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EDLD 5352 Instructional Leadership: The Technology Link

Chnequa Kirby Haley

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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EDLD 5352 Instructional Leadership: The Technology Link
Chnequa Kirby Haley

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

Tasks Not Meeting


Accomplished Proficient Progressing
 Expectations

Action plan Student Student Student Student does


includes an completes the completes provides a not complete
organization organizational the partial the
al chart flow chart organizationa organizational organizational
identifying identifying key l chart with chart that does chart or
key personnel from some not include all description of
stakeholders the district identification key roles and
in administration of district stakeholders, responsibilities.
integrating through campus and campus and does not (0 points)
technology implementation personnel, describe the
and district responsible for but does not roles and
and campus integrating address the responsibilities
organization technology and roles and of key
al leadership instructional and responsibiliti personnel.
organizational es of (16 point)e
leadership. Chart personnel in
must identify integrating
personnel titles and
responsible for implementin
this integration g technology,
and instructional
implementation, and
and a brief organizationa
description of l leadership.
the role and (18 points)
responsibilities of
all personnel.
(Maximum 20
points)

Comprehensi Student Student Student Student fails to


ve describes a provides a provides a develop a
professional professional professional professional professional
development development development development development
plan(s) plan or activities plan(s) that plan(s) that plan(s).
designed to designed to address two addresses only
one of the three (0 points)
achieve the achieve the of the three
action plan action plan of bulleted bulleted items
of integrating items from from the
integrating technology with the Accomplished
technology instructional and Accomplishe column.
with organizational d column.
instructional leadership. To

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EDLD 5352 Instructional Leadership: The Technology Link
Chnequa Kirby Haley

and achieve (18 points) (16 points)


organization maximum credit,
al leadership. 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
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 The action plan Student Student Student fails to


plan to must also provides an provides an include an
assess the include an evaluation evaluation plan evaluation plan
progress and evaluation plan plan that that addresses in the Week 4
success of that provides addresses only one of the action plan.
the action measurable two of the bulleted items (0 points)
plan. outcomes bulleted from the
designed to items from Accomplished

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EDLD 5352 Instructional Leadership: The Technology Link
Chnequa Kirby Haley

address the the column.


following: Accomplishe (16 point)
d column.
• Uses data
and other (18 points)
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

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EDLD 5352 Instructional Leadership: The Technology Link
Chnequa Kirby Haley

organizational
leadership.
.
(Maximum 20
points)

Posting Student posts Student Student posts Student does


action plan their action plan posts their their action plan not post on the
on the on the action plan on the Discussion
Discussion Discussion Board on the Discussion Board or on their
Board and on and on their blog Discussion Board and on blog.
their blog, and provides Board and on their blog but
and provides evidence, their blog does not
evidence of through written and provides provide any (0 points)
reviewing comments, of evidence, comments or
and reviewing and through reflections on
commenting reflecting on at written the action plans
on action least two other comments, of of other
plans of student’s action reviewing students.
other plan. and
students. (Maximum 20 reflecting on
one other (16 point)
points)
student’s
action plan.

(18 points)

Assignment Responses are Responses Responses are Responses do


Mechanics relevant to are relevant relevant to not reflect
course content; to course course content; knowledge of
student uses content; one more than three course content,
correct APA or two errors errors in lack clarity and
writing in grammar, grammar, depth, and/or
mechanics; no spelling, or spelling, or include multiple
errors in punctuation, punctuation errors in
grammar, including APA including APA grammar,
spelling, or writing writing spelling, and
punctuation. mechanics. mechanics punctuation,
Needs including APA
(Maximum 10 (8 points)
points) (6 errors.
point)Improve (0 points)
ment

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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EDLD 5352 Instructional Leadership: The Technology Link
Chnequa Kirby Haley

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.

Superintendent / School Board


The board ultimately sets the mission and vision for the use
of technology in the district. It is their goal to make decisions
on policies and rules, as well as set the budget.

Technology Department
The technology department further creates and monitors the district
technology plan. They manage the technology infrastructure of the
district and identify new technology for use in the district.

Curriculum
Development
Instructional Technology Specialist Departments
This person provides training to the schools through The various curriculum
training the Principal, CTA and Master Trainers. departments assist the
They provide district level staff development. Instructional Technology
Specialist in finding the best
available technology resources
and preparing teachers.
Principals
The principal provides the schools
vision for technology use based on
the Technology Plan. They model
technology use to the faculty and
students during faculty meetings,
professional development and
assemblies.

