Edld 5352 week04_assignment[1][1]

EDLD 5352 Instructional Leadership: The Technology Link
Kristen Belcher

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

Kristen Belcher

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


Kristen Belcher

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


Kristen Belcher

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)


Kristen Belcher

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.


Kristen Belcher

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.


Kristen Belcher

Organizational Chart
Integrating Technology and Instruction

Superintendent: Dr. Don Stockton

Assistant Superintendent for
Technology: Dr. Scott Barrett

Coordinator for Instructional
Technology: Amy Mayer

Assistant Coordinator for Instructional
Technology:
Alicia Swedberg

Campus Principal:
JJ Daw

Campus Technology Liaison:
Hayley Rasco

Campus Technology Committee:
8 members of teachers/staff

Classroom Teacher

Kristen Belcher

Superintendent- The Superintendent serves as the leader for the entire school district.
This person is responsible for leadership, making decisions, budget needs, mentoring,
etc. The roles of this person goes on and on. As for as technology is concerned, the
superintendent acts as a role model by using technology is his or her daily life. This
person implements technology in his or her job and reinforces it to all district
employees. He or she also encourages the use of technology and the integration of
technology into the classroom. This person also meets with the technology
superintendent to analyze technology data as needed, and helps with the development
of the District Improvement Plan for the district in regards to technology.
Technology Superintendent- This person has the responsible over all technology
within in the district. He or she is the ultimate leader of technology and skills.
Furthermore, he or she has the responsibility to oversee the integration of technology
into the curriculum and define the needs of our teachers, students, and campuses. They
make decisions with regards to our district hardware and software used while keep the
District Improvement Plan in mind. He or she also makes sure that the goals for
technology in the District Improvement Plan are being reached. Moreover, this person
make decisions in regards to technology budgets and costs, and plans for professional
development needs of the district. He or she also analyzes technology data to create a
more cohesive technology department.
Coordinator for Instructional Technology- This person also plays the role of a
technology leader and mentor. Furthermore, this person is responsible for the
integration of technology into the classroom and curriculum. He or she provides
resources for classroom use and professional development for staff. This person meets
with other technology leaders and administrators to make sure the district technology
plan is enforced and the needs are being met. Moreover, he or she analyzes technology
data and creates assessments to look at the needs of staff, students, and campuses.
Assistant Coordinator for Instructional Technology- This person works closely with
the Coordinator for Instructional Technology and all other technology personnel. He or
she works to develop and implement professional development related to the
technology needs of teacher and schools. Furthermore, this person helps with the
implementation of technology in the classroom. This person acts as a technology leader
and mentor to others. Thus, providing staff with ways to implement technology into daily
routines and instruction seamlessly. This person also analyzes technology data and
equipment as needed.
Campus Principal- The campus principal has an integral role in the technology
organization process. This person has to make sure the district requirements and
information is being passed down to the campus level. They are also responsible for
reinforcing the integration of technology into the classrooms. He or she can do this
through the review of lesson plans and classroom walkthroughs. They also have to
make sure the campus improvement plan is aligned with the needs of the campus and
the district and state standards. Encouraging and promoting professional development
of technology is crucial in the development of campus teachers and staff. Acting as a
role model and guide to teachers is also critical. The principal should demonstrate the
technology skills that he or she wants implemented. He or she should also help to

