Instructional Leadership Edld 5352 Week 4 Assignment[1]

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.

DEVELOPING AN ONLINE CLASSAction Plan Organizational Chart

PERSONNEL/STAKEHOLDER ROLE AND RESPONSIBILITYFBISD Superintendent Collaborate with other stakeholders in

developing guidelines for a pilot program involving an online course. Present knowledge and skills in following proper school district policy and implementing most appropriate instructional strategies in creating the class. Lead in utilizing any resources towards development of online class. Maintain an active relationship between the central office and THS.

FBISD Superintendent of Curriculum and Instruction

Collaborate with other stakeholders in developing guidelines for a pilot program involving an online course. Present knowledge and skills in following proper school district policy and implementing most appropriate instructional strategies in creating the class. Maintain an active relationship between the central office and THS.

FBISD Director of Technology Operations Collaborate with other stakeholders in developing guidelines for a pilot program involving an online course. Present knowledge and skills in developing an appropriate digital platform for offering course. Maintain an active relationship between the Technology department and THS.

THS Principal Collaborate with other stakeholders in developing guidelines for a pilot program involving an online course. Maintain an active


relationship between the central office, Technology department, and all THS stakeholders.

THS Assistant Principal of Curriculum and Instruction

Collaborate with other stakeholders in developing guidelines for a pilot program involving an online course. Work with the department that is designated for online class. Play an active role in determining available resources, and assist in developing curriculum for the class.

Campus Advisory Team (SBDM Team) Collaborate with other stakeholders in developing guidelines for a pilot program involving an online course. Each member of team should voice thoughts for course expectations.

Department Head (for subject area class to be taught online)

Collaborate with other stakeholders in developing guidelines for a pilot program involving an online course. Work with AP of C&I and teacher(s) for online class in developing curriculum for course.

Teachers Collaborate with other stakeholders in developing guidelines for a pilot program involving an online course. Work with AP of C&I and department head for online class in developing curriculum for course. Create assignments, activities, and assessments utilizing most appropriate instructional strategies that engage the learner through technology.

Students Collaborate with other stakeholders in developing guidelines for a pilot program involving an online course. Complete assignments, and discuss strengths and weaknesses of online course with THS staff. Discuss different components of technology integration (i.e. navigating through class, viewing video lectures, submitting assignments).

Role of THS PrincipalThe role of the principal includes many responsibilities that include communicating

between the central administration, school staff, students, parents, and other stakeholders. She is the nucleus of this endeavor, or the leader. She must have knowledge of district policy, technology curriculum and instruction, available technological resources and ways to acquire them. She must lead and facilitate collaborative efforts in planning, implementing, and assessing the effectiveness of the pilot online course. Her role includes assisting in resolving any issues in


the program that may arise – and there will be issues in the trial run of the course. Current technology issues and events relevant to the class should be considered as changes are made. Such issues should be offered to stakeholders involved. The principal should observe the course as students and teachers interact, and collaborate with others in developing an assessment tool. The environment of distance learning is a growing trend on the horizon of education, and the principal must understand the implications for launching a successful program.


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.

DEVELOPING AN ONLINE CLASSProfessional Development Planning

Purpose: The purpose of the following professional development planning chart is to bring various stakeholders together in the designing, planning, implementation, assessment, and evaluation of a pilot online course for a determined class. The overall goal of the online class is to utilize technology in most aspects of the class through digital presentation of the courseware, videos, online activities, and use of laptops or technological devices.

Professional Development Planning Chart

Learner-Centered Activity

Purpose Description Steps Estimated Time

District and school staff visit and observe other districts or schools offering online classes.

Staff will develop a general idea of planning, implementing, and assessing an online course to students.

Staff will meet, observe, and discuss all aspects of online class with another school, district, or college. Staff will record observations and take notes.

1. THS principal needs to assemble a team for the visit. (A specific department, class, and teacher need to be selected.)

2. Principal should contact schools offering online classes, and schedule appointments for team to meet with the schools.

3. Team visits school(s), and

6 months – 1 school year


participate in discussion about online class.

District and school staff attends an educational technology workshop or convention.

Staff will immerse themselves in a technology integrated environment. Staff will learn of current events and issues in education and technology.

Staff will research availability of tech education workshops or conventions, and plan at least one trip with all stakeholders travelling together.

1. Research availability of tech ed workshops and conventions.

2. Plan trip.

3. Attend workshop or conference.

4. Acquire knowledge and ideas specific towards developing an online course.


District and school staff develops general guidelines and expectations for online class.

Staff develops guidelines and expectations for presentation to other stakeholders.

The professional staff meets and offers ideas for class utilizing their areas of expertise (ex. Director of Technology presents the availability of possible tech resources.)

1. Staff meets to develop overall goals and objectives.

2. Staff considers Tech Ed TEKS., FBISD and THS improvement goals.

3. Staff develops overall curriculum and instruction for online class.

4. Staff creates a syllabus and calendar of instruction.

5. Staff determines all resources to be used by staff and students.



SLHS Campus Advisory Team, SLHS Staff and students review and collaborate on general guidelines for class.

Previous data and ideas (from previous staff development activities) are presented to local THS stakeholders for consideration and further collaboration.

