Action Plan

EDLD 5352 Instructional Leadership: The Technology Link

Juan Seguin Organizational Chart

Board of Trustees

Serves as a guide to organizational planning, board and staff decision-making, initiatives, and

sets priorities among competing demands for scarce resources. Oversee and approve contract

negotiation and renewal. And, select school superintendent.

Superintendent

The Chief Executive Officer (CEO) of the District who is responsible for the effective operation

Page 1 – Revised October 2009


of the District; general administration of all instructional, business or other operations of the

District; and for advising and making recommendations to the Board of Education with respect

to such activities.

Elementary Education Director

Work with staff to plan, implement, and evaluate the curriculum on a systematic basis in a way

that aligns with the Working on the Work framework and within the approved district program

framework. Develop means to ensure resources are allocated for innovation and continuous

improvement efforts. And, develop a system for creating and maintaining learning communities

that facilitate student engagement and innovation.

Director of Curriculum and Instruction

Develop a data driven focus on students and on the quality of work provided to students. Focus

on results and make data driven decisions while promoting the need for change for student

success within the organization. Utilize appropriate strategies to create a sense of urgency for

increasing student academic success. Identify, use, evaluate and promote appropriate

technologies to enhance and support instruction and curriculum leading to high levels of student

engagement and achievement. Monitor instructional and managerial processes systematically and

use findings for corrective action, improvement, and recognition of success.

Principal

Manage, coordinate, and set high expectations for personnel, students, parents, and building care

in order to create a smoothly operating campus and ensure that each student is provided

opportunity for reaching every potential in gaining a quality education.

Teacher

Teaches reading, language arts, social studies, mathematics, science, art, health,

physical education, Technology and music to students in a classroom, utilizing course of study

adopted by the Board of Education, and other appropriate learning activities. Develop lesson

plans with incorporated strategies to reach all level of students learning style. Data analysis of



student’s benchmarks, six weeks test and other research based standardized test. Provide warm

and safe learning environment.

Students

The student is responsible for his/her own success in the learning process. He/she should

be actively involved in the learning process and should behave appropriately for a learning

environment.

Director of Technology

Develop the District Technology Plan by the side of the Long-Range Vision Plan. Coordinate

implementation of the plan and evaluate and recommend modifications as needed. Also, provide

assistance to teachers and administrators to facilitate the effective integration of technology into

the curriculum. Support district wide software applications. Supervise the District Technology

Support Specialist. Recommend budget requirements to support the district’s Technology Plan.

Technology Facilitator

Facilitators are to help harness the power of teaching with technology to further engage students

in meaningful lessons to increase student achievement. They are former classroom teachers who

have ways to help incorporate technology lessons into the curriculum.

Part 2: Professional Development Planning

Juan Seguin Action Plan

Session: ITBS and NET*s (TECHNOLOGY ACTION PLAN)

Learning Objective to Be Addressed: All learners will understand and begin to implement the

standards as well as look over the technology plan for GPISD.

Grade Level:

PK-5th

Facilitator:

Tracia Trantham

Location:

Seguin Library

Start Time:

Two Sessions:

End-Time:

Two Sessions:



Lead Facilitator:

Sam Gonzalez

3:45 4:45

Looking at standard one - describe the kind of leadership that inspires and leads the

development of a shared vision for comprehensive integration of technology to transform

our schools.

First, let’s look at what we currently have and see what I think would be a plan that incorporates

technology in all aspects that affects teachers and students academically.

o Each classroom in the district has a teacher desktop computer, television, VCR or a DVD

player, and now most have an Elmo and projection system. Also, each teacher has access

to a camera, scanner, and video camcorder.

o Each elementary school, middle, and high school has one or two computer lab with 25 +

computers, including one or two printers.

o The district has an established email systems, grading, attendance, and several math,

reading and science assessment and curriculum based programs.

o Each campus has access to a computer cart that has between 6 – 24 student laptop

computers.

o Each campus has access to digital curriculum (cScope) and videos through Discovery

Streaming.

o Each school’s library has 4 – 15+ student computer stations where students have access

to internet, electronic database, and resources to do research. Each teacher has available

numerous videos and cd on several topics.

My plan would include all of the above plus a plan on how technology can be delivered more

effectively, how students can achieve and be assessed, develop effective staff development for

teachers or all personnel involved with students, incorporate more the community which includes

business and parent participation, and finally develop an effective technology plan for the future.



