4-1 Flow Chart & Action Plan

Dodie Maddox: 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

Accomplished Proficient Progressing Not Meeting

Expectations

Action plan includes an organizational chart identifying key stakeholders in integrating technology and district and campus organizational leadership

Student completes the organizational flow chart identifying key personnel from the district administration through campus implementation responsible for integrating technology and instructional and organizational leadership. Chart must identify personnel titles responsible for this integration and implementation, and a brief description of the role and responsibilities of all personnel.

(Maximum 3 points)

Student completes the organizational chart with some identification of district and campus personnel, but does not address the roles and responsibilities of personnel in integrating and implementing technology, instructional and organizational leadership.

(2 points)

Student provides a partial organizational chart that does not include all key stakeholders, and does not describe the roles and responsibilities of key personnel.

(1 point)e

Student does not complete the organizational chart or description of roles and responsibilities.

(0 points)

Comprehensive professional development plan(s) designed to achieve the action plan of integrating technology with instructional and organizational leadership.

Student describes a professional development plan or activities designed to achieve the action plan of integrating technology with instructional and organizational leadership. To achieve 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

Student provides a professional development plan(s) that address two of the three bulleted items from the Accomplished column.

(2 points)

Student provides a professional development plan(s) that addresses only one of the three bulleted items from the Accomplished column.

(1 points)

Student fails to develop a professional development plan(s).

(0 points)



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 3 points)

Evaluation plan to assess the progress and success of the action plan.

The action plan must also include an evaluation plan that provides 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

Student provides an evaluation plan that addresses two of the bulleted items from the Accomplished column.

(2 points)

Student provides an evaluation plan that addresses only one of the bulleted items from the Accomplished column.

(1 point)

Student fails to include an evaluation plan in the Week 4 action plan.

(0 points)



integration of technology with instructional and organizational leadership.

.

(Maximum 3 points)

Posting action plan on the Discussion Board and on their blog, and provides evidence of reviewing and commenting on action plans of other students.

Student posts their action plan on the Discussion Board and on their blog and provides evidence, through written comments, of reviewing and reflecting on at least two other student’s action plan.

(Maximum 3 points)

Student posts their action plan on the Discussion Board and on their blog and provides evidence, through written comments, of reviewing and reflecting on one other student’s action plan.

(2 points)

Student posts their action plan on the Discussion Board and on their blog but does not provide any comments or reflections on the action plans of other students.

(1 point)

Student does not post on the Discussion Board or on their blog.

(0 points)

Assignment Mechanics

Responses are relevant to course content; student uses correct APA writing mechanics; no errors in grammar, spelling, or punctuation.

(Maximum 3 points)

Responses are relevant to course content; one or two errors in grammar, spelling, or punctuation, including APA writing mechanics.

(2 points)

Responses are relevant to course content; more than three errors in grammar, spelling, or punctuation including APA writing mechanics Needs

(1 point)Improvement

Responses do not reflect knowledge of course content, lack clarity and depth, and/or include multiple errors in grammar, spelling, and punctuation, including APA errors.

(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.



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 Technology Plan outlines a goal of having an interactive technology teaching device in every classroom. Smart boards and Mobi interwrite tablets are specifically mentioned as tools of choice. Currently, my campus has this type of device in 60% of the classrooms. This year’s campus improvement plan carefully considers all expenses due to funding changes. The CIP recommends the purchase of new Smart Boards if there is evidence that the current equipment is effectively being used. Star Chart, Proficiency Program rubrics, and informal walk-throughs indicate that there is a need in this area. Most boards are being used; however, the use is minimal and very basic.

Professional DevelopmentGoal: Create self-motivated and guided technology learners (teachers) through effectively designed and delivered professional development sessions.Objective: Create teachers that seamlessly integrate technology through the effective use of interactive white boards.Strategy #1 Strategic placement of current Smart board inventory

Place boards in all Math and Science classrooms, all tech leader and teacher leader classrooms, and ensure at least 3 teachers on each team has one.

Equipment Needed 32 Smart boards 2 Campus Maps

Timeline 1 weekPersons Responsible a. Principal

b. CITc. Maintenance staff

Role a. Oversee planning and placementb. Develop and present planc. Movement and installation

Evaluation Campus map indicating desired locations Campus map indicating final locations

Strategy #2 Installation of Smart Board Drivers and Smart Notebook software on presentation computers.

