1. Technology Action Plan
Lake View High School, we can plan collaboratively, teach dynamically, and assess purposefully. We
will foster positive communication and a shared commitment to high student achievement. We believe
that we are called to Lake View High School, and to the Lake View community, to share our gifts of
teaching and to serve our students with compassion and an unwavering commitment to excellence.
Along with the above statement, our campus is going to strive to move the education of our students
into the 21st century. We will graduate students who will participate responsibly in a diverse and
changing world. The following action plan will outline how this transition into the 21st century will
take place.
School District Technology Organization Chart
Director of
Technology
Training Data Processing Technical Support Network &
Telecommunications
Manager Manager Manager Manager
Technology Systems Analyst – Computer Network System
Student Technology Support Engineer
Trainer Applications Services II (x 3)
Systems Analyst – Computer Network
Student Technology Support Communications
Applications Services I (x 6) Engineer
Systems Analyst – WAN Specialsts
PEIMS
Systems Campus Network Technician
Programmer
Principal
Classroom Teacher Network Technician
Technician
Classroom
Teacher

2. The duties, responsibilities and roles of the members of the organization chart above are listed below
by title:
Director of Technology – responsible for various decision-making capacities related to the technology
vision and information technology management of the school district; reports directly to the
superintendent of schools
Data Processing Manager – schedules and directs operation of mainframe, host, and core processing
systems and the data processing production environment to ensure efficient, effective, and timely
service is provided to the entire school district
Technical Support Manager – responsible for providing technical assistance and support to all
district staff members; also responsible for directing and coordinating day-to-day technical support
operations
Network & Telecommunications Manager – responsible for participating in the design and
implementation of district computing, data, networking and telecommunication solutions to meet
changing requirements, ensuring consistency in availability of computer and communications
resources for district staff, and ensuring that all networks, telecommunications, and systems within the
school district are available to users
Technology Trainer – responsible for the instruction of technology throughout the school district;
collaborates with instructional staff to develop curriculum materials and specific lesson plans that
integrate technology
Systems Analyst – Analyze district requirements, procedures, and problems to automate or improve
existing systems and review computer system capabilities, workflow, and scheduling limitations;
responsible for site-based license agreements
Systems Programmer – responsible for the update, repair, modification and expanding the existing
programs

3. Computer Technology Support Services II – responsible for the maintenance and operational
support of technology in classrooms at the high schools and middle schools as well as providing
training, demonstrations, and presentation support for the campus community
Computer Technology Support Services I – responsible for the maintenance and operational support
of technology in classrooms at the elementary schools as well as providing training, demonstrations,
and presentation support for the campus community
Network Systems Engineer – responsible for research, design, implementation, and troubleshooting
information systems and technology solutions in support of district needs
Network Communications Engineer – performs specialized technical work in the area of design,
installation, implementation and maintenance of the data communications environment for the school
district
WAN (Wide Angle Network) Specialists – responsible for the performance of the network, updates,
outages, problem diagnosis, and troubleshooting throughout the school district
Network Technician – responsible for providing proactive and extensible solutions to ensure a stable
network infrastructure for the entire school district
Classroom Teacher Technician – responsible for local problem solving, troubleshooting, basic
installations, and networking at individual campuses; CTT’s may be responsible for anywhere between
one and four campuses
Campus Prnicipal – responsible for individual campus implementation of district technology;
communication with and through the campus principal is vital; teachers communicate directly to the
classroom teacher technician and he/she reports to the prinicpal; direct line of communication with the
technical support manager; major problems may be reported directly to the Director of Technology
without breaking the chain of command; responsible for ensuring that technology is properly
implemented by regular calssroom visits and updated lesson plans on file showing integration of
technology on the campus

