Web Conference

During the web conference I attended, I was able to communicate with other colleagues and confirm answers to questions that I had been wondering. Through the discussion, I was able to see how blogs and blogging no only benefit me, but my colleagues find them beneficial as well. Beginning an assignment that involves creating a blog, presentations, and posts seems daunting at first. I was able to present informtion about my campus and learn about others' campus as well. Blogs are a great way to stay connected and learn from other colleagues.

Evaluation Planning for Action Plan

Evaluation of the Technology Action Plan

·         Assess technology competencies through PDAS.

·         Monthly surveys from teachers and students concerning learned and implemented technology.

·         Assist teachers in developing online communication systems to collaborate and self-assess.

·         Bi-Annual reviews of progress within the campus Long Range Plan for Technology and the Campus Improvement Plan.

·         Track student achievement to see if technology is impacting student success on state standardized assessments.

·         Ongoing informal interviews with teachers are conducted by the campus technology support staff.

·         Professional Development feedback.

Increased documentation of technology integration into lessons.

Professional Development Planning

2010-2011 Campus Action Plan

The analysis of the Texas STaR chart and interviews with students, teachers, technology personnel and administration has revealed a need in the areas of Teaching and Learning. The goals, strategies, and objectives are evaluated by the District Technology Steering Committee (DTSC) and by the Site Based Decision Making Committee on the campus level. The Campus Improvement Plan is revised annually. The revisions use the Long Range Plan for Technology as a guideline. The goal of the following campus action plan is to improve technology regarding Teaching and Learning, based on the district and campus Long Range Plans for Technology and the District Technology Staff Development Plan:

Professional Development:

• Evaluate teachers’ needs regarding technology through conducting walk-throughs
• Interview teachers to determine their abilities regarding technology
• Compile and analyze data to provide quality professional development that targets teachers’ needs and weaknesses
• Provide professional development targeting the benefits of using technology effectively in the classroom
• Continually monitor and assess teachers’ progress in the implementation of using technology effectively in the classroom for instruction
• To improve Teaching and Learning, professional development would focus on:
• Smart Board Use in Math/Science curriculum
• Smart Board Use in Literacy curriculum
• The Use of Wikis, Blogs, Podcasts
• The Use of Power Point, Excel, Windows Movie Maker, One Note

Data Gathering and Analysis:

• In an effort to streamline data gathering, our campus is beginning to use AWARE to quickly access and analyze student assessment information.
• Access for student documentation should be improved to locate student information in one central location.

STaR Chart Presentation

S ta r

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Texas Long Range Plan for Technology, 2006-2020: Teaching and Learning; Educator Preparation and Development; Leadership, Administration and Instructional Support; or Infrastructure for Technology

Focusing on Teaching and Learning, Educator Preparation & Development, Leadership, Administrations & Development, and Infrastructure for Technology is important to reach the goals of the vision set forth in the Long-Range Plan for Technology, 2006-2020. All are equally valuable, but I would like to focus on the area Leadership, Administration and Instructional Technology Support.


The progression and growth of technology on a campus is in direct correlation to effective leadership and administration. For teachers to implement technology effectively in their classrooms, it is important for administration and leadership teams on campus to share visions and expectations. Administrators must share the impact technology has on students and model the effective use of technology throughout the school. Administrators should model the use of technology through daily tasks as well as the use through data analysis. Administrators are the driving force for change and must develop a technology plan with a shared vision.


The progress in the area of Leadership, Administration, and Instructional Support on our campus according to the Texas Campus STaR Chart Summary has been steady. We have remained at the same key area totals and classifications for three consecutive years. We are maintaining Advanced Tech. From 2009-2010 our collaboration increased, but our budget score decreased, while still maintaining 20 total points.  In comparison to the state, our campus was classified above the state average in all four areas. As of 2007-2008, the Campus Statewide Summary demonstrates that there is a very low percentage of districts still at the Early Tech classification, and that the majority of districts are at the Developing Tech classification. This proves that progression is occurring. Nationally, progress is also being made. The Department of Education has stated the strong leadership is necessary in revolutionizing our traditional methods of teaching. 