Several changes that I would include are:

More Technology projects – Broadcasting morning announcements, develop more interactive

video conferencing between schools / different school districts, and help teachers develop more

project based activities.

Curriculum – Develop student understanding of Google Docs – where student can develop their

writing skills. Google Docs allows students to work collaboratively on a paper, research project

or just gathering data. With gaggle email have students respond to blogs – increase student

summary skills. Assist teachers in developing reading centers using NetLibrary or other reading

websites. **Bottom line – technology engages and empowers students, especially when teachers

showcase their work!

Computer Labs – one aspect that I would incorporate is increase more access to technology by

opening up the computer labs before and after school for student or parents to use by providing

meaningful online activities. Develop more student based projects that incorporate video editing

software, interactive online activities.

Science Labs – would have access to digital microscope, projection system, video and video-

conferencing technology, and an interactive white board. Just like the computer lab, have the lab

open mornings and afterschool with meaningful interactive activities. Robotics technology

would definitely increase student interest. TCEA held every year in Austin, has competitions

with robotic technology.

Bilingual/ESL – have access to technology in the classroom that incorporates more dual

language technology activities.

Staff Development – help teachers work collaboratively on how to improve / incorporate

technology effectively with the curriculum, especially in the area of science, math and reading.

Standard two discusses the development of a robust digital age learning culture.



My plan would be to focus on students and teachers being successful and not isolate technology

but help them incorporate it into the curriculum by using all the available technology resources –

whether online assessment. (Nero – AlphaSmarts)

o Blogging

o Webquests

o Wikis

Standard three emphasizes the importance of digital age professional development - what

might this look like? And how can leaders work to make sure their SBDMs are prepared to

address this new type of professional development?

The kind of leadership that I believe is needed being innovative and a risk taking attitude - this

type of leadership will lead to the creative implementation of technology. The primary

benefactors would be students and teachers!

Standard four discusses the importance of leadership that manages and implements

strategic planning, monitors progress, and continually evaluates the systemic changes to

ensure continued improvement in integrating technology in all aspects of curriculum,

instruction, assessment and organizational change. Discuss what this leadership requires of

today's administrators.

Objectives and Strategies

Administration and support services us of technology will be monitored, staffed, funded, and utilized at appropriate levels

GPISD will effectively plan and evaluate technology use and goals

Completion of Texas STaR carts for all campuses. Incorporation of technology planning in campus improvement plans.

Continuation of use of technology in planning and decision making. Investigate and deploy data tools for teachers.

Continuation of technology plan evaluation during the next three years. Annual evaluation with reports to Superintendent and School Board as requested.



Yearly revision of both board policy and procedures dealing with technology. Revisions to include data retention procedures.

The district will support and implement the Texas Long Range Plan for Technology in all short and long term planning.

Continue giving eighth grade post test to access technology skill acquisition on Technology TEKS. Evaluate data to modify instruction and staffing as needed.

Administration will recommend staffing levels and tools for support of technology integration

Deployment of student Novell accounts and email. Development of procedures for use and monitoring. Development procedures for maintenance

Administration will continue to seek and maintain funding for technology.

Continued seeking of grants such as E-Rate, Title II Part D, and other competitive and noncompetitive grants.

Support of technology through federal, state, local monies, bonds and appropriate donations.

GPISD Technology Department will continue support and enhancing services for employee, student, and parent use.

Deployment of VPN (Virtual Private Network) for administrators to access network services at home.

Perform complete workflow/data flow analysis of district data.

Allow teachers to post web pages to the district site to increase communication with campus

Develop data retention policy for email and user accounts

Lastly, the NETS-A standard five urges today's leaders to model and advance digital

citizenship. What does this look like?

Increase involvement with parent and community

Facilitate parent participation with technology applications

Enhance the parent portion of the district web page

Redevelop parent password site for on-line grade book access



Develop a parent web portal to consolidate all parent information sites

Give access to School Messenger emergency telephone communication system to all campuses

Facilitate GPISD Technology Department involvement with the community

Enhance content of GPISD-TV - channel 76

Incorporate language software into adult literacy classes at Title I campuses and Title I programs offering literacy instruction

Enhance GPISD Foundation web site to incorporate credit card donations

Continue offering computer literacy classes (Spanish and English) as requested by campuses

Part 3: Evaluation Planning for Action Plan

How is technology and information systems (e.g., AEIS, AYP, STaR chart and other data

gathering software) used in identifying campus curriculum, instructional and professional

development needs?

