Action Plan


Published on

  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Action Plan

  1. 1. EDLD 5352 Instructional Leadership: The Technology Link Juan Seguin Organizational Chart Board of Trustees Serves as a guide to organizational planning, board and staff decision-making, initiatives, and sets priorities among competing demands for scarce resources. Oversee and approve contract negotiation and renewal. And, select school superintendent. Superintendent Page 1 – Revised October 2009
  2. 2. EDLD 5352 Instructional Leadership: The Technology Link The Chief Executive Officer (CEO) of the District who is responsible for the effective operation of the District; general administration of all instructional, business or other operations of the District; and for advising and making recommendations to the Board of Education with respect to such activities. Elementary Education Director Work with staff to plan, implement, and evaluate the curriculum on a systematic basis in a way that aligns with the Working on the Work framework and within the approved district program framework. Develop means to ensure resources are allocated for innovation and continuous improvement efforts. And, develop a system for creating and maintaining learning communities that facilitate student engagement and innovation. Director of Curriculum and Instruction Develop a data driven focus on students and on the quality of work provided to students. Focus on results and make data driven decisions while promoting the need for change for student success within the organization. Utilize appropriate strategies to create a sense of urgency for increasing student academic success. Identify, use, evaluate and promote appropriate technologies to enhance and support instruction and curriculum leading to high levels of student engagement and achievement. Monitor instructional and managerial processes systematically and use findings for corrective action, improvement, and recognition of success. Principal Manage, coordinate, and set high expectations for personnel, students, parents, and building care in order to create a smoothly operating campus and ensure that each student is provided opportunity for reaching every potential in gaining a quality education. Teacher Page 2 – Revised October 2009
  3. 3. EDLD 5352 Instructional Leadership: The Technology Link Teaches reading, language arts, social studies, mathematics, science, art, health, physical education, Technology and music to students in a classroom, utilizing course of study adopted by the Board of Education, and other appropriate learning activities. Develop lesson plans with incorporated strategies to reach all level of students learning style. Data analysis of student’s benchmarks, six weeks test and other research based standardized test. Provide warm and safe learning environment. Students The student is responsible for his/her own success in the learning process. He/she should be actively involved in the learning process and should behave appropriately for a learning environment. Director of Technology Develop the District Technology Plan by the side of the Long-Range Vision Plan. Coordinate implementation of the plan and evaluate and recommend modifications as needed. Also, provide assistance to teachers and administrators to facilitate the effective integration of technology into the curriculum. Support district wide software applications. Supervise the District Technology Support Specialist. Recommend budget requirements to support the district’s Technology Plan. Technology Facilitator Facilitators are to help harness the power of teaching with technology to further engage students in meaningful lessons to increase student achievement. They are former classroom teachers who have ways to help incorporate technology lessons into the curriculum. Part 2: Professional Development Planning Juan Seguin Action Plan Page 3 – Revised October 2009
  4. 4. EDLD 5352 Instructional Leadership: The Technology Link Session: ITBS and NET*s (TECHNOLOGY ACTION PLAN) Learning Objective to Be Addressed: All learners will understand and begin to implement the standards as well as look over the technology plan for GPISD. Grade Level: Facilitator: Location: Start Time: End-Time: PK-5th Tracia Trantham Seguin Library Two Sessions: Two Sessions: 3:45 4:45 Lead Facilitator: Sam Gonzalez Looking at standard one - describe the kind of leadership that inspires and leads the development of a shared vision for comprehensive integration of technology to transform our schools. First, let’s look at what we currently have and see what I think would be a plan that incorporates technology in all aspects that affects teachers and students academically. o Each classroom in the district has a teacher desktop computer, television, VCR or a DVD player, and now most have an Elmo and projection system. Also, each teacher has access to a camera, scanner, and video camcorder. o Each elementary school, middle, and high school has one or two computer lab with 25 + computers, including one or two printers. o The district has an established email systems, grading, attendance, and several math, reading and science assessment and curriculum based programs. o Each campus has access to a computer cart that has between 6 – 24 student laptop computers. o Each campus has access to digital curriculum (cScope) and videos through Discovery Streaming. o Each school’s library has 4 – 15+ student computer stations where students have access to internet, electronic database, and resources to do research. Each teacher has available numerous videos and cd on several topics. Page 4 – Revised October 2009
