1. Lisa Bolte 15021075
EA1113 Dec. 11, 2009
Part I Development of an Organizational Chart Integrating Technology
Board of Trustees Approve contracts for technology products
and services, Approve District
Improvement Plan, Approve district goals,
Approve purchases over $25,000
Superintendent Oversees and coordinates all programs,
submits district improvement plan and
district goals for board approval
Assistant Superintendent Business & Oversees budgets and funding of
Finance programs and services. Allocates funds for
Campus Instructional Technologists
External Funding Supervisor Oversees expenditures of external funding
sources (SCE, Title I, Title II, Stimulus
monies, etc.)
Director of Purchasing & Budget Approves purchases orders, coordinates
funding and budgets
Assistant Superintendent Teaching & Coordinates all instructional programs and
Learning student support services. Coordinates with
Assistant Superintendent of Technology to
determine programming needs.
Directors of Elementary & Secondary Works with Technology to determine
Curriculum programs for student improvement. Works

2. Lisa Bolte 15021075
EA1113 Dec. 11, 2009
with Principals, Academic Coordinators,
Academic Coaches and Teacher Leaders
to improve instruction. Oversee
development of District Improvement Plan
Curriculum Specialists Works with Academic Coaches, Teacher
Leaders and Teachers to improve
instruction and integration of technology.
Director of Assessment Analyses state assessment results and
submits district and campus goals for
student improvement to Superintendent
and Board for approval.
Assistant Superintendent Technology Coordinates all Technology services and
funding. Coordinates with Assistant
Superintendent of Teaching & Learning to
determine programming needs.
Director of Technology Services Oversees technology infrastructure,
equipment and installation of programs.
Determines if new technologies can be
supported and will integrate into existing
infrastructure.
District Technicians Maintain and repair equipment, load and
update security and virus protection
programs
Director of Instructional Technology Oversees technology training of staff,
oversee development of technology five
year plan, work with Campus Instructional
Technologists to improve campus staff
technology skills and integration
Campus Instructional Technologists (CIT) Train campus staff on technology
programs. Work with teachers on
integration of technology. Model
technology integrated lessons. Co-teach
technology integrated lessons. Observe
and coach teachers integrating technology.
Principals Oversee technology purchases budgets
and funding. Monitor all instructional
programs, staff development and
integration of technology. Develop Campus
Improvement Plan.
Academic Coordinators Assist Principal with curriculum and
instruction program. Work with Academic
Coaches and Campus Instructional
Technologist to improve instruction.
Monitor instruction and technology
integration
Academic Coaches Coach teachers to improve instruction.
Provide model lessons, co-teach lessons,
and observe lessons to improve instruction
Technology Leaders Identified by Principal and Campus
Instructional Technologist. Work with CIT

3. Lisa Bolte 15021075
EA1113 Dec. 11, 2009
and departments to integrate technology
into lessons.
Teacher Leaders Work with departments to improve
instruction and integrate technology
Teachers Work with students to improve academic
achievement. Integrate technology as
appropriate into lessons and activities to
improve instruction.
The integration of technology into instruction takes coordination of several divisions at
the Central Office level, but without a strong instructional leader on the campus full
integration of technology into instruction will not be achieved. The Principal has to
determine the needs of the campus, budget for purchases and staff development
training on those purchases, oversee the trainings and coaching provided by the
Academic Coach and CIT, and monitor classroom instruction and programs. The
Academic Coordinator assists the Principal in the day to day planning of trainings and
the work of the Coaches and CIT. The Principal sets the tone for the school. By
providing a model and demonstrating the importance of technology they let staff know
that technology use and integration is a priority issue. The Principal works with the
Superintendent of Technology to improve infrastructure and equipment. They work with
the Superintendent of Teaching and Learning to determine programs and materials that
integrate technology into instruction. And they work with the Department of Business and
Finance to be able to fund purchases to support instructional technology needs.
Part 2 Professional Development Planning
As part of the district technology initiative, all classroom teachers are working on Level 2
of the Technology Proficiency Program. This program is aligned to National Educator
Technology Standards (NETS). Level 2 focuses on increasing technology proficiency in
six areas: Technology Operations and Concepts; Planning and Designing Learning
Environments and Experiences; Teaching, Learning and the Curriculum; Assessment
and Evaluation; Productivity and Professional Practice; and Social, Ethical, Legal and
Human Issues. From findings in the Week 3 report, teachers also need opportunities to
collaborate and develop lessons that integrate technology and provide students
opportunities to learn and utilize the Technology Application TEKS. Training needs to
move from once a week group trainings to a combination of weekly trainings for specific
needs identified by Central Office and Campus Administration, just in time differentiated
training for individual teachers, and on line 24/7 access to trainings. Incorporating a
variety of training designs will meet the needs of more teachers as they work toward
more student centered technology integration. Formal trainings are planned and
delivered by the Campus Instructional Technologist (CIT). Just in time training is
facilitated by the CIT and department Technology Leaders. The CIT will also design on
line trainings that address frequently asked questions, technology productivity tools and
student databases.
Professional Development
Goal #1: Assist teachers in developing lessons that seamlessly integrate technology
and level 2 proficiencies.
Objective: Guide teams in developing 5 technology goals for the six weeks based on
the TA TEKS and Level 2 Proficiencies.

