This document provides an overview of the Week 4 assignment for 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 of technology integration roles; 2) a professional development plan; 3) an evaluation plan; and 4) posting the plan online and reviewing others. The document provides detailed guidance, examples, and a rubric to develop a comprehensive action plan to assess technology needs and integrate technology into instructional leadership.
This document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. The assignment involves developing an action plan with four parts: 1) an organizational chart identifying stakeholders responsible for integrating technology; 2) a professional development plan; 3) an evaluation plan; and 4) posting the action plan online and reviewing others. Rubrics are provided to guide students in completing each part of the assignment thoroughly and meeting the course objectives and competencies.
This document provides an overview and assignment details for a Week 4 action plan in an educational leadership course. Students are asked to develop an action plan for gathering, analyzing, and using data to inform campus decision making regarding the integration of technology and instructional leadership. The action plan should include:
1) An organizational chart identifying key stakeholders responsible for integrating technology from central office to campus staff.
2) A comprehensive professional development plan to achieve the action plan goals.
3) An evaluation plan to assess the progress and success of the action plan using measurable outcomes.
Students will post their action plans online and review at least one other student's plan, focusing on the organizational leadership aspect. The assignment is due by
The document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. Students are asked to develop an action plan with four components: 1) Identifying data sources; 2) An organizational chart of technology decision-making; 3) A comprehensive professional development plan; and 4) An evaluation plan to assess progress. Students will post their action plans online and review at least one other student's plan focusing on organizational leadership and technology.
This document provides an overview and assignment details for students enrolled in the course EDLD 5352 Instructional Leadership: The Technology Link. For the Week 4 assignment, students are asked to develop an action plan focused on gathering, analyzing, and using data from various sources to make informed decisions regarding the integration of technology, instructional leadership, professional development, and organizational leadership. The action plan must include an organizational chart, comprehensive professional development plan, and evaluation plan to assess progress. Students will post their action plans online and review at least one other student's plan with comments.
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 organizational chart, professional development plan, and evaluation plan for their action plan. They then post their full action plan online and review/comment on the plans of at least two other students. The goals are to examine procedures for using data in decision-making regarding technology integration and to design skills for monitoring/evaluating changes to achieve technology integration goals.
This document provides an overview and instructions for a Week 4 assignment in an educational leadership course. Students are asked to develop an action plan focused on integrating technology, instructional leadership, professional development, and organizational leadership. The action plan should include an organizational chart identifying key stakeholders, a comprehensive professional development plan, and 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 aspects. The assignment is due by the end of Week 4 and will be evaluated based on a detailed rubric.
Mitchell Intermediate has achieved an advanced technology rating in all four key areas of the STaR chart. While the school has a good 16:100 student to computer ratio and wireless connectivity across campus, 65% of machines are outdated and the school aims to phase out old machines. The presentation outlines where the school stands currently and goals to stay at an advanced technology level by eliminating thin clients, adding new computers and access points to improve wireless connectivity, and integrating LCD monitors to replace power-hungry CRTs.
This document provides instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. Students are asked to develop an action plan that:
1) Identifies sources of data gathering;
2) Includes an organizational chart of technology integration responsibilities; and
3) Describes comprehensive professional development activities to achieve the action plan goals.
Students will post their action plans online and review at least one other student's plan, focusing on organizational leadership aspects. The assignment aims to help students examine procedures for using data and monitor/evaluate changes to instructional and technology integration goals.
This document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. The assignment involves developing an action plan with four parts: 1) an organizational chart identifying stakeholders responsible for integrating technology; 2) a professional development plan; 3) an evaluation plan; and 4) posting the action plan online and reviewing others. Rubrics are provided to guide students in completing each part of the assignment thoroughly and meeting the course objectives and competencies.
This document provides an overview and assignment details for a Week 4 action plan in an educational leadership course. Students are asked to develop an action plan for gathering, analyzing, and using data to inform campus decision making regarding the integration of technology and instructional leadership. The action plan should include:
1) An organizational chart identifying key stakeholders responsible for integrating technology from central office to campus staff.
2) A comprehensive professional development plan to achieve the action plan goals.
3) An evaluation plan to assess the progress and success of the action plan using measurable outcomes.
Students will post their action plans online and review at least one other student's plan, focusing on the organizational leadership aspect. The assignment is due by
The document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. Students are asked to develop an action plan with four components: 1) Identifying data sources; 2) An organizational chart of technology decision-making; 3) A comprehensive professional development plan; and 4) An evaluation plan to assess progress. Students will post their action plans online and review at least one other student's plan focusing on organizational leadership and technology.
