M. Ed. Education Administration 08

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Home > EDA 590 - (ISLLC 1,2,6)

EDA 590 - (ISLLC 1,2,6)

Educational Leadership in Technology
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APAS1-5(ISLLC1,6)-required

A Plan for Integrating Technology - Module 5
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This paper researches technology integration in the classroom and develop a plan for more effectively integrating technology at Meyer Elementary School. The plan includes suggestions for teacher autonomy and implementing keyboarding as part of the curriculum at the second grade level.

Arizona Professional Administrative Standard 4 is met by demonstrating management of programs and resources. Performance Indicators 3, 6, and 14 are emphasized by identifying, framing, and solving problems, establishing procedures to regulate activities and projects, and improving organizational morale through the technology integration plan.

The technology integration plan developed in this assignment also reflects ISLLC Standards 3 and 6 by utilizing emerging technology and it's applications and understanding the global issues represented though technology’s influence on teaching and learning.
 
AZ- Arizona Professional Administrative Standards
Standard 1: The administrator facilitates the development, articulation, implementation, and management of an organization's mission. The performance assessment shall measure the extent to which the administrator:
Performance Indicator 3: Provides purpose and direction for individuals and groups within the organization;
Performance Indicator 4: Demonstrates a knowledge of educational issues and how they affect students, schools, and the community;
Performance Indicator 5: Facilitates the development of strategic action plans, and goals in cooperation with the community;
Performance Indicator 6: Sets priorities in the context of community, student, faculty and staff needs;
Performance Indicator 7: Serves as an articulate spokesperson for the welfare of all students in a diverse community;
Standard 2: The administrator facilitates the success of all students by understanding, responding to, and influencing the social, cultural, and legal aspects of the community. The performance assessment shall measure the extent to which the administrator:
Performance Indicator 1: Develops procedures for defining mutual expectations;
Performance Indicator 5: Develops procedures to provide for equal educational opportunities in educational programs;
Standard 3: The administrator implements positive and proactive communication strategies for effective parent and community involvement to improve the learning environment for all students. The performance assessment shall measure the extent to which the administrator:
Performance Indicator 1: Articulates organizational purpose and priorities to the community and news media;
Performance Indicator 2: Requests and responds to community feedback;
Performance Indicator 3: Demonstrates consensus building and conflict mediation;
Performance Indicator 4: Formulates and implements plans for internal and external communications;
Performance Indicator 5: Uses communications skills to strengthen community support;
Performance Indicator 6: Develops support for organizational priorities; and
Performance Indicator 7: Responds appropriately to the electronic and printed news media.
Standard 4: The administrator effectively manages services, programs, operations, and resources. The performance assessment shall measure the extent to which the administrator:
Performance Indicator 1: Demonstrates a knowledge and uses a variety of theories and models of organizations and of the principles of organizational development;
Performance Indicator 2: Defines and uses effective processes for gathering, analyzing, and using data for decision making;
Performance Indicator 3: Identifies, frames, and solves problems;
Performance Indicator 4: Identifies priorities and formulates plans of action to meet internal and external expectations;
Performance Indicator 5: Demonstrates project and time management skills;
Performance Indicator 6: Establishes procedures to regulate activities and projects;
Performance Indicator 7: Delegates at appropriate organizational levels;
Performance Indicator 8: Secures, allocates and manages human and material resources;
Performance Indicator 10: Applies adult motivation research to select appropriate models for supervision of the organization;
Performance Indicator 14: Evaluates and promotes improved organizational morale;
Performance Indicator 15: Demonstrates knowledge of social agencies and services available in the community;
Performance Indicator 16: Promotes a safe and effective learning environment; and
Performance Indicator 17: Applies to daily practice the ethical conduct of the profession.
Standard 5: The administrator advocates and supports curricular and instructional programs which promote the success of students. The performance assessment shall measure the extent to which the administrator:
Performance Indicator 1: Demonstrates knowledge of curriculum design;
Performance Indicator 2: Develops a strategic plan that enhances teaching and learning;
USA- ISLLC - Standards for School Leaders (With Competencies)
Standard: Standard 3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
Area: KnowledgeThe administrator has knowledge and understanding of:
Competency: theories and models of organizations and the principles of organizational development
Competency: operational procedures at the school and district level
Competency: principles and issues relating to school facilities and use of space
Area: DispositionsThe administrator believes in, values, and is committed to:
Competency: making management decisions to enhance learning and teaching
Competency: trusting people and their judgments
Competency: high-quality standards, expectations, and performances
Competency: involving stakeholders in management processes
Area: PerformancesThe administrator facilitates processes and engages in activities ensuring that:
Competency: knowledge of learning, teaching, and student development is used to inform management decisions
Competency: operational procedures are designed and managed to maximize opportunities for successful learning
Competency: emerging trends are recognized, studied, and applied as appropriate
Competency: responsibility is shared to maximize ownership and accountability
Competency: effective problem-framing and problem-solving skills are used
Standard: Standard 6: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context
Area: DispositionsThe administrator believes in, values, and is committed to:
Competency: education as a key to opportunity and social mobility
Area: PerformancesThe administrator facilitates processes and engages in activities ensuring that:
Competency: communication occurs among the school community concerning trends, issues, and potential changes in the environment in which schools operate
File Attachments:
  1. Integrating Technology Integrating Technology

APAS 1-5 (ISLLC 1,2)- required

Staff Development and Evaluation - Module 8
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This assignment allowed me to research current staff development opportunities in my district and develop suggestions for an alternative technology staff development plan. The paper offers suggestions for staff development as well as a holistic method of staff evaluation in technology skills, with the major portion of the holistic approach being self-motivation.