4. Lisa Bolte 15021075
EA1113 Dec. 11, 2009
Activity Timeline Documentation
Facilitate a PLC training where January 7 Sign In Sheets
teachers explore the TA TEKS January 14
and Level 2 Proficiencies.
During this time the team will set
5 goals and create a roadmap to
achieve these goals.
“Exploring Technology Tools”
“Creating 21st Century Lessons”
Develop and deliver training that December 17 Sign In Sheets
focuses on the uses of First
Class, Webpages and Podcasts
“Effective Communication &
First Class”
Creating activities and reviews January 21 Sign In Sheets
of lessons for independent study
and/or webpages.
“Digital Storytelling is a Breeze”
Creating activities and reviews On-going Sign In Sheets
of lessons for independent study
and/or webpages.
Develop weekly trainings On going Sign In Sheets
delivered during Tech PLC time
to support team goals.
Goal #2: Develop tech leaders that are innovative and collaborative.
Objective: Provide training and support for tech leaders to teach 21st century skills and
share successes with colleagues.
Strategy Timeline Documentation
Utilizing the tech leader area in Weekly Copies of Updates
First Class, deliver weekly
updates on technology uses and
strategies. Also provide answers
to frequently asked questions so
they can share with their team.
Monthly training sessions Ongoing Sign In Sheets
focusing on using more Completion of Activities
advanced technology skills. in Wiki
Learning the features of the
SMART board and Notebook
Software. Technology Leaders
will use the features during
January and share with their
team during February.
Bi-Weekly face to face meetings Bi-Weekly Sign In Sheet
with each tech leader. A brief (Wednesday
meeting to provide support and conference time)
address questions and
concerns.
Goal #3: Create self-motivated and guided technology learners (teachers).
Objective: Create wikis that address common technology questions. Encourage and

5. Lisa Bolte 15021075
EA1113 Dec. 11, 2009
train teachers to look here for answers and ask questions using this format.
Strategy Timeline Documentation
Create the “Technology FAQ January 4 Copy of wiki / link
Wiki.” Each page will address a
different topic
Gradespeed FAQ January 4 Coy of wiki / link
This page will address
questions such as how to
change categories, transfer
grades, export rosters, add
comment codes, etc.
TA TEKS Correlations Wiki February 4 Copy of wiki / link
Technology leaders will create
and maintain a wiki that
identifies the TA TEKS
addressed in various lesson
activities.
Proficiency Program February 4 Copy of wiki / link
Correlations Wiki Ongoing
Tech leaders will create and
maintain a wiki that identifies the
Teacher Tech Proficiencies
addressed in various lesson
activities
On-line Technology Trainings February 4 Copy of wiki / link
Create Breeze training
presentations for commonly
asked questions, Level 1
Proficiencies, AWARE,
Forethought and GradeSpeed.
Part 3: Evaluation Planning for Action Plan
One evaluation method that will be used is to have the teachers complete a pre and post
self-evaluation rubric on the skills and competencies in the Level 2 Technology
Proficiencies. Teachers should demonstrate an increase in the number of proficiencies
they can demonstrate and are confident in incorporating in the classroom. Results from
the Teacher STaR chart will also be analyzed to determine what areas have grown and
if any areas have advanced to the next level as a result of the professional development
action plan. Reports from Forethought will be analyzed to determine what types of
technology are being incorporated into lessons. This data will help determine if additional
hardware needs to be purchased for the campus and what software resources are being
utilized. Data from the AEIS report will also be analyzed along with data reports from
AWARE to determine if increases in overall data and in specific content objectives have
been obtained. Data from these sources will also be used to determine if technology
goals in the Campus Improvement Plan have been met.