This document provides an overview and assignment details for students enrolled in the course EDLD 5352 Instructional Leadership: The Technology Link. For the Week 4 assignment, students are asked to develop an action plan focused on gathering, analyzing, and using data from various sources to make informed decisions regarding the integration of technology, instructional leadership, professional development, and organizational leadership. The action plan must include an organizational chart, comprehensive professional development plan, and evaluation plan to assess progress. Students will post their action plans online and review at least one other student's plan with comments.
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 organizational chart, professional development plan, and evaluation plan for their action plan. They then post their full action plan online and review/comment on the plans of at least two other students. The goals are to examine procedures for using data in decision-making regarding technology integration and to design skills for monitoring/evaluating changes to achieve technology integration goals.
This document provides an overview and instructions for a Week 4 assignment in an educational leadership course. Students are asked to develop an action plan focused on integrating technology, instructional leadership, professional development, and organizational leadership. The action plan should include an organizational chart identifying key stakeholders, a comprehensive professional development plan, and 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 aspects. The assignment is due by the end of Week 4 and will be evaluated based on a detailed rubric.
Mitchell Intermediate has achieved an advanced technology rating in all four key areas of the STaR chart. While the school has a good 16:100 student to computer ratio and wireless connectivity across campus, 65% of machines are outdated and the school aims to phase out old machines. The presentation outlines where the school stands currently and goals to stay at an advanced technology level by eliminating thin clients, adding new computers and access points to improve wireless connectivity, and integrating LCD monitors to replace power-hungry CRTs.
This document provides instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. Students are asked to develop an action plan that:
1) Identifies sources of data gathering;
2) Includes an organizational chart of technology integration responsibilities; and
3) Describes comprehensive professional development activities to achieve the action plan goals.
Students will post their action plans online and review at least one other student's plan, focusing on organizational leadership aspects. The assignment aims to help students examine procedures for using data and monitor/evaluate changes to instructional and technology integration goals.
This document provides an overview and instructions for the Week 4 assignment in the course EDLD 5352 Instructional Leadership: The Technology Link. The assignment involves developing an action plan for gathering, analyzing, and using data from various sources to make informed campus decisions regarding integrating technology, instructional leadership, professional development, and organizational leadership.
The action plan must include: 1) an organizational chart identifying stakeholders responsible for integrating technology from the district to campus level, including their roles; 2) a comprehensive professional development plan to achieve the action plan goals; and 3) an evaluation plan to assess the progress and success of the action plan. Students will post their action plan online and review/comment on at least one other student's plan.
The document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. The major components of the assignment are to develop an action plan that includes:
1) An organizational chart identifying stakeholders responsible for integrating technology from the district to campus level.
2) A comprehensive professional development plan addressing the use of technology in data gathering, analysis, and decision-making.
3) An evaluation plan to assess the progress and success of the action plan using data analysis and monitoring reports.
Students are asked to post their action plan online and review/comment on at least one other student's plan focusing on organizational leadership and technology integration.
This document provides instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. Students are asked to develop an action plan with four parts: 1) an organizational chart identifying stakeholders responsible for integrating technology; 2) a professional development plan; 3) an evaluation plan; and 4) posting the action plan online and reviewing others' plans. The document provides detailed guidelines and examples for completing each part to ensure the action plan is comprehensive and addresses gathering and using various data sources to inform decision-making around instructional leadership and technology integration.
This document provides instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. Students are asked to develop an action plan that:
1) Identifies sources for gathering data;
2) Includes an organizational chart showing responsibilities for integrating technology; and
3) Describes comprehensive professional development activities to achieve the action plan goals.
Students will also post their action plan online for peer review and comment. The assignment is due by the end of Week 4 and will be evaluated based on a provided rubric.
This document outlines an action plan for developing an organizational chart and professional development plan to integrate technology at the campus level. It includes:
- An organizational chart identifying personnel from the district to campus level responsible for integrating technology, including their roles.
- A professional development plan addressing using data to improve technology integration, gathering/analyzing data, and decision-making.
- The plan is based on an analysis identifying needs around educator training and classroom technology integration from a STaR Chart review.
