data to guide campus improvements related to integrating technology and leadership.
This document provides instructions for an assignment assessing students' analysis of a state's campus technology assessment tool. Students are asked to analyze the Texas Campus STaR Chart, which evaluates schools' progress in four technology domains. Students must access the online STaR Chart, analyze data for their selected campus over three years, and answer questions about strengths, weaknesses, and areas for discussion. They are also instructed to create an educational blog and make posts on technology assessment and their campus STaR Chart findings. The assignment will be evaluated based on criteria such as thoroughness, use of evidence, and writing mechanics.
The document provides an overview and instructions for a Week 4 assignment in an educational leadership course. The assignment involves developing an action plan focused on integrating technology, instructional leadership, professional development, and organizational leadership. Specifically, students are asked to:
1) Develop an organizational chart identifying stakeholders responsible for integrating technology from the district to campus level.
2) Design comprehensive professional development activities to achieve the action plan goals.
3) Include an evaluation plan to assess the progress and success of the action plan.
The document provides a rubric to guide students' work and breaks the assignment into four parts to help students complete all elements, which include posting their action plan for comments from others.
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.
This document discusses instructional leadership and related topics from the perspective of a school's instructional leader. It covers the importance of instructional leadership development, having students think at high cognitive levels, addressing varied student needs, professional development, and community partnerships. The document emphasizes that instructional leaders must have a strong vision for curriculum and instruction, and provide clear guidance to teachers to help all students succeed. Effective instructional leaders also focus intently on instructional quality, hire and retain top teachers, and make good use of faculty expertise.
The document provides instructions for a Week 4 assignment to develop an action plan for integrating technology into instructional leadership. It includes four parts: 1) developing an organizational chart identifying stakeholders; 2) creating a professional development plan; 3) developing an evaluation plan; and 4) posting the action plan online and reviewing others' plans. The assignment aims to help students examine procedures for using various data sources to make informed campus decisions regarding integrating technology, instructional leadership, and organizational leadership.
The document provides instructions for a Week 4 assignment in an educational leadership course focusing on developing an action plan for integrating technology into instructional and organizational leadership. Students are asked to develop an action plan with four parts: 1) an organizational chart identifying stakeholders responsible for technology integration; 2) a professional development plan; 3) an evaluation plan; and 4) posting the action plan online and reviewing other students' plans. The action plan aims to provide procedures for using various data sources to make informed campus decisions regarding effective technology integration.
The document provides instructions for a Week 4 assignment in an educational leadership course. Students are asked to develop an action plan for gathering, analyzing, and using data to make decisions about integrating technology and instructional leadership. The action plan must 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.
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 end of Week 4.
This document provides instructions for a Week 4 assignment in an educational leadership course focusing on developing an action plan for integrating technology into instructional and organizational leadership. Students are asked to develop an organizational chart, professional development plan, and evaluation plan. They then post their full action plan to the discussion board and blog and review and comment on at least two other students' plans. The goal is for students to design procedures for using various data sources to make informed campus decisions regarding effective technology integration.
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.
This document provides instructions for a Week 4 assignment in an educational leadership course focusing on developing an action plan for integrating technology into instructional 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 referencing previous technology needs analysis and addressing improving data use.
3) An evaluation plan using various data sources to assess progress and success.
Students are asked to post their action plan online and comment on at least one other student's plan, focusing on organizational leadership to maximize technology use for decision making. The assignment aims to help students develop procedures for informed decision making regarding technology
The document provides an overview of the Week 4 assignment for a course on instructional leadership and technology integration. Students are tasked with developing an action plan to gather, analyze, and use data to make decisions about integrating technology, instructional leadership, professional development, and organizational leadership. The action plan must include: an organizational chart identifying stakeholders in technology integration; a comprehensive professional development plan; and an evaluation plan to assess the action plan's progress and success. Students will post their action plans online and review/comment on at least one other student's plan focusing on organizational leadership to maximize technology use in decision making.
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 in technology integration; 2) a comprehensive 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 all aspects of the assignment at a proficient level, including mechanics. Sample content is also provided for two parts of the action plan, including an example organizational chart and proposed professional development session.
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 and maximizing technology use for data-based decision making.
This document provides instructions for a Week 4 assignment in an educational leadership course focusing on developing an action plan for integrating technology into instructional leadership. The assignment involves creating an organizational chart, developing a professional development plan, designing an evaluation plan, and posting the action plan online for peer review. The organizational chart must identify key personnel responsible for technology integration from the district to campus level and describe their roles. The professional development plan must address improving data use, analysis, and decision-making regarding technology and instruction. The evaluation plan needs measurable outcomes to assess the action plan's progress using data sources like technology plans and surveys. Students will post their action plan online and review at least one other plan.
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 and maximizing technology use for data-based decision making.
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 commenting on others' plans. The action plan aims to provide procedures for using data to inform campus decision-making around technology integration, instructional leadership, and professional development. Students will assess their progress in examining data-driven decision making and designing skills to monitor and evaluate changes to instructional programs.
