1. 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.
School Board
Responsible for integrating policy related to technology and instructional organization within the
school district.
Superintendent
The Superintendent is responsible for the implementing and overseeing the district technology
policy within the school district.
District Systems Analyst, District Technology Specialist, District-Wide Technology
Committee
Investigate innovative technologies that will enhance instruction for all students, including at-
risk students and other identified students not meeting academic success.
Campus Principles
Campus Principles are responsible for integrating technology policies and goals into campus
improvement plan and overseeing professional development opportunities to meet these goals.
Site Based Committee: Set goals for campus regarding technology as well as other campus
needs.
Teachers: Implement campus/district technology policies and goals in the
classrooms as per District and Campus Improvement Plans.
Other School Personnel: Assist Principles and teachers in the
implementation of technology plan as well as other campus needs.

2. 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.
Presenters: Turk K. (District Systems Analyst)
Jackie K. (District Technology Specialist)
District Wide Technology Committee Members
Professional Development Plan/Purpose: Since ECISD is weak in the
implementation of technology, my professional development plan is to introduce the
variety of resources available to teachers and other professionals in our district. The
presenters will make educational professionals aware of what is available for them to
use in the classroom pertaining to each content area. The District and Campus
Improvement Plans will be referenced when identifying specific areas and goals
pertaining to the content area needs and weaknesses. Furthermore, these technology
specialists will be available for questions/comments throughout the school year, with
follow-up professional development as necessary.
Timeline: Professional development will take place at the beginning of the school
year, with follow-up or other necessary meetings to be held throughout the
school year.

3. 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.
When sorting through material from a variety of sources, it is easy to notice that most of
the plans are heading in the same direction. Let’s take our district technology plan, for
example. It has plans for our district to integrate technology into the classroom through
a multitude of ways. At this point in my school district, we are not there. The long term
vision or goal, however, is in place. This is similar to the information contained in the
state technology plan. The National Educational Technology Plan relates how
education is the key to success in America. Education is necessary in all aspects of
society, as well as a means of gaining better jobs and making higher incomes. This
data, along with data from the Star Chart, AEIS Reports, and others lets us know what
areas we need to work on. With this knowledge, we are more able to focus on these
areas of weakness, and build on them as a district and/or campus.
In assessing my action plan, my campus/district will use a variety of tools. We will use
surveys, questionnaires, etc. along with more formal data like the STaR Chart, AEIS
information, and the CIP. By using these tools, we can assess whether we have made
any improvements, and adjust our goals based on the areas that are still weak. By
having our district systems analyst along with the district technology specialist give the
professional development session, we are gaining knowledge straight from the source.
If there is any new and effective program that our district has, then these presenters
should know about it and be able to educate us on the use of it.
Finally, on-going assessments and monitoring must take place in order to gauge how
effective the professional development session was and also to make sure that the
teachers are utilizing the tools that they have been given. Through walk-throughs and
constant monitoring by the administration, they will be able to determine whether
teachers are using their new knowledge. At the end of each 9 weeks, it will be critical to
gather all the data that has been acquired, and determine where we stand as far as
technology usage with our students. If we have made improvements, then we will
record those and continue in that direction; however, if we are not seeing any
substantial changes, then we must find a different route to take. This on-going
monitoring and assessment is critical to our seeing results within our school/district.

4. References
Texas Education Agency. (2008). Texas Long Range Plan for Technology, 2006-2020
[Data file]. Retrieved from
http://ritter.tea.state.tx.us/comm/leg_reports/2008/08pr_to_lrpt.pdf.