This document provides instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. Students are asked to develop an action plan examining procedures for data-driven decision making regarding technology integration, instructional leadership, and organizational leadership. The action plan must include:
1) Identification of data sources
2) An organizational chart of technology decision making roles
3) A comprehensive professional development plan to achieve the action plan goals
4) An evaluation plan to assess progress and success
Students will post their action plan online and review at least one other student's plan, focusing on the organizational leadership aspect. The document provides a rubric to guide students in completing the assignment by the deadline
This document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and technology integration. Students are asked to develop an action plan with four components: 1) Identifying data sources; 2) Providing an organizational chart of technology decision-making; 3) Describing professional development activities; and 4) Including an evaluation plan. Students will post their action plan online and review another student's plan. The assignment aims to help students examine procedures for using data and monitor changes to achieve technology integration goals.
This document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and technology integration. Students are asked to develop an action plan with four components: 1) Identifying data sources; 2) An organizational chart of technology decision-making; 3) A professional development plan; and 4) An evaluation plan. The action plan aims to improve use of technology for instructional purposes and data-driven decision making. Students will post their plans online and review one another's work.
This document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and technology integration. Students are asked to develop an action plan with four components: 1) Identifying data sources; 2) An organizational chart of technology decision-making; 3) A professional development plan; and 4) An evaluation plan. The action plan aims to improve use of data and technology for campus decision-making. Students will post their plan online and review one other student's plan.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This document provides an overview and instructions for the Week 4 assignment in the course EDLD 5352 Instructional Leadership: The Technology Link. The assignment involves developing an action plan for gathering, analyzing, and using data from various sources to make informed campus decisions regarding integrating technology, instructional leadership, professional development, and organizational leadership.
The action plan must include: 1) an organizational chart identifying stakeholders responsible for integrating technology from the district to campus level, including their roles; 2) a comprehensive professional development plan to achieve the action plan goals; and 3) an evaluation plan to assess the progress and success of the action plan. Students will post their action plan online and review/comment on at least one other student's plan.
The document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. The major components of the assignment are to develop an action plan that includes:
1) An organizational chart identifying stakeholders responsible for integrating technology from the district to campus level.
2) A comprehensive professional development plan addressing the use of technology in data gathering, analysis, and decision-making.
3) An evaluation plan to assess the progress and success of the action plan using data analysis and monitoring reports.
Students are asked to post their action plan online and review/comment on at least one other student's plan focusing on organizational leadership and technology integration.
This document provides instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. Students are asked to develop an action plan with four parts: 1) an organizational chart identifying stakeholders responsible for integrating technology; 2) a professional development plan; 3) an evaluation plan; and 4) posting the action plan online and reviewing others' plans. The document provides detailed guidelines and examples for completing each part to ensure the action plan is comprehensive and addresses gathering and using various data sources to inform decision-making around instructional leadership and technology integration.
This document provides instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. Students are asked to develop an action plan that:
1) Identifies sources for gathering data;
2) Includes an organizational chart showing responsibilities for integrating technology; and
3) Describes comprehensive professional development activities to achieve the action plan goals.
Students will also post their action plan online for peer review and comment. The assignment is due by the end of Week 4 and will be evaluated based on a provided rubric.
This document outlines an action plan for developing an organizational chart and professional development plan to integrate technology at the campus level. It includes:
- An organizational chart identifying personnel from the district to campus level responsible for integrating technology, including their roles.
- A professional development plan addressing using data to improve technology integration, gathering/analyzing data, and decision-making.
- The plan is based on an analysis identifying needs around educator training and classroom technology integration from a STaR Chart review.
This document provides instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. Students are asked to develop an action plan examining procedures for data-driven decision making regarding technology integration, instructional leadership, and organizational leadership. The action plan must include:
1) Identification of data sources
2) An organizational chart of technology decision making roles
3) A comprehensive professional development plan to achieve the action plan goals
4) An evaluation plan to assess progress and success
Students will post their action plan online and review at least one other student's plan, focusing on the organizational leadership aspect. The document provides a rubric to guide students in completing the assignment by the deadline
This document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and technology integration. Students are asked to develop an action plan with four components: 1) Identifying data sources; 2) Providing an organizational chart of technology decision-making; 3) Describing professional development activities; and 4) Including an evaluation plan. Students will post their action plan online and review another student's plan. The assignment aims to help students examine procedures for using data and monitor changes to achieve technology integration goals.
