1. EDLD 5352 Instructional Leadership: The Technology Link Tonya Richmond Sec 1190
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
Assistant Superintendent
for Technology
Coordinator for
Instructional Technology
Campus Technology Campus Principal
Specialist
Classroom Teachers
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2. EDLD 5352 Instructional Leadership: The Technology Link Tonya Richmond Sec 1190
Superintendent:
In terms of technology integration, the superintendent is there to support the use of
technology and rely on the experts within the district to bring him or her the most up-to-
date information. Additionally, there should be communication from the superintendent
to the school board in regards to progress and budgetary needs. He or she serves in
the support role and needs to confirm that all of the technology integration within the
district is following the technology plan for both the district and the state.
Assistant Superintendant for Technology:
The goal of this position would be to work with the Superintendent to implement and
introduce the most innovative and cost effective forms of technology to the district. In
addition, he or she must take on the responsibility of guiding all technology personnel
within the district to ensure that initiatives are communicated and filter down to the
appropriate individuals to be implemented effectively. The hardware and software must
be current and the main objective is to stay one step ahead of the latest technology.
This position should develop a format or blue print of budgetary needs and wants.
These needs must be communicated to the superintendent and this position would
require awareness of costs of technology devices and implementation.
Coordinator for Instructional Technology:
This role is key in communicating with campus personnel on objectives and goals for
the district. He or she will need to meet with all campus technology coordinators and
principals to keep the district informed of mandates and requirements for aligning with
the district technolgy plan. The key focus will be how to integrate technology into the
curriculum seamlessly. This position must also be able to report back to the
superintendent in regards to the evaluation of implementation.
Campus Technology Specialist:
Each campus’s specialist will communicate the district plan as well as assist teachers in
finding the best procedure for implementation. The specialist will be required to keep
computer labs and laptop carts functioning efficently while at the same time conducting
professional development that will keep the classroom teachers informed of ways to
teach the Technology Application TEKS within the boundries of the curriculum.
Classroom Teachers:
This position is the most important in implementing the technology plan throughout the
district. Teachers must stay open-minded and be willing to try various forms of Web 2.0
tools when creating lessons. All will be required to attend a certain number of
professional development sessions that will help to enhance instruction using
technology in the classroom.
Campus Principal:
Each campus principal will make sure that communication is occuring from one person
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3. EDLD 5352 Instructional Leadership: The Technology Link Tonya Richmond Sec 1190
to the next. Without clear focus of the ultimate outcome, faculty and district personnel
can become disenfranchised causing potential problems of implementation. The
principal serves as the liason between the district personnel and campus. He or she will
need to address technology requirements with the faculty and require that teachers
follow the technology plan. In addition, it should be known that the state mandated
Technology Application TEKS are non-negotiable.
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.
Based on the campus and district technology plans as well as the evaluation of
technology needs from my week three report, there are some ways to clearly train the
faculty’s at the campus level to better improve the gathering, analysis, and use of data
throughout the district. The most profound thought within the district technology plan is
that there is more to technology on a campus than having computers. Overall, the
district has many computers, whether it be in labs or with laptop carts. If teachers are
unaware of how to use the computers, they are essentially useless.
The first part of professional development will be to allow teachers to share their
expertise within the departments. This starts with the district curriculum specialists
within each department. These individuals must go onto campuses and show teachers
ways to incorporate the use of technology into their specific curriculum area. Most Web
2.0 tools can be incorporated into the content areas easily, but many teachers need
coaching on how to do this. There needs to be a database that allows easy access to
the tools and directions for each. The district is working with systems such as Google
and Moodle to help with the collection of data and resources. Google and Moodle
training can be done at individual campuses.
In addition, to campus development instruction from campus faculty, there needs to be
a District Technology Team for each content area that creates a curriculum involving the
Technology Application TEKS. This team will train campus department chairpersons
who will be required to train his or her department on the integration of these TA-TEKS.
There will be a database of lesson plans through the Eduphoria software program that
all teachers will have access to twenty-four hours a day. These lessons will be tagged
to highlight the use of technology. Teachers will be required to submit the use of
technology to the PDAS evaluator.
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4. EDLD 5352 Instructional Leadership: The Technology Link Tonya Richmond Sec 1190
It is important to allow off campus opportunities for training in each content area with
technology. Teachers will have opportunities to be trained at their level of expertise with
the use of technology. These levels of classes (beginner, intermediate, and advanced)
ensure that teachers attending do not become frustrated due to level. Often the
complaint that I hear from teachers is that the class moved too fast or too slow. As a
district we must do a better job differentiating the instruction for our teachers, like we are
expected to do with our students.
Administration will implement samples of the Web 2.0 tools, Google, and Moodle when
presenting at faculty meetings. The simple observation of these avenues will
encourage their use in the classroom. Principals will be required to include a list of all
technology used throughout the school year with the faculty, which means that
administrators will need extra training (out of district) on ways to incorporate technology
as an administrator.
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.
The key component to successful professional development is to evaluate the system
that has been put in place. There are a variety of ways to evaluate whether or not our
district is making progress in reaching the district goals. The district and campus plan
both look a great deal at the yearly results from the STaR Chart. This is a tool that
provides a gauge as to a variety of forms of implementation, ranging from sufficient
connectivity to professional development opportunities. Ultimately, I feel that it is crucial
to break the STaR chart data into its various parts to get a true feel as to how the
campus is progressing. Even though there may be a slight increase in a part of the
STaR Chart data, there could still be a lapse due to the fast pace of technology
innovation.
In order to seek further information it is important to have feedback from the classroom
teachers. The district will need to create Campus Technology Teams that can
contribute feedback to the district on a campus by campus basis. These teams should
be composed of teachers representing all content curriculum areas, the Campus
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5. EDLD 5352 Instructional Leadership: The Technology Link Tonya Richmond Sec 1190
Technology Specialist, and an administrator. This group will discuss what is working
well and make suggestions for improvement that will be filtered back up the
organizational chart, allowing the superintendent an opportunity to hear actual feedback
from the teachers.
It will also be important to follow student’s progress based on the Technology
Application TEKS. There will be district created online tests that students will take four
times throughout each school year to evaluate progress made with technology. This
data will be compiled in order to see if adjustments need to be made in regards to rigor
of technology lessons. Students will also be encouraged to contribute suggestions and
lead teacher trainings.
Much of the evaluation will be based on direct observation by district leaders and
administrators. These observations will help lead to future professional development
opportunities. The more chances the district personnel has to make observations of
strong technology based lessons, the more likely it is that the district is becoming
successful in reaching the technology goals. In addition, to the classroom observations,
teachers will be asked to contribute the final product of technology based lessons.
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