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.

Kara Petty, Week 4, EDLD 5352


Rubric

Use the following Rubric to guide your work on the Week 4 Assignment.

Tasks

Accomplished Proficient Progressing Not Meeting

Expectations

Action plan includes an organizational chart identifying key stakeholders in integrating technology and district and campus organizational leadership

Student completes the organizational flow chart identifying key personnel from the district administration through campus implementation responsible for integrating technology and instructional and organizational leadership. Chart must identify personnel titles responsible for this integration and implementation, and a brief description of the role and responsibilities of all personnel.

(Maximum 3 points)

Student completes the organizational chart with some identification of district and campus personnel, but does not address the roles and responsibilities of personnel in integrating and implementing technology, instructional and organizational leadership.

(2 points)

Student provides a partial organizational chart that does not include all key stakeholders, and does not describe the roles and responsibilities of key personnel.

(1 point)e

Student does not complete the organizational chart or description of roles and responsibilities.

(0 points)

Comprehensive professional development plan(s) designed to achieve the action plan of integrating technology with instructional and organizational leadership.

Student describes a professional development plan or activities designed to achieve the action plan of integrating technology with instructional and organizational leadership. To achieve 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

Student provides a professional development plan(s) that address two of the three bulleted items from the Accomplished column.

(2 points)

Student provides a professional development plan(s) that addresses only one of the three bulleted items from the Accomplished column.

(1 points)

Student fails to develop a professional development plan(s).

(0 points)



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 assess the progress and success of the action plan.

The action plan must also include an evaluation plan that provides 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

Student provides an evaluation plan that addresses two of the bulleted items from the Accomplished column.

(2 points)

Student provides an evaluation plan that addresses only one of the bulleted items from the Accomplished column.

(1 point)

Student fails to include an evaluation plan in the Week 4 action plan.

(0 points)



integration of technology with instructional and organizational leadership.

.

(Maximum 3 points)

Posting action plan on the Discussion Board and on their blog, and provides evidence of reviewing and commenting on action plans of other students.

Student posts their action plan on the Discussion Board and on their blog and provides evidence, through written comments, of reviewing and reflecting on at least two other student’s action plan.

(Maximum 3 points)

Student posts their action plan on the Discussion Board and on their blog and provides evidence, through written comments, of reviewing and reflecting on one other student’s action plan.

(2 points)

Student posts their action plan on the Discussion Board and on their blog but does not provide any comments or reflections on the action plans of other students.

(1 point)

Student does not post on the Discussion Board or on their blog.

(0 points)

Assignment Mechanics

Responses are relevant to course content; student uses correct APA writing mechanics; no errors in grammar, spelling, or punctuation.

(Maximum 3 points)

Responses are relevant to course content; one or two errors in grammar, spelling, or punctuation, including APA writing mechanics.

(2 points)

Responses are relevant to course content; more than three errors in grammar, spelling, or punctuation including APA writing mechanics Needs

(1 point)Improvement

Responses do not reflect knowledge of course content, lack clarity and depth, and/or include multiple errors in grammar, spelling, and punctuation, including APA errors.

(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.


Network Administrato

rs

Director, Instruction

al Technology

Data specialist

Campus administrat

or

District instruction

al specialists

Technology

specialists

Campus technology specialists

Teachers Students

Executive DirectorInstructional Technology


Job Title/ job description

Role and responsibility of personnel

Role of the principal in implementation and monitoring

Executive Director Instructional Technology

The executive director of instructional technology is responsible for the overall management of technology for the district. This position oversees technology related to: data management, networking, technical services, and technology instruction.

Principal serve on an advisory board with the Executive Director of Instructional Technology.

Director, Instructional Technology

Directors are responsible for one of three areas of technology in the district. Their responsibility is to work with support staff to ensure implementation of the technology goals for the district. They are responsible for ensuring resources. We have director positions in the area of data and management systems, technical applications, and instructional services.

The principal meets with technology directors to ensure their campus is aligned with the district goals and the long range technology plan.

Network Administrators Responsible for the management of the information systems including web master,

The principal is responsible for ensuring that these systems remain operational on campus



intranet, email, rportal, star student.

and reporting to the network administrators when systems need support.

Data specialist Responsible for the management of district data and data management systems. This includes collecting data, input into management systems, and creation of reports for district and campus use.

The principal is responsible for ensuring that assessments take place in a timely manner on campus and the information is submitted to the data specialist. The principal is also responsible for analyzing the data provided by the data specialists.

Technology specialists Technical support for maintenance of campus technologies. Support the district help-desk.

Report technologies that need technical support to the technology specialists.

District instructional specialists

Design and present professional development sessions at the PDC and individual campuses.

Ensure that teachers attend professional development sessions through the district. Request additional trainings on campus when needed.

Campus administrators Responsible for ensuring the support and resources on campus for implementation of technology. Monitor its use on campus and evaluate the programming in place.

Support a vision of technology use on campus. Model the use of technology for teachers and students. Provide support for needed improvements on campus. Allocate resources to support full implementation of the district Long Range Plan.

