1. Week 4 Assignment, Part 1: Development of an organization chart
integrating technology
Don Daniels
Superintendent
Chris Whiddon Marsha Milolovich Lynn McKinney
Chief Financial Officer Deputy Superintendent Assistant
of Instruction Superintendent of
Krista Hall Dan Manning Denise Dugger
District PEIMS Executive Director of Executive Director of
Coordinator Administration Assessment
Robin Seay
Stuard Principal
Jayleen Goolsby
Stuard PEIMS Clerk
Chris Bates
Stuard Technology
Teacher
Greg Holbert
Director of Technology
Superintendent – Oversees the district’s daily operations while keeping the
district aligned with its vision and goals. This also includes the Technology plan
for Aledo ISD.
Deputy Superintendent of Instruction – Oversees the curriculum and
instruction within the district. References the AEIS data to make data-driven
decisions regarding curriculum and instruction. Responsibilities also include

2. planning for the district wide professional development opportunities. This
professional development includes technology staff development.
Assistant Superintendent of Special Programs – Oversees all of the special
academic programs within the district. These programs include special education,
gifted and talented education and English as Second Language education.
Chief Financial Officer – Manages the budget for the district. Oversees all of
the requests and expenditures within the district.
PEIMS Coordinator – This position is in charge of overseeing all of the PEIMS
clerks at the seven campuses in the district. This person coordinates the
activities that lead up to “snapshot” day and in charge of training all the
necessary personnel in the PEIMS system.
Executive Director of Administration – This position is responsible for
overseeing all of the physical assets of the district and principals. This position is
part of the committee that implements the current technology plan for Aledo
ISD. Communicates with the Technology Director and Principals to align
personnel and resources in order to achieve the goals set forth in the technology
plan.
Executive Director of Assessment – This position is responsible for
managing all of the standardized and benchmark testing in the district. This
includes TAKS, TPRI, and TELPAS. This position is responsible of analyzing the
scores to look for trends and indentify strengths and areas for growth. This
person is in frequent communication with TEA regarding assessment.
Principal – This position is responsible for maintaining the safety and well-being
of the staff and students at the campus level. The principal serves a vital role in
the implementation of Aledo ISD’s technology plan. It is the role of the principal
to communicate the plan with the campus staff and indentify weaknesses in the
implementation of this plan. These weakness should be documented and action
plan be drafted to address these issues.
Director of Technology – This position oversees the implementation of the
technology plan that Aledo ISD adopted in 2008. This position makes regular
report to the school board of the progress of the 2008-2011 plan. This person
manages the district’s technology hardware and software and forecasts future
needs. This person oversees a staff that maintains the district’s technological
infrastructure.
Campus PEIMS Clerk – This position is responsible for maintain accurate data
on the campus level in the PEIMS program.

3. Campus Technology Teacher – This teacher is responsible for overseeing the
computer programs provided by the district to assist with remediation and
enrichment. This teacher is in charge of running the reports that provide the
data that documents the progress being made by students in these programs.
This data is then used by the principal and classroom teachers to assist in
curriculum and instruction decisions.
Week 4 Assignment, Part 2: Professional Development Planning
"Teacher's technology use tends to mirror their experiences during teacher
training." (Niederhause, Lindsom & Strobel, 2007) With all the district resources
being spent on upgrading the technology within the classrooms, great care must
given to plan effective training in order to utilize the technology to its greatest
potential. Teachers who are not adequately trained to use the technology within
their classrooms will be in a sense wasting tax payer dollars at no fault of their
own. This makes the need for effective professional development not a luxury
but rather a must have.
Planning this type of training must be very deliberate and systematic. It cannot
be planned on a whim, but rather driven by the data collected. The following
data sources will be used to develop the most appropriate staff development for
Stuard Elementary. The state gives each district and campus a wealth of
information in the results of the STaR chart survey. This report pinpoints areas of
strengths and weakness for each campus in the state. The Aledo ISD Technology
Plan 2008-2010 was developed by conducting a comprehensive needs
assessment that encompassed interviews with staff, focus group sessions,
inventories of hardware and software, and the results of the STaR chart. The
Aledo ISD Strategic Plan addresses the future needs for the entire district during
the 2009-2012 school years. Technology is addressed in the Strategic Plan. The
Stuard Elementary Campus Improvement Plan is updated yearly and
complements the Aledo ISD Strategic Plan but is more campus specific.
Technology is a major component of the Campus Improvement Plan. These four
data source need to be consulted in order to provide the most effective staff
development opportunities for the staff at Stuard Elementary.
During the roundtable discussion between Dr. Jenkins, Dr. Abernathy and Ms.
Cummings, professional development was discussed as a major component of
the technology integration into the classrooms. The need for frequent training
was noted. The need make the training available to teachers on a 24/7 basis was
discussed. This important part of the professional development was also a very
low scoring component of the STaR chart results for Stuard. While I agree with

4. the concept of this kind of training, it cannot be the bulk of the professional
development for teachers. When new technology concepts are being introduced
for the first time, face-to-face training is much more effective to the novice.
Ongoing training and practice would be a great way to implement the online
training modules.
After reviewing the four above mentioned data sources, it is apparent that the
greatest need is to conduct professional development that addressed the new
technology purchased for the classrooms by the funds from the bond passed on
May 10, 2008. This technology includes SmartBoards, document cameras and
Senteo Hand Held Response Systems. Training also needs to be provided for
Distance Learning opportunities and Web 2.0 tools. According to the data
sources referenced, adequate training has already been provided on the
document cameras installed during this same time period. These four areas of
professional development will be present over two half days of training. The
training will take place on the two early release days that are built into the
calendar by the school board in the fall semester.