Assignment 5

I read the title of the class, Instructional Leadership, and had no idea what the course would be about. The syllabus explained the learning outcomes for the class. I looked over the outcomes for the class so that I could have a better perception of what I would be learning over the next five weeks. The syllabus discussed students being able to describe the Texas Long-Range Plan for technology, identifying how to integrate technology on a campus using technology standards and recognizing that students are digital natives. Other outcomes included examine different data sources to make informed decisions about technology, ways to meet technology goals and identify social, legal and ethical issues related to technology.

After studying the syllabus, I envisioned that I would effectively be able to describe and give examples of the Texas Long-Range Plan for Technology. I achieved this outcome because I was able to correlate the similarities with my campuses technology plan and was able to identify ways to integrate technology on campus. In the Katy Long-Range Term Plan for Technology I found the objective, “Investigate and expand opportunities for student and teacher collaboration through the use of interactive tools such as discussion boards, podcasting, blogs, wikis, or other social media learning environments” (Katy Long Range Plan, 2009, p. 10). I will be able to implement these interactive tools at my campus because I have participated in discussion boards and blogs within this class.

I found that blogs can improve classroom instruction by engaging students. Students can collaborate and peer tutor with other students all over the world. While doing this, they are teaching themselves how to learn and interact with groups of students. A student could post a blog and students from around the world could post comments. I am still worried about student’s safety. After the discussion board with other students, the answer was never determined on how to protect students on blogs. I am not worried about students getting on the wrong websites because I rarely have that issue. My students understand that they are only to get on proper websites about the curriculum we are covering. I monitor to ensure that they do as they are suppose to. Not only can students use blogs but so can administrators.

I will use blogging to communicate with all stakeholders when I am an administrator. I will create newsletters and weekly updates to keep all stakeholders informed and up-to-date. It is important that stakeholders are apart of the school community and the only way to do this is to keep them abreast with school information. An open line of communication must be formed. I will learn, on my own through trial and error, the podcast and wiki technology. I would have liked to be able to set up a wiki with our graduate class where we could share classroom curriculum with each other. Articles I read spoke about podcast and wikis but never said how to set them up or gave step-by-step directions.

Another outcome from the syllabus that I achieved was understanding and determining students are digital natives. I read numerous articles in the class to learn that I am a digital immigrant because I was not raised with technology. Technology does not come first hand for me. I need staff developments to show me how to properly use the technology or I must spend many hours figuring out how to use it. Digital natives are most students because they were born into or with technology. Digital natives save documents on the computer; where as digital immigrants are more comfortable with a hard copy of the material. I will be able to be a leader with technology because I have an open mind to learn new things. I have encountered teachers that would rather teach the way that they always have. I have shown my own PLC members that it is easy to incorporate technology in the classroom. They were first against the idea but are now accepting. I will do the same as an administrator. I will show teachers the easy accessability of implementing technology in the classroom.

Additionally, another outcome that I am able to determine is data sources to make informed decisions about technology. One type of the many data sources that I learned was the STaR Chart. I analyzed the STaR Chart to determine the strengths and weakness of my campus. I found the greatest strengths on the STaR Chart were in Leadership, Administrator and Instructional Support (Key Area III) and Infrastructure for Technology (Key Area IV). The campus’ greatest weakness on the STaR Chart was Teaching and Learning (Key Area I) and Educator, Preparation and Development (Key Area II).

Lastly, I was able to identify social, legal and ethical issues related to technology. The articles and lectures were very useful. One of the laws confused me. The law discussed material made by a teacher belongs to the district. I would like more details and clarification.

In conclusion, my vision was closely aligned with the course outcome. I stated a few areas that I would have liked additional explanation and information. I also explained the many areas that I accomplished the learning outcomes. I will currently and always be able to utilize what I learned in this course. I can use what I learned as a teacher or an administrator because technology will always be at the forefront of education. The course assignments have helped me achieve the learning outcome in this class. I was not always sure what parts of the assignment wanted me to do. I used the discussion board to communicate with other peers. Together we figured it out. This only goes to show how important discussion boards are.

