1. EDLD 5352 Instructional Leadership: The Technology Link
Wesley Dennis
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.
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2. EDLD 5352 Instructional Leadership: The Technology Link
Wesley Dennis
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
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3. EDLD 5352 Instructional Leadership: The Technology Link
Wesley Dennis
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
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4. EDLD 5352 Instructional Leadership: The Technology Link
Wesley Dennis
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.
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5. EDLD 5352 Instructional Leadership: The Technology Link
Wesley Dennis
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.
Superintendent / School Board
The board ultimately sets the mission and vision for the use
of technology in the district. It is their goal to make decisions
on policies and rules, as well as set the budget.
Technology Department
The technology department further creates and monitors the district
technology plan. They manage the technology infrastructure of the
district and identify new technology for use in the district.
Curriculum
Instructional Technology Specialist Development
This person provides training to the schools through Departments
training the Principal, CTA and Master Trainers. The various curriculum
They provide district level staff development. departments assist the
Instructional Technology
Specialist in finding the best
available technology resources
Principals and preparing teachers.
The principal provides the schools
vision for technology use based on
the Technology Plan. They model
technology use to the faculty and
students.
Master Trainers
Campus Technology Assistant
These are teachers that have been trained to
This person manages the computer labs
prepare campus teachers on the use of new
and helps with any level-1 technology
technology. They provide campus level staff
issues that may arise in the school.
development and answer questions about use.
Teachers
Teachers implement technology in the classroom and provide
students with the necessary training that they need to function
in the society. They model technology use to the students.
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6. EDLD 5352 Instructional Leadership: The Technology Link
Wesley Dennis
The Role of the Principal:
The principal ultimately provides the vision for the school and makes decisions on what
campus level technology will be purchased. He or she also provides an example to the
staff for professional use of technology and the legal use of technology. The campus is
the primary concern of the principal. He/she empowers those that are training the
teachers and providing aide to the teachers, as well as empowering teachers to freely
use technology in the classroom as they prepare their students. The principal must
make sure that he/she does not micromanage technology implementation in the
classroom, but he/she does make sure that teachers use the campus resources
available before going to the technology department. The principal and assistant
principals monitor teachers to make sure that they are using the technology that has
been given to them so that money is not being wasted.
Despite the hierarchy in technology, most classroom technology decisions are made at
the campus level in Garland. Teachers or district personel will recommend a program,
then it is the principals decision on what to purchase. The infrastructure is what comes
from the district level. If there is something that the district purchases and wants
implemented in the schools, then that is when the Instructional Technology Specialist
goes to work.
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7. EDLD 5352 Instructional Leadership: The Technology Link
Wesley Dennis
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.
Too often teachers are given a new piece of technology or a new program and never
really trained on how to use it properly or even how to incorporate it into the curriculum.
While some teachers can “figure it out on their own,” most teachers will toss it aside to
collect dust because they are frustrated from the beginning. So, they end up going back
to drilling and killing the students instead of using the technology that the school/district
purchased. If we combine modeling with training, then I believe that we can get
teachers to buy into the new technology. The principal and other teachers must model
and encourage those that are not so technology savvy. Also, if we show teachers how
technology can be used to improve student success, then there will be more teachers
using the technology.
The teachers at my school are getting SMART boards to use in the classroom in the
spring semester. I’m excited about it, but I really haven’t ever seen or touched one, so I
have no clue how to use it in my classroom. Following is a staff development that might
help in easing the tension that some teachers may have when it comes to using the
SMART board in the classroom.
Integrating Smart Boards into the Classroom
Session Purpose: Teachers will be learning best practices for use of the Smartboards that the school has
purchased for classroom use. Also, they will discuss how the use of Smartboards will help improve
students understanding of the curriculum objectives.
Learning Objective to Be Addressed: New Technology Use
Facilitator:
Grade Level: Master Trainer (will have Location: Start Time: End-Time:
All Grades received a full day training on the Computer Lab 2:45 3:30
smartboard before presenting)
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8. EDLD 5352 Instructional Leadership: The Technology Link
Wesley Dennis
Learner-
Estimated
Centered Purpose Description Steps
Time
Activity
Modeling To show teachers how cool As teachers come in, 10 minutes
Smartboards can be and their use in the instructor will be
the classroom. modeling use of the
smart board.
Discussion To show teachers that using the Use a presentation to 10 min.
smart boards will help student’s look at data and how the
learning and understanding of the smartboard will help
curriculum objectives. improve student
performance.
Instruction To show teachers the basics of Facilitator will show a Log in and 20 min.
using the smartboards presentation from the watch
manufacturing company
that will show the basics
of using a smartboard.
Ideas for creative To go a little further and show some Facilitator will discuss 5 min.
uses of the unique features of the ways that each subject
smartboard. area can use the
smartboard in the
classroom and some of
its additional features.
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9. EDLD 5352 Instructional Leadership: The Technology Link
Wesley Dennis
Week 4 Assignment, Part 3: Evaluation Planning for Action Plan
The technology action plan integrating instructional and 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.
Over the past year, I have noticed that we are able to evaluate staff developments at district
trainings and when an outside company comes in, but we do not ever evaluate the staff
developments provided by those on our campus. Our staff is always frustrated with the
monotonous and mundane details that we are given in the “trainings.” While the Likert scale
evaluations are not always the most accurate and they are often skewed by teachers that are
just trying to get out of there, they are at least an evaluation. My thought is that we need to
make better use of resources such as Survey Monkey. This would allow teachers to come back
within 24 hours of the training and answer evaluation reflections. Teachers would have had a
time to reflect on the training and the information presented. Also, the results are calculated for
you, which is always nice. Surveys are not the only way that data can or should be collected. It
is always best to sit down with a trusted staff member and discuss strengths and weaknesses,
as well as sit down with a frustrated or disgruntled staff member to see the improvements that
can be made. This can only be done if the staff member feels safe when sharing his/her
frustrations. The presenter can then look at how results and comments to see he/she could
better present to the staff. The presenter should also have someone else look at the results to
see if they see them in a different light.
When it comes to the evaluation of the use of technology in a school, I think we do a pretty poor
job. There are a lot of resources available that most teachers do not even mess with because
they are uncomfortable with using it. I’m not even sure that the administrators are aware of how
technology is not being used. Those that are aware do not know how to improve the use of
technology. It all comes down to the training. Teachers must be trained on how to use the
technology, and a support system must be in place to help when teachers have questions. The
administration must openly monitor the use of new and old technology alike.
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10. EDLD 5352 Instructional Leadership: The Technology Link
Wesley Dennis
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.
Your Blog’s Name Your Blog’s URL
Educating Middle School Students http://edumiddle.blogspot.com/
in Texas
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