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 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.
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 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 technology-integrated decision making and change monitoring skills.
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 technology-integrated decision making procedures.
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 key elements: 1) An organizational chart identifying stakeholders in integrating technology; 2) A comprehensive professional development plan; 3) An evaluation plan to assess the action plan; and 4) Posting the plan online and reviewing another student's plan. Rubrics are provided to guide students in completing the assignment, which is due by the end of Week 4.
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 monitoring changes to instructional and technology integration goals.
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 technology-integrated decision making procedures.
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.
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 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 technology-integrated decision making and change monitoring skills.
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 technology-integrated decision making procedures.
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 key elements: 1) An organizational chart identifying stakeholders in integrating technology; 2) A comprehensive professional development plan; 3) An evaluation plan to assess the action plan; and 4) Posting the plan online and reviewing another student's plan. Rubrics are provided to guide students in completing the assignment, which is due by the end of Week 4.
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 monitoring changes to instructional and technology integration goals.
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 technology-integrated decision making procedures.
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 summary includes:
1) Students are asked to develop an action plan incorporating an organizational chart, professional development plan, and evaluation plan to assess how technology can be integrated into instructional and organizational leadership.
2) Sample parts of an action plan are provided, including an example organizational chart and description of roles, as well as a proposed professional development schedule focusing on using data to improve technology integration.
3) The document provides guidance, examples, and evaluation rubrics to help students complete the assignment, which involves developing an action plan, posting it online for comments, and
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.
The document provides an overview of a Week 4 assignment for a course 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; 3) an evaluation plan; and 4) posting the action plan online and reviewing others. Rubrics are provided to guide students in completing the action plan and assessing their work.
The document provides instructions 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 to assess progress. Students will post their action plan online and review/comment on others' plans. The assignment aims to help students gather and use various data sources to inform campus decision-making regarding technology integration.
The document provides an overview and instructions for the 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 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. The document provides detailed guidelines and rubrics to help students complete the assignment, which aims to develop skills in data-driven decision making and monitoring progress towards integrating technology and instructional leadership.
The document provides an overview of the Week 4 assignment for a course 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 to achieve the action plan's goals; 3) an evaluation plan to assess progress; and 4) posting the plan online and reviewing others' plans. Rubrics are provided to guide students in completing each part of the action plan proficiently. Sample responses for Parts 1 and 2 of the action plan are also included, outlining an organizational chart and professional development activities for a hypothetical school.
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 technology-integrated decision making procedures.
The document provides an overview of the Week 4 assignment for a course 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 to achieve the action plan's goals; 3) data sources and an evaluation plan; and 4) posting the plan online and reviewing others. The rubric outlines criteria for a proficient action plan addressing the assignment requirements in the areas of organizational structure, professional development, evaluation, and discussion participation.
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 technology-integrated decision making procedures.
This document outlines the Week 4 assignment for an educational leadership course focusing on developing an action plan to integrate technology and instructional leadership. Students are asked to create an organizational chart, develop a professional development plan, and include an evaluation component to assess progress in gathering and using data to make informed decisions regarding technology integration. The assignment is meant to help students examine procedures for data-driven decision making and designing professional development to achieve technology and instructional goals.
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.
The document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on developing an action plan for integrating technology and instructional leadership. The assignment requires students 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.
Students are also asked to post their action plan online and review/comment on others' plans. The document provides detailed guidance, examples, and a rubric to help students complete the assignment.
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.
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.
The document provides information for an assignment in an educational leadership course. It outlines an action plan assignment requiring students to develop an organizational chart, professional development plan, and evaluation plan focused on integrating technology into instructional and organizational leadership. The organizational chart must identify key stakeholders and their roles in technology integration. The professional development plan must address improving data use, analysis, and decision making regarding technology integration. The evaluation plan must assess progress of the action 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 aspects. The assignment aims to help students examine technology-integrated decision making and change monitoring skills.
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 technology-integrated decision making procedures.
