This document outlines an action plan for implementing instructional technology in a school district. It includes an organizational chart describing the roles and responsibilities of technology staff. It also discusses plans for professional development, including conducting needs assessments, ensuring training is job-embedded, and evaluating sessions. Evaluation of professional development and technology integration will be informed by guidelines that emphasize using multiple sources of data to assess impact on student learning.

1. Technology Action PlanEDLSD 5352 Instructional Leadership: The Technology LinkThis is an action plan that incorporates organization identification of technology integration roles, professional development, evaluation and data gathering sources available in the district.Christy Peterson<br />TeachersPrincipalTeachersPrincipalPart One:Organizational Chart with role descriptions<br />The chart above outlines the technology and information systems department for our district. All personnel listed about play in integral role in implementing instructional technology for the district. Below is a brief description of each team’s role in instructional technology.<br />Executive Director of Technology and Information Systems: Oversees the districts purchase and use of technology and information systems. The director reports to the Superintendent of Instruction and Curriculum. The director is supported by a secretary and a purchasing specialist dedicated solely to purchasing technology.<br />Technical Media Specialist: Advise administrators on the use on non-print media such as movies or audio. This position supports all levels of programming including Elementary, Secondary, Operation and Information Management.<br />Elementary and Secondary Instructional Technology Coordinators: These professionals manage and communicate with campus level technology and administrative staff to ensure that teachers are provided support and systems are in running appropriately. The Technology Integration Facilitators are certified teachers who provide campus staff development, help write technology integration curriculum, and assists with technical support. One Technology Integration Specialist is on every campus to assist in the planning and integration of technology, serves as the first level of technical support, and manages the media retrieval systems. These individuals provide job embedded professional development to teachers on their home campus and support their use of technology and data systems at the campus level.<br />Campus Administrators partner with the facilitators and specialists to ensure that teachers are meeting the standards outlined in the STaR report. They partner to plan professional development and to ensure they have a keen understanding of data systems and instructional technology so they can support teachers with instruction. As technology use is part of the PDAS evaluation, administrators must have a good understanding of what technology is available and how it should be used. Administrators also use data systems provided through EDUPHORIA/AWARE to monitor curriculum based assessments and TAKS data. When a campus technology system is not working properly, the administrator communicates with district level informational or systems support personnel to reconcile.<br />The Director of Technology Operations and their team ensure that operating systems are running. They ensure the server is maintained. They ensure that e-mail and telecommunications are operational. They support systems such a video streaming, V-brick and ensure the entire district network is working.<br />The Director of Information Management and their team are responsible for data systems. They ensure that all information systems are running and are knowledgeable of the requirements needed for data and purchasing. The staff includes a PIEMS specialists, data specialist, administrative technology systems specialist and database manager. This team ensures that all district data is recorded and systems are available for data collection and reporting.<br />Part Two:Professional Development Planning<br />The first step to planning professional development is a needs analysis. Data can be collected through analysis of the STaR, AEIS, and informal assessment. The information in these reports will indicate the level of technology professional development the staff needs. It may indicate the teachers need a basic understanding of technology and its uses or it may indicate that teachers are ready to integrate technology into instruction.

2. The district should consider what goals it is trying to achieve through professional development and what the desired student learning objectives will result from the offerings.

3. While planning the individual professional development sessions, it is important that the training be job embedded. Teachers are more likely to use the technology if they understand how it can be used in the classroom, not only how to operate or use the technology functionally. Professional development should be provided in the context of instruction content as well as technology.

4. Professional development offerings need to provide teachers with the tools to implement the use of technology in class and not necessarily become an expert.

5. Professional development should be scaffold to provide increased proficiency over time