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.
School Board Members for Irving ISD:
Heather
Ashley
(President)
Ronda
Huffstetler
(Vice
President)
Jerry
Christian
(Secretary)
Gwen
Craig
Steven
Jones
Valerie
Jones
Gail Conder Wells
Superintendent:
Dana Bedden, Ed.D.
Special Assistant to the Superintendent:
Ralph Diaz
Campus Administrators at Barbra Cardwell:
Curtis Mauricio
Sheryl Colley
Eric Ogle
Campus Technology Specialist:
Donna Cagle
Teachers, staff, community
Brief description:
The state or TEA sets guidelines for the integration of technology though the Texas Long Range Plan for Technology Integration. The school board and superintendent work together to implement policy and the DIP. The administration works with campus leaders and stakeholders to incorporate the plan through the CIP that meets the needs of their campus and align it to the DIP. They also implement a plan to evaluate the progress of the technology integration. They also provide input for teacher professional development in order to meet these twenty-first century demands. The teachers, staff, and stake holders help implement this plan and grow their knowledge of technology and best practices into their classrooms in order to impact student learning.
The principal uses data gathered from AEIS, PIEMS, star chart, class room observations, as well as teacher and staff surveys to help make data driven decisions that will impact all stakeholder development and professional learning that will reflect in student learning and achievement.
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.
From my week three learning’s I found out that our district website and podcasts can be used to deliver messages via video, radio, or online in order to keep all stakeholders up to date. Informed of the current news surrounding the particular topic at hand, in this case it would be: identifying campus curriculum goals, instructional practices, and professional development announcements or needs. Today’s technologies will need to be interwoven into the curriculum and instructional practices of every classroom teacher. Most professional development needs to be addressed with online distance education available twenty-four-seven. This allows teachers and administrators the capabilities to differentiate for their own needs as well as others in order to develop a twenty-first century classroom and school. About every nine weeks these skills will have to be observed by the administration with a patient realistic look into each individual’s technological needs for continual learning. Online surveys along with information systems such as: AEIS, STAR chart, AYP, blogs, podcasting, wiki’s, and online surveys from teachers and students will give administrational leader’s the ability to improve decision making for the district and campuses. Gathering the necessary feedback through these organizational methods will help leaders to identify areas of needed improvement that will impact teaching, student achievement, and learning. This systematic nine week approach accompanied with data and personal feedback by teachers and students will drive the decision making process for continual learning and professional development needs. This method also addresses a way to improve the gathering of data and the analysis of it, to meet the needs of all stakeholders in a district. Allowing for a true integration of technology within the classrooms and offices of a campus that will truly benefit everyone involved through this development process.
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.
• My campus and district plans use technology and information systems such as: AEIS, STAR chart, AYP, blogs, podcasting, wiki’s, and online surveys from teachers and students to give administrational leaders of the district and campuses the feedback necessary to identify areas of needed improvement that will impact student achievement and learning. Our district and campus plans have been collaborated by all stake holders and show vertical alignment to this data and are in alignment with the Texas Long Range Plan to integrate technology in our schools. It is the role of the principal and campus CIP committee to evaluate and implement these campus goals and plans. A timeline and a professional development online log, tracks teachers progress and professional learning for these implementations. Campus leaders use PDAS and teacher conferences to evaluate progress and further learning. One of the new trends pointed out by Dr. Abernathy in the round table interview will be administrators that are able to use a variety of data to brainstorm collectively and collaboratively with stakeholders through blogs. This allows for a synergistic collection of ideas and opinions in which new goals and campus visions can take place. Another trend pointed out by the round table interviews is the use of Wiki’s. They can be used to deliver an outline blueprint of these goals to be edited and updated by all stakeholders working together through a living and breathing document that is continually being updated and changed. The changes are updated into our campus improvement plans. This enables campuses the ability to maneuver around unforeseen obstacles to the plan. Our district website and podcasts can be used to deliver messages via video, radio, or online in order to keep all stakeholders up to date an informed of the current news surrounding the particular topic at hand, in this case it would be: identifying campus curriculum goals, instructional practices, and professional development announcements or needs. Today’s technologies will need to be interwoven into the curriculum and instructional practices of every classroom teacher. Online distance education available twenty-four-seven allows teachers and administrators the capabilities to differentiate for their own needs as well as others in order to develop a twenty-first century classroom and school that will also meet the needs of students through the same type of capabilities and web tools.
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