Edld 5352 Week 4 Assignment

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


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 (1 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 (2 points)
of all personnel.
(Maximum 3 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. (1 points)
leadership. leadership. To achieve (2 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



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 3 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 (1 point)
other analysis from (2 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



assessments
and/or monitoring
evaluating
professional
development to
improve decision
making in the
integration of
technology with
instructional and
organizational
leadership.
.
(Maximum 3 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 3 points) action plan.
(1 point)

(2 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 3 points) mechanics Needs
writing mechanics. punctuation, including
(2 points) (1 APA errors.
point)Improvement (0 points)



The following four parts to the Week 4 assignments should help you complete an
action plan that incorporates all four elements of the assignment, including
posting your action plan and commenting and reflecting on the action plans
shared by fellow students.



Week 4 Assignment, Part 1: Development of an organization chart integrating
technology
Using the campus and district improvement plans, and any suggested technology
improvements, develop an organization chart that includes the following:

• Identify by title or job description all personnel/stakeholders responsible for integrating
technology and instructional and organization leadership from the district office to the
campus and classroom;
• Provide a brief description of the role and responsibilities of all identified personnel in
your organizational chart;
• Discuss the role of the principal in making sure the organizational chart is implemented
and monitored.

The principal is a key figure in closing the gap between central office and the campus

stakeholders. The principal’s primary role is managing all parties involved as well as providing

the resources, time for staff development, and empowers teachers to take risks. Many teachers

don’t use technology, because they are afraid of failing in the classroom.



Superintendent
Is ultimately responsible for the use of
technology and must report directly to the
school board of how technology is
purchased and integrated in the classroom.

Secondary Director of Elementary Director of Director of
Curriculum Curriculum Technology
Develops curriculum Develops curriculum Purchases and
that allows for the that allows for the maintains
integration of integration of technology technology for the
technology for for elementary schools, district and reports
secondary schools, and and reports to the to the superintendent
reports to the superintendent. on the use of
superintendent. technology.

Campus Principal Software Technology
Manages all Specialist Specialist
stakeholders at the Responsible for Provides support
campus level, and developing and and training for
reports to the maintain district- teachers on how to
curriculum directors as wide software and apply technology
to the implementation programs. . in the classroom.
of technology in the
classroom.

Campus Technology
Coordinator
Provides service to the
computers and
Secondary inventories campus
Academic Coaches Elementary technology for the
Observes classroom Academic Coaches technology
teachers and helps Observes classroom department..
develop teaching teachers and helps
strategies for develop teaching
implementing strategies for
technology implementing
technology Teachers
Implement technology
into the classroom and
reports to the campus
principal with support
from Academic
Coaches and
Technology Specialist.



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.

As mentioned during week three a major need for our campus is having the SBDM

meet more frequently and effectively. Currently the SBDM team meets with the

principal when a major issue comes up. The SBDM could be a great tool in developing

plans to incorporate technology across the school. The school has teachers who

effectively use document cameras, interactive whiteboards, wireless tables, and laptops

during class. Unfortunately this is not consistent with every teacher on campus. The

SBDM could help develop staff development for teachers who don’t feel comfortable

using technology and allow those teachers to use them for advice.

The campus improvement plan states that technology will be used to disaggregate

data. While the campus improvement plan lists using technology to break down data,

this is seldom done. The system used for data analysis is another weakness on our

campus. The last time we were trained on the system was four years ago, and the

system has been updated several times. New teachers who have been recently hired

haven’t been trained at all on the system. Not only has there been little training in the

program, but there has also been little training on the dissagregation of data from the



programs. Technology can be a great tool for receiving data, but if teachers are unable

to break the data down, then the technololgy is worthless.

The dissagregation of data is the first staff development that is needed to take place.

The program that is used has a great deal of data, but many times all our teachers do is

use the program to retrieve their students grades and see the percent of their students

who met the standard. Teachers would learn how to export the data to an excel

spreadsheet, determine objectives students are weakest, and be able to perfrom an

item analysis on benchmarks.

During the staff development teachers will be given the actual test, and will be given

time to dissagregate the data. The teachers will export the file to an excel spreadsheet,

and will look at each individual quesiton to determine any trends in the students answer

choices. If all four answer choices are answered evenly, then students had very little

knowledge of the question, and teachers would need to reteach that lesson. If there is

one predominate wrong answer then the teacher can back and look to see what the

students mistake in the problem was.

There has been very little training in the way of using technology to break down the

data, and most teachers would be considered a novice when it comes to this area.

However, when it comes to actual implementation of technology in the classroom

teachers have a wide range of skils, and some teachers do well with engaging students

in the classroom with technology. Administrators can’t take a “one size fits all

apporach” when it comes to staff development of technology (Abernathy, 2009).

Teachers have a wide range of skills, and providing staff development for the entire staff



would not be beneficial.

As an administrator I would provide mini-workshops after school throughout the year

that would be beneficial to teachers individually. Teachers would have the choice to

chose which staff development they would like to attend that would benefit them the

most. Not all teachers have the same technology, so having them attend workshops

they don’t have access to would be a waste of time. Teachers could chose from

workshops on how to implement, document cameras, interactive white boards, graphing

calculators, probes, wireless tablets, and more. The staff development would be

provided by the technology specialist assigned to the campus in cooperation with

teacher leaders who are currently using the technology in the classroom.



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 first tool used to determine the effectiveness of the staff development throughout

the year would be to compare the STaR chart report to the previous year’s report. The

process may take more than a year, but the STaR chart should be continually checked

each year to determine the effectiveness of the staff development that has taken place.

Staff developments will also be evaluated at the end of each session. Teachers can

rate the presentation and the presenter as to how effective the staff development was.

This information will be used in adjusting the presentations each year, and will allow the

presentation to develop.

Teachers will also be given the opportunity to state the types of sessions they would

be interesting in learning about. The Technology Specialist, Academic Coach, and

Academic Dean will compile the data from the evaluations, and will develop the

curriculum for next year’s staff development sessions.



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.


Edld 5352 Week 4 Assignment

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