This document provides guidance for a Week 4 assignment in an educational leadership course focusing on developing an action plan to integrate technology into instructional and organizational leadership. Students are instructed to create an action plan with four parts: 1) an organizational chart identifying stakeholders responsible for technology integration; 2) a professional development plan; 3) an evaluation plan; and 4) posting the plan online and reviewing other students' plans. Rubrics are provided to guide students in completing each part of the assignment at a proficient level and addressing the relevant course objectives and educational leadership competencies.
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 and maximizing technology use for data-driven decision making.
P E D G E D L D 5344 Week 4 Assignment[1]guestfa5dc5
This document discusses a scenario involving a special education student named Joseph. The student had an outburst in class after claiming the teacher was antagonizing him and not following his IEP. The student's mother filed a complaint against the teacher. The document outlines steps to investigate the complaint, such as discussing it with both the mother and teacher. If the claims are found to be valid, the teacher's behavior would be documented through classroom observations. A meeting with administrators would then determine potential punishments for the teacher, such as a growth plan. The student's ARD committee would also determine an appropriate punishment. The mother could challenge the disciplinary action through due process rights afforded by Texas law and district policy. The document concludes by asking how special
The document lists 17 outdoor properties including 10 day camps, 4 overnight camps, and 1 family camp. It states that the one mission of these camps is to build girls of courage, confidence, and character who make the world a better place. It then lists the names and locations of several day camps and resident camps.
This document provides instructions for a Week 4 assignment 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, instructional leadership, and professional development. The action plan must include an organizational chart, professional development plan, and evaluation plan. Students will post their action plans online and review/comment on at least one other student's plan. The goal is for students to develop procedures for using data to guide campus improvements related to integrating technology and leadership.
This document provides instructions for an assignment assessing students' analysis of a state's campus technology assessment tool. Students are asked to analyze the Texas Campus STaR Chart, which evaluates schools' progress in four technology domains. Students must access the online STaR Chart, analyze data for their selected campus over three years, and answer questions about strengths, weaknesses, and areas for discussion. They are also instructed to create an educational blog and make posts on technology assessment and their campus STaR Chart findings. The assignment will be evaluated based on criteria such as thoroughness, use of evidence, and writing mechanics.
The document provides an overview and instructions for a Week 4 assignment in an educational leadership course. The assignment involves developing an action plan focused on integrating technology, instructional leadership, professional development, and organizational leadership. Specifically, students are asked to:
1) Develop an organizational chart identifying stakeholders responsible for integrating technology from the district to campus level.
2) Design comprehensive professional development activities to achieve the action plan goals.
3) Include an evaluation plan to assess the progress and success of the action plan.
The document provides a rubric to guide students' work and breaks the assignment into four parts to help students complete all elements, which include posting their action plan for comments from others.
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.
This document discusses instructional leadership and related topics from the perspective of a school's instructional leader. It covers the importance of instructional leadership development, having students think at high cognitive levels, addressing varied student needs, professional development, and community partnerships. The document emphasizes that instructional leaders must have a strong vision for curriculum and instruction, and provide clear guidance to teachers to help all students succeed. Effective instructional leaders also focus intently on instructional quality, hire and retain top teachers, and make good use of faculty expertise.
Berta Cabaza Middle School analyzed its technology use from 2006 to 2009 based on STaR Chart results and found that while it was making progress, more needed to be done to fully integrate technology and ensure students learn 21st century skills. The school was named after an innovative Spanish teacher and it aims to follow her legacy by increasing its innovative use of technology in classrooms and sharing ideas between teachers through professional development on technology integration.
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 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
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 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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Walmart Business+ and Spark Good for Nonprofits.pdf
Edld 5352 week04_assignment
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.
Page 6 – Revised October 2009
7. EDLD 5352 Instructional Leadership: The Technology Link
• Assistant Superintendent of Curriculum and Instruction- Reports directly to
Superintendent of Schools. Responsibilities include all aspects of technology integration
including budget, capital outlay, personnel, etc.
• Director of Technology- Reports to Associate Superintendent for Technology and School
Services. Primary focus is to work with curriculum and campus staffs to integrate
technology in such a way as to engage and motivate students to become productive 21st
century citizens and to find the best technological tools for our students and teachers to
utilize in the classroom.
• Campus Principal- Educational leader of a campus. Ensures campus goals and
objectives are the focus of the educational day. Regularly consult with the campus-level
committee in the planning, operation, supervision, and evaluation of the campus
educational program.
• Network Engineer- Oversees the network infrastructure for district.
• Computer Services Manager- Oversees the Computer Repair and Support department
which is responsible for the installation, maintenance, and support of the district's
computing systems, networks, and data communications technologies, including
hardware and software
• Computer Technicians, provide Level 3 support, as well as network administration,
supervision of CTAs and TAs, applications deployment, hardware repair, and on-site
Administration Building tech support. Computer Technicians rely upon Network
Engineers to help with unresolved issues.
• Technician Assistants (TA), provide Level 2 support, normally dividing their time
between one Middle School and two Elementary Schools. Two TAs are housed full-time
at the High School. Any unresolved issues are escalated to Level 3 support.
