1. 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. 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. 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. 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)
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5. 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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6. 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.
DEVELOPING AN ONLINE CLASS
Action Plan Organizational Chart
PERSONNEL/STAKEHOLDER ROLE AND RESPONSIBILITY
FBISD Superintendent Collaborate with other stakeholders in
developing guidelines for a pilot program
involving an online course. Present knowledge
and skills in following proper school district
policy and implementing most appropriate
instructional strategies in creating the class.
Lead in utilizing any resources towards
development of online class. Maintain an
active relationship between the central office
and THS.
FBISD Superintendent of Curriculum and Collaborate with other stakeholders in
Instruction developing guidelines for a pilot program
involving an online course. Present knowledge
and skills in following proper school district
policy and implementing most appropriate
instructional strategies in creating the class.
Maintain an active relationship between the
central office and THS.
FBISD Director of Technology Operations Collaborate with other stakeholders in
developing guidelines for a pilot program
involving an online course. Present knowledge
and skills in developing an appropriate digital
platform for offering course. Maintain an
active relationship between the Technology
department and THS.
THS Principal Collaborate with other stakeholders in
developing guidelines for a pilot program
involving an online course. Maintain an active
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7. relationship between the central office,
Technology department, and all THS
stakeholders.
THS Assistant Principal of Curriculum and Collaborate with other stakeholders in
Instruction developing guidelines for a pilot program
involving an online course. Work with the
department that is designated for online class.
Play an active role in determining available
resources, and assist in developing curriculum
for the class.
Campus Advisory Team (SBDM Team) Collaborate with other stakeholders in
developing guidelines for a pilot program
involving an online course. Each member of
team should voice thoughts for course
expectations.
Department Head (for subject area class to be Collaborate with other stakeholders in
taught online) developing guidelines for a pilot program
involving an online course. Work with AP of
C&I and teacher(s) for online class in
developing curriculum for course.
Teachers Collaborate with other stakeholders in
developing guidelines for a pilot program
involving an online course. Work with AP of
C&I and department head for online class in
developing curriculum for course. Create
assignments, activities, and assessments
utilizing most appropriate instructional
strategies that engage the learner through
technology.
Students Collaborate with other stakeholders in
developing guidelines for a pilot program
involving an online course. Complete
assignments, and discuss strengths and
weaknesses of online course with THS staff.
Discuss different components of technology
integration (i.e. navigating through class,
viewing video lectures, submitting
assignments).
Role of THS Principal
The role of the principal includes many responsibilities that include communicating
between the central administration, school staff, students, parents, and other stakeholders. She is
the nucleus of this endeavor, or the leader. She must have knowledge of district policy,
technology curriculum and instruction, available technological resources and ways to acquire
them. She must lead and facilitate collaborative efforts in planning, implementing, and assessing
the effectiveness of the pilot online course. Her role includes assisting in resolving any issues in
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8. the program that may arise – and there will be issues in the trial run of the course. Current
technology issues and events relevant to the class should be considered as changes are made.
Such issues should be offered to stakeholders involved. The principal should observe the course
as students and teachers interact, and collaborate with others in developing an assessment tool.
The environment of distance learning is a growing trend on the horizon of education, and the
principal must understand the implications for launching a successful program.
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9. 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.
DEVELOPING AN ONLINE CLASS
Professional Development Planning
Purpose: The purpose of the following professional development planning chart is to bring
various stakeholders together in the designing, planning, implementation, assessment, and
evaluation of a pilot online course for a determined class. The overall goal of the online class is
to utilize technology in most aspects of the class through digital presentation of the courseware,
videos, online activities, and use of laptops or technological devices.
Professional Development Planning Chart
Learner-
Centered Purpose Description Steps Estimated Time
Activity
District and Staff will Staff will meet, 1. THS principal 6 months – 1
school staff visit develop a general observe, and needs to school year
and observe idea of planning, discuss all assemble a team
other districts implementing, aspects of online for the visit. (A
or schools and assessing an class with specific
offering online online course to another school, department,
classes. students. district, or class, and teacher
college. Staff need to be
will record selected.)
observations and 2. Principal
take notes. should contact
schools offering
online classes,
and schedule
appointments for
team to meet
with the schools.
3. Team visits
school(s), and
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10. participate in
discussion about
online class.
District and Staff will Staff will 1. Research 6 months – 1
school staff immerse research availability of school year
attends an themselves in a availability of tech ed
educational technology tech education workshops and
technology integrated workshops or conventions.
workshop or environment. conventions, and 2. Plan trip.
convention. Staff will learn plan at least one
of current events trip with all 3. Attend
and issues in stakeholders workshop or
education and travelling conference.
technology. together. 4. Acquire
knowledge and
ideas specific
towards
developing an
online course.
District and Staff develops The professional 1. Staff meets to 6 months – 1
school staff guidelines and staff meets and develop overall school year
develops expectations for offers ideas for goals and
general presentation to class utilizing objectives.
guidelines and other their areas of 2. Staff considers
expectations for stakeholders. expertise (ex. Tech Ed TEKS.,
online class. Director of FBISD and THS
Technology improvement
presents the goals.
availability of
possible tech 3. Staff develops
resources.) overall
curriculum and
instruction for
online class.
4. Staff creates a
syllabus and
calendar of
instruction.
5. Staff
determines all
resources to be
used by staff and
students.
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11. SLHS Campus Previous data The group meets 1. Principal, AP 2-3 days
Advisory Team, and ideas (from on campus to of C&I, and (consecutive or
SLHS Staff and previous staff discuss previous Dept. Head spread out)
students review development data, and present
and collaborate activities) are collaborate on previously
on general presented to local changes to online acquired data and
guidelines for THS class. Changes guidelines for
class. stakeholders for and/or alterations class.
consideration to class should 2. Sample
and further reflect THS assignments,
collaboration. needs or goals. lectures, and/or
online course
presentation may
be offered to
participants.