Noam Chomsky elaboró una lista de 10 estrategias de manipulación mediática y social, incluyendo distraer la atención del público de problemas importantes, crear problemas y luego ofrecer soluciones, e implementar cambios gradualmente para hacerlos más aceptables. Otras estrategias incluyen diferir decisiones impopulares al futuro, dirigirse al público como si fueran niños, apelar a las emociones sobre la razón, mantener al público ignorante, fomentar la mediocridad y la autoculpabilización, y conocer mejor a las personas
El tenis es un deporte de raqueta entre dos jugadores o parejas que se originó en Europa a finales del siglo XIX. Se juega en una cancha rectangular dividida por una red, con diferentes superficies como tierra batida, hierba o sintética. Un partido consiste en sets ganados, cada set integrado por juegos donde se anotan puntos hasta 6-0, y España ha sido potencia mundial con tenistas como Nadal, Ferrero y Santana.
Modernizar aplicaciones significa transformar aplicaciones desarrolladas en ABL Progress a tecnología web para agregar valor al sistema de información. La modernización permite interfaces gráficas, tecnología puntera, integración global, orientación a procesos e inteligencia de negocios. Se debe modernizar para innovar tecnológicamente, integrar herramientas, atender clientes externos globalmente y usar la información de manera óptima. La modernización protege la inversión acumulada y mantiene las reglas de negocio y datos histó
A solução SoftExpert Excellence Suite (SE Suite) é uma plataforma integrada de gestão empresarial que automatiza processos de negócios e apoia a melhoria contínua e conformidade com regulamentos. O SE Suite oferece módulos integrados para gestão de qualidade, conteúdo, projetos, processos de negócios e mais.
Las enfermedades de transmisión sexual (ETS) son infecciones que se adquieren por tener relaciones sexuales con alguien infectado y son causadas por bacterias, virus y parásitos. Algunas ETS como la clamidia, gonorrea y herpes pueden afectar a hombres y mujeres y causar problemas de salud graves especialmente en mujeres embarazadas. El VIH/SIDA y otros virus como el VPH no tienen cura aunque los medicamentos pueden controlarlos. Usar preservativos reduce el riesgo de contraer ETS.
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 summary includes:
1) Students are asked to develop an action plan incorporating an organizational chart, professional development plan, and evaluation plan to assess how technology can be integrated into instructional and organizational leadership.
2) Sample parts of an action plan are provided, including an example organizational chart and description of roles, as well as a proposed professional development schedule focusing on using data to improve technology integration.
3) The document provides guidance, examples, and evaluation rubrics to help students complete the assignment, which involves developing an action plan, posting it online for comments, and
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.
The document provides an overview of a Week 4 assignment for a course 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; 3) an evaluation plan; and 4) posting the action plan online and reviewing others. Rubrics are provided to guide students in completing the action plan and assessing their work.
The document provides instructions 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 to assess progress. Students will post their action plan online and review/comment on others' plans. The assignment aims to help students gather and use various data sources to inform campus decision-making regarding technology integration.
The document provides an overview and instructions for the 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 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. The document provides detailed guidelines and rubrics to help students complete the assignment, which aims to develop skills in data-driven decision making and monitoring progress towards integrating technology and instructional leadership.
The document provides an overview of the Week 4 assignment for a course 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 to achieve the action plan's goals; 3) an evaluation plan to assess progress; and 4) posting the plan online and reviewing others' plans. Rubrics are provided to guide students in completing each part of the action plan proficiently. Sample responses for Parts 1 and 2 of the action plan are also included, outlining an organizational chart and professional development activities for a hypothetical school.
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 technology-integrated decision making procedures.
The document provides an overview of the Week 4 assignment for a course 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 to achieve the action plan's goals; 3) data sources and an evaluation plan; and 4) posting the plan online and reviewing others. The rubric outlines criteria for a proficient action plan addressing the assignment requirements in the areas of organizational structure, professional development, evaluation, and discussion participation.
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 technology-integrated decision making procedures.
This document outlines the Week 4 assignment for an educational leadership course focusing on developing an action plan to integrate technology and instructional leadership. Students are asked to create an organizational chart, develop a professional development plan, and include an evaluation component to assess progress in gathering and using data to make informed decisions regarding technology integration. The assignment is meant to help students examine procedures for data-driven decision making and designing professional development to achieve technology and instructional goals.
