1. EDLD 5352 Instructional Leadership: The Technology Link
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.
Title Responsibility
Superintendent •responsible for implementing and enforcing
all board policies
• oversees the operations of the district
*The Department of Technology is responsible for planning and monitoring the District’s
computer network and for providing service and support to District campuses in the
acquisition and use of technology.
*District Technology Coordinator • develop and provide solutions to current and
futuristic needs of the entire district.
• responsible for planning, implementing,
supporting and training related to the
integration of technology into the classrooms.
• works directly with the Superintendent in the
strategic planning of the needs of the district
• attends meetings and workshops to learn
about new technology tools
• work with the principal and TPC perform a
needs assessment for each campus
*District Network Administrator • responds to technology work orders
• repairs technology on the campus
• works with the technology coordinator
Technology Planning Committee (TPC) • includes one person from each core
academic plus media/resource specialist that
will act as campus technology facilitators
• works in cooperation with the building
principal to analyze data in order to develop
campus improvement goals.
Campus Technology Leader/Mentor • lead the TPC, gather, analyze, needs and
make recommendations for improvement
based on assessment data on student,
technology, teacher, performance indicators.
• makes recommendations for technology
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2. EDLD 5352 Instructional Leadership: The Technology Link
improvements based on assessment data on
current student body, technology surveys i.e.
(STaR), teacher request, and campus
performance indicators.
• May lead staff development
Media Specialist • Runs the school library/media center
• Member of the TPC
Campus Lab Facilitator • assist teachers to implement technology
TEKS
• research new software and make
suggestions to the district tech coordinator
Model Classroom Instructor/Leader • supervises implementation of
hardware/software in classrooms
• Train other model classroom teachers
Model Classroom Teachers • receive the newest products to use and share
with their peers
• encourage teachers to use technology and
support them when needed
• model seamless integration of technology
into lessons
Teachers • implement technology and teaching
strategies in the classrooms in order to meet
the goals of the campus improvement plan.
Students • utilize technology that the school provides to
enrich learning experience
Principals must be role models that include technology in the vision and goals of the campus.
They need to encourage the use of technological devices and look for those to be visible as he
observes teaching. It will be up to the principal to revise the budget to include funding that
provides technology-rich environments for students. He is accountable for informing,
encouraging, and implementing programs that teachers can use to enhance teaching. The
campus principal will analyze the data (AEIS, STaR Chart, TAKS item analysis) to determine
which areas of instruction need attention. The principal then begins to outline goals for the
campus. The campus principal is ultimately responsible for the implementation of technology.
They monitor implementation by conducting walk-throughs and by being present at all
department and TPC meetings to lead discussions on the effectiveness of strategies and
support services available. When software is suggested and researched by the District
technology coordinator, it is then submitted to the principal for budget approval. It is the
responsibility of the campus leader to be aware of the current trends in technology and attend
professional development to implement these trends. The web pages and lesson plans are
checked by the principals.
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3. EDLD 5352 Instructional Leadership: The Technology Link
Superintendent
District District Network
Technology Administrator
Coordinator
Campus
Technology
Leader/Mentor Principal
Media
Specialist
Campus Lab
Facilitator Technology Planning
Committee
Model Classroom
Instructor
Model Classroom
Teachers
Teachers
Students
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4. EDLD 5352 Instructional Leadership: The Technology Link
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.
Argyle ISD utilizes a yearly survey of teaching staff and administrators to determine
competencies and areas of needed staff development for the staff. The district also utilizes
information from the Texas STaR chart and random surveys of parents and students to identify
needs. The district technology staff utilizes outside resources to periodically review the district
infrastructure for needed upgrades. Hardware needs are determined from tracking inventory
with the district utilizing a five year replacement cycle. Software needs are determined by
instructional staff and reviewed by the technology department.
During week two, I analyzed the STaR chart results from my campus and came up with the
following goals:
• Bring both Teaching and Learning and Infrastructure categories back to Advanced
ratings in 09-10
• Meet Target rating in at least two categories by 2012
I noted that to achieve the Target area, teachers must attend 30 or more hours of technology
professional development annually. Also, teachers and students must have anytime/anywhere
access to technology and digital content within the campus, district, home, or community.
As my week three report described, the most pressing issue for future professional development
is: the use of technology to deliver and enrich our curriculum and, most importantly, to integrate
technology into our curriculum, instruction and assessment.
I pulled the following goals from our district technology plan:
• Implementation of technology devices in the classroom and training on such is still
needed district wide (we have the tools we need but they are not being implemented as
they should be)
• Student projects/products will reflect technology integration
• Software programs are utilized to increase student performance in reading, writing, and
math
• Staff development will focus on the use of technology in reviewing TEKS and TAKS data
I will focus on these areas for professional development activities.
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5. EDLD 5352 Instructional Leadership: The Technology Link
Because many teachers at our campus will be overwhelmed with the new requirement of 30
hours, most of the professional development sessions will be offered as web casts that can be
accessed via the district web site 24/7. Additionally, a professional development blog will be set
up to reflect on the sessions.
Professional Development Topics
*provided by our local education service center (some in an online form)
• *Activities, Lessons, and Projects that Incorporate Technology
• *Interactive Online Tools for Integrating Technology
• *Moving from Ordinary to Extraordinary with SMART Board Interactive Whiteboard
Lesson Activities
• *Quick Math and Science Activities Using Technology
• *Quick Reading and Language Arts Activities Using Technology
• Technology Mentor Program- place teachers into small groups(some strong in
technology, some not) and create online discussion boards
• Book study- Conquering Info Clutter: Timesaving Technology for Teachers by Meg
Ormiston
• Technology Showcase (catch a teacher using technology, video tape the lesson, and
post it online for teachers to view and get motivated)
• Research districts that provide laptops to all students and blog about the possible
benefits of this new trend
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6. EDLD 5352 Instructional Leadership: The Technology Link
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.
Evaluation Methods:
• Teacher appraisals will include evaluating their performance in implementation of
technology units in the core areas. The current goal is for technology to be used in 30%
of the students’ instruction.
• Student success will be determined by student success rate in technology application
courses at the secondary level. At the elementary level, student success will be
evaluated by the teachers in incorporating the TEKS in their classroom instruction.
• Annual surveys will be conducted to determine teacher perceptions on their ability to
implement technology and to determine the district’s status in deploying new technology
hardware and the level of success of the district infrastructure.
• Randomly generated satisfaction surveys after online staff development sessions
• Use data available from various sources, disaggregated by teachers, compared to last
year’s results to determine increases, decreases, and trends.
• Administrators will monitor and offer on-going support by conducting walk-throughs and
scheduling conferences with teachers in need of assistance.
• Use a technology implementation rubric during informal walk-throughs.
• Compare student questionnaires to assess student perception of technology
implementation in the classroom before and after the staff development.
• Record the number of technology related professional development hours logged by
teachers. Look at PDAS evaluation from the year before to see improvement.
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