Equipment Needed Installations CD’s or website link Product code



Timeline 2 daysPersons Responsible a. Principal

b. CITc. Teachers

Role a. Deliver directive for completionb. Assist and coach teachersc. Install software and seek assistance as necessary

Evaluation Verification of installed software by CIT on Campus Map

Strategy #3 “Smart boards for Dummies” orientationAll teachers receiving a Smart Board receive a “Smart boards for Dummies” guide provided by the vendor and attend a one-hour training. The purpose of this initial training is the basic operation of the Smart Board..

Equipment Needed 32 “Smart Boards of Dummies” guides 1 Smart Board 1 Projector Notebook Presentation

Timeline 1 hourPersons Responsible a. Principal

b. CITc. Math Teachers

Role a. Ensure attendance and provide timeb. Deliver trainingc. Assist with training because they have had the boards for 2 years.

Evaluation Sign-in Sheets Participant Evaluations Follow-up classroom visits to check for understanding.

Strategy #4 Informal Classroom Walk-ThroughsThe notes for these visits will document how the boards are and are not being used in the classrooms. This information is used to develop training sessions that meet the current needs of teachers.

Equipment Needed Technology Walk-Through Form Timeline 2 weeks of informal, impromptu, 5 minute walk-throughsPersons Responsible a. CIT

b. Academic Coachesc. Principal

Role a. Conduct Walk-Throughs and collaborates with Academic Coaches.b. Conduct Walk-Throughsc. Provide opportunity for walk-throughs and ensure compliance from

teachersEvaluation Walk-Through Forms

PD Planning

Results of Walk-Throughs Ninety percent of teachers with Smart boards are using them on various levels. The 10% not using them currently do not believe they are an effective teaching tool. They are in classrooms that the principal designated MUST have Smart boards. Common uses of the Smart boards include emphasizing instruction and modeling. Teachers “write” on the boards to explain text and model activities. Eight-six percent of Smart board usage is



by the teachers, students only interacted with them 14% of the time. Use of the Gallery tools is limited to math teachers. All first year Smart board users are not using these tools.

Strategy #5 Gallery Tools Instruction and Exploration

Given 45 minutes, a laptop with Notebook software, and a team of teachers, learners will explore the “Tool Gallery” for 3 items that can be used in their classroom. At least one tool must be student-led. The learner will personalize the tools for his/her classroom and store the personalized tool in “My Content.” Learners will randomly share their new tool with the group in a 2-3 minute explanation presentation.Prior to exploration, the presenter will explain the difference between “My Content” and “Saving” a presentation. Then he/she will model how to access the Tool Gallery, explore, personalize, and store in My Content. During the exploration, the presenter is available for questions and support

Equipment Needed Smart Board Laptop for each participant Notebook software on each Laptop Projector Presentation using “random choice” tool and timer.

Timeline Each session is 45 minutes3-5 sessions (depends on participation)

Persons Responsible a. Principalb. CIT

Role a. Time for session and attendance of teachersb. Preparing training, register participants, present training, facilitate

exploration.Evaluation Sign-in Sheets

Participant Evaluations

Continuing Walk-Throughs

Visit classrooms to determine the effectiveness of the training sessions. Use results to adjust training to meet teacher’s needs. Schedule one-to-one conferences with struggling teachers to provide support and possible model lessons.

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 evaluation of this professional development plan is ongoing in both formal and informal formats. First, each session is evaluated by the participants. They are asked to complete a survey on the effectiveness of the training. This survey is posted in the district learning management system. The results are used to plan for future training sessions. The learning from each session is measured between sessions in the format of a walk-through. The Campus Instructional Technologist (CIT) will use the technology walk-through form for this visits and evaluations. This form is based on the rubric of the district’s technology proficiency program and the district initiative for designing and delivering effective instruction. The results of these walk-throughs will look for areas of strength and weakness in Smart board implementation. The participants will participate in five of these training sessions. During the fifth session, participants will share their successes and struggles with the implementation and training. The principal will be involved with this session and use the feedback to determine the effectiveness of the program.



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.