Week 4 Assignment: Technology Action Plan

Part 1:

Title	Job Description	Roles/ Responsibilities
Instructional Coach	The Instructional Coach assists in the implementation of technology in each and every classroom. This person will help each and every teacher with their specific needs. Also, they must produce and assist the implementation of data based decisions with TAKS, benchmarks, six week tests, teach grades and teacher observation data.	>Lead and provide trainings >Provide one on one help with technology >Observe teachers using technology in the classroom
Instructional Technology Facilitator	The Instructional Technology Facilitator will be geared towards training teachers how to use technology and instructing them in the classroom. He/she will be on campus two to three days a week for half of the day.	>Will be the ITF for three campuses >Will provide and lead trainings with all types of technology such as the SmartBoard, elmos, airliners, etc.
Administrators	The administrator will assist in the implementation of technology in the classroom. They will gain teacher input for technology needs and model different types of technology.	>Provide or approve trainings for teachers >Observe teachers utilizing technology by completing walk-throughs
Teachers	The teacher will ensure students are using technology in the classroom. The teacher will model technology use by creating lesson using different types.	>Assist students in gaining knowledge >Create projects where students use technology >Have an up-to-date websites available to the parent
Parents	Encourage the use of technology. Model using technology by viewing student grades and teacher websites. Show child how to access the information on teacher websites.	>View student grades >View teacher websites
Principal	The role of the principal is to make sure all stakeholders fulfill their requirements to ensure students are successful with technology. The principal makes sure that teachers have correct material, schedules appropriate trainings and provides substitutes for teachers to attend trainings. The principal will complete walk-throughs to see teachers utilizing technology in the classroom. Lastly, he/she will make certain that teacher’s needs are being met on data desegregation and technology acquisition.

Part 2:

Teachers and administrators use technology and information systems to identify campus curriculum, instructional and professional development needs. The different systems include data gathered from AEIS, ADM, AYP and the STaR Chart. The AEIS is the TAKS data that shows the strengths and weaknesses of each TEK objective. The data is broken down into different subpopulations such as ethnicity, socioeconomic status, male, female, district, campus and campus group. McDonald Junior High considers the AEIS report, as of now, more important than the AYP report because AYP only has standards for Reading (English/Language Arts) and Mathematics. The pass rate for math this year is 67 percent and Reading is 73 percent. This does not compare to the State Accountability Standards (AEIS) that requires the pass rate of 80 percent in Reading/ELA, Writing, Social Studies, Mathematics and Science. Thus, currently the AEIS has higher standards that we are to abide by and we use it to create staff developments.

At the beginning of each year there is a professional development centered on teachers learning how to correctly gathering, analyzing and use data. At the development teachers get into their professional learning communities and gather data by viewing last year’s AEIS report. The teachers begin to analyze the data by finding the six strongest and six weakest objectives. This information is recorded on a chart. We use the data by discussing with our PLC why we feel these TEK objectives were low? What can we do to increase the pass rate for those TEK objectives? Then, we develop lesson plans for the weak areas.

MDJH also views ADM data, which is similar to the AEIS report. The teachers use ADM data on a continual basis to analyze six week tests, semester exams, curriculum objective tests and benchmarks. This form of data gives teachers a better analysis than the AEIS report because it breaks down the information by individual students. The report shows the answer choices that the students pick that are right or wrong. It also shows the percentage of each answer choice whether A, B, C or D. If the percentages are scattered, then students were guessing. There may be two answer choices where each was chosen fifty percent of the time. This means that students were confused between the right answer and a distracter.

Staff development is created to gather and analyze ADM data. Recently, I was involved in gathering ADM data from the fall science benchmark. I analyzed the data by printing a list of students in order from lowest to highest grades. I used the data by placing students in advisory, block class or after school academy. Students who were in the thirties to fifties were placed in science block classes. The students that made a fifty to a seventy five were placed in academic advisories. Lastly, students that made a 75 or below were highly encouraged to attend after school academy. I also analyzed the data by printing out the pass rate for each TEK objective. I found the lowest objectives so that they could be used to create lessons for advisory, block class and after school academies.

Lastly, administrators use the STaR Chart to evaluate the level of teacher’s knowledge about technology. The STaR Chart drives staff development at MDJH by providing information that tells what teachers need the most assistance in developing their technology skills. There are two people at our school that leads staff developments in technology the instructional coach and ITF. Currently, we had trainings on Discovery Education and the basics of the SmartBoard. Professional development planned for the future includes both the SmartBoard and the ADM data reading trainings. The SmartBoard training will improve instruction by engaging students by creating a fun, interactive environment. The training that improves curriculum is Discovery Education because it has small clips, videos and interactive material to increase teacher and student knowledge on a topic. Trainings on ADM data improve teacher knowledge on assessment data. They would be able to know which TEK areas students are doing well in and areas that need improvement. The staff developments are aligned with the campus and district technology plan.