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.
The document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on developing an action plan for integrating technology and instructional leadership. The assignment requires students 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.
Students are also asked to post their action plan online and review/comment on others' plans. The document provides detailed guidance, examples, and a rubric to help students complete the assignment.
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.
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.
The document provides information for an assignment in an educational leadership course. It outlines an action plan assignment requiring students to develop an organizational chart, professional development plan, and evaluation plan focused on integrating technology into instructional and organizational leadership. The organizational chart must identify key stakeholders and their roles in technology integration. The professional development plan must address improving data use, analysis, and decision making regarding technology integration. The evaluation plan must assess progress of the action 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 aspects. The assignment aims to help students examine technology-integrated decision making and change monitoring skills.
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 technology-integrated decision making procedures.
Noam Chomsky elaboró una lista de 10 estrategias de manipulación mediática y social, incluyendo distraer la atención del público de problemas importantes, crear problemas y luego ofrecer soluciones, e implementar cambios gradualmente para hacerlos más aceptables. Otras estrategias incluyen diferir decisiones impopulares al futuro, dirigirse al público como si fueran niños, apelar a las emociones sobre la razón, mantener al público ignorante, fomentar la mediocridad y la autoculpabilización, y conocer mejor a las personas
El tenis es un deporte de raqueta entre dos jugadores o parejas que se originó en Europa a finales del siglo XIX. Se juega en una cancha rectangular dividida por una red, con diferentes superficies como tierra batida, hierba o sintética. Un partido consiste en sets ganados, cada set integrado por juegos donde se anotan puntos hasta 6-0, y España ha sido potencia mundial con tenistas como Nadal, Ferrero y Santana.
Modernizar aplicaciones significa transformar aplicaciones desarrolladas en ABL Progress a tecnología web para agregar valor al sistema de información. La modernización permite interfaces gráficas, tecnología puntera, integración global, orientación a procesos e inteligencia de negocios. Se debe modernizar para innovar tecnológicamente, integrar herramientas, atender clientes externos globalmente y usar la información de manera óptima. La modernización protege la inversión acumulada y mantiene las reglas de negocio y datos histó
A solução SoftExpert Excellence Suite (SE Suite) é uma plataforma integrada de gestão empresarial que automatiza processos de negócios e apoia a melhoria contínua e conformidade com regulamentos. O SE Suite oferece módulos integrados para gestão de qualidade, conteúdo, projetos, processos de negócios e mais.
Las enfermedades de transmisión sexual (ETS) son infecciones que se adquieren por tener relaciones sexuales con alguien infectado y son causadas por bacterias, virus y parásitos. Algunas ETS como la clamidia, gonorrea y herpes pueden afectar a hombres y mujeres y causar problemas de salud graves especialmente en mujeres embarazadas. El VIH/SIDA y otros virus como el VPH no tienen cura aunque los medicamentos pueden controlarlos. Usar preservativos reduce el riesgo de contraer ETS.
El tenis es un deporte de raqueta entre dos jugadores o parejas que se originó en Europa a finales del siglo XIX. Se juega en una cancha rectangular dividida por una red, con diferentes superficies como tierra batida, hierba o sintética. Un partido consiste en sets ganados, cada set integrado por juegos donde se anotan puntos hasta 6-0, y España ha sido potencia mundial con tenistas como Nadal, Ferrero y Santana.
Este documento resume los conceptos clave y el enfoque metodológico de la investigación sobre el crecimiento y desigualdad urbana en Campana entre 1950-2000. La investigación analiza las relaciones entre sectores sociales, producción de suelo urbano y sus implicancias territoriales y ambientales a través de la reconstrucción histórica de los procesos. La desigualdad urbana se expresa en la segregación espacial producto de políticas que beneficiaron al mercado de suelo en detrimento de un acceso equitativo a la vivi
Este documento describe los diferentes agentes económicos y sistemas económicos. Los agentes económicos son las familias, las empresas y el sector público. Las familias consumen bienes y servicios, las empresas producen bienes y servicios, y el sector público regula la economía y proporciona bienes y servicios públicos. El documento también discute los sistemas de economía de mercado y planificación centralizada, y cómo interactúan los diferentes agentes a través de los mercados.