Kristen Belcher

create expectations and goals for the campus; furthermore, holding the teachers
accountable to attaining them. The principal is the key link between the district
expectations and campus implementation. The principal must see that this link is strong
through professional development, goal setting, implementation, and teacher/student
needs. He or she can monitor this through data analysis, STaR Chart information, and
assessments.
Campus Technology Liaison- This person is responsible for technology at the campus
level. They are the first responder to the district level when additional help is needed.
They act as a mentor and guide to all campus employees in regards to technology.
They implement campus staff development on technology incorporation in the
classroom and instruction. They also train new campus teachers in technology when
new teachers are hired. This person models best practices and helps others to
troubleshoot when needed. They are able to work on campus hardware and software
when problems occur. This person is on the Site-Based Decision Making Committee
and helps develop the goals and budget for technology in the Campus Improvement
Plan. He or she takes district information and goals and makes sure they are
implemented at the campus level.
Campus Technology Committee- This committee is made up of 8 staff members.
They act as a mentor and guide to other staff members on campus. They are able to
utilize technology daily in their classroom and instruction. Furthermore, they are able to
troubleshoot with other teachers when needed. They attend district staff development
on new technology and demonstrate their new learning's to the campus. This committee
provides information to the Site Based Decision Making Committee for the development
of technology on the Campus Improvement Plan. They also make sure the campus and
district goals for technology are being reached at a campus level.
Classroom Teacher- Classroom teachers are responsible for integrating technology
into instruction and curriculum within the classroom. They are to meet the needs of
students in regards to technology and meet the campus, district, and state standards
while doing so. They are also responsible for attending professional development on
ways to integrate technology and how to use various resources, tools, and equipment.
They are also responsible for acting as leaders and modeling the use of technology for
students and coworkers.


Kristen Belcher

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.

District Goals/Needs- Professional development will be focused around the technology
capabilities of teachers. The district has the need for students to be able to access
technology more often while addressing all technology TEKS.
Campus Goals/Needs- Provide staff development on the integration of technology
across the curriculum. My campus still needs development in educator preparation and
development. This will be evident in the classroom setting and in lesson plans. Our
campus need for students to be able to access technology more often and addressing
all technology TEKS while doing so. Students need increased opportunity of the use of
technology and the understanding of tools such as Web 2.0
Professional Development- Online (24 hours a day/7 days a week support), blogs,
use of software/hardware and resources, Skype, book studies, making one day a month
devoted to technology improvement/collaboration, hands on workshop with experts,
utilizing leaders

The state has set requirements of technology use in the classroom and for the
needs of students. Our district and campus have addressed these needs within the
improvement plans. Both plans reinforce the incorporation of the technology TEKS
throughout instruction and curriculum. Our district improvement plan stated that our
professional development will be focused around the technology capabilities of
teachers. My campus reinforces this by stating that it will provide staff development on
the integration of technology across the curriculum. It states that this will be evident in
the classroom setting and in lesson plans. Both the campus and district plan addressed
the needs of students to be able to access technology more often and addressing all
technology TEKS while doing so. Students need increased opportunity of the use of
technology and the understanding of tools such as Web 2.0. Both plans also referred to
the increase of hands on professional development to support teachers and staff with
the integration of technology in the classroom and curriculum. The STaR chart
information also shows the need for hands on staff development on the use of
technology tools, hardware, and software. After reviewing the past three years STaR
Chart, my campus still needs development in educator preparation and development.


Kristen Belcher

This has been rated by teachers as developing the past two years. Even though we are
fortunate enough to have the resources, teachers do not feel comfortable using all of
them. Therefore, we have to have more opportunities for hands on professional
development to meet these needs. The more comfortable teachers become with the
resources and tools, the more likely they will be to use them.
With this said, our action plan should be focused around technology professional
development for teachers and the implementation of these skills in the classroom for
instruction and curriculum. We need to look at technology as a way to present
professional development. Using technology to present professional development will
allow for more opportunities and individualized instruction. Teachers will be able to
access the information 24 hours a day, 7 days a week. They will be able to work on
particular skills they need, while not sitting through a course they already know about.
We should even use blogs as a way to professionally collaborate. We can conduct book
studies and collaborate on the on the book through the blog. This will allow for an
ongoing discussion, that is easily accessible. I also believe my campus needs hands on
opportunities to learn tools, hardware, and software. Having a professional development
set up with experts to help guide and troubleshoot with allow teachers experience with
resources while getting help from others. Sometimes it only takes someone helping you
to get comfortable with the use of the equipment or resources before you are willing to
implement it in the classroom. We should be utilizing our new teachers to act as experts
to our less technologically savvy teachers. Doing this will allow our teachers to grow
from digital immigrants to digital citizens. We need to also utilize our campus
administrators, technology liaison, and technology committee to demonstrate
technology lessons and even visit classrooms to help incorporate technology into their
daily routines. They should be modeling the use of technology and the campus
expectations. Various resources can be used during faculty meetings and or
professional development activities to demonstrate the daily use of equipment and
tools. These resources could be Skype, blogging, Wordle, slideshows, mimeos,
document cameras, flip videos, etc. Teachers will be able to see technology in use and
see best practices modeled correctly.
Another area of improvement will be to allow more use of technology within the
classroom. Allowing teachers and students to use cell phones and iPads as a resource
of information. Of course, our acceptable use policy will need to be revised; however, I
feel that if students and teachers are able to use these as resources outside of the
classroom, they should be able to use them within the classroom.
Our campus would also benefit from campus wide blogging and Skype from
classroom to classroom. We can use each other as resources for incorporating
technology and for technology support. Another way to improve technology use in the
classroom would be to make one day a month dedicated to technology improvement.
Teachers can meet this day to help each other, troubleshoot, and to share ideas and
lessons. Collaborating will help develop each teachers horizons and allow them to see
other teachers perspectives.
Professional development is the key to student improvement. If we improve our
professional development, we are also improving instruction and curriculum. We are