Technology planning is an activity that provides direction and helps users

understand clearly where they are now and imagine where they want to be. The most

common technique used to formalize technology planning is the creation of a document

by using assessment tools such as STAR Chart. Sam Gonzalez our technology facilitator

believes a technology planning document is to technology planning as a road map is to

travelers. Questions asked: Is your school using technology effectively to ensure the best

possible teaching and learning?; What is your school’s current education technology

profile?;What areas should your school focus on to improve its level of technology

integration? The star chart or any other assessment tool helps explain the various points

of interest and destinations to those involved in the process of technology.

How is technology being used to deliver and enrich instruction (give examples) ?

Many different types of technology can be used to support and enhance learning.

Everything from video content and digital moviemaking (youtube) to laptop computing



and new uses of technology such as podcasting are constantly emerging. Various

technologies deliver different kinds of content and serve different purposes in the

classroom. Technologies available in classrooms today range from simple tool-based

applications (such as word processors) to handheld computers, closed-circuit television

channels, and distance learning classrooms. Even the cell phones that many students now

carry with them can be used to learn. Students can learn "from" computers—where

technology used essentially as tutors and serves to increase students basic skills and

knowledge; and can learn "with" computers—where technology is used a tool that can be

applied to a variety of goals in the learning process and can serve as a resource to help

develop higher order thinking, creativity and research skills.

Identify and discuss professional development planning that focuses on the use and

integration of technology in curriculum, instruction and assessment.

Technology encourages teachers to take on new and expanded roles, both inside

and outside of the classroom. Within the classroom, technology supports student-

centered instruction. The teacher assumes the role of coach or facilitator while students

work collaboratively. A professional development curriculum that helps teachers use

technology for discovery learning, developing students' higher-order thinking skills, and

communicating ideas is new and demanding and thus cannot be implemented in isolation.

Therefore in order to get everyone on board, administrators must help with the change.

One strategy to motivate and encourage teachers to spend the time and energy necessary

to develop technology competency is to model the use of technology. Mrs.Sims, principal

of Seguin, utilized the internet to promote powerful, encouraging messages to staff

during meetings. Other strategies for encouraging teachers to participate in professional

development for technology use is

•Establish regular times for team interaction. (Mrs. Sims will be giving team ½

day planning sessions each six weeks, to work with data such as benchmarks,

AEIS and Star Chart)

•Send agendas to participants beforehand. (through e-mail, wikis, or blogs)

•Designate a team librarian. (Set up author interviews or discussions through web

based training)

•Build and maintain a team archive.



•Use visual forms of communication where possible.

•Set formal rules for communication and/or technology use.

•Create an environment of trust.

•Eliminate confusion.

•Create productive dialogue/Make learning interactive.

•Have teachers share what they are doing on a regular basis.

•Give constructive feedback and support as a facilitator.

Another important component of effective professional development for

technology is access to on-site technical support personnel who are responsible for

troubleshooting and assistance after the technology and lessons are in place. When

teachers are trying to use technology in their classrooms and they encounter difficulties,

they need immediate help and support. Technology that is not easily accessed and

implemented will not be used.

Describe the use of technology to enhance learning and instruction – utilize professional

experiences (e.g., how you use technology in the classroom).

When I began this class I had little technology going on in my classroom. Seguin

Elementary has two computer labs, and as the interview stated, we are all trying to get in

to teach a technology lesson weekly, usually we get 45 minutes, one day a week. In the

past I have created power-presentation which took about three weeks. We used clay and

created biomes that where destroyed by erosion. We took pictures as the process was

being developed and destroyed, then place these pictures in a power point presentation so

that they could see the effects. It was really a useful tool.

I have also shown pictures from the internet to teach inferring. Little has been

done with the use of technology. However, this year I have just received four computers

for my classroom. I have set up my third grade students email accounts using gaggle.net

and we are using Achieve 3000 software which helps dual language learners with their

reading skills. I plan on setting up a classroom blog to help communicate with my

students and parents. And I plan on using wikis as language dictionaries and look for



podcast for language learners. However, this might be difficult as to we do not have

classroom sets of iPods.

I have been taught some wonderful programs through professional development

but honestly I have walked away knowing I won’t be using this tool because I didn’t

know how to fit it in my curriculum scope and sequence. We don’t have a facilitator on

campus full time; we only have him for two days a week because of funding. Trends are

showing that the districts need to find funding to provide full time facilitators to teach

lessons with the classrooms so that teacher would use the tools learned. Technology is a

wonderful necessity for 21st learners.

