edld 5352 week04_assignment

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.

– Revised October 2009


Rubric

Use the following Rubric to guide your work on the Week 4 Assignment.

Tasks

Accomplished Proficient Progressing Not Meeting

Expectations

Action plan includes an organizational chart identifying key stakeholders in integrating technology and district and campus organizational leadership

Student completes the organizational flow chart identifying key personnel from the district administration through campus implementation responsible for integrating technology and instructional and organizational leadership. Chart must identify personnel titles responsible for this integration and implementation, and a brief description of the role and responsibilities of all personnel.

(Maximum 20 points)

Student completes the organizational chart with some identification of district and campus personnel, but does not address the roles and responsibilities of personnel in integrating and implementing technology, instructional and organizational leadership.

(18 points)

Student provides a partial organizational chart that does not include all key stakeholders, and does not describe the roles and responsibilities of key personnel.

(16 point)e

Student does not complete the organizational chart or description of roles and responsibilities.

(0 points)

Comprehensive professional development plan(s) designed to achieve the action plan of integrating technology with instructional and organizational leadership.

Student describes a professional development plan or activities designed to achieve the action plan of integrating technology with instructional and organizational leadership. To achieve 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

Student provides a professional development plan(s) that address two of the three bulleted items from the Accomplished column.

(18 points)

Student provides a professional development plan(s) that addresses only one of the three bulleted items from the Accomplished column.

(16 points)

Student fails to develop a professional development plan(s).

(0 points)



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 assess the progress and success of the action plan.

The action plan must also include an evaluation plan that provides 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

Student provides an evaluation plan that addresses two of the bulleted items from the Accomplished column.

(18 points)

Student provides an evaluation plan that addresses only one of the bulleted items from the Accomplished column.

(16 point)

Student fails to include an evaluation plan in the Week 4 action plan.

(0 points)



integration of technology with instructional and organizational leadership.

.

(Maximum 20 points)

Posting action plan on the Discussion Board and on their blog, and provides evidence of reviewing and commenting on action plans of other students.

Student posts their action plan on the Discussion Board and on their blog and provides evidence, through written comments, of reviewing and reflecting on at least two other student’s action plan.

(Maximum 20 points)

Student posts their action plan on the Discussion Board and on their blog and provides evidence, through written comments, of reviewing and reflecting on one other student’s action plan.

(18 points)

Student posts their action plan on the Discussion Board and on their blog but does not provide any comments or reflections on the action plans of other students.

(16 point)

Student does not post on the Discussion Board or on their blog.

(0 points)

Assignment Mechanics

Responses are relevant to course content; student uses correct APA writing mechanics; no errors in grammar, spelling, or punctuation.

(Maximum 10 points)

Responses are relevant to course content; one or two errors in grammar, spelling, or punctuation, including APA writing mechanics.

(8 points)

Responses are relevant to course content; more than three errors in grammar, spelling, or punctuation including APA writing mechanics Needs

(6 point)Improvement

Responses do not reflect knowledge of course content, lack clarity and depth, and/or include multiple errors in grammar, spelling, and punctuation, including APA errors.

(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.



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.

Assistant Superintendent of Curriculum and Instruction- Reports directly to Superintendent of Schools. Responsibilities include all aspects of technology integration including budget, capital outlay, personnel, etc.



Director of Technology- Reports to Associate Superintendent for Technology and School Services. Primary focus is to work with curriculum and campus staffs to integrate technology in such a way as to engage and motivate students to become productive 21st century citizens and to find the best technological tools for our students and teachers to utilize in the classroom.

Campus Principal- Educational leader of a campus. Ensures campus goals and objectives are the focus of the educational day. Regularly consult with the campus-level committee in the planning, operation, supervision, and evaluation of the campus educational program.

Network Engineer- Oversees the network infrastructure for district.

Computer Services Manager- Oversees the Computer Repair and Support department which is responsible for the installation, maintenance, and support of the district's computing systems, networks, and data communications technologies, including hardware and software

Computer Technicians, provide Level 3 support, as well as network administration,

supervision of CTAs and TAs, applications deployment, hardware repair, and on-site Administration Building tech support. Computer Technicians rely upon Network Engineers to help with unresolved issues.

Technician Assistants (TA), provide Level 2 support, normally dividing their time between one Middle School and two Elementary Schools. Two TAs are housed full-time at the High School. Any unresolved issues are escalated to Level 3 support.