  5. 5. EDLD 5352 Instructional Leadership: The Technology Link My plan would include all of the above plus a plan on how technology can be delivered more effectively, how students can achieve and be assessed, develop effective staff development for teachers or all personnel involved with students, incorporate more the community which includes business and parent participation, and finally develop an effective technology plan for the future. Several changes that I would include are: More Technology projects – Broadcasting morning announcements, develop more interactive video conferencing between schools / different school districts, and help teachers develop more project based activities. Curriculum – Develop student understanding of Google Docs – where student can develop their writing skills. Google Docs allows students to work collaboratively on a paper, research project or just gathering data. With gaggle email have students respond to blogs – increase student summary skills. Assist teachers in developing reading centers using NetLibrary or other reading websites. **Bottom line – technology engages and empowers students, especially when teachers showcase their work! Computer Labs – one aspect that I would incorporate is increase more access to technology by opening up the computer labs before and after school for student or parents to use by providing meaningful online activities. Develop more student based projects that incorporate video editing software, interactive online activities. Science Labs – would have access to digital microscope, projection system, video and video- conferencing technology, and an interactive white board. Just like the computer lab, have the lab open mornings and afterschool with meaningful interactive activities. Robotics technology would definitely increase student interest. TCEA held every year in Austin, has competitions with robotic technology. Page 5 – Revised October 2009
  6. 6. EDLD 5352 Instructional Leadership: The Technology Link Bilingual/ESL – have access to technology in the classroom that incorporates more dual language technology activities. Staff Development – help teachers work collaboratively on how to improve / incorporate technology effectively with the curriculum, especially in the area of science, math and reading. Standard two discusses the development of a robust digital age learning culture. My plan would be to focus on students and teachers being successful and not isolate technology but help them incorporate it into the curriculum by using all the available technology resources – whether online assessment. (Nero – AlphaSmarts) o Blogging o Webquests o Wikis Standard three emphasizes the importance of digital age professional development - what might this look like? And how can leaders work to make sure their SBDMs are prepared to address this new type of professional development? The kind of leadership that I believe is needed being innovative and a risk taking attitude - this type of leadership will lead to the creative implementation of technology. The primary benefactors would be students and teachers! Standard four discusses the importance of leadership that manages and implements strategic planning, monitors progress, and continually evaluates the systemic changes to ensure continued improvement in integrating technology in all aspects of curriculum, instruction, assessment and organizational change. Discuss what this leadership requires of today's administrators. Objectives and Strategies Administration and support services us of technology will be monitored, staffed, funded, and utilized at appropriate levels Page 6 – Revised October 2009
  7. 7. EDLD 5352 Instructional Leadership: The Technology Link GPISD will effectively plan and evaluate technology use and goals Completion of Texas STaR carts for all campuses. Incorporation of technology planning in campus improvement plans. Continuation of use of technology in planning and decision making. Investigate and deploy data tools for teachers. Continuation of technology plan evaluation during the next three years. Annual evaluation with reports to Superintendent and School Board as requested. Yearly revision of both board policy and procedures dealing with technology. Revisions to include data retention procedures. The district will support and implement the Texas Long Range Plan for Technology in all short and long term planning. Continue giving eighth grade post test to access technology skill acquisition on Technology TEKS. Evaluate data to modify instruction and staffing as needed. Administration will recommend staffing levels and tools for support of technology integration Deployment of student Novell accounts and email. Development of procedures for use and monitoring. Development procedures for maintenance Administration will continue to seek and maintain funding for technology. Continued seeking of grants such as E-Rate, Title II Part D, and other competitive and noncompetitive grants. Support of technology through federal, state, local monies, bonds and appropriate donations. GPISD Technology Department will continue support and enhancing services for employee, student, and parent use. Deployment of VPN (Virtual Private Network) for administrators to access network services at home. Perform complete workflow/data flow analysis of district data. Allow teachers to post web pages to the district site to increase communication with campus Develop data retention policy for email and user accounts Page 7 – Revised October 2009