Master Trainers
Campus Technology Assistant
These are teachers that have been trained to
This person manages the computer labs
prepare campus teachers on the use of new
and helps with any technology issues
technology. They provide campus level staff
that may arise in the school.
development and answer questions about use.

Teachers
Page 6 – RevisedTeachers implement technology in the classroom and provide
October 2009
students with the necessary training that they need. They
model technology use to the students.
EDLD 5352 Instructional Leadership: The Technology Link
Chnequa Kirby Haley

The Role of the Principal:


The principal ultimately provides the vision for the school and makes decisions on what
campus level technology will be purchased. He or she also provides an example to the
staff for professional use of technology and the legal use of technology. The campus is
the primary concern of the principal. He/she empowers those that are training the
teachers and providing aide to the teachers, as well as empowering teachers to freely
use technology in the classroom as they prepare their students. The principal must
make sure that he/she does not micromanage technology implementation in the
classroom, but he/she does make sure that teachers use the campus resources
available before going to the technology department. The principal and assistant
principals monitor teachers to make sure that they are using the technology that has
been given to them so that money is not being wasted.
Despite the chain of command in technology, most classroom technology decisions are
made at the campus level in Dallas ISD. Teachers or district personnel will recommend
a program, then it is the principal’s decision on what to purchase. The infrastructure is
what comes from the district level. If there is something that the district purchases and
wants implemented in the schools, then that is when the Instructional Technology
Specialist will work to ensure that training is provided so that implementation is
achieved.

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EDLD 5352 Instructional Leadership: The Technology Link
Chnequa Kirby Haley

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.
Too often teachers are given a new piece of technology or a new program and never
really trained on how to use it properly or even how to integrate it into the curriculum.
While some teachers can “figure it out on their own,” most teachers will toss it aside
because it is just another duty added to their already heavy load. If teachers
understand how the use of the equipment will help to ease their workload and will
benefit the students, they would be willing to be trained and want to help their students
with new learning. Teachers need continuous training, one training session is not
sufficient.

Integrating Smart Boards into the Classroom

Session Purpose: Teachers will be learning best practices for use of the Smartboards that the school has
purchased for classroom use. Also, they will discuss how the use of Smartboards will help improve
students understanding of the curriculum objectives.

Learning Objective to Be Addressed: New Technology Use

Facilitator:
Grade Level: Master Trainer (will have Location: Start Time: End-Time:
All Grades received a full day training on the Computer Lab 3:30 4:30
smartboard before presenting)

Learner-
Estimated
Centered Purpose Description Steps
Time
Activity

Modeling Demonstrate to teachers how smart As teachers come in, 15 mins.


boards can be used in their the instructor will be
classrooms. modeling use of the
smart board.

Discussion Discuss with teachers that using the Use a presentation to 10 mins.
smart boards will help student’s look at data and how the
learning and understanding of the smart board will help
curriculum objectives. improve student
performance.

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EDLD 5352 Instructional Leadership: The Technology Link
Chnequa Kirby Haley

Instruction Train teachers on the basics of Facilitator will show a Log in and 20 mins.
using the smart boards. presentation from the watch
manufacturing company
that will show the basics
of using a smart board.

Ideas for creative Demonstrate and go deeper to Facilitator will discuss 5 mins.
uses show some of the unique features of ways that each subject
the smart board. area can use the smart
board in the classroom
and some of its
additional features.

Classroom Model lessons for teachers on how Weekly training that will Create 5 mins.
Applications to integrate the smart board into model the use of the schedule for
their classroom. smart board with weekly
lessons in the demonstration
classroom setting.

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.
Currently, we do not evaluate the campus staff development sessions. However, all other
trainings provided by the district and outside vendors are evaluated by participants. Our staff is
always frustrated with the repetitive and boring details that we are given in some of our
trainings. While the Likert scale evaluations are not always the most accurate and they are
often skewed by teachers that are just trying to get out of there, they at least given an option to
provide feedback. Perhaps we should make use of other resources such as Survey Monkey.
This would allow teachers to come back within 24 hours of the training and enter their feedback
and reflections. Teachers would have had a time to reflect on the training and the information
presented. Surveys are not the only way that data can or should be collected. It is always best
to sit down with a trusted staff member and discuss strengths and weaknesses, as well as sit
down with a frustrated or disgruntled staff member to see the improvements that can be made.
This can only be done if the staff member feels safe when sharing his/her frustrations. The
presenter can then look at results and comments to see how he/she could better present to the
staff. The presenter should also have someone else look at the results to see if they see them
differently.