Campus Technology Assistants (CTA), provide Level 1 on-site support for two Elementary campuses. Typically, a CTA works closely with teaching staff to immediately resolve basic technical issues involving computers, data projectors, network access, printing, and distance learning events. Any unresolved issues are escalated to Level 2 support.

Instructional Technology Coach- Assist in planning for effective implementation of curriculum to ensure that technology is used effectively to meet student needs. Demonstrate on a regular basis the use of technology in the classroom to improve teaching and learning.

Classroom Teacher- Encourage learning activities that take advantage of computer networking capabilities, i.e., using and creating Internet resources. Monitor the use of instructional technology to ensure that resources and activities enhance rigorous academic content and the school’s mission. Make continuous improvements in key processes, techniques, and procedures related to the instructional technology program. Provide frequent feedback to staff members and administrators regarding instructional technology.



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.

Centered Principles” and “Learner-Centered Practices” to help you generate ideas for activities.

Session Purpose:

To motivate teachers to incorporate technology in their lesson plans.

Learning Objective to Be Addressed: Math concepts in cross-curricular settings

Approving Principal: Bobby Morris Presentation Date: August 25, 2011

Grade Level:

9-12

Facilitator:

Stacy Fanning

Location:

Room 825

Start Time:

4:00pm

End-Time:

4:45pm

Learner-Centered Activity

Purpose Description Steps Estimated Time

Participants will be given a piece to a puzzle when they enter the room. They are to find the other three matches and find their seat as described on the completed puzzle

Social influences on learning

To encourage random seating.

Room will be arranged in pods of four. Each pod will have a basket of materials (cotton ball, pen, paper, stopwatch, post it notes) to be used in during the session.

Instruct participants that they will have five minutes to locate their “missing puzzle pieces” and to find their seats.

5-6 minutes

Meet and Greet- Teaching across the curriculum.

Nature of the learning process

To create an objective

Introduce myself and allow each to introduce each other to pod

2-3 min.



focused environment

mates. State the objective to the meeting and the time frame expectation of the meeting.

Listening Up Contextual learning

Have each participant choose a prop from the basket. Using their laptops, teachers will need to access their minute timer, Netschool – logged into the Professional Development forum, and access to their TI84 calculator. Explain that each will be responsible for the outcome of the experiment. Explain that when I begin the story they are to start the stop watch. As I read a story, they are to pass the cotton ball everytime I say the word “ski”. The person with the paper and pencil will record how many times the word “ski” is said.

Read the story to the participants

8 min.

Computation of facts

Intrinsic motivation to learn

Participants will use the facts from the electronic stopwatch and the recording

Same as description

5-6 min.



person to find the number of times “ski” was said per minute. Use electronic calculator to compute information. Display in a fraction.

AEIS scores Prezi presentation

Construction of knowledge

Prezi presentation will include numbers from TAKS Math scores for all grades and all subpopulations. Prezi will be shown on in focus.

Show the percentage of students that passed first, then fade into the group identifier

5-8 min.

Wrap Around Construction of Knowledge

Group discussion

Discuss how we are all teachers and are pieces to the student’s academic puzzle and when we come together, we can create a complete picture for their classroom/life success together.

5 min

Group discussion

Strategic thinking Groups will explore ways they can use technology to increase the Math skills in their lessons.

Participants will identify everyday applications technology in Math within their specific curriculum in order to find the best approach to teach accomplish the objective.

5-6 min.

Evaluation Standards and assessment

Participants will offer feedback

Thank teachers for their

3-5 min.



about the session via Net school blog.

participation to end the session. Participants are encouraged to provide what they liked, did not like about the session on the Post it Note blog. They may also list concerns they would like to have addressed regarding implementing the concepts in their class. They may “stick” the note on the “parking lot” area on the blog wall before they exit the session.



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.

The TEA learning system is reflected in this staff development session because it offers learning goals, supported documents, Administrative objectives as well as components in which to motivate the staff to implement the procedures. The learning goals are clearly defined in the introduction area of the session. It is important for participants to know why they are there and what they can expect to gain from their experience. The information is presented in a manner that encourages creativity and personal reflection in order to gain better perspective of the importance and relevance of the material that is being presented. The objective of the session is based on the previous year’s AEIS scores that identify Math as an area of concern. It is also in line with district’s technology plan to integrate technology in all aspects of the learning environment. Having a “hands-on” professional development encourages teachers to do as they wish their students to do. It encourages creativity and brainstorming to incorporate new ideas for students to be successful.



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.
