Technology Leadership Action Plan

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 (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



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



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)



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.

KWeek 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.

Katy Independent
School District Board
of Trustees

Katy Independent
School District
Superintendentepende
nt School District

KISD Associate KISD Director of
Superintendent of Technology
Curriculum
Instruction

Campus Level
Technology Help Desk
Secondary Principal

District Level
Campus Level
Instructional
Curriculum
Technology
Instruction Principal
eLearning Specialists

Classroom Teachers

Students



Technology Personnel Duties and Assignments
Katy ISD Hierarchical Order of
Assignment, Responsibility, or Area of Expertise
Technology Responsibility

Katy Independent School Board of Elected panel of officials who represent community
Trustees stakeholders.

Individual who represents the interests of the
entire district. Answers only to the Board of
Katy Independent School District
Trustees. Ultimately responsible for all decisions
Superintendent
pertaining to technology. Submits technology
plans, projects, and programs to the board.

Individual who is responsible for the curriculum
Katy Independent School District implementation at all levels for the district. Works
Associate Superintendent of Curriculum with principal and curriculum principals to ensure
Instruction congruent application of district curriculum goals
including those regarding technology.

Individual who answers to the Superintendent of
Instruction and the Superintendent. Person is
accountable for the district's current and future
Katy Independent School District Director
infrastructure. Also is responsible for maintenance
of Technology
and operation of the district's educational
technology initiatives. Last, oversees the district’s
technology help center.

Person responsible for technology implementation
at the campus level. Must meet district, state, and
Campus Level Principal national goals in regards to technology. Must
distribute funds allocated by the school board in a
fashion which supports building technology.

The head principal can utilize influence to help
expedite major technology problems. However, it
Technology Help Desk is under the domain of the technology director. It
is the main avenue of help when teachers need
hardware or software assistance or maintenance.



Under the direction of the campus principal. Most
responsible for the implementation of the campus
technology goals for teacher and student
education. Works closely with the eLearning
Campus Level Curriculum Instruction
technology specialists. Provides the impetus to
Principal
train staff and students in the various technology
applications suggested to the school board by the
superintendent and the associate superintendent
of instruction.

Individuals highly proficient in all things
technology. These persons are responsible for
District Level Technology eLearning
training all staff levels in the use of hardware and
Specialists
software. Can be a source utilized by teachers to
help instruct students.
Implements technology goals of the campus.
These goals mirror those of the district and state.
Classroom Teachers In effect, this person has the ultimate responsibility
of creating opportunity and interest in educational
technology.

Recipients of all of the above knowledge and
experience in the area of technology. Responsible
Students for learning the necessary technology skills which
will make them successful in future ventures such
as higher education or the workforce.

*The district no longer has the position of building level instructional technology
specialist (IT). This is the job(s) of the eLearning Specialist. They have fewer of
these and are based out of the central administration building.
**This represents only the secondary level of education in this district.
Campus Head Principal: The principal’s main function, in my opinion, should be that
of facilitator and quality control. This person should facilitate the acquisition of all
necessary items technology related. He/she should be the leading impetus for
technolgy integration in the curriculum and the classroom. Working closely with the
curriculum intruction principal, he/she should analyze and prioritize the needs of the
school and make constructive suggestions to the curriculum instructional principal.
Ultimately, the head principal has to model the technology that the students are being
required to learn. Last, the head principal has to weave the technology goals into the
school mission and vision. This will demonstrate to all that techology must appear in
the daily operations of the building and classroom since it is deep rooted in the
stakeholders’ daily lives.



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.

Rationale for Targeted Teacher Preparation & Development Needs at Seven Lakes High
School: The greatest weakness, according to the campus STaR Chart results, is Educator
Preparation and Development. The campus earned a rating of “advanced tech”. However, it was
a low score in that area (15) and it was down from the previous year. I felt that the training we
have received this year and last school year has been less than adequate. However, over the past
six months I have seen a greater impetus on Web Tools 2.0 training. The campus AYP is quite
high. However, there is always room for improvement and this would be the best place to begin.
The connected learners at Seven Lakes High School would benefit greatly from a collaborative
environment enhanced by blogs, improved note-taking skills, collaborative projects, and general
technology integration.