The local, state, and national technological trends all show that they are headed toward reforming students' educational experiences. Information and communication technologies are powerful and can enrich students' education. Technology is a crucial, perhaps even the most important, component of successfully preparing our students for the 21st Century.


I feel that my campus is very innovative and advanced in technology. My recommendation for improvement in this area is to refocus our funds toward effective professional development.

Action Research Plan

Goal: To increase the students’ achievement and growth and how teachers use resources to prepare for after school tutoring.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Collaborate with instructional supervisor on the details of the research study	Instructional Supervisor, Lauren Maudlin	March 8, 2011	Literature containing information on after school tutoring	Reflection on advice given
Research the benefit of after school tutoring	Lauren Maudlin	March-June 2012	Literature and online research articles containing advantages and disadvantages of after school tutoring	Take notes and reflect on results
Determine sample size of students participating in after school tutoring for math in grades 3-5	Lauren Maudlin, Attendance Clerk	August 2011	TEAMS attendance report	Evaluate attendance report to determine students participating in after school tutoring for math in grades 3-5
Develop and conduct a survey that allows 3rd-5th grade teachers who provide math tutoring after school to state the resources used for instruction, reflection about the impact on student success, and results/scores on the success of students. How are teachers utilizing the available resources to drive their instruction to help fill gaps with struggling students?	3-5 grade math teachers who tutor after school, Lauren Maudlin	August (Have data available for professional development at the beginning of the school year)	Surveymonkey.com	Evaluate the results of the survey and meet with teachers to discuss results
Analyze surveys to determine if a pattern is present among resources used leading to student success or lack of progress	Lauren Maudlin	August 13-September 1 (Before Star Camp, after school tutoring, will begin for the new school year to implement any necessary changes to promote student success)	Completed surveys from teachers participating in after school tutoring for math in grades 3-5	Reflect on responses from teachers
Meet with teachers who conducted survey data	Lauren Maudlin, Teachers from sample	August 13-August 20	Results from survey Laser Focus documenting struggling students progress	Identify the most common patterns in teachers’ data, discuss who is progressing, who is not, and what next steps would be
Conduct walk-throughs during after school math tutoring	Lauren Maudlin	March-April 2011	Observations	Reflect on instructional sources being used, manipulatives, observations of lesson
Meet with Instructional Supervisor and Principal to obtain benchmark scores, and TAKS scores for math from the sample of students participating in math after school tutoring	Instructional Supervisor, Principal, Lauren Maudlin	August 2011-November 2011	Scores from administration	Create a spreadsheet to evaluate the data and determine areas of weakness
Review students’ cum folders to gather missing data, including previous assessments, demographic information, and socioeconomic status	Lauren Maudlin	November 2011	Cum Folder Tracking System	Update spreadsheet to include information regarding demographics and socioeconomic status Evaluate the data to determine any new areas of weakness
Reflect and analyze data that has been collected, looking for patterns and tracking student progress Use results to summarize data collected	Lauren Maudlin	Ongoing during observations and tracking December 2011- February 2012	Tracking System Literature and Research-based Articles, Notes	Compile all data and analyze to formulate results

The Passions That Drive Your Journey

This week, I have learned about nine areas that are major wonderings for school leaders. One of the most important wonderings I reflected on this week includes curriculum development. I reflected on a principal's observation of the writing curriculum being conducted at her school:

     Curriculum Development

A principal observed that the teaching of writing at her school had not been explored in depth by her faculty in some time. She hoped to provide opportunities for her faculty to learn more about the teaching of writing, to collaborate across grade levels, and build a writing curriculum that was coherent and aligned with best practices. The principal conducted inquiry based upon if she can build her own knowledge of exemplary writing practice and how she can use learning communities as a tool for the entire campus to use in the transformation of the writing curriculum.

Curriculum development is an important area for action research in schools. Action research in curriculum can help achieve academic excellence. Without sound curriculum, poor content is being delivered to students, resulting in low performance. The best curriculum includes curriculum functions at several levels- state, district, school, and classroom. A principal can utilize action research on curriculum to become an expert with the curriculum and to determine the expertise and knowledge of each teacher. Through these experiences, the curriculum is enhanced and best practices are taking place. (Dana, 2009, pgs. 35-39)