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EDLD 5352 Instructional Leadership: The Technology Link
Chnequa Kirby Haley
When it comes to the evaluation of the use of technology in a school, we have a great deal to
learn on how to use constructive feedback. We also need to be sure that the feedback we
receive is honest and reliable. In order to technology to be used properly within our schools we
must be willing to spend the time and funding it will take to properly train staff and
administrators. How can an administrator provide a vision and support the use of technology if
they do not have an exceptional understanding.

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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EDLD 5352 Instructional Leadership: The Technology Link
Chnequa Kirby Haley

Julia C. Frazier Elementary School


Technology Action Plan
Objective: Maximize the use of technology to impact decision making in instructional and organizational
leadership and professional development.

The United States has taken a more aggressive approach to technological advancement than in years past. Research
indicates that “since 1999, Congress has devoted over $275 million to the Preparing Tomorrow’s Teachers to Use
Technology program” (Royer, 2002, p. 233). The allocation of funds as indicated by our government sends a clear
message that technology drives our future and we must prepare for it. The expectations of students to possess a high
level of technology experience are increasing in accordance with the educational output and future contributions to
society.

Instructional and Organizational Focus: To increase access to technology for students and teachers while
improving overall classroom interaction and enhancing the learning environment.

Administrators must focus on ensuring that technology integration is a priority with the goal of “transforming
classroom teaching practices that create learning environments capable of preparing a new generation of learners for
a 21st century workplace driven by the acquisition and manipulation of information” (Mills, Tincher, 2003, p. 383-
384). Clearly, this approach requires the proper resources and the education of leaders, as well as the staff and
faculty, in order to grow professionally and become equipped with the necessary knowledge and skills.

Analysis of Need

While our school is becoming more and more proficient in technology every year, it is imperative to keep the momentum rolling
toward proficiency. At this time, our school does not have a computer to user ratio that would allow computer access to all students
in all classes. In our school, we have two computer labs and we just received a computer cart with laptops. In one computer lab
there is not enough computers for all students to have access simultaneously. Currently, this lab is used for small group sessions.
Students are allowed to rotate from small group to enrichment lessons on computer programs. On our campus most teachers have a
projector and document camera in their classroom. There are two smart boards which must be shared between 8 core teachers.
Because it requires the teachers to schedule the use of the smart board they rarely use it. However, two teachers do take the time to
use the smart board several times per week. There is a need for additional equipment and continuous training until each teacher is
comfortable with the use of technology in the classroom.

Areas for Improvement

• Increase the district budget for technology equipment on every campus that has the need and lacks
appropriate equipment.

• If funding is available, the campus could then purchase an efficient amount of equipment for students and
teachers. (Including but not limited to laptops, smart boards, projectors, document cameras, software
programs, etc.)

• Most teachers have some knowledge of web applications, internet use, and computers; however, they do
not understand how to integrate those technologies into their lessons and how students should use the
equipment. Therefore, teachers need professional development on how to integrate the technology. They
need models to demonstrate lessons that utilize the equipment and how students can use the equipment.

• Collaborate with the district and all stakeholders to change the policy so that students can use their personal
devices for classroom instruction. If the district is unable to fund the purchase of the necessary equipment

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EDLD 5352 Instructional Leadership: The Technology Link
Chnequa Kirby Haley
and most students already have access to certain equipment, why not take advantage of that resource. This
is more likely to occur in middle school and high school. However, if parents thought that there was a need
for younger students to have such equipment, i.e. smart phones and laptops, I am sure we would see an
increase in the availability.

• Staff will need continuous professional development to stay abreast of new developments and changes to
the equipment and technologies. Teachers must have a growth mindset in order to be in the know of the
newest technologies available and have an understanding of how to use it.

Professional Development: Dedication and commitment to develop and strengthen the professional
community among educators.