The group meets on campus to discuss previous data, and collaborate on changes to online class. Changes and/or alterations to class should reflect THS needs or goals.

1. Principal, AP of C&I, and Dept. Head present previously acquired data and guidelines for class.

2. Sample assignments, lectures, and/or online course presentation may be offered to participants.

3. Members of CAT, teacher(s), and students reflect, discuss, and collaborate on changes relevant to THS and class structure.

4. Based on collaboration, the structure and design of the online class becomes more defined.

2-3 days (consecutive or spread out)

Stakeholders develop a final plan for implementing a school class online for proposal to school board/district.

School and district staff finalizes all aspects of online class for approval from school board/district.

School and district staff outlines course syllabus, instruction, curriculum, calendar, resources, and create assignments for class.

1. Staff reviews data, curriculum, instruction, and all collaborative efforts of stakeholders to this point.

2. Final curriculum for class is created.

3. Instruction, assignments, and

2 -3 months


resources are defined.

4. Infrastructure for online class is implemented.

5.”Trial runs” –staff practices navigating through online course, opening, and submitting assignments and related tasks.

6. Final proposal for class is sent for school district/board review.

Staff monitors and assesses the success of online course.

Staff evaluates various aspects of online class to determine strengths, weaknesses, and changes to class structure.

Staff meets as a PLC to describe success of course.

1. Student assignments, class data, evaluation of online platform are presented to group.

2. Team discusses strengths and weaknesses.

3. PLC determines any changes to be made to class.

Meet 4-6 times during the school year

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.

Purpose : During the process of developing the foundation for the online class, various stakeholders have presented expectations for the class, numerous federal and local technology plans have been researched, and similar projects have been studied. The previous section, DEVELOPING AN ONLINE CLASS Professional Development Planning, offers the brainstorming, collaboration, research and development that will bring our team to the stage of developing evaluation guidelines and tools – Evaluation Planning. The THS Campus Improvement Plan will serve as our major resource of targeted goals and behaviors as it integrates expectations of federal, state, and local technology plans. The following goals are targeted for evaluating the success of the online class as it relates to the CIP:

Safe and Orderly Working and Learning Environment Implement New FBISD software to control what programs students use while using

computers (p. 7). SLHS will maintain a safe and quality environment in which to learn and work:

o Apply strategies for fostering online safety, privacy, and security in support of

student learning (p.23).Effective and Efficient Operations

Reorganize webpage format (p. 8).Student Growth and Success

Travis High will comply with 100% of all district initiatives:o Provide opportunities, inclusive of professional development, to build capacity of

teachers, principals, and other staff to integrate technology tools relevant to the digital learner (p. 13).

Tasks/ Action Steps

What will be done?

Responsibilities

Who will do it?

Resources

What funds, time, people, and materials are needed?

Timeline

By when (day/month)?

Class begins Fall

2010

Monitoring

How will you gauge

progress toward the

goal?

Evaluation

How will success be

determined?

Implement FBISD Director Designated staff will require funds

Ongoing through June

Attendance confirmed at

New and appropriate


New KISD software to control what programs students use while using computers (p. 7).

of Technology Operations

THS AP of C&I

Dept. Head

Class Instructor

for travel and accommodations at workshops, conventions, or other schools.

Funds for selected software and hardware.

Time for attending the activities listed above.

2010 various trips and workshops.

Evidence of notes, data, and information towards class development.

software is in place to allow students easy access and navigation through online class.

Firewalls and web filters are in place to keep all class related content suitable for class and students.

THS will maintain a safe and quality environment in which to learn and work:

Apply strategies for fostering online safety, privacy, and security in support of student learning (p.23).

FBISD Director of Technology Operations

Class Instructor

Time for monitoring student progress throughout course, and troubleshoot any problems that arise.

Articles, websites, and relevant research on online safety and ethical behavior.

Fall 2010 and ongoing throughout the course.

Teacher and students confirm a learning environment conducive towards teaching and learning, and free of inappropriate content and/or behavior.

Major issues that may arise are dealt with in a timely manner.

End of year survey of instructor and students.

Reorganize webpage format (p. 8).

Class Instructor

THS AP of C&I


Appropriate web design software.

Time to collaborate and make specific alterations to web design.

June & July 2010 (and ongoing when needed)

Class webpage format and online access is altered to the needs and expectations of online class.

Evidence of changes to webpage.

Webpage is up and functioning properly by first day of class.

Travis High will comply with 100% of all district initiatives: Provide opportunities

FBISD Superintendent of Curriculum and Instruction


Reserve appropriate space to accommodate various stakeholder meetings and staff development.

Handouts,

All major components of online class should be discussed in meetings and staff development training by

Progress will be measured by the logging the minutes of the various meetings and staff development trainings.

100% buy in and support by stakeholders.

Instructors have necessary skills and instruction in place to proceed with the


, inclusive of professional development, to build capacity of teachers, principals, and other staff to integrate technology tools relevant to the digital learner (p. 13).

THS AP of C&I

PowerPoint presentation, software, hardware relating to development of online class.

Funds for snacks and refreshments.

Various after school, and school day staff development sessions.

mid-August 2010.

Each stakeholder group should have had the opportunity to participate in a particular event by the end of the timeline.

start of class.


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.