• Campus Technology Assistants (CTA), provide Level 1 on-site support for two
Elementary campuses. Typically, a CTA works closely with teaching staff to immediately
resolve basic technical issues involving computers, data projectors, network access,
printing, and distance learning events. Any unresolved issues are escalated to Level 2
support.
• Instructional Technology Coach- Assist in planning for effective implementation of
curriculum to ensure that technology is used effectively to meet student needs.
Demonstrate on a regular basis the use of technology in the classroom to improve
teaching and learning.
• Classroom Teacher- Encourage learning activities that take advantage of computer
networking capabilities, i.e., using and creating Internet resources. Monitor the use of
instructional technology to ensure that resources and activities enhance rigorous
academic content and the school’s mission. Make continuous improvements in key
processes, techniques, and procedures related to the instructional technology program.
Provide frequent feedback to staff members and administrators regarding instructional
technology.
Page 7 – Revised October 2009
9. 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.
• Centered Principles” and “Learner-Centered Practices” to help you generate ideas for
activities.
Session Purpose:
To motivate teachers to incorporate technology in their lesson plans.
Learning Objective to Be Addressed: Math concepts in cross-curricular settings
Approving Principal: Bobby Morris Presentation Date: August 25, 2011
Grade Level: Facilitator: Location: Start Time: End-Time:
9-12 Stacy Fanning Room 825 4:00pm 4:45pm
Learner-
Centered Purpose Description Steps Estimated Time
Activity
Participants will Social influences Room will be Instruct 5-6 minutes
be given a piece on learning arranged in pods participants that
to a puzzle when To encourage of four. Each they will have
they enter the random seating. pod will have a five minutes to
room. They are basket of locate their
to find the other materials (cotton “missing puzzle
three matches ball, pen, paper, pieces” and to
and find their stopwatch, post find their seats.
seat as it notes) to be
described on the used in during
completed the session.
puzzle
Meet and Greet- Nature of the Introduce myself 2-3 min.
Teaching across learning process and allow each
the curriculum. To create an to introduce each
other to pod
Page 9 – Revised October 2009
10. EDLD 5352 Instructional Leadership: The Technology Link
objective mates. State the
focused objective to the
environment meeting and the
time frame
expectation of
the meeting.
Listening Up Contextual Have each Read the story to 8 min.
learning participant the participants
choose a prop
from the basket.
Using their
laptops, teachers
will need to
access their
minute timer,
Netschool –
logged into the
Professional
Development
forum, and
access to their
TI84 calculator.
Explain that each
will be
responsible for
the outcome of
the experiment.
Explain that
when I begin the
story they are to
start the stop
watch. As I read
a story, they are
to pass the
cotton ball
everytime I say
the word “ski”.
The person with
the paper and
pencil will record
how many times
the word “ski” is
said.
Computation of Intrinsic Participants will Same as 5-6 min.
facts motivation to use the facts description
learn from the
electronic
stopwatch and
the recording
Page 10 – Revised October 2009
11. EDLD 5352 Instructional Leadership: The Technology Link
person to find
the number of
times “ski” was
said per minute.
Use electronic
calculator to
compute
information.
Display in a
fraction.
AEIS scores Construction of Prezi Show the 5-8 min.
Prezi knowledge presentation will percentage of
presentation include numbers students that
from TAKS Math passed first, then
scores for all fade into the
grades and all group identifier
subpopulations.
Prezi will be
shown on in
focus.
Wrap Around Construction of Group Discuss how we 5 min
Knowledge discussion are all teachers
and are pieces to
the student’s
academic puzzle
and when we
come together,
we can create a
complete picture
for their
classroom/life
success
together.
Group Strategic thinking Groups will Participants will 5-6 min.
discussion explore ways identify everyday
they can use applications
technology to technology in
increase the Math within their
Math skills in specific
their lessons. curriculum in
order to find the
best approach to
teach
accomplish the
objective.
Evaluation Standards and Participants will Thank teachers 3-5 min.
assessment offer feedback for their
Page 11 – Revised October 2009
12. EDLD 5352 Instructional Leadership: The Technology Link
about the participation to
session via Net end the session.
school blog. Participants are
encouraged to
provide what
they liked, did
not like about the
session on the
Post it Note blog.
They may also
list concerns
they would like to
have addressed
regarding
implementing the
concepts in their
class. They may
“stick” the note
on the “parking
lot” area on the
blog wall before
they exit the
session.
Page 12 – Revised October 2009
14. 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 TEA learning system is reflected in this staff development session because it offers
learning goals, supported documents, Administrative objectives as well as components in
which to motivate the staff to implement the procedures. The learning goals are clearly
defined in the introduction area of the session. It is important for participants to know why
they are there and what they can expect to gain from their experience. The information is
presented in a manner that encourages creativity and personal reflection in order to gain
better perspective of the importance and relevance of the material that is being presented.
The objective of the session is based on the previous year’s AEIS scores that identify Math as
an area of concern. It is also in line with district’s technology plan to integrate technology in all
aspects of the learning environment. Having a “hands-on” professional development
encourages teachers to do as they wish their students to do. It encourages creativity and
brainstorming to incorporate new ideas for students to be successful.
Page 14 – Revised October 2009
15. 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.
Page 15 – Revised October 2009