We can no longer afford to be complacent with regard to technology. Almost every aspect of our lives involves the
use of technology in some manner. True technology integration is teachers modeling, applying, collaborating and
problem-solving in classroom learning environments. In order to accomplish these goals, educators must be
provided with the necessary tools to improve their comfort level and knowledge base regarding technology in
general.

During the roundtable interview, the significant need to provide ongoing staff development promoting collaboration
and a safe environment for exploration was discussed. Our roles as educators are to prepare each student for life
outside of the classroom. Students must be prepared to live and work in the 21 st Century and if we fail to prepare
them, then we are setting this up for failure.

Evaluative Plan

Currently, we do not evaluate the campus staff development sessions. However, all other trainings provided by the
district and outside vendors are evaluated by participants. Our staff is always frustrated with the repetitive and
boring details that we are given in some of our trainings. While the Likert scale evaluations are not always the most
accurate and they are often skewed by teachers that are just trying to get out of there, they at least given an option to
provide feedback. Perhaps we should make use of other resources such as Survey Monkey. This would allow
teachers to come back within 24 hours of the training and enter their feedback and reflections. Teachers would have
had a time to reflect on the training and the information presented. Surveys are not the only way that data can or
should be collected. It is always best to sit down with a trusted staff member and discuss strengths and weaknesses,
as well as sit down with a frustrated or disgruntled staff member to see the improvements that can be made. This
can only be done if the staff member feels safe when sharing his/her frustrations. The presenter can then look at
results and comments to see how he/she could better present to the staff. The presenter should also have someone
else look at the results to see if they see them differently.

When it comes to the evaluation of the use of technology in a school, we have a great deal to learn on how to use
constructive feedback. We also need to be sure that the feedback we receive is honest and reliable. If technology is
to be used properly in our schools, we must be willing to spend the time and funding it will take to properly train
staff and administrators. How can an administrator provide a vision and support the use of technology if they do not
have an exceptional understanding of the outcome sought?

Evaluation Options:

• Initiate online survey through “survey monkey” to allow immediate course feedback
• Create follow-up surveys providing quarterly and semiannual checkpoints regarding technology usage
• Utilize district automated phone call system to generate parental feedback regarding progress of campus
improvement in utilizing student technology use
• Campus will establish its own blogs to discuss technology needs and usage providing ongoing constructive
feedback
• Prior year Texas STaR Chart results will be reviewed and discussed at Inservice in the beginning of the
school year

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EDLD 5352 Instructional Leadership: The Technology Link
Chnequa Kirby Haley

• Increase discussion regarding technology TEKS and usage during staff appraisals and walk-throughs

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EDLD 5352 Instructional Leadership: The Technology Link
Chnequa Kirby Haley

Technology Organizational Chart

Attached is the Technology Organizational Chart which reflects the chain of command regarding technology
decision-making from Central Office to staff.

Although every role identified is important, the Principal’s role as the campus leader is essential in ensuring the
organizational chart is implemented and monitored. The Principal serves as the figurehead and the face of the
campus that staff seeks guidance and leadership from. The implementation plan and focus on technology must be
clear, concise and visible in order to continually promote a technology-focused environment on campus. With
decision-making authority and guidance, educators draw from leadership to be the catalyst in fostering an
environment that promotes empowerment and a devotion to ongoing professional development.

Superintendent / School Board


The board ultimately sets the mission and vision for the use
of technology in the district. It is their goal to make decisions
on policies and rules, as well as set the budget.

Technology Department
The technology department further creates and monitors the district technology plan.
They manage the technology infrastructure of the district and identify new technology
for use in the district.

Curriculum
Development
Instructional Technology Specialist
This person provides training to the schools through training the Departments
Principal, CTA and Master Trainers. They provide district level staff The various curriculum
development. departments assist the
Instructional Technology
Specialist in finding the best
available technology resources
and preparing teachers.

Principals
The principal provides the schools vision for
technology use based on the Technology
Plan. They model technology use to the
faculty and students during faculty meetings,
professional development and assemblies.

Campus Technology Assistant Master Trainers


This person manages the computer labs These are teachers that have been trained to prepare campus
and helps with any technology issues teachers on the use of new technology. They provide campus
that may arise in the school. level staff development and answer questions about use.

Teachers
Teachers implement technology in the classroom and provide
students with the necessary training that they need. They
model technology use to the students.

Page 14 – Revised October 2009