  8. 8. EDLD 5352 Instructional Leadership: The Technology Link Lastly, the NETS-A standard five urges today's leaders to model and advance digital citizenship. What does this look like? Increase involvement with parent and community Facilitate parent participation with technology applications Enhance the parent portion of the district web page Redevelop parent password site for on-line grade book access Develop a parent web portal to consolidate all parent information sites Give access to School Messenger emergency telephone communication system to all campuses Facilitate GPISD Technology Department involvement with the community Enhance content of GPISD-TV - channel 76 Incorporate language software into adult literacy classes at Title I campuses and Title I programs offering literacy instruction Enhance GPISD Foundation web site to incorporate credit card donations Continue offering computer literacy classes (Spanish and English) as requested by campuses Part 3: Evaluation Planning for Action Plan • How is technology and information systems (e.g., AEIS, AYP, STaR chart and other data gathering software) used in identifying campus curriculum, instructional and professional development needs? Technology planning is an activity that provides direction and helps users understand clearly where they are now and imagine where they want to be. The most common technique used to formalize technology planning is the creation of a document by using assessment tools such as STAR Chart. Sam Gonzalez our technology facilitator believes a technology planning document is to technology planning as a road map is to travelers. Questions asked: Is your school using technology effectively to ensure the best possible teaching and learning?; What is your school’s current education technology profile?;What areas should your school focus on to improve its level of technology Page 8 – Revised October 2009
  9. 9. EDLD 5352 Instructional Leadership: The Technology Link integration? The star chart or any other assessment tool helps explain the various points of interest and destinations to those involved in the process of technology. • How is technology being used to deliver and enrich instruction (give examples) ? Many different types of technology can be used to support and enhance learning. Everything from video content and digital moviemaking (youtube) to laptop computing and new uses of technology such as podcasting are constantly emerging. Various technologies deliver different kinds of content and serve different purposes in the classroom. Technologies available in classrooms today range from simple tool-based applications (such as word processors) to handheld computers, closed-circuit television channels, and distance learning classrooms. Even the cell phones that many students now carry with them can be used to learn. Students can learn "from" computers—where technology used essentially as tutors and serves to increase students basic skills and knowledge; and can learn "with" computers—where technology is used a tool that can be applied to a variety of goals in the learning process and can serve as a resource to help develop higher order thinking, creativity and research skills. • Identify and discuss professional development planning that focuses on the use and integration of technology in curriculum, instruction and assessment. Technology encourages teachers to take on new and expanded roles, both inside and outside of the classroom. Within the classroom, technology supports student- centered instruction. The teacher assumes the role of coach or facilitator while students work collaboratively. A professional development curriculum that helps teachers use technology for discovery learning, developing students' higher-order thinking skills, and communicating ideas is new and demanding and thus cannot be implemented in isolation. Therefore in order to get everyone on board, administrators must help with the change. One strategy to motivate and encourage teachers to spend the time and energy necessary to develop technology competency is to model the use of technology. Mrs.Sims, principal of Seguin, utilized the internet to promote powerful, encouraging messages to staff during meetings. Other strategies for encouraging teachers to participate in professional development for technology use is Page 9 – Revised October 2009