El conocimiento ha sido indispensable para la existencia y desarrollo de las sociedades humanas. La investigación es necesaria para generar conocimiento, resolver problemas, y transmitir el conocimiento entre generaciones. La ciencia y tecnología han causado cambios sin precedentes en la sociedad y el ambiente en el siglo XX. Las sociedades contemporáneas dependen del conocimiento científico y tecnológico. La investigación tiene funciones sociales como generar conocimiento para resolver problemas sociales, y determinar si conocimientos de otros contextos son aplicables localmente.
Este documento descreve a evolução histórica da saúde no Brasil, desde o período colonial até a implantação do SUS. Inicialmente, a Coroa Portuguesa criou as primeiras escolas de medicina no país no início do século XIX. Ao longo do século XIX, foram criadas instituições como a Junta de Higiene Pública para lidar com questões sanitárias, porém com pouco êxito. Após a Proclamação da República em 1889, o Estado passou a se preocupar mais com a saúde pública visando ao
Este documento resume la toxicidad de la cicuta y el cianuro. Describe las propiedades y usos medicinales de la cicuta, incluido su principio activo conilina. También describe los síntomas de envenenamiento por cicuta y cómo se absorbe a través de la piel. Resume estudios de toxicidad aguda y crónica de la exposición oral e inhalatoria al cianuro en animales.
El tenis es un deporte de raquetas entre dos o cuatro jugadores. Se originó en Europa a finales del siglo XIX y ahora es popular y profesional en todo el mundo. Los partidos consisten en sets ganados, y cada set contiene juegos ganados con una puntuación particular de 15-30-40. El primer jugador en ganar el número requerido de sets gana el partido.
The document provides steps for building a positive attitude and qualities of successful people. It discusses how winners have a proactive attitude while losers make excuses. Some key steps to positive attitude are developing gratitude, continuous self-improvement, and avoiding negative influences. Qualities of successful people include desire, commitment, responsibility, hard work, character, and persistence. The document also shares stories of highly successful people who initially faced failures and rejections.
El tenis es un deporte de raqueta entre dos jugadores o parejas que se originó en Europa a finales del siglo XIX. Se juega en una cancha rectangular dividida por una red, con diferentes superficies como tierra batida, hierba o sintética. Un partido consiste en sets ganados, cada set integrado por juegos donde se anotan puntos hasta 6-0, y España ha sido potencia mundial con tenistas como Nadal, Ferrero y Santana.
El tenis es un deporte de raqueta entre dos jugadores o parejas que se originó en Europa a finales del siglo XIX. Se juega en una cancha rectangular dividida por una red, con diferentes superficies como tierra batida, hierba o sintética. Un partido consiste en sets ganados, cada set integrado por juegos donde se anotan puntos hasta 6-0, y España ha sido potencia mundial con tenistas como Nadal, Ferrero y Santana.
Este documento describe diferentes tipos de vicios del lenguaje que pueden presentarse al expresar ideas, incluyendo cacofonías (repetición de sonidos), anfibologías (ambigüedades), solecismos (errores gramaticales), barbarismos (uso incorrecto de palabras), pleonasmos (redundancias) y monotonía (uso repetido de las mismas palabras). Se proporcionan ejemplos y recomendaciones para evitar cada uno.
The document provides steps and advice for building a positive attitude and achieving success. It discusses qualities of winners vs losers, qualities that make a person successful like desire and commitment, and steps for building positive self-esteem such as accepting responsibility and setting goals. Examples are given of successful people who initially failed like Abraham Lincoln and Thomas Edison. The importance of persistence and having the right mindset are emphasized.
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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 key elements: 1) An organizational chart identifying stakeholders in integrating technology; 2) A comprehensive professional development plan; 3) An evaluation plan to assess the action plan; and 4) Posting the plan online and reviewing another student's plan. Rubrics are provided to guide students in developing a proficient action plan that meets the outlined tasks and criteria.
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 technology-integrated decision making procedures.
