1. WEEK #4 PART #1: Development of an organization chart
integrating technology
ORGANIZATIONAL FLOW CHART
FOR THE INTEGRATION OF TECHNOLOGY
AT VALLEY VIEW HIGH SCHOOL
School Board
Superintendent of Schools
Asst. Superintendent for Technology Coordinator
Secondary Schools
Principal Curriculum PEIMS Technology Network
Facilitators Analyst Facilitators Specialist
Teacher Instructional Technology
Technician

2. ORGANIZATIONAL CHART
RESPONSIBILITIES
School Board-
The school board has the ultimate authority to determine and interpret the policies that govern
the schools as they pertain to the areas of technology. They can determine if adequate funding is
provided for technology, and they control policies that effect technology throughout the district.
Superintendent-
Mr. Leonel B. Galaviz-The Superintendent is the CEO of the district. He manages the day-
to-day operations including, but not limited to, the implementation of the Technology Plan. He
implements School Board policies related to technology, and makes recommendations for the
technology budget. He fulfills the duties assigned by the School.
Assistant-Superintendent for Secondary Schools-
Dr. Rosemarie Gomez-She makes recommendations to the Superintendent. She has the
ability to perform a needs assessment and implement technology programs at the secondary
level. She can also propose financial assistance for secondary campuses to use for technology
purposes.
Technology Coordinator-
Mr. Abraham Ramirez-He makes recommendations to the assistant Superintendents based
upon the technological needs of the district and individual campuses. He oversees the technology
department and ensures the fulfillment of its goals set forth by the district and technology plan.
He recommends professional development that will integrate technology into teaching and
learning.
Principal-
Mr. Rolando Ramirez-He oversees the day-to-day operations of the high school. He
ensures the proper allocation of resources, both financial and personnel, to directly affect
student achievement. From a technological standpoint, it is his job to ensure that effective
technology is available for teachers and students. Additional, he is responsible for ensuring
that the technology available is being used to improve and maximize student achievement.
By doing this he is the most important of all of the members in the flow chart chain. He sets
himself apart from the other administrators, on the chart, by handling the responsibilities
of only a single campus, where as the others handle multiple campuses. He also has the
authority to act quickly upon any technological matters which separates himself from
persons below him on the chart who do not have the authority to make such matters
happen in a timely fashion.

3. Curriculum Facilitators-
They support teachers and students in their use of technology on the campus level. They provide
for staff development for teachers in the use of technology to enhance student achievement.
PEIMS Analysts-
They gather and report the district data to the State governing agencies to ensure compliance.
Their data helps other decision makers to properly distribute technological resources.
Technology Facilitator-
Mr. Larry Reger-They research educational technology advances and their applications
throughout the district. They oversee the use of technology to improve student achievement and
maintain compliance in technology licensing and distribute educational software throughout the
district.
Network Specialists-
They maintain the district network, including but not limited to mainframes, hard wired, wireless
networks and other technology hardware and storage devices at the district level.
Teachers-
They deal with the technology on a day-to-day basis. They create and present lessons that align
properly with the district’s curriculum. They ensure student achievement through the use of
technology in a way that positively affects their learning.
Instructional Technology Technicians-
They install and maintain software and hardware of the campus level includes but is not limited
to troubleshooting and repair on student and teacher workstations.

