Action Plan

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.

Page 1 – Revised October 2009


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

Tasks Not Meeting
Accomplished Proficient Progressing
 Expectations

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

Comprehensive Student describes a Student provides a Student provides a Student fails to develop
professional professional professional professional a professional
development development plan or development development plan(s) development plan(s).
plan(s) designed to activities designed to plan(s) that that addresses only
one of the three (0 points)
achieve the action achieve the action plan address two of the
plan of integrating of integrating three bulleted bulleted items from the
technology with technology with items from the Accomplished column.
instructional and instructional and Accomplished
organizational organizational column. (16 points)
leadership. leadership. To achieve (18 points)
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
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 The action plan must Student provides Student provides an Student fails to include
assess the also include an an evaluation plan evaluation plan that an evaluation plan in
progress and evaluation plan that that addresses addresses only one of the Week 4 action
success of the provides measurable two of the bulleted the bulleted items from plan.
action plan. outcomes designed to items from the the Accomplished (0 points)
address the following: Accomplished column.
column.
• Uses data and (16 point)
other analysis from (18 points)
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.
.
(Maximum 20 points)

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

(18 points)

Assignment Responses are relevant Responses are Responses are Responses do not
Mechanics to course content; relevant to course relevant to course reflect knowledge of
student uses correct content; one or content; more than course content, lack
APA writing mechanics; two errors in three errors in clarity and depth,
no errors in grammar, grammar, spelling, grammar, spelling, or and/or include multiple
spelling, or punctuation. or punctuation, punctuation including errors in grammar,
including APA APA writing spelling, and
(Maximum 10 points) mechanics Needs
writing mechanics. punctuation, including
(8 points) (6 APA errors.
point)Improvement (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.
Dr. Scott Barrett – Assistant Superintendent for Technology

Amy Mayer, Coordinator for Instructional Technology

Alicia Swedberg, Instructional Technology

Campus Technology Leader

Classroom Teachers



The Assistant Superintendent of Technology is responsible for the district’s technology
and instructional needs in regards to integration of technology in the classroom. They
are responsible for overseeing the district’s technology hardware and software
applications and ensure that all components align with the District Improvement Plan in
regards to technology education and technology integration being met. This position
entails developing and overseeing the District Technology Budget and meets criteria in
leadership, instructional, technical and professional development responsibilities for the
district.
The Coordinator for Instructional Technology is responsible for developing and
implementing the district plan in regards to technology in the classrooms. They work
with administrators, teachers and staff and oversee instructional leaders to help
implement the plan. Establish evaluation guidelines from technology data to help
achieve district technology plans.
The Instructional Technology personnel assist with trainings and staff developments to
increase teacher skills and knowledge in the area of technology and how to seamlessly
integrate it into their classrooms and daily routine. They model “best practices” with
district technology tools and Web 2.0 tools.
The Campus Technology Leaders must be a model and support person on the campus
for the teachers and staff. They must continually implement technology tools and skills
that the teachers can utilize in their classrooms. This individual is responsible for
providing and attending professional developments on new technology in the district.
The classroom teachers must be made aware of the benefits and advantages of
integrating technology into their daily routine with their students. They must be
expected to set goals to reach in regards to implementing technology into the
curriculum.
The principal on the campus has the key role in making sure that the organizational
chart is being followed and that the information from the district level is being passed
down to the campus level. Allowing teachers access to online learning opportunities
and professional developments pertaining to technology is vital. They must also be a
model to the teachers in utilizing and implementing technology into their role as well.
Frequent walk-thrus to ensure that technology is taking place is another requirement
that administrators must focus on as well. Requiring the teachers to set goals and
following up on those goals is another way to monitor the use of technology on the
campus and hold the teachers accountable.



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.

The district and campus improvement plans both revealed some technology needs such as
increasing the opportunities for students to access technology across their curriculum areas and
making sure that the Technology Application TEKS are being addressed and met. The district
plan included utilizing technology as a way to provide for differentiated and individualized
instruction in the classroom and the campus plan addresses using and increasing students’
knowledge in the area of 2.0 Web tools. Both plans focused on professional development that
involved quality integration of technology and content area materials and included hands-on
training for new technology hardware and software.