3. Members of
CAT, teacher(s),
and students
reflect, discuss,
and collaborate
on changes
relevant to THS
and class
structure.
4. Based on
collaboration, the
structure and
design of the
online class
becomes more
defined.
Stakeholders School and School and 1. Staff reviews 2 -3 months
develop a final district staff district staff data, curriculum,
plan for finalizes all outlines course instruction, and
implementing a aspects of online syllabus, all collaborative
school class class for instruction, efforts of
online for approval from curriculum, stakeholders to
proposal to school calendar, this point.
school board/district. resources, and 2. Final
board/district. create curriculum for
assignments for class is created.
class.
3. Instruction,
assignments, and
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12. resources are
defined.
4. Infrastructure
for online class is
implemented.
5.”Trial runs” –
staff practices
navigating
through online
course, opening,
and submitting
assignments and
related tasks.
6. Final proposal
for class is sent
for school
district/board
review.
Staff monitors Staff evaluates Staff meets as a 1. Student Meet 4-6 times
and assesses the various aspects PLC to describe assignments, during the school
success of online of online class to success of class data, year
course. determine course. evaluation of
strengths, online platform
weaknesses, and are presented to
changes to class group.
structure. 2. Team
discusses
strengths and
weaknesses.
3. PLC
determines any
changes to be
made to class.
Week 4 Assignment, Part 3: Evaluation Planning for Action Plan
The technology action plan integrating instructional an organizational leadership must include
Page 12 – Revised October 2009

13. 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.
Purpose: During the process of developing the foundation for the online class, various
stakeholders have presented expectations for the class, numerous federal and local technology
plans have been researched, and similar projects have been studied. The previous section,
DEVELOPING AN ONLINE CLASS Professional Development Planning, offers the
brainstorming, collaboration, research and development that will bring our team to the stage of
developing evaluation guidelines and tools – Evaluation Planning. The THS Campus
Improvement Plan will serve as our major resource of targeted goals and behaviors as it
integrates expectations of federal, state, and local technology plans. The following goals are
targeted for evaluating the success of the online class as it relates to the CIP:
Safe and Orderly Working and Learning Environment
• Implement New FBISD software to control what programs students use while using
computers (p. 7).
• SLHS will maintain a safe and quality environment in which to learn and work:
o Apply strategies for fostering online safety, privacy, and security in support of
student learning (p.23).
Effective and Efficient Operations
• Reorganize webpage format (p. 8).
Student Growth and Success
• Travis High will comply with 100% of all district initiatives:
o Provide opportunities, inclusive of professional development, to build capacity of
teachers, principals, and other staff to integrate technology tools relevant to the
digital learner (p. 13).
Resources Timeline Monitoring Evaluation
Tasks/ Action Responsibilities
Steps What funds, By when How will you How will
Who will do it?
time, people, (day/month)? gauge success be
What will be
and materials progress determined?
done? Class
are needed? toward the
begins Fall
goal?
2010
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14. Designated staff Ongoing Attendance New and
Implement FBISD Director will require through June confirmed at appropriate
New KISD of Technology funds for travel 2010 various trips software is in
software to Operations and and workshops. place to allow
control what accommodations students easy
THS AP of Evidence of
programs at workshops, access and
C&I notes, data, and
conventions, or navigation
students use other schools.
information
through online
while using Dept. Head towards class
class.
Funds for development.
computers Class Instructor selected software Firewalls and
(p. 7). and hardware. web filters are
in place to keep
Time for
all class related
attending the
content suitable
activities listed
for class and
above.
students.
THS will Time for Fall 2010 and Teacher and Major issues
FBISD Director monitoring ongoing students that may arise
maintain a of Technology student progress throughout the confirm a are dealt with in
safe and Operations throughout course. learning a timely
quality course, and environment manner.
environment Class Instructor troubleshoot any conducive End of year
in which to problems that towards survey of
learn and arise. teaching and instructor and
learning, and
work: Articles,
free of
students.
websites, and
Apply relevant research inappropriate
strategies for content and/or
on online safety
behavior.
fostering and ethical
online safety, behavior.
privacy, and
security in
support of
student
learning
(p.23).
Appropriate web June & July Class webpage Evidence of
Reorganize Class Instructor design software. 2010 (and format and changes to
webpage THS AP of ongoing when online access is webpage.
Time to
format (p. 8). C&I collaborate and needed) altered to the Webpage is up
needs and
make specific and functioning
FBISD Director alterations to web expectations of properly by first
of Technology online class.
design. day of class.
Operations
Reserve All major Progress will be 100% buy in
Travis High FBISD appropriate space components of measured by and support by
will comply Superintendent to accommodate online class the logging the stakeholders.
with 100% of of Curriculum various should be minutes of the Instructors have
all district and Instruction stakeholder discussed in various necessary skills
initiatives: meetings and meetings and meetings and
FBISD Director and instruction
staff staff staff
Provide in place to
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15. development. development development proceed with the
opportunities of Technology training by trainings. start of class.
, inclusive of Operations Handouts,
mid-August
PowerPoint Each
professional THS AP of presentation, 2010. stakeholder
development, C&I software, group should
to build hardware relating have had the
capacity of to development opportunity to
teachers, of online class. participate in a
particular event
principals, Funds for snacks
by the end of
and other and
the timeline.
refreshments.
staff to
integrate Various after
school, and
technology
school day staff
tools relevant development
to the digital sessions.
learner (p.
13).
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16. 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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