The document provides an overview of the Week 4 assignment for a course 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 to achieve the action plan's goals; 3) data sources and methods for gathering and analyzing data; and 4) an evaluation plan to assess the action plan's progress and success. The document provides detailed instructions and rubrics to guide students in completing each part of the action plan.
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 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 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 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 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 decision-making regarding the integration of technology, instructional leadership, professional development, and organizational leadership. The action plan must identify data sources, provide an organizational chart of decision-makers, describe comprehensive professional development activities, and include an evaluation plan to assess progress. Students will post their action plans online and review one other student's plan focusing on organizational leadership and technology. The document provides a rubric to guide students in completing the assignment.
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 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) 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.
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1. EDLD 5352 Instructional Leadership: The Technology Link
Week 4 Assignment: Due at the end of Week 4.
Overview
Last week, you engaged in an analysis and wrote a report describing the use of technology and information
systems to enrich campus curriculum, enhance teaching and learning, and generally integrate technology into
our campus improvement plans to effectively integrate technology and instructional leadership. Your analysis
and report should provide the necessary background for the Week 4 major assignment – developing an action
plan for gathering, analyzing, and using data from a variety of sources for informed campus decision making
focusing on integrating technology, instructional leadership, professional development and organizational
leadership.
As a result of this week’s assignments, you will be able to:
• Examine and assess procedures for gathering, analyzing, and using data from a variety of sources for
informed decision making regarding the integration of technology, instructional and organizational
leadership (SBEC Principal Competency 7 indicator);
• Design and apply skills for monitoring and evaluating change and making needed adjustments to
achieve the campus vision and goals, including the integration of technology as described above
(SBEC Principal Competency 7 indicator).
Both of these outcomes are elements of Domain II, Instructional Leadership.
In writing your Week 4 action plan, use your interviews, your readings, including campus and district
improvement plans as well as any technology plans, and your Week 3 report to make sure the action plan:
• Identifies data gathering sources;
• Provides a description of an organizational chart describing decision making responsibilities regarding
the integration of technology from central office personnel to campus leadership and staff;
• Describes comprehensive professional development activities to achieve your action plan (this may
utilize information from the previous three weeks of readings and activities);
• Includes an evaluation plan to assess the progress and success of the action plan.
Students will be asked to post their action plan on the Discussion Board and each student must review and
comment on at least one other action plan focusing on organizational leadership designed to maximize the use
of technology in data gathering and decision making.
Submit your assignment by 11:59 PM on the seventh day of Week 4.
Page 1 – Revised October 2009
2. EDLD 5352 Instructional Leadership: The Technology Link
Rubric
Use the following Rubric to guide your work on the Week 4 Assignment.
Tasks Not Meeting
Accomplished Proficient Progressing
Expectations
Action plan Student completes the Student completes Student provides a Student does not
includes an organizational flow the organizational partial organizational complete the
organizational chart identifying key chart with some chart that does not organizational chart or
chart identifying personnel from the identification of include all key description of roles and
key stakeholders in district administration district and stakeholders, and responsibilities.
integrating through campus campus does not describe the (0 points)
technology and implementation personnel, but roles and
district and responsible for does not address responsibilities of key
campus integrating technology the roles and personnel.
organizational and instructional and responsibilities of (16 point)e
leadership organizational personnel in
leadership. Chart must integrating and
identify personnel titles implementing
responsible for this technology,
integration and instructional and
implementation, and a organizational
brief description of the leadership.
role and responsibilities (18 points)
of all personnel.
(Maximum 20 points)
Comprehensive Student describes a Student provides a Student provides a Student fails to develop
professional professional professional professional a professional
development development plan or development development plan(s) development plan(s).
plan(s) designed to activities designed to plan(s) that that addresses only
one of the three (0 points)
achieve the action achieve the action plan address two of the
plan of integrating of integrating three bulleted bulleted items from the
technology with technology with items from the Accomplished column.
instructional and instructional and Accomplished
organizational organizational column. (16 points)
leadership. leadership. To achieve (18 points)
maximum credit, the
professional
development plan(s)
must:
• Reference analysis
and lessons
learned about the
technology needs
from the Week 3
report
• Addresses
professional
Page 2 – Revised October 2009
3. EDLD 5352 Instructional Leadership: The Technology Link
development
designed to
improve the
gathering, analysis
and use of data
from a variety of
sources
• Includes
professional
development to
improve decision
making in the
integration of
technology with
instructional and
organizational
leadership.