The campus’ greatest weakness on the STaR Chart was Teaching and Learning (Key Area I) and Educator, Preparation and Development (Key Area II). I agree that these are my school’s strengths. Teaching and Learning is a weakness of ours because most teachers do not meet on a weekly basis to access and use technology such as in the classroom, library, lab, mobile labs, etc. Some teachers, not all, still have the “one-size fits all” approach. They are not used to change and trying new types of technology. Also, most teachers do not relate web-based lessons such as web quests. Instead the primary use of technology is to direct instruction. Educator, Preparation and Development is another weakness. More teachers at our school should be required to attend professional developments to enhance their abilities to integrate technology in the classrooms. Most teachers on our campus demonstrate two of the three SBEC Technology Application Standards. Approximately 9-18 hours of technology professional development is available per school year for all teachers. McDonald Junior High would need 19-29 hours to meet advance technology status.

Part 3:

There is a great need for technology at our school. Students crave the use of technology. Some teachers at McDonald Junior High use technology on a daily or weekly basis, while others hardly use it. “I want to use technology to enhance my learning experience and to make learning more interesting and fun,” a student said. He discussed how he noticed some teachers use technology consistently and others do not. They want to be actively engaged in the lesson and for it to be exciting. A student gave me a great idea by telling me, “I like woodshop technology because it is mostly virtual activities. I would like to have a virtual theatre to study the solar system or other topics.” This would be an excellent way to incorporate technology and engage students in all content areas. I found that the Katy’s Long Range Plan for Technology included this as an objective, “explore and implement the use of virtual schools for delivering curriculum to students on an anytime, anywhere basis which meets the district and TEA guidelines” (Katy Long Range Plan, 2009, p. 11). My campus plan follows Katy’s Long Range Plan for Technology.

The campus plan describes the use of technology to enhance curriculum, instruction and learning. The district plan follows the Long-Range Technology Plan and gives information for what all schools in Katy ISD are expected to do. Teachers are expected to communicate with all stakeholders. One way to communicate with parents is by the Parent Information Center, PIC. Parents are able to, “sign up for Meal Pay Plus, eNews, Online Grades and KISD updates” (Bridging the Technology Gap, 2009). “Campuses are to have scrolling TV announcements set up in the lobby for parents and visitors to view” (Bridging the Technology Gap, 2009). Current campus announcements will help inform the campus guests. The presentation is in the form of a looping PowerPoint presentation that is started every morning before school (Bridging the Technology Gap, 2009). Also, campuses must broadcast their morning announcements. MDJH broadcasts the announcements during advisory (Bridging the Technology Gap, 2009). The computer to administrator ratio is 1:1, teacher to computer ratio is 1:1 and the student to computer ratio is 3:1. There must be 2-3 computer labs for each elementary, 4-7 for each junior high and 17-22 per high school (Katy Long Range Plan, 2009, p. 5). Other technology objectives include:

• “Align the Technology Applications TEKS into all curriculum areas within KMAC (Katy ISD Management of Automated Curriculum)” (Katy Long Range Plan, 2009, p. 7).
• Using “appropriate online resources to facilitate the integration of Technology TEKS in the classroom” (Katy Long Range Plan, 2009, p. 8).
• “Expand yearly online subscriptions and technology based references for information acquisition related to curriculum and professional development learning opportunities” (Katy Long Range Plan, 2009, p. 10).
• “Investigate and expand opportunities for student and teacher collaboration through the use of interactive tools such as discussion boards, podcasting, blogs, wikis, or other social media learning environments” (Katy Long Range Plan, 2009, p. 10).

Assessment/ Monitoring Reports

	Assessment/ Monitoring Reports Measuring Professional Development	Assessment/ Monitoring Evaluating Professional Development
A description of what is currently being done.	Currently, the administrators conduct informal walk-throughs to see how teachers are utilizing technology in the classroom.	The principal relies on voluntary teacher input to discuss their opinions of the professional development. Teachers are able to request certain professional developments such as SmartBoard, Discovery Education or other technology trainings.
A description of what I would do as an administrator.	As an administrator, I would require that when a teacher is observed, one of their lessons must incorporate technology. I would monitor the use and degree of competency with the technology.	Staff members would be required to answer a short survey after every professional development. I would have a section on the survey for comments. Staff input is extremely important and I feel it is mandatory. I would provide technology support or training based on the survey and comment sheet or from requests.