Based on student interviews, describe how students are using technology to improve their

learning and academic performance.

Technology plays a role in this approach of providing students with tools and

information that support their problem solving, communication, collaboration, and

knowledge creation.

I have learned just this week that technology is happening at school for some of

my students and not at home. Last week, after setting up my third grade students an email

account, I asked them what they thought about having an email account and how will

they use it to communicate in school and out of school? Several of my students didn’t

reply to the message as I had taught them. Most began a new email answering that it

would be cool to ask me questions about their homework and talking with their friends. I

was even asked if I liked Kettle corn. I then asked would they use this at their home.

Some of my students said, “they have a computer but they are not connected to the

internet. I asked if they use different software to learn. Some said yes and some said they

never get on the computer.

However, when asked about video games almost all my students had a WII, Play

station or Xbox. Therefore, school seems to be the only place where computer

technology is occurring for them.

Students that do have internet are very resourceful. They all have been emailing

me and using the achieve 3000 reading program that can be assessed anywhere. Some



have even commented that they go and Google information if they don’t know the

answer.

Students today are very techno savvy as I am the wanna be. Just this week they

taught me how to change the color scheme in Achieve 3000. I didn’t even know that was

possible and the funny thing is I was the one trained and I am to train them. Most

students today are risk takers and connect video game formats to any other technology.

As suggested during the interview, hold your arm up and anyone who can walk under

your arm will be able to help you (students are more advance than we are).

I have noticed that my students do use word processors at home to create birthday

invitations or write letters to their friends. I am hoping that once I send a the letter home

tomorrow about their own email accounts and the Achieve 3000 Reading program, some

of my parents will consider getting the internet so that their child can use the email

account and reading programs.

Evaluation

Evaluation Process:

Evaluation of the Technology Plan will be a systematic ongoing process. All aspects of the Plan

will be evaluated formally annually.

A subcommittee of the technology committee will be responsible for the ongoing evaluation and

will utilize whatever resources deemed necessary in the process. The type of evaluation, and the

detail, will depend on the part of the Plan being evaluated. The intention of the evaluation will be

to make decisions on the impact that technology has the learning process for all students. A

report will be given to the Superintendent and the Board of Trustees after each formal evaluation

occurs. After evaluation the Executive Director of Technology and Information will make all

necessary changes in the e-Plan system. Particular attention will be paid to Objective 4.3, as the

bond planning process will dictate many parts of the plan in year 2 and 3.

Grand Prairie ISD’s STaR Chart results will be used to help Grand Prairie ISD assess its progress

toward meeting the goals of the Long Range Plan for Technology. The STaR chart will also be

used to compare Grand Prairie ISD’s results with other Texas districts. By using the STaR chart



as a monitoring tool, Grand Prairie ISD will be able to accurately assess technical growth on an

annual basis.

Evaluation Method:

Integrating technology into curriculum and instruction

Classroom observations of effective teaching practices combined with the use of

technology to support student learning.

Lesson plans that include effective teaching practice as part of instructional procedure.

Formative PDAS observation records regarding students learning (which includes use of

instructional technology).

Improve student participation and completion of classroom assignments.

Positive participant evaluations following technology staff development session.

Increase integration of individualized, relevant and interesting technology into classroom

instruction.

Lesson plans that reflect learning gleaned in technology staff development sessions.


instruction.


Increasing the ability of teachers to teach

Formative PDAS observation records regarding student learning (which includes use of

instructional technology).

Improve student participation, attention, and completion of classroom assignments.

Positive participant evaluations following technology staff development session.

Documentation of student acknowledgment of GPISD’s Acceptable Use Procedures as

outlined in handbook.


instruction.


Increase professional collaboration resulting from forums.



Enabling students to meet challenging state academic standards.

Increase use of technology by administrators and teachers for data tasks.

Increase integration of technology will increase higher-level thinking resulting in better

scores.

TAKS benchmarking decisions made by Superintendent regarding online testing

Monitoring of legislative action regarding school funding

Acquiring and deploying technologies and telecommunication services

Monitoring of budget and services being rendered to staff

Services delivered in an incremental approach to maximize efficiency

Systems decrease user frustration to accessing data and systems

Meeting timelines for implementation

Increased physical evidence of technology use (bulletin boards, classroom instruction,

student work posted in school hallways, etc.). To be monitored by campus principal.

Meeting with campus staff regarding technology planning

Reports to Board of Trustees and Superintendent

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.


Documents

Action Plan