4. Classroom Teacher – responsible for the implementation and use of technology in individual
classrooms; lesson plans must demonstrate the utilization of technology in lessons; technology
problems reported directly to the classroom teacher technician
The recent work and research that I have done has yielded quite a bit of information concerning
technology and our school district. More importantly, I have learned more about our high school and
how technology is used, viewed and trained. There were a few things that obviously stood out from
the previous week. To begin, the STaR Chart showed that we are gradually working towards a more
stable campus and improvements are present. We must continue this growth in each component of the
STaR Chart. Second, our students are not getting their technology needs met in all classrooms of the
campus. There is too much of a gap from class to class and department to department. Using the
AEIS report and Kilgo Data as a guide, we can do more to close this gap. Last, teachers need to take
more advantage or opportunities to train and learn how to properly use technology in their individual
classes. The district provides opportunities, but these are not being used.
As mentioned previously, our district is willing to provide professional development to educators
to satisfy needs that are deficient in the classrooms. One of the requirements in our school district is
for teachers to complete a Technology Proficiency Plan on two different levels – I and II. Obviously,
teachers begin with Level I and then advance to Level II. Also, our district’s technology department
provides a calendar each month outlining the various professional development opportunities available
for educators in the district. Teachers are free to sign up for these sessions. My suggestion would be
to mandate professional development in the field of technology for teachers on campus. For example,
there are sessions that are strictly for technology use in the science classroom. Other sessions are not
subject specific, but each identifies a need and use for technology in the classroom setting. By
mandating educator participation in this type of staff development, it should aid in implementation of
technology in the classroom. Mandating is not too much to ask of the teachers. The Technology

5. Proficiency Plans are mandated by the district, so this could be tied to that mandate. A specific
number of professional development activities per semester should be attended by each teacher.
Another aspect of professional development should be added to the new mandate for teachers.
There is a growing trend in which the students and teachers are no longer “speaking the same
language.” To close this gap between teachers and students, teachers need to be trained in a more
modern classroom setting. Many teachers are unaware of the fact that our students are more different
today when compared to students of past years. To understand this change in students, professional
development would be a benefit. Until teachers fully understand the modern student, changes might
not make a great deal of sense. Once teachers have a better grasp of the 21st century learner, the
teacher can begin to understand technology and its role in the modern classroom. At that point,
technology training specific to subject area will be available and useful. It is virtually impossible for
teachers to implement technology without an understanding of the students in their classrooms.
Teachers will place technology use in their lesson plans. This will allow school leaders to read and
provide proof of technology use. The next step in this progression will be follow-up observations by
school and district leaders. The leaders will be looking to make sure that elements of the staff
development sessions are being utilized in the classrooms.
During this transition, the role of the principal is important. The principal is the ultimate leader of
the school building, but he/she will need to utilize the technology leaders of the campus at this time.
Many campuses employ educators that use technology on a daily basis to strengthen the learning
taking place in their particular classrooms. These teachers need to be made available to speak with and
model professional practices for others ready to move to a more technology based classroom. This
collaboration based on technology needs will open the school to a new type of learning where the
students and teachers are both engaged in new practices. The principal must understand the transition
will be slow at times and the campus will need his/her leadership for the school to make the necessary
changes.

6. As mentioned previously, there is going to be a transitioning period as the staff becomes more
proficient and comfortable with new technology strategies to be used in the classrooms. The campus
has continued to improve over the past few years. This improvement is obvious according to the data
produced by the STaR Chart. The improvement that has been shown needs to increase at a faster rate.
One of the things that will occur is a change in the goals of the campus. Part of our new vision needs
to involve the use of technology tools in the education process. Similar to the way that science classes
spend a percentage of their time in the laboratory, the campus needs to spend a percentage of time
using technology. To ensure that this is taking place, a couple of things must be present. This will
involve all leaders of the school building – principals, assistant principals, technology department
personnel, and department heads.
Evaluations will play a key role in the transition period. Teachers need to be able to give and offer
feedback as to how the transition is moving along. If effective methods are working, those methods
need to be shared. If methods are not effective, this information needs to be relayed to others as well.
The principal and other school leaders will need to be proactive in providing teachers the sources and
time to collaborate with one another. Teachers do not always have the same planning periods to
properly communicate. Our school leaders must provide the needed time for departments to meet, plan
and collaborate. Proper communication will be vital in order for this action plan to work towards
satisfying goals.
Classroom evaluations by campus leaders will be another aspect of assessment. School leaders, as
mentioned above, will routinely visit classrooms to “check” on technology use. These walk-throughs
will be low key and informal. An evaluation form will be used, but it will focus more on technology
than other teaching methods. Since teachers will have technology use placed in their daily lesson
plans, school leaders will have a good idea on the technology use to be looking for as the class visits
are made. Department chairs will meet once a week to compile data from the classroom visits. This

7. will provide administration with ideas on how the transition is moving.
As stated in the beginning, our campus will graduate students prepared to participate in our ever
changing world. The students will be both college and work ready. For this to move from a dream to
a reality, all members of the community must work together as one. This action plan will work, but it
will only work with true teamwork and collaboration.