Kristen Belcher

finding new ways to individually meet students needs. Technology is a great way to
meet the needs of teachers and students individually and differentiated.


Kristen Belcher

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.

When analyzing the improvement of technology throughout the district and
campus, there are several sources to look at. First, I would analyze the STaR Chart and
all of the components of it. What areas have improved? What areas need work? What
are our strengths and weaknesses as a campus? I would compare this data to the
STaR Chart data found over the past several years to look for growth. I would then
analyze the AEIS and AYP report to look for more trends. Are scores going up? What
are the areas of concern? The new technology implemented should increase overall
achievement. All of these reports together will help to see what improvements have
been made with regards to meeting student and campus needs; as well as, meeting
campus and district improvement plans and the state requirements. We are able to see
if they action and improvement plans are being followed and what changes have been
made. Having evaluations and assessments embedded in the action plans and
improvement plans holds us accountable to success and growth.
Data analysis and evaluations are key to seeing what changes need to be made
in order for continuous growth. It helps us to see where we are and where we want to
be. It also holds all stakeholders accountable. These assessments provide us with a
focus. I have stated that my particular campus needs support in the area of educator
preparation and support. This information was gained from our campus STaR Chart. In
order to have this area grow from developing to advanced technology, we must assess
along the way. I think a great way to evaluate success would be through an ongoing
blog of collaboration from teachers. Teachers could post to the blog throughout the year
and discuss areas of strength and weakness. Administrators and technology leaders
would need to provide support when needed. This would allow us to make progress to
reaching the goals we have set forth for our campus and district. Utilizing the
information from Speak Up and Project Tomorrow will also provide us with information
needed to see where we need to be. Administrators and technology leaders meeting
with teams during the one day a month devoted to technology improvement would also


Kristen Belcher

help. It would allow time to analyze data and reports, it would also allow for time to
evaluate goals and to troubleshoot. We could also utilize teachers and student surveys.
We can do this through survey monkey, blogs, and or googledocs. All of these are great
ways to get information and to use technology at the same time. This will allow the
administrators and technology leaders to see the effectiveness of technology instruction
and curriculum in the classroom. It will also provide feedback on areas of concern.
Discussing with the teachers and students will give us wonderful information. Not only
do the teachers need to be a part of the growth plan, but the students that are affected
should be as well. Discussing with students, families, and community members their
needs will allow for even more growth. Students tend to know more about technology
than the adults. Utilizing them as resources is very beneficial. They can actually teach
us ways to use technology in the classroom. We need to be open minded to this idea.
Furthermore, analyzing when the technology resources are used by students versus
not. What are the effects? What are the strengths and weaknesses? Did it make
instruction more individualized and differentiated? Were students more interested and
creative? These are all questions to ask when looking at the appropriate use of
technology in the classroom.


Kristen Belcher

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 week04_assignment[1][1]

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