  10. 10. EDLD 5352 Instructional Leadership: The Technology Link •Establish regular times for team interaction. (Mrs. Sims will be giving team ½ day planning sessions each six weeks, to work with data such as benchmarks, AEIS and Star Chart) •Send agendas to participants beforehand. (through e-mail, wikis, or blogs) •Designate a team librarian. (Set up author interviews or discussions through web based training) •Build and maintain a team archive. •Use visual forms of communication where possible. •Set formal rules for communication and/or technology use. •Create an environment of trust. •Eliminate confusion. •Create productive dialogue/Make learning interactive. •Have teachers share what they are doing on a regular basis. •Give constructive feedback and support as a facilitator. Another important component of effective professional development for technology is access to on-site technical support personnel who are responsible for troubleshooting and assistance after the technology and lessons are in place. When teachers are trying to use technology in their classrooms and they encounter difficulties, they need immediate help and support. Technology that is not easily accessed and implemented will not be used. • Describe the use of technology to enhance learning and instruction – utilize professional experiences (e.g., how you use technology in the classroom). When I began this class I had little technology going on in my classroom. Seguin Elementary has two computer labs, and as the interview stated, we are all trying to get in to teach a technology lesson weekly, usually we get 45 minutes, one day a week. In the past I have created power-presentation which took about three weeks. We used clay and created biomes that where destroyed by erosion. We took pictures as the process was being developed and destroyed, then place these pictures in a power point presentation so that they could see the effects. It was really a useful tool. Page 10 – Revised October 2009
  11. 11. EDLD 5352 Instructional Leadership: The Technology Link I have also shown pictures from the internet to teach inferring. Little has been done with the use of technology. However, this year I have just received four computers for my classroom. I have set up my third grade students email accounts using and we are using Achieve 3000 software which helps dual language learners with their reading skills. I plan on setting up a classroom blog to help communicate with my students and parents. And I plan on using wikis as language dictionaries and look for podcast for language learners. However, this might be difficult as to we do not have classroom sets of iPods. I have been taught some wonderful programs through professional development but honestly I have walked away knowing I won’t be using this tool because I didn’t know how to fit it in my curriculum scope and sequence. We don’t have a facilitator on campus full time; we only have him for two days a week because of funding. Trends are showing that the districts need to find funding to provide full time facilitators to teach lessons with the classrooms so that teacher would use the tools learned. Technology is a wonderful necessity for 21st learners. • Based on student interviews, describe how students are using technology to improve their learning and academic performance. Technology plays a role in this approach of providing students with tools and information that support their problem solving, communication, collaboration, and knowledge creation. I have learned just this week that technology is happening at school for some of my students and not at home. Last week, after setting up my third grade students an email account, I asked them what they thought about having an email account and how will they use it to communicate in school and out of school? Several of my students didn’t reply to the message as I had taught them. Most began a new email answering that it would be cool to ask me questions about their homework and talking with their friends. I was even asked if I liked Kettle corn. I then asked would they use this at their home. Some of my students said, “they have a computer but they are not connected to the Page 11 – Revised October 2009
  12. 12. EDLD 5352 Instructional Leadership: The Technology Link internet. I asked if they use different software to learn. Some said yes and some said they never get on the computer. However, when asked about video games almost all my students had a WII, Play station or Xbox. Therefore, school seems to be the only place where computer technology is occurring for them. Students that do have internet are very resourceful. They all have been emailing me and using the achieve 3000 reading program that can be assessed anywhere. Some have even commented that they go and Google information if they don’t know the answer. Students today are very techno savvy as I am the wanna be. Just this week they taught me how to change the color scheme in Achieve 3000. I didn’t even know that was possible and the funny thing is I was the one trained and I am to train them. Most students today are risk takers and connect video game formats to any other technology. As suggested during the interview, hold your arm up and anyone who can walk under your arm will be able to help you (students are more advance than we are). I have noticed that my students do use word processors at home to create birthday invitations or write letters to their friends. I am hoping that once I send a the letter home tomorrow about their own email accounts and the Achieve 3000 Reading program, some of my parents will consider getting the internet so that their child can use the email account and reading programs. Evaluation Evaluation Process: Evaluation of the Technology Plan will be a systematic ongoing process. All aspects of the Plan will be evaluated formally annually. A subcommittee of the technology committee will be responsible for the ongoing evaluation and will utilize whatever resources deemed necessary in the process. The type of evaluation, and the detail, will depend on the part of the Plan being evaluated. The intention of the evaluation will be to make decisions on the impact that technology has the learning process for all students. A Page 12 – Revised October 2009