One of the main issues with students today is their lack of interest when it comes to “classical”
education. There is a general dislike of note-taking and also a lack of skill in this area. The
number one “hook” for the vast majority of students is technology. From my student interviews,
the vast majority of students are quite elated about the idea of using personal lap-top computers
in the classroom. Since the campus will be 100% “wi-fid” by the second semester of 2012
(KISD Long Range Technology Plan, 2010) I believe that all teachers must become proficient in
the use of technology in their instructional area. This will allow for a shift in how instruction can
be implemented.

Therefore, I think it necessary for there to be a strong move, if not an entire shift, to the use of
Web Tools 2.0. Glogster, Edmodo, Prezi, and others I believe will provide that “hook”.
Implementation of hardware such as Smart boards in conjunction with Web Tools 2.0 is another
area which would enhance attentiveness and interest. Additionally, utilizing blogs as a means of
student collaboration will also “globalize” the school more.

Technology Goal: Increase teacher knowledge and use of Web Tools 2.0 in
conjunction with Smart board presentation in daily instruction.

Objective/Task Task Leader/Point Person Source/Supply/Reserve
Establish a technology Committee chairman who 1. Campus Faculty
committee would be the campus 2. Campus Administrators
instructional principal



Comprehensive and in-depth District technology Director in 1. District eLearning
Web Tools 2.0 training conjunction with the campus Specialists.
instructional principal 2. Advanced campus faculty
Establish a technology Department chairs for each 1. Campus faculty
mentoring program within PLC core subject area in 2. PLC specific faculty
core areas. conjunction with the campus 3. Advanced campus faculty
instructional principal.
Establish an on-line learning Team leader of each 1. District faculty
college among PLC core individual PLC in conjunction 2. District eLearning
areas across the district. with the department chair, and Specialists
the campus instructional 3. PLC specific faculty
principal.

*I purposely tried to keep as many resources (column 3) as possible localized to
the campus. This provides more ease of control.
**All necessary hardware for trainings would come in the form of campus
computer labs, lap-top carts, and Smart boards which are already in each class
room.



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.

Objective/Task Assessment/Analysis

Campus instructional principal will lead the 1. Lesson plans created which
creation of a campus instructional demonstrate the implementation of
committee comprised of the top Web Tools 2.0 and Smart board
technology savvy faculty on site. The integration.
main function of this group will be twofold.
2. Administrator walk-through of
1. Create technology integrated faculty implementation of integrated
lessons and then teach these technology lessons.
applications to the various PLCs
during the common planning 3. Administrator official observation of
periods which exist within the faculty implementation of integrated
master schedule. technology lessons.

2. “Troubleshoot” Web Tools 2.0 4. PLC documentation of technology
issues. This would be an in-house committee training during common
help desk. planning period.

Comprehensive and in-depth Web Tools 2.0 1. Administrator walk-through of
training. eLearner Technology Specialists faculty implementation of integrated
would lead campus based trainings using the technology lessons.
various computer labs in the building. Once
“experts” exist on campus, those individuals 2. Administrator official observation of
can then become the trainers. I am faculty implementation of integrated
anticipating these individuals are part of the technology lessons.
technology committee.
3. Administrator viewing of student-
generated technology in the form of
glogs, blogs, and notes.



Establish a technology mentoring program 1. Department chair of each PLC core
within PLC core areas. Many younger area will track meetings of mentor
teachers grew up in the technology age (a and mentee.
digital citizen if you will), especially those that
are younger than 30. This campus will utilize 2. Feedback from the mentees via
these faculty members as a technology email communications. Email will
resource. They will be paired with a digital originate from campus instructional
immigrant from their PLC or if necessary a administrator.
different PLC within their core area. This label
of digital immigrant would be based on their 3. Administrator walk-through of a
personal STaR Chart score. digital immigrant’s class utilizing
technology.
Establish an on-line learning college among 1. Each PLC would document in their
PLC core areas across the district. This would planning period what ideas were
be a collaborative blog which would encourage exchanged (taken and given) via
the exchange of ideas based in technology the blog.
instruction and the application of Web Tools
2.0. 2. Administrator could view the blogs
themselves.
3. District eLearning Specialists could
submit ideas on the blog that they
are assigned to help/monitor.



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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