Action Plan

Superintendent is the spokesperson of the district. One of his/her main objectives is to create an effective learning environment across the entire district which includes improvements in technology.
Technology Administrators run the technology department by staying up-to-date on the latest trends in technology. They also help develop the district wide technology plan.
Principals are responsible for establishing a welcoming school environment for all students and teachers. They are responsible that achievement is the first priority of the campus and ensure that the district policies are enforced especially policies in technology.
Technology Instructors attend technology workshops that improve the district’s technology department. After attending these workshops, they report to their specific campus and train faculty and staff of the improvements.
Assistant Principal of Instruction ensures that technology is being adequately implemented in classroom instruction.
Instructional Specialists work with the assistant principals of instruction to make sure teachers in their specific department are implemented technology in the classroom effectively.
Technology Technicians work as a campus troubleshoot department. They report to classroom or computer labs when technical assistance is needed.
Teachers implement technology in the classroom through instruction and/or assessments. They also make sure that students needs are being met and that all district and state requirements are fulfilled.
The principal plays a large role in making sure the organizational chart is implemented and monitored. First of all, the principal is the middle man between central administration and his/her campus. Because of this relationship, the principal should be very familiar with the state and district policies. It is his/her responsibility to make sure these policies are followed at his/her campus especially with regards to technology. One way that the principal ensures that all faculty members understand the campus, district, and state policies is through staff developments. With 21st century learners, staff developments should be focused on effectively implementing technology in the classroom. The principal is the one who schedules and determines the topics of staff developments. According to the principal at my campus, he usually has a staff development every year focused on our area that needs to most improvement according to the STaR Chart and our Technology administrators. Another way that the principal and assistant principals make sure that the organizational chart is implemented is through classroom observations. During these observations, the principal or AP will make sure that the campus, district, and state policies are being implemented and determine what areas still need improvement.


After conducting interviews for week 3’s assignment, my campus’ most important technological need is educator development. One way our campus could improve in the area of gathering, analysis, and use of data would be to share the results with the faculty. For example, every year the whole campus has to fill out the STaR Chart. Most members of the staff never hear our campus results. Although all of these are public documents, most of our faculty does not know where to find the results. I believe having a professional development explaining our results from the AEIS report, the AYP report, and the STaR Chart would be very beneficial to our campus because it would address the areas where we need the most improvement. Also in the professional development, I would include an overview of the Long-Range Plan for Technology which focuses on the 21st Century learner. In order for the 21st century learner to benefit the most with instruction, technology must be integrated throughout the curriculum. I believe integration needs to begin with campus principals, assistant principals, and technology administrators collaborating with instructional specialists. Once the appropriate technology is decided, I think a professional development focused on technology integration is needed between teachers experienced in instruction and teachers experienced in technology. I think this collaboration would develop the most effective technology for the 21st century learner.


In using week 3’s report, there are numerous ways to forms of data that evaluates the campus and districts improvement plans, and local or state technology plans. For example, the Academic Excellence Indicator System (AEIS) measures the proficiency of the campus/district and compares the data to the state levels. After the campus has determined the areas of greatest need, the AEIS report is used to determine if progress is made. Another form of assessment a district has is the STaR chart. The STaR chart evaluates each campus in four areas of technology: Teaching and Learning, Educator Preparation and Development, Leadership, Administration, and Instructional Support, and Infrastructure for Technology. Each one of these areas is broke down into four different competency classifications. By having each area broken down, administrators are able to see what area of technology their campus needs to improve the most and what area do they have the greatest growth from the previous year.