Texas STaR Chart

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Texas Long Range Plan for Technology, 2006-2020

Week 2: Assignment Part 2
Teaching and Learning

Teaching and Learning is one of the four areas of the Texas STaR chart. This area is to assist teachers in moving from the "one size fits all" approach of teaching and learning to learning for all at high levels through the student-centered approach. Teachers at my school are progressing towards the mission that all student will succeed at high levels. Educators have to meet the educational needs and goals of our students. Technology is one way to meet the mission, goal for our students that are digital natives. Students are great with technology when it comes to texting and computer games; however, teachers have to teach students how to use technology educationally.

Progress in Teaching and Learning has been made locally, by the state and nationally. The state of Texas has developed the Long-Range Plan for Technology, 2006-2020. The plan shares the vision for teaching and learning with technology and establishes standards to improve the integration of technology in the schools. Additionally, Texas has developed the Technology Applications TEKS. The standards define students' goals of what they need to know and be able to do with technology. Locally educators have the support of administrators and Region four. They help teachers meet technology requirements by providing staff developments, trainings and/or on site trainings. Lastly, nationally progress has been made by No Child Left Behind, a federal bill enacted in 2001. The trend that can be seen locally, by the state and nationally is that students are expected to start the use of technology at a young age. For example, there are TEKS for pre-k students that have them learn basic skills of the computer to prepare them for their journey ahead in education and the world. I recommend continual support from administrators and Region four to increasing the STaR chart key area Teaching and Learning. More staff developments would greatly help improve teachers' knowledge of the available technology and ways to utilize it in the classroom to ensure students' success.

Long-Range Plan for Technology, 2006-2020.(2007, November). Retrieved November 22, 2009, from TEA website: http://ritter.tea.state.tx.us/technology/lrpt/lrpt_lrpt.html

Technology Applications TEKS Summary

The Pre-K Technology Applications TEKS

The Pre-K Technology Applications describe what students should have accomplished by the end of their pre-k year. The student must be able to follow oral or visual directions for using computer programs and listens to and interacts with storybooks and information texts(Revised Texas Prekindergarten Guidelines, 2008, p. 114). The student should be able to identify parts of a computer such as the keyboard, mouse and CD-ROM (Revised Texas Prekindergarten Guidelines, 2008, p. 114). He/she will be able to double click the mouse at the appropriate time, use voice/sound recording and touch screen devices and insert and play CDs to listen to music (Revised Texas Prekindergarten Guidelines, 2008, p. 114). The student must be able to create writings and drawing with software and use the software's audio, video and graphics to increase vocabulary (Revised Texas Prekindergarten Guidelines, 2008, p. 115). Lastly, the student should understand that information can be accessed by using technology (Revised Texas Prekindergarten Guidelines, 2008, p. 115).

The Pre-K TEKS lay the foundation for student performance in future grades by having students learn the basics. Students are able to begin learning basic computer terms and its appropriate uses. The child will be more apt to technology because he or she started learning it at such a young age. I feel that understanding a second language is the same as learning how to use a computer. Children are able to learn a second language easier when they are taught it at a younger age. Furthermore, this is similar to computers and technology.

The Technology Applications TEKS

The Technology Applications TEKS are presented in such a way that students have multiple opportunities to master the skill. The curriculum is presented in a spiraling, scaffolding form. In pre-k students were expected to comprehend technology terms appropriately which carries over to 6th through 8th grade. In 6th-8th grade students are expected to identify, create and use files in various formats such as text, bitmapped/vector graphics, image, video and audio files. The high school says that students are to acquire information in and knowledge about electronic formats including text, audio, video and graphics. Both TEKS are similar and reinforces material so that students can master the skill. Another example where scaffolding takes place is that the 6th-8th grade TEK says students should be able to apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies. The same TEK is given in high school, where students construct appropriate electronic search strategies in the acquisition of information, including keyword and Boolean search strategies. As one can see, students have multiple opportunities to master the knowledge/skill.

Revised Texas Prekindergarten Guidelines. (2008, May). Retrieved November 22, 2009, from TEA website: http://ritter.tea.state.tx.us/ed_init/pkguidelines/PKG_Final_100808.pdf

Long-Range Plan for Technology, 2006-2020.(2007, November). Retrieved November 22, 2009, from TEA website: http://ritter.tea.state.tx.us/technology/lrpt/lrpt_lrpt.html

Analysis of the Long-Range Plan for Technology

The Long-Range Plan for technology includes the following categories: Vision 2020, Defining the Need for Change, Introducing the 21st Century Learner, Teacher Voices, Teaching and Learning, Educator Preparation and Development, Leadership, Administration and Instructional Support, Infrastructure for Technology and Study of Needs.