This document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and technology integration. Students are asked to develop an action plan with four components: 1) Identifying data sources; 2) An organizational chart of technology decision-making; 3) A professional development plan; and 4) An evaluation plan. The action plan aims to improve use of technology for instructional purposes and data-driven decision making. Students will post their plans online and review one another's work.
This document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and technology integration. Students are asked to develop an action plan with four components: 1) Identifying data sources; 2) An organizational chart of technology decision-making; 3) A professional development plan; and 4) An evaluation plan. The action plan aims to improve use of data and technology for campus decision-making. Students will post their plan online and review one other student's plan.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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.
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.
TECHNOLOGY ORGANIZATIONAL CHART MEMPHIS ISD
SUPERINTENDENT
TECHNOLOGY
SPECIAL SERVICE CAMPUS
DIRECTOR
COORDINATOR PRINCIPALS
INSTRUCTIONAL
COMPUTER TECHNOLOGY
TECHNICAN COORDINATOR
CAMPUS
TEACHERS
Page 5 – Revised October 2009
SBDM Students
COMMITTEE CAMPUS
STUDENTS
6. EDLD 5352 Instructional Leadership: The Technology Link
William Alexander
EDLD 5352
3/18/11
BRIEF DESCRIPTION OF IDENTIFIED PERSONNEL
IN ORGANIZATIONAL CHART
Superintendent
In charge of overseeing daily operation of the district and responsible for ensuring district goals
are being met including technology implementation in the classroom.
Special Service Coordinator
Coordinator works closely with the Superintendent, Technology Director, and Principals in
reviewing technology implementation procedures and best practices in relationship to
curriculum. Responsible for researching technology grants.
Technology Director
Oversees all technology operation and technology staff; maintains technology infrastructure;
monitors generated data; obtains e-rate funding; and keeps abreast of future trends in technology.
Site Based Decision Making Committee
Stakeholders analyze various data in decision making process to set goals to improve student
achievement of standards. Using this information, SBDM determines what areas need to
improve, who needs to improve, and how improvement will be accomplished.
Instructional Technology Coordinator
Provides the necessary technology tools and on-site training for teacher professional
development in order to effectively implement Technology TEKS in the classroom; presents
i-safe training for teachers and students; and keeps teachers updated on current technology
applications.
Computer Technician
Maintains operation of computer system in the district under the direction of the Technology
Director; responsible for licenses and archiving; maintain security and virus protection programs.
Campus Principals
Models technology usage and oversees implementation of all technology on campus, provides a
safe environment, leads teachers to technology resources, and provides appropriate technology
professional development.
Campus Teachers
Role of the teacher is changing from a traditional format to a more digital environment. Teacher
should be technology literate and integrate technology across the curriculum. Teacher is
responsible for integrating instructional teaching (TEKS) and technology (TA TEKS) in the
classroom to prepare students with the knowledge and skills to succeed in the 21st century.
Page 6 – Revised October 2009
7. EDLD 5352 Instructional Leadership: The Technology Link
Campus Students
They are our learners who receive information from the curriculum taught. They learn and
develop technology skills that prepare them for the 21st century. They collaborate with teachers,
classroom students, outside district students and experts through technology. Legislation requires
that all students should be technology literate by the time they leave the eighth grade.
Role of the Principal
The role of the principal is vital in transforming a school toward 21st century teaching in
integrating relevant technology knowledge and skills that are essential for our students. It’s
his/her responsibility to implement and sustain usage of technology in the classroom for students
to become technology proficient. An effective principle models usage of technology by using
tools for communicating to staff, students, and parents by e-mail, blogging, and web
conferencing; analyzing data monitoring for professional development needs, campus
improvement needs, monitoring campus improvement goals and budget needs.
Marc Prensky article Turning on the Lights outlines “principles for principals” for engaging
student learning through technology in the classroom. Some of these principles are allowing
students a meaningful voice in setting school policy regarding technology; eliminate boredom
from the school; promote technology use and move to one-to-one computing; talk to students
daily about their learning; and orient your school toward the future.
The principal provides a safe environment for teachers and students in integrating technology in
the classroom by nurturing teacher technology failures and encouraging continuance in usage of
technology by teachers. The principal leads teachers to the necessary resources allowing teacher
to effectively integrate technology in the classroom.
Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40-45.
