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.
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:
(Maximum 20 points) | 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) |
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:
. (Maximum 20 points) | 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) |
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
| 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.
The principal's role regarding the organizational chart's implementation and monitoring is necessary because he or she must be certain the district and state technology mandates are carried out on their campus. They are also responsible for the funding and professional development necessary to carry out these mandates. The principal should also lead by example setting himself up as a digital native and leading others toward that goal.
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.
Robbye Rusek EDLD 5352/1219
Technology Plan
Goal: Teachers and students will meet technology proficiency requirements.
Area of Focus | Professional Development | Responsible Professional | Timeline | Post Evaluation |
All students will meet the technology proficiency requirements for their grade level or course based upon the Technology Applications TEKS. | District will provide ongoing campus and district level professional development on how to implement student technology techniques. Must be based on the campus STaR chart data. | Teachers, Campus Technology Coordinator, District Technology Coordinator | ongoing | Student projects, skill books, examples |
All educators will meet the technology proficiency requirements for district employees based on district mandates for educators. |
District will provide ongoing campus and district level technology professional development for teachers and administrators, to help them reach their goals. | Campus Principal, District Technology Coordinator, Campus Technology, Coordinator | ongoing | Teacher lesson plans, STaR chart data, campus technology proficiency list, teacher sign-in sheets |
Teachers will have a working knowledge of the STaR chart and its importance in the development of district and campus level technology goals, objectives, and professional, development |
STaR chart training for all teachers will include instructions for accessing and completing the survey. Teachers will then learn how the data is disaggregated and used to help plan for technology. |
Campus Principal, District Technology Coordinator, Campus Technology, Coordinator |
24 months |
STaR chart completion rates, teacher sign-in sheets for training sessions |
Goal: Provide and implement a technology curriculum for grades K-8 that address the Technology Application TEKS.
Area of Focus | Professional Development | Responsible Professional | Timeline | Post Evaluation |
Teachers will implement at least one technology based lesson per grading period. | District will provide ongoing campus and district level professional development on how to implement technology based lesson plans. | Classroom teachers, Campus Technology Coordinator | 24 months | Lesson plans, sign-in sheets from trainings |
Support instruction in all curriculum areas through the integration of technology in labs, classrooms, and media centers | Campus level administrators will attend appropriate training at Service Center. | Campus Principal, Campus Technology Coordinator | Ongoing | Sign-in sheets at ESC, Campus principal models newly acquired technology skills and is a leader in technology on his or her campus |
Correlate technology lessons to the district vertical alignment documents. | District will provide opportunities for core curriculum coordinators to meet and plan with technology coordinators to help with vertical alignment documents | District Technology Coordinator, Campus Technology Coordinator, Core Curriculum Coordinators | 12 months | Product: Technology lessons will be aligned to the vertical alignment documents |
Goal: Increase the effective use of technology as a tool to design, deliver, and evaluate meaningful and engaging
learning experiences for students.
Evaluate the level of technology proficiency of all teachers, librarians, and instructional specialists in accordance with SBEC's Technology Standards for All Teachers. | Teachers, Librarians, and Instructional Specialist will attend training on SBEC's Technology Proficiency Standards. These trainings will be available on each campus and will be integrated with other technology training opportunities. | Campus Technology Coordinator, District Technology Coordinator, Principal | 24 months | On line tests, documentation from campus technology coordinator |
Require all teachers, librarians, and instructional specialists who do not meet the minimum SBEC Technology Standards requirements to participate in staff development and meet the requirements within two years. | Teacher, Librarians, and instructional specialists who do not meet the SBEC requirements will receive additional, intensive, technology based interventions. | Campus Technology Coordinator, District Technology Coordinator, Principal | 24 months | Minimum standards will be reassessed until mastery is achieved. |
Require all teachers, librarians, and instructional specialists to complete a Teaching with Technology course. | Courses will be offered online and will be self-paced but each course must be completed within 6 months of beginning. | Campus Technology Coordinator, District Technology Coordinator, Principal | Ongoing | Documented teacher log-ins to the courseware and successful completion of the end of course assessment |
Robbye Rusek EDLD 5352/1219
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.
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.