The Long-Range Plan should be implemented to ensure that the best education is given to the students of Texas. The vision of the plan for technology is established for the parents, educators and students. The vision for parents consist of gaining knowledge of technology and being able to access their child’s attendance, achievement and discipline(Long-Range Plan for Technology, 2007, p.1). The educators will increase the communication that exists between the school, home and community (Long-Range Plan for Technology, 2007, p. 1). Lastly, the vision says that students should be prepared to succeed in the global workforce (Long-Range Plan for Technology, 2007, p.1).

Students must be able to succeed in the global workforce. The future of the world lies in the ability of our youth to be successful. The students of today are knowledgeable about technology and will need to enhance their understanding of technology in the classroom to prepare for the future (Long-Range Plan for Technology, 2007, p. 7). The goal is for students to be able to communicate in the world engulfed in technology. Technology has changed business, government, society and life. There is a race for making advancements in technology in the areas of science and math (Long-Range Plan for Technology, 2007, p. 5). The world is moving from industrial and manufacture to the information age. Businesses will require that their employees learn new technology to complete their daily tasks. Thus, the students learn how to be an active citizen in the ever changing world. Professional development for teachers will be necessary to prepare students.

My new learning, after reading the plan, can assist me as an instructional leader at my campus. I will be able to guide, use and integrate technology, because I have read and understand the Long-Range Plan for technology. A person must understand where they are headed to achieve a task. If a person does not know where they are headed then they can never reach their goal. Teachers will need to make small gains towards the implementation of the plan to successfully implement it by 2020. Ultimately, the leader will be the one that helps these teachers understand what needs to be accomplished. Teacher will be involved in technology staff developments so that they can become proficient in their skills to help students thrive in today's world.


Long-Range Plan for Technology, 2006-2020.(2007, November). Retrieved November 22, 2009, from TEA website: http://ritter.tea.state.tx.us/technology/lrpt/lrpt_lrpt.html

Technology Applications Inventory and SETDA Survey

I found, through both the inventory and survey, that I have both strengths and weaknesses that will affect me as a principal or a technology leader on my campus. I now have an area of focus for staff developments to improve weak areas. The first assessment was the Technology Application Inventory. It contained four domains: foundations, information acquisition, solving problems and communication. I realized that I do not meet or exceed proficiency in any of the domains. I answered yes and no questions on the inventory for each domain. I responded yes to survey questions that I understood how to complete the task. There was not one area that I had more yes answers than no. In the foundations domain, I have the following strengths: I can work in a networked community (share files, applications and print) on a local or wide area network; I can perform basic software application functions including, but not limited to, creating, modifying, printing and saving files; and I can keyboard proficiently. The domain that I am least familiar with is information acquisition. I only responded that a strength was I understood how to use the Boolean search strategies because I learned this in a graduate school class. A weakness of mine is that I do not know how to locate and acquire information on LANs and WANs including the Internet and an intranet. I am not even sure what these terms represent. I will need to gain professional development in this area, as well as for the following: identify, create and use a variety of text files; understand the difference between and use appropriately vector graphic files and bitmapped graphic files and identify, create, and use image, audio and video files.

The second assessment was the SETDA survey. I use technology on a daily basis at home. Students benefit from the use of technology. McDonald Junior High collects data on ways to improve instruction in the classroom. The data has shown that technology is a way to engage students. Through this survey, I have found that one of my strengths is designing technology- supported learning experiences. Also, I do frequently use research to guide decision- making. Other strengths include using technology to manage student grades, regularly using technology to communicate with peers and using technology to increase my own productivity as a professional. However, I found that I need to improve on having students use the Internet as a way to communicate with others in or beyond the school. Also, students should be able to go to the computer lb more during my science class to create multi-media, Web or presentation products.

Teachers at our school do have a common mission that technology should be used to enhance learning. There are many areas that I must increase my knowledge so that I can correctly implement technology into the classroom. I will use staff development to strengthen my weaknesses.

Websites for the inventory and survey:

http://www.tea.state.tx.us/technology/techapp/assess/teksurv.pdf

http://www.setda-peti.org/tools.html