(Maximum 20 points)
Evaluation plan to The action plan must Student provides Student provides an Student fails to include
assess the also include an an evaluation plan evaluation plan that an evaluation plan in
progress and evaluation plan that that addresses addresses only one of the Week 4 action
success of the provides measurable two of the bulleted the bulleted items from plan.
action plan. outcomes designed to items from the the Accomplished (0 points)
address the following: Accomplished column.
column.
• Uses data and (16 point)
other analysis from (18 points)
the Week 3 report,
including using the
campus and district
improvement
plans, and local or
state technology
plans;
• Provides
assessments
and/or monitoring
reports measuring
professional
development
designed to use
technology to
improve the
gathering, analysis
and use of data
from a variety of
sources
• Provides
Page 3 – Revised October 2009
4. EDLD 5352 Instructional Leadership: The Technology Link
assessments
and/or monitoring
evaluating
professional
development to
improve decision
making in the
integration of
technology with
instructional and
organizational
leadership.
.
(Maximum 20 points)
Posting action plan Student posts their Student posts their Student posts their Student does not post
on the Discussion action plan on the action plan on the action plan on the on the Discussion
Board and on their Discussion Board and Discussion Board Discussion Board and Board or on their blog.
blog, and provides on their blog and and on their blog on their blog but does
evidence of provides evidence, and provides not provide any
reviewing and through written evidence, through comments or (0 points)
commenting on comments, of reviewing written comments, reflections on the
action plans of and reflecting on at of reviewing and action plans of other
other students. least two other reflecting on one students.
student’s action plan. other student’s
(Maximum 20 points) action plan.
(16 point)
(18 points)
Assignment Responses are relevant Responses are Responses are Responses do not
Mechanics to course content; relevant to course relevant to course reflect knowledge of
student uses correct content; one or content; more than course content, lack
APA writing mechanics; two errors in three errors in clarity and depth,
no errors in grammar, grammar, spelling, grammar, spelling, or and/or include multiple
spelling, or punctuation. or punctuation, punctuation including errors in grammar,
including APA APA writing spelling, and
(Maximum 10 points) mechanics Needs
writing mechanics. punctuation, including
(8 points) (6 APA errors.
point)Improvement (0 points)
Page 4 – Revised October 2009
5. EDLD 5352 Instructional Leadership: The Technology Link
The following four parts to the Week 4 assignments should help you complete an action plan
that incorporates all four elements of the assignment, including posting your action plan and
commenting and reflecting on the action plans shared by fellow students.
Page 5 – Revised October 2009
6. EDLD 5352 Instructional Leadership: The Technology Link
Week 4 Assignment, Part 1: Development of an organization chart integrating technology
Using the campus and district improvement plans, and any suggested technology improvements, develop an
organization chart that includes the following:
• Identify by title or job description all personnel/stakeholders responsible for integrating technology and
instructional and organization leadership from the district office to the campus and classroom;
• Provide a brief description of the role and responsibilities of all identified personnel in your
organizational chart;
• Discuss the role of the principal in making sure the organizational chart is implemented and monitored.
Board of Trustees
Superintendent
Asst. Superintendent
Planning and Improvement Srvcs.
Admin. Officer
Information Technology
Dir. Data Mgmt. Coord. Instr. Technology
Asst. Dir. Data Mgmt. Tech Facilitators
http://www.mesquiteisd.org/about/OrgChartNames.pdf
Page 6 – Revised October 2009
7. EDLD 5352 Instructional Leadership: The Technology Link
Week 4 Assignment, Part 2: Professional Development Planning
Using the campus and district improvement plans, and any suggested technology improvements, develop
professional development activities that include the following:
• Reference analysis and lessons learned about the technology needs from the Week 3 report;
• Addresses professional development designed to improve the gathering, analysis and use of data from a
variety of sources;
• Includes professional development to improve decision making in the integration of technology with
instructional and organizational leadership.