4. WEEK #4 PART #2: Professional Development Planning
In the preparation for organizing a professional development session about
integrating instructional technology into the classroom I found it necessary to
include four main data sources: The Valley View High School STaR Chart, The
Valley View ISD Technology Plan, The Valley View Campus Improvement Plan,
and the Vision 20/20-Long Range Plan for Technology 2006-2020.
The area in the Valley View High School STaR Chart that reflected the
greatest weakness was online learning opportunities for teachers. I hoped to
incorporate some online learning for at least a portion of the staff development
session. The problem with this is that most of the teachers at Valley View High
have very little exposure to online training such as web conferences, so I decided
that at least a small portion of the training should include helping teachers to
understand the web conferencing software that our district has purchased and some
of the capabilities that the software provides. The STaR Chart results also included
a need for greater technology application in the implementation of the TEKS. This
reflected a need to supply teachers specific ways that they can use technology as an
additional tool to teach their curriculum and another way to reach their students.
The Valley View ISD Technology Plan clearly outlines some primary goals
that the district has set forth to proved specialized training for their teachers. I felt
these goals should also be incorporated into and staff development that I was
planning to provide. Two of these goals include providing staff development that
instructs teachers on various methods to use software to help analyze test results
and student achievement and to provide staff development that will assist teachers
in integrating technology into their lesson plans.
The technology goals currently included in the Valley View Campus
Improvement Plan fell into two distinct categories: the acquisition of hardware and
software and the implementation of that hardware and software as an instructional
tool to be used within the classroom. Teachers have very little responsibility in the
achieving of the first goal, this is because the acquisition of technology falls upon
the principal and technology administrators, as described in the flow chart in part
one of the assignment. The second goal, the implementation of the acquired
technology, is the responsibility of the teachers, but in order to implement the
technology, the teachers must first have some grasp of the technology that is
available to them and its’ capabilities. The goals in the Campus Improvement Plan
aligned very closely with the District Technology Plan, so any activities that I
planned would easily fulfill the goals of both plans.
The final resource I consulted in planning my staff development session was
the Vision 20/20-Long Range Plan for Technology 2006-2020. This document
gave me some very good suggestions on how to run my staff development sessions

5. in a way that would be the most beneficial to all of the participants. I wanted to
model, for teachers, how to appropriately integrate technology into their specific
courses, not just to use as a random example that may not apply to all teachers. I
wanted the activities to be engaging for the participants, and let them have some
real kinesthetic experience. I found that many times technology intimidates
teachers, by providing a hands-on session I could remove much of this issue. I
hope that my activities will stimulate teachers to use a new more technologically
appealing style of teaching. All of these suggestions were taken into consideration
as I planned the following professional development activities.

6. SCHEDULE OF ACTIVITIES FOR STAFF DEVELOPMENT
Time Description of
Facilitator Participants Location Comments
Schedule Activity
7:30-8:20a Welcome: Technology All Core Area Cafeteria Teachers will enjoy
m Specialist Teachers breakfast while the
Initial greeting, Technology
Breakfast, & Specialist gives a
Introduction to the Web brief explanation of
Conferencing Staff the web conference
Development process and
capabilities for it
within the
classroom. Teachers
will be notified of a
web conference that
they will be
required to attend at
the end of the day to
discuss the
implications of the
day’s professional
development.
Teachers will also
be divided into
groups for the
upcoming sessions.

7. 8:25-9:00a Teachers will be Technology All Core Area Library Teachers will be
m divided by department, Specialist - Teachers Computer exploring the
with each department Presenter Lab-Social possibilities of
going to a different pre- with the Studies distance learning
assigned computer lab assistance of Teachers, from various
on the campus. 4 Technology Rm. #30 locations on campus
Teachers will be asked Technicians Lab- as they are exposed
to log on to a computer Science to distance learning.
and attend a web Teachers, This allows for
conference that the teacher interaction
technology specialist Rm. #31 as part of the
will be hosting from the Lab-Math learning experience.
cafeteria. The Teachers,
presentation will
include some interactive Rm. #24-
activities for the ELA
teachers as the presenter Teachers
explains and models the
use of the new web
conference software
that the district has
purchased. Since each
department will be in a
different location, a
facilitator will be
needed to assist
teachers as they log on
to the web conference.
One computer
technician will be
available at each
computer lab to assist
teachers as they attend
the web conference and
explore the new
software.
9:15-10:00a Teachers will be Technology All Core Area Library See below for
m, attending 4 sessions to Specialist - Teachers Computer explanation of
10:15-11:0 explore new technology Presenter Lab-Social itinerary.
0am, options, each with an with the Studies
LUNCH emphasis on how to assistance of Teachers,
(11:00-12:3 integrate a specific form 4 Technology
0pm), of technology into their Technicians Rm. #30
12:30-1:15 specific teaching field. Lab-
pm, & Each session will last Science
1:30-2:15p 45 minutes. (Session Teachers,
m will be further
described below.) Rm. #31
Lab-Math
Teachers,
Rm. #24-
ELA
Teachers