Based on these technology plans and needs, I feel like professional development needs to be
derived from a variety of sources. Looking at the campus STaR chart and determining what
areas the campus is weak in is one area to analyze. According to the previous three years’
data, focusing on supporting the teachers with integrating technology into the curriculum is a
key area to address. They have not increased over the past two years in this summary area
and key area three revealed similar findings. I would also suggest tapping into the technology
experts on the campus and using data from their classes to support the integration of
technology into the curriculum. Utilizing these teachers and asking them to share their lessons
involving technology, and then analyzing assessments where technology has been integrated
versus no integration and applying that data to help drive their instruction would be very
beneficial. Teachers could set aside a conference period on a regular basis to develop and plan
specific lessons that involve technology in the various content area. Allowing the teachers to
blog or Skype other classrooms to assist them in obtaining the technology skills from the Target
Techs on their campus would be another way to build capacity and address professional
development among the staff.

The administration must be modeling appropriate use of technology for their staff when leading
meetings. This allows the teachers to see current technology put into practice as well as
helping to facilitate decision making in regards to the integration of technology in the classroom.
Teachers must be allowed to begin using the technology at their fingertips, their cell phones for
instance, to address instruction. The continued use of websites such as polleverywhere.com is
a great tool to engage the teachers in and show them how easy it is to integrate into their daily
routine. Administration also needs to incorporate a new way to facilitate faculty meetings that
become more technology centered instead of the traditional face-to-face encounters. Asking
the teachers to participate in a book study or review an article on technology in schools where
they blog or Skype grade level teams would be beneficial. This would allow them to collaborate
on lesson ideas and technology integration along with expressing their views on the subject.
Looking at professional development in a different light will allow the teachers to receive that
differentiated instruction that they too need in regards to their technology knowledge and skills.



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.

Looking at the district and campus data from the STaR charts along with the AEIS
and AYP data are great places to start when analyzing the improvement plans in
regards to technology. Verifying that the plans align to the state technology plans and
using this data to make adjustments and improvements is important. These tools are
ways to address that the technology action plan is being followed and changes are
being made where applicable. Making sure that an evaluation component is embedded
in the plan is necessary to hold districts and campuses accountable to the expectations
being set.
The technology action plan must focus on assessment because this gives the
campus a focus of where to go and what needs are to be addressed. When I
developed the power point for the Texas STaR chart, I set campus and teacher goals.
The campus goals included making progress for the 2010-2011 year in all four key
areas and striving to achieve Advanced Tech and/or Target Tech in all four areas also.
Teachers were also asked to set goals for themselves involving using technology. They
were to pick two goals for themselves that they could begin implementing in their
classrooms and then they were to choose one new website from our district Web 2.0
tools to begin utilizing with their students as well. As an administrator it would then
become their job to follow up and provide support to the teachers in order to meet those
goals for both the campus and the staff. Helping the teachers create a chart, utilizing
technology, to track their progress would be a great way to start. Meeting with grade
levels or content areas and analyzing data from Speak Up and/or Project Tomorrow to
see where other teachers in the state and district are, and what the results from these
surveys has revealed can help in designing how to evaluate where professional
development needs to be improved. Sending out a staff survey on googledocs to
evaluate as a campus where the priorities are and gather and analyze the data would
also be a tool to utilize. This would allow a principal to see where individualized and
differentiated professional developments needs to take place with the teachers.
Continuing these types of surveys throughout the year as teachers utilize more
technology and participate in trainings would also guide and provide data to use in



planning and measuring the effectiveness of technology integration on the campus.
One of the key stakeholders that must be part of the evaluation process planning is
the students themselves. Teachers and administrators need to talk to the students and
find out how they are using technology at home. It is important to talk to all
stakeholders because many of our students are living in a digital environment at home
but when they come to school this is taken away from them. All stakeholders must be
part of the evaluation to guide our decision making in education. We must build
activities into the action plan for our staff and students so that we can assess and
monitor their success or make necessary changes that need to occur. Developing
assessments where students have utilized technology versus no technology and
analyzing this data will also guide our decision making in regards to our action plan.
Also providing opportunities for our students to take part in campus surveys regarding
technology can provide valuable feedback and data to administration. The ultimate goal
and vision of the campus action plan should be to integrate teaching, learning and
technology for all students. This can be accomplished with effective leadership,
professional development and appropriate evaluation and assessment.



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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