Last week I noted that there did not appear to be much alignment between the DIP and the CIP. So, taking
those two documents, along with the interviews of the principals, I created an interactive professional
development that would allow the teachers to walk away with a completed product ready for implementation.
The interactive classroom blog itself will be the evaluative piece.
District Goal: Promote then use of technology into the instructional program and into administrative use.
Objective: Promote the use of "Curriculum Conversations: -a blog for elementary teachers in the area
of language arts.
Campus Goal: Increase use of technology to improve critical thinking skills.
Objective: Provide opportunities for teachers to become more proficient with technology.
Page 7 – Revised October 2009
8. EDLD 5352 Instructional Leadership: The Technology Link
Professional Development Agenda
Session Purpose:
To promote teaching and learning through the use of technology.
Learning Objective to Be Addressed:
Improve critical thinking skills through curriculum conversations.
Topic: Creating and using classroom blogs
Grade Facilitators: Location: Start Time: End-Time:
Level: Campus Campus computer lab 2.55 3.40
K-5th Facilitator,
Campus
Tech,
Myself
Strategy/ Purpose Description Steps Estimated
Activity Time
Watch To Faculty will watch/listen to You Tube introduction/ Access 5 min
"Blogs in introduce explanation of blogs video;
Plain blogs
http://www.youtube.com/watch?v=NN2I1pWXjXI Watch
English" video
Create To activate Faculty will create gmail acct in order to create Access 5 min
gmail blog blog http://mail.google.com/mail/ website;
acct follow
instructions
to create
Create a for Faculty will go to www.blogger.com and follow Read info; 10
blog classroom instructions to create their classroom blog click
use "create a
blog"
Name for Name the blog (blog name will reflect classroom, Click name 5
blog classroom ex: Sanders Stars Classroom Blog) blog, then
use click
continue
Choose individualize Choose a template to personalize blog Choose 10
template template,
then click
continue,
Page 8 – Revised October 2009
9. EDLD 5352 Instructional Leadership: The Technology Link
start
blogging
Create individualize Create profile with classroom pics Click 10
profile create
profile,
insert pics,
information
Expectations:
Teachers will assist students with creating gmail accounts necessary for blogging.
Teacher's are required to post an ELA activity/concept each week. Students are required to reflect, inquire, or
respond within that week.
Page 9 – Revised October 2009
10. EDLD 5352 Instructional Leadership: The Technology Link
Week 4 Assignment, Part 3: Evaluation Planning for Action Plan
The technology action plan integrating instructional an organizational leadership must include evaluation
components that provide measurable outcomes designed to address the following:
• Uses data and other analysis from the Week 3 report, including using the campus and district improvement
plans, and local or state technology plans;
• Provides assessments and/or monitoring reports measuring professional development designed to use
technology to improve the gathering, analysis and use of data from a variety of sources;
• Provides assessments and/or monitoring evaluating professional development to improve decision making
in the integration of technology with instructional and organizational leadership.
The evaluations:
The primary source of evaluation will be the creation of the blog itself.
Lesson plans that include the blog post.
Weekly classroom interaction.
Page 10 – Revised October 2009
11. EDLD 5352 Instructional Leadership: The Technology Link
Week 4 Assignment, Part 4: Posting your Action Report and Responding to Other Students’
action plans
Using the discussion board and the blog that you have developed, please write and post your action plan,
and be sure to:
• Read and review at least two other action plans
• Respond to other action plans by posting your comments and reflections
The purpose of the action report is to provide you with recommended procedures for gathering, analyzing,
and using data from a variety of sources for informed campus decision making focusing on the effective
integration of technology in curriculum, instruction, assessment and professional development. Students
may wish to use this action plan as one of your school improvement projects for your Electronic Portfolio.
You may also use the Week 3 and Week 4 assignments as campus supervised hours for your internship
logs. As indicated these two weeks fall under Domain II, Instructional Leadership, and address elements of
Competencies 4, 5 and 7.
Page 11 – Revised October 2009