8. Session #1 9:15-10:00am
Math - IntelliPads
History - SmartBoards
Science - Blogs & Wikis
English - Testing Evaluation Software
Session #2 10:15-11:00am
Math - SmartBoards
History - Blogs & Wikis
Science - Testing Evaluation Software
English - IntelliPads
LUNCH 11:00-12:30pm
Session #3 12:30-1:15pm
Math - Blogs & Wikis
History - Testing Evaluation Software
Science - IntelliPads
English - SmartBoards
Session #4 1:30-2:15pm
Math - Testing Evaluation Software
History - IntelliPads
Science - SmartBoards
English - Blogs & Wikis
Each session will provide a brief explanation of the technology and its’ possible
uses in the classroom. In addition, each session will provide subject specific
examples of lessons that incorporate the technology and an opportunity for
teachers to explore the technology themselves.
**The evaluation of the staff development session and its’ impact on student
achievement will be outlined and explained in the Week 4, Part 3: Evaluation
Planning for Action Plan section.

9. WEEK #4 PART #3: Evaluation Planning for Action Plan
EVALUATION PLAN
Time Description of
Schedule Activity Facilitator Participants Location Comments
2:30-3:00p Evaluation of Web Technology All Core Area Classroom Teachers will be asked
m Conference Staff Specialist Teachers Teacher to attend a web
Development Computer conference from their
Work classroom as a way to
Stations. conclude the day's staff
development. During
the conference, teachers
will be asked to share
their experiences and
how they plan to apply
the technology in their
classroom. Because not
all teachers will be able
to share their
experiences during the
limited time frame, a
blog site will be set up
for any teacher(s) who
would like to post their
responses to the
professional
development session
online.
Post Wiki Interaction Technology All Core Area Anywhere A wiki will be made
Session Specialist Teachers with web available to all teachers
access as a way to promote and
discuss their varying
experiences as they
incorporate the new
technologies into their
classroom.
ONGOING EVALUATION
I wanted to do something new, normally we would use the standard Valley
View ISD staff development evaluation form, but I did not think that a typical
objective form would meet the needs of this in-service. I had a more hands-on
evaluation planned; a more subjective evaluation will better meet the needs of the
teachers.
As discussions of the day’s activities are taking place via the web
conference, the principal will take notes of teachers who are particularly interested

10. in the application of the technology. He will also take note of specific activities
that teachers plan to incorporate in the classroom activities. Over the next six week
period, the principal will monitor the Wiki site to see how teachers are actually
applying their new found knowledge of the various types of technology available
on the campus. He will consider which teachers are using the technology the most
and to its’ fullest potential. In addition, he will gather data on the use of technology
as he performs campus walk-through. He will then use this to guide his research
into the impact that the use of technology has on student achievement.
After the teacher have had at least six weeks to implement the new
technology into their classroom, the principal will compile data that reflects the
academic achievement levels of students whose teachers do not regularly apply the
use of technology as a teaching tool. This will serve as an ongoing evaluation
process to monitor the appropriate use of technology to improve student
achievement over an extended period of time.
A higher level of academic achievement is expected in the students who
participated in the technology based classroom. To achieve the goals set forth in
the Campus Improvement Plan, a 30% increase in student achievement should be
reflected. This staff development session will also help in achieving the district and
campus goal of providing 100% of the teachers in effective technology training.