Campus technology specialists

Technology instruction support on each campus. This includes support of programs, teacher training, and

Supervise campus technology specialists. Ensure time for proper training of campus personnel.



student support. These are the first responders on campus to any issue related to technology.

Teachers Responsible for incorporating technology into instruction and classroom. Complete lesson plans that utilize available technologies.

Supervise teachers and evaluate the use of technology in the classroom. Communicate your vision for technology use.

Students Utilize available technology on campus. Demonstrate the proficiencies of the TA TEKS.

Ensure that students have access to technology on campus and monitor their attainment of the TA TEKS.



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.

Professional development needs are determined after the evaluation of many sources of data. To begin with, the data from the yearly STaR chart provides the initial assessment of areas of weakness. In addition, the district conducts an annual comprehensive needs assessment. Part of this needs assessment is used to determine professional development needs. This assessment includes surveys of teachers and students, interviews, and focus group sessions. Once the data is collected, a team reviews the data and determines areas of needed improvement. These areas are used to design professional development sessions. According to the Long Range Plan for our district and the District Improvement Plan, we are currently providing professional development session on videoconferencing in the classroom and using data to improve instructional strategies.

I am currently working on a professional development session for district teachers related to using benchmark data to improve instruction. The need for this professional development session came from the curriculum directors. They determined that teachers needed a session on accessing their own data and reviewing their data against campus and district scores. Teacher will receive training on utilizing the DARS tools to evaluate benchmark data. The DARS tool sorts data from benchmark scores to produce many different reports that can be used to drive instruction. The focus of this staff development is to provide instruction on accessing data and using it for item analysis to identify areas of weakness in their instruction. When completing a data analysis professional development session, I usually incorporate other sources of data, such as AEIS data and TAKS scores.

In addition to instruction related to accessing data, we determined a need for instruction on using the data to improve classroom instruction. As part of this piece, teachers will use the data to make instructional decisions. They will determine the



areas of need in their classroom. This will include: identifying concepts that need to be re-taught, identifying students needing to attend tutoring, and determine resources need to improve instruction. This is generally when this professional development session would end. In order to meet the goals of the Long Range Plan for the district, we are adding an additional piece. Teachers will now identify which technologies can be used to support the identified goals. We have not conducted this professional development session yet. We are scheduled to present in January after all benchmarks have been given. We are focusing on the core content areas at this time.

Additional sessions will be provided by the technology department related to providing up-to-date instruction on the uses of campus technologies. Part of this plan is to move toward campus professional development instead of district professional development. This decision was made to address the technology needs on campus. For example, a goal listed on the district Long Range Plan deals with exploring the use of personal computing devices for students. A few campuses this year issued notebook computers to their students as part of a grant. The professional development needs on this campus are different that those on other campuses. We also have campuses where the staff needs additional training on the basic use of technology in the classroom and campuses that need more advance professional development. This is the first year we will be providing the majority of our sessions on individual campuses. It will be interesting to determine if these major changes in professional development will impact the alignment of technology on campus with the Long Range Plan for the district.



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.

Activities Resources Needed

Responsibility Completion Timeline

Teachers will input data online to send to the state for the STaR charts.

Computer with online access.

Principal monitors, teachers responsible for inputting data

January 15, 2010

Teacher created lesson plan incorporating technology into instruction.

Teacher lesson plan, Classroom technologies

Teacher creates lesson plan. Administrator compiles and evaluates

February 10, 2009

Professional Development sessions on campus.

Technology for presentation. Cost of presentation materials.

Administrator, campus technology specialist, and district technology support

On-going

Data Analysis of benchmark data

Cost of professional materials. Cost of running reports for

Administrator, Program specialist, campus technology

One session after each benchmark, not to exceed four sessions a year, in each



campus. specialist, curriculum specialists

curriculum area.

Evaluation will take place at every step of this plan. The Star chart data will be used to assess the needs on campus. It will be used to assess individual teachers who can provide support for other teachers on campus. It will also be used to determine professional development needs on campus. Teacher lesson plans will be evaluated to assess the implementation of technology into the classroom. These lessons plans will also be used to identify teachers who need additional support from the technology department. Evaluations from professional development sessions will be used to evaluate the effectiveness of the session. Teachers will also be able to identify self assessed areas of need that may be able to be addressed on the campus. Administrative support in the data analysis session will give administrators several sources of evaluation. They will be able to identify the teachers actively engaged in the data analysis. They will be able to participate in the planning of instructional improvements identified from the data analysis. Administrators can then assess their implementation through walk-throughs and teacher evaluations. Lastly, teachers will complete a technology assessment aligned with the campus goals. This data will be used to evaluate progress with the campus goals and used to identify continued areas of need. All sources of data will be used to evaluate this year’s goals as well as identify goals for the following year. It will also be used to ensure alignment with the district Long Range Plan and the District Improvement Plan.



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.


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Edld 5352 Week 4 Assignment

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