QATAR UNIVERSITY
COLLEGE OF EDUCATION
COURSE NUMBER: EDEL 602
COURSE TITLE (CRH): Management of School Information Systems (3)
SEMESTER AND YEAR: Fall, 2009
INSTRUCTOR:
EMAIL:
OFFICE NUMBER:
OFFICE HOURS:
PHONE:
CLASS MEETING TIME/LOCATION:
COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK
Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership.
COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES
Teaching
1. Content: Demonstrate a deep and thorough understanding of the key theories and concepts
of the subject matter.
√
2. Pedagogy: Ensure effective planning for instruction and the use of multiple learning and
√
3. Technology: Evaluate and use current and emerging technologies in instructionally powerful
√
4. Diversity: Respond to every student’s uniqueness and foster successful learning
pedagogical content strategies to maximize student learning and promote critical thinking.
ways and to assist in the management of educational environment.
experiences by meeting individual differences.
Scholarship
5. Scholarly Inquiry: Understand the tools and methods of inquiry and use data-driven
decision making to maximize teaching and learning.
√
6. Problem Solving: Gather, analyze, and plan a sequence of steps to achieve learning
objectives: process a variety of factors in identifying solutions and making sound, wellinformed decisions.
Leadership
7. Ethical Values: Apply professional ethics in all educational contexts and have enduring
respect for self-confidence in teaching as a profession.
8. Collaboration: Demonstrate the qualities of effective leadership to plan with vision and
reason, collaborate with all stakeholders, and communicate effectively in interpersonal and
public contexts.
1
COURSE DESCRIPTION
This course is designed to provide candidates with the knowledge and ability to use school
information systems, which include collecting, analyzing, and interpreting data, to assess and
monitor the development, implementation, and stewardship of a vision; to assess and monitor the
school culture, the curriculum and instruction, and the instructional practices; to assess and
monitor the safety, effectiveness, efficiency, and equity of the organization, operations, and
resources; and to assess and monitor issues and trends related to community conditions and
dynamics.
Prerequisites: Admission to the Masters in Education, Educational Leadership Program
COURSE OBJECTIVES
The objectives of this course are to enable candidates to:
1. Use information systems to assess and monitor the development, articulation,
implementation and stewardship of a school vision.
2. Use information systems to assess and monitor the school culture, the curriculum
and instruction, and the instructional practices.
3. Use information systems to assess and monitor the safety, effectiveness, efficiency,
and equity of the organization, operations, and resources.
4. Use information systems to assess and monitor issues and trends related to community
conditions and dynamics.
5. Understand and be able to use information system software.
COURES LEARNING OUTCOMES
Upon completion of this course, the learner will be able to:
1. Explain how to use a system of data-based research strategies to develop, monitor,
evaluate, and revise a school vision.
2. Identify methods ICT use that effectively promotes the learning of all students.
3. Make informed decisions in ICT acquisition and use.
4. Use ICT software in managing schools, keeping records, and communicating with
parents.
5. Use public information and research-based knowledge of issues and trends to
collaborate with families and community members.
6. Use appropriate methodologies to collect, analyze, and apply data to effective school
management.
2
TEXTBOOKS AND READINGS
Holcomb, E.L. (1999) Getting excited about data: How to combine people, passion, and proof.
Thousand Oaks, CA: Corwin Press.
Leithwood, K. (2006). Making schools smarter: Leading with evidence. (3rd ed.) Newberry Park,
CA: Sage.
COURES REQUIREMENTS
1. Each candidate is expected to attend class and contribute to the community of
learners by being a positive participant in discussions, presentations, and hands-on
projects.
2. All assignments should be submitted on the specified due date. Assignments turned