This paper covers Arizona Professional Administrative Standards 1-5. Standard one demonstrates that he administrator has a knowledge of educational issues and how they affect students, schools, and the community. Standard two demonstrates that the administrator develops working relationships and strategies for formulating and implementing organizational policy and funding practices. Standard three demonstrates that the administrator effectively manages services, programs, operations, and resources. Standard four asks the administrator to effectively manage programs and to identify priorities and formulate a plan of action to meet internal and external expectations. Standard five asks that an administrator develops a strategic plan that enhances teaching and learning.

This paper also demonstrates ISLLC Standards one and two. These standards call for knowledge of school operational procedures, the technologies that support management functions and setting high quality standards and expectations. They also call for recognizing emerging trends and aligning resources to facilitate meeting the goals of the school.
 
AZ- Arizona Professional Administrative Standards
Standard 1: The administrator facilitates the development, articulation, implementation, and management of an organization's mission. The performance assessment shall measure the extent to which the administrator:
Performance Indicator 4: Demonstrates a knowledge of educational issues and how they affect students, schools, and the community;
Performance Indicator 6: Sets priorities in the context of community, student, faculty and staff needs;
Standard 2: The administrator facilitates the success of all students by understanding, responding to, and influencing the social, cultural, and legal aspects of the community. The performance assessment shall measure the extent to which the administrator:
Performance Indicator 2: Develops working relationships and strategies for formulating and implementing organizational policy and funding practices;
Standard 3: The administrator implements positive and proactive communication strategies for effective parent and community involvement to improve the learning environment for all students. The performance assessment shall measure the extent to which the administrator:
Performance Indicator 6: Develops support for organizational priorities; and
Standard 4: The administrator effectively manages services, programs, operations, and resources. The performance assessment shall measure the extent to which the administrator:
Performance Indicator 1: Demonstrates a knowledge and uses a variety of theories and models of organizations and of the principles of organizational development;
Performance Indicator 2: Defines and uses effective processes for gathering, analyzing, and using data for decision making;
Performance Indicator 4: Identifies priorities and formulates plans of action to meet internal and external expectations;
Performance Indicator 5: Demonstrates project and time management skills;
Performance Indicator 6: Establishes procedures to regulate activities and projects;
Performance Indicator 10: Applies adult motivation research to select appropriate models for supervision of the organization;
Performance Indicator 16: Promotes a safe and effective learning environment; and
Standard 5: The administrator advocates and supports curricular and instructional programs which promote the success of students. The performance assessment shall measure the extent to which the administrator:
Performance Indicator 1: Demonstrates knowledge of curriculum design;
Performance Indicator 2: Develops a strategic plan that enhances teaching and learning;
Performance Indicator 3: Plans curriculum which anticipates occupational trends and their educational implications;
Performance Indicator 4: Demonstrates understanding of instructional objectives using theories of cognitive development;
Performance Indicator 5: Demonstrates a knowledge of alignment and sequence of curriculum which promotes student achievement;
Performance Indicator 6: Demonstrates knowledge of valid and reliable performance indicators and testing procedures to measure student achievement;
Performance Indicator 8: Utilizes current technologies which support management and instructional functions;
Performance Indicator 10: Demonstrates knowledge of research findings on the use of a variety of instructional strategies that include multicultural sensitivity and various learning styles;
USA- ISLLC - Standards for School Leaders (With Competencies)
Standard: Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
Area: KnowledgeThe administrator has knowledge and understanding of:
Competency: the principles of developing and implementing strategic plans
Competency: systems theory
Competency: information sources, data collection, and data analysis strategies
Competency: effective consensus-building and negotiation skills
Area: DispositionsThe administrator believes in, values, and is committed to:
Competency: the educability of all
Competency: a school vision of high standards of learning
Competency: continuous school improvement
Competency: the inclusion of all members of the school community
Competency: ensuring that students have the knowledge, skills, and values needed to become successful adults
Area: PerformancesThe administrator facilitates processes and engages in activities ensuring that:
Competency: the school community is involved in school improvement efforts
Competency: the vision shapes the educational programs, plans, and actions
Competency: an implementation plan is developed in which objectives and strategies to achieve the vision and goals are clearly articulated
Competency: existing resources are used in support of the school vision and goals
Standard: Standard 2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
Area: KnowledgeThe administrator has knowledge and understanding of:
Competency: student growth and development
Competency: curriculum design, implementation, evaluation, and refinement
Competency: principles of effective instruction
Competency: measurement, evaluation, and assessment strategies
Competency: adult learning and professional development models
Competency: the change process for systems, organizations, and individuals
Competency: the role of technology in promoting student learning and professional growth
Area: Dispositions The administrator believes in, values, and is committed to:
Competency: student learning as the fundamental purpose of schooling
Competency: the proposition that all students can learn
Competency: the variety of ways in which students can learn
Competency: professional development as an integral part of school improvement
Area: PerformancesThe administrator facilitates processes and engages in activities ensuring that:
Competency: all individuals are treated with fairness, dignity, and respect
Competency: students and staff feel valued and important
Competency: life long learning is encouraged and modeled
Competency: there is a culture of high expectations for self, student, and staff performance
Competency: technologies are used in teaching and learning
Competency: the school is organized and aligned for success
Competency: the school culture and climate are assessed on a regular basis
File Attachments:
  1. Staff Development In Technology Staff Development In Technology
Author: Richard Soos
Last modified: 5/22/2011 9:56 AM (EST)