  13. 13. EDLD 5352 Instructional Leadership: The Technology Link report will be given to the Superintendent and the Board of Trustees after each formal evaluation occurs. After evaluation the Executive Director of Technology and Information will make all necessary changes in the e-Plan system. Particular attention will be paid to Objective 4.3, as the bond planning process will dictate many parts of the plan in year 2 and 3. Grand Prairie ISD’s STaR Chart results will be used to help Grand Prairie ISD assess its progress toward meeting the goals of the Long Range Plan for Technology. The STaR chart will also be used to compare Grand Prairie ISD’s results with other Texas districts. By using the STaR chart as a monitoring tool, Grand Prairie ISD will be able to accurately assess technical growth on an annual basis. Evaluation Method: • Integrating technology into curriculum and instruction • Classroom observations of effective teaching practices combined with the use of technology to support student learning. • Lesson plans that include effective teaching practice as part of instructional procedure. • Formative PDAS observation records regarding students learning (which includes use of instructional technology). • Improve student participation and completion of classroom assignments. • Positive participant evaluations following technology staff development session. • Increase integration of individualized, relevant and interesting technology into classroom instruction. • Lesson plans that reflect learning gleaned in technology staff development sessions. • Increase integration of individualized, relevant and interesting technology into classroom instruction. • Lesson plans that reflect learning gleaned in technology staff development sessions. Page 13 – Revised October 2009
  14. 14. EDLD 5352 Instructional Leadership: The Technology Link • Increasing the ability of teachers to teach • Formative PDAS observation records regarding student learning (which includes use of instructional technology). • Improve student participation, attention, and completion of classroom assignments. • Positive participant evaluations following technology staff development session. • Documentation of student acknowledgment of GPISD’s Acceptable Use Procedures as outlined in handbook. • Increase integration of individualized, relevant and interesting technology into classroom instruction. • Lesson plans that reflect learning gleaned in technology staff development sessions. • Increase professional collaboration resulting from forums. • Enabling students to meet challenging state academic standards. • Increase use of technology by administrators and teachers for data tasks. • Increase integration of technology will increase higher-level thinking resulting in better scores. • TAKS benchmarking decisions made by Superintendent regarding online testing • Monitoring of legislative action regarding school funding • Acquiring and deploying technologies and telecommunication services • Monitoring of budget and services being rendered to staff • Services delivered in an incremental approach to maximize efficiency • Systems decrease user frustration to accessing data and systems • Meeting timelines for implementation • Increased physical evidence of technology use (bulletin boards, classroom instruction, student work posted in school hallways, etc.). To be monitored by campus principal. • Meeting with campus staff regarding technology planning • Reports to Board of Trustees and Superintendent Week 4 Assignment, Part 4: Posting your Action Report and Responding to Other Students’ action plans Page 14 – Revised October 2009
  15. 15. EDLD 5352 Instructional Leadership: The Technology Link Using the discussion board and the blog that you have developed, please write and post your action plan, and be sure to: • Read and review at least two other action plans • Respond to other action plans by posting your comments and reflections The purpose of the action report is to provide you with recommended procedures for gathering, analyzing, and using data from a variety of sources for informed campus decision making focusing on the effective integration of technology in curriculum, instruction, assessment and professional development. Students may wish to use this action plan as one of your school improvement projects for your Electronic Portfolio. You may also use the Week 3 and Week 4 assignments as campus supervised hours for your internship logs. As indicated these two weeks fall under Domain II, Instructional Leadership, and address elements of Competencies 4, 5 and 7. Page 15 – Revised October 2009