Week 3 Video Round Table Discussion with Dr. Jenkins, Dr. Abernathy, and Cindy Cummings
Page 7 – Revised October 2009
8. EDLD 5352 Instructional Leadership: The Technology Link
Week 4 Assignment, Part 2: Professional Development Planning
Using the campus and district improvement plans, and any suggested technology
improvements, develop professional development activities that include the following:
• Reference analysis and lessons learned about the technology needs from the Week 3
report;
• Addresses professional development designed to improve the gathering, analysis and use
of data from a variety of sources;
• Includes professional development to improve decision making in the integration of
technology with instructional and organizational leadership.
William Alexander
EDLD 5352
3/18/11
Week 4 Assignment, Part 2: Professional Development Planning
District Goal: Memphis ISD will implement technology to increase the effectiveness of
student learning, instructional management and staff development.
Page 8 – Revised October 2009
9. EDLD 5352 Instructional Leadership: The Technology Link
Technology Action Plan
William EDLD 5352 3/18/11
Alexander Person(s) Timeline Needed Evaluation
Action Step (s) Responsible Resources
Teacher Superintendent Teacher Power Point Teacher
training in Technology In-service Presentation survey
Technology Director Day of Technology reflecting
Application Instructional Application understanding
TEKS Technology TEKS of Technology
Review the Coordinator Star Chart TEKS and a
areas needing Campus Report better
professional Principal District, understanding
development Campus, and of the
per the STaR Technology importance of
Chart report. Improvement completing
Teacher Plans the STaR
awareness of Chart Survey
STaR Chart and how the
Data used in data is used in
developing decision
District, making for the
Campus, and district.
Technology
Improvement
Plan.
Research new Special Prior to Information Data received
technology Service Technology obtained: to be
and Coordinator SBDM *Cost presented to
instructional Technology meeting *Compatibility Technology
software Director *Effectiveness SBDM for
compatible *User Friendly consideration.
with current
infrastructure.
Provide Special Teacher List of Teacher
teacher Service In-service downloadable survey
awareness of Coordinator Day Prior to applications reflecting
available Technology SBDM that align with awareness of
technology Director meeting school the availability
and identify Instructional curriculum. of technology
approved Technology Demonstration tools and
Page 9 – Revised October 2009
10. EDLD 5352 Instructional Leadership: The Technology Link
William EDLD 5352 3/18/11
Alexander Person(s) Timeline Needed Evaluation
Action Step (s) Responsible Resources
applications Coordinator of technology applications to
that Campus tools and be used in the
complements Principal application classroom
school and the that
curriculum. Software benefits. complements
Vendors school
curriculum.
Teacher Special Prior to Survey Surveys to be
Survey Service Technology provided by gathered for
reflecting the Coordinator SBDM Technology Technology
training needs meeting Department or SBDM for
and usage of Technology an outside analysis in
technology in Director source. determining
the classroom. the
Survey to Instructional technology
reflect the Technology needs of
barriers Coordinator teachers and
teachers the
foresee. Campus technology
Student Principal students
Surveys to prefer to use
reveal type of in the
technology classroom for
and usage in learning.
the classroom.
Technology Superintendent Before the Notify Data driven
SBDM Team to end of participants decision
analyze data Special school. by e-mail making
from STaR Service process based
Chart, AEIS Coordinator Meeting room on needs
report, teacher provided from
and student Technology STaR Chart the following:
surveys to Director Report
create a vision STaR Chart
and develop Instructional AEIS report
professional Technology AEIS report
development Director Copy of
Page 10 – Revised October 2009
11. EDLD 5352 Instructional Leadership: The Technology Link
William EDLD 5352 3/18/11
Alexander Person(s) Timeline Needed Evaluation
Action Step (s) Responsible Resources
strategies in Current Achievement
implementing Campus Technology of goals in DIP
technology in Principals Improvement and CIP
the district. Plan
Appointed Teacher
Teachers Copy of Survey
Current voicing
Community District and teacher needs
Members Campus in technology
Improvement usage and
Plan accessibility
Research Student
results on new Survey
technology voicing what
they want to
Teacher use in the
Survey classroom for
learning
Student
Survey
Professional Development Plan
District Goal: Teacher will utilize curriculum development software to create TEKS based, vertically
and horizontally aligned, technology rich lessons and promote growth of educators’ proficiency and
effectiveness in integrating technology into the curriculum.
William EDLD 5352 3/18/11
Alexander Person (s) Timeline Needed Evaluation
Action Step (s) Responsible Resources
Teacher Instructional Beginning Computers C-Scope Logs
training on the Technology of School Internet supporting
usage of Coordinator In-Service Access usage
online Campus Day Lesson Plans
program called C-Scope reflecting
Principal
Page 11 – Revised October 2009
12. EDLD 5352 Instructional Leadership: The Technology Link
William EDLD 5352 3/18/11
Alexander Person (s) Timeline Needed Evaluation
Action Step (s) Responsible Resources
C-Scope Tutorial alignment with
allowing TEKS
teachers the TAKS Scores
ability to view
and share
TEKS based
lesson plans.
Teacher and Instructional Twice a i-learn video Online software
student to Technology Year modules logs
participate in Coordinator Beginning Campus
ISafe internet Campus and End of Principal and
safety training. Principal Year Teacher
Teachers Observations of
students
Students demonstrating
appropriate
technology
safety and
ethics use.
Technology
Dept Monitoring
System
Professional Instructional Ongoing Computers Lesson Plans
Development Technology Training Internet reflecting
training in a Coordinator offered Access technology
“hands-on” Campus every six style
format for Smartboards
Principal weeks Campus
Smartboards Instructional Principal
and other Software Observation of
identified usage of
applications. technology in
classroom
resulting from
“hands-on”
training.
Page 12 – Revised October 2009
13. EDLD 5352 Instructional Leadership: The Technology Link
William EDLD 5352 3/18/11
Alexander Person (s) Timeline Needed Evaluation
Action Step (s) Responsible Resources
Teacher
Surveys
providing
feedback to
Technology
Dept on quality
and
effectiveness of
“hands-on”
training.
Student surveys
indicating the
effectiveness of
the technology
chose in the
classroom.
Provide Instructional Ongoing Computers Lesson Plans
teacher Technology Every six Internet reflecting
training Coordinator weeks as Access technology
Blackboard, Campus needed. activity
Wiki, Blogging, Principal Campus
RSS Feeds to Principal
deliver Observation of
instructional usage of
content. technology in
classroom.
Technology
Dept Monitoring
System
Teacher/Student
Surveys voicing
pros/cons in
technology
style usage in
classroom.
Implement Superintendent Beginning Time for Lesson Plans
mentor/mentee Special of School collaborating reflecting
partnership in Service Year lesson plans technology
that and
Page 13 – Revised October 2009
14. EDLD 5352 Instructional Leadership: The Technology Link
William EDLD 5352 3/18/11
Alexander Person (s) Timeline Needed Evaluation
Action Step (s) Responsible Resources
technology Coordinator implementing application
proficient Campus technology Campus
teacher Principal Principal
mentors a less Observations
proficient
veteran Mentor/Mentee
teacher. Survey voicing
the
effectiveness of
mentorship.
Campus Superintendent Yearly Availability of Campus
representative Special funds Representative
will attend Service to share
state Coordinator information and
technology resources
conferences Technology learned with
on a rotated Director other teacher
basis. Campus and
Principal administrators.
Page 14 – Revised October 2009
15. 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.
William Alexander
EDLD 5352
3/18/11
Week 4 Assignment, Part 3
Evaluation Planning
District Goal: To analyze and disaggregate data to ensure deficient areas are identified and
improvement recommendation are established.
Action Step (s) Person (s) Timeline Needed Evaluation
Responsible Resources
Analyze STaR Superintendent Yearly STaR Chart Evaluation is
Chart, AEIS design to help
Report, PEIMS Special Service AEIS Report administrators
Report, Teacher Coordinator and staff
and Student PEIMS Report identify,
surveys and SBDM monitor, and
other noted Teacher and evaluate the
resources in Technology Student Surveys effectiveness
identify Director of the
deficient areas Lesson Plan strategies in
needing Campus Evaluations achieving
improvement Principals technology
then modify Online software growth.
Technology Records
Plan,
District Technology
Improvement Dept
Page 15 – Revised October 2009
16. EDLD 5352 Instructional Leadership: The Technology Link
Plan, and Monitoring
Campus Data
Improvement
Plans
Page 16 – Revised October 2009
17. 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.
William Alexander
EDLD 5352
3/18/11
I reviewed Sunny Lee Technology Action Plan and found it to be very detailed. I liked
the mentor/mentee program and remembered how the round table discussion
presenters from our video talked about this concept and how effective it could be;
therefore, I added this activity in my plan. I also commented on the great idea of
including technology application style and activity in the lesson plan template. This
would create teacher accountability and provide data to the principal on the usage of
technology in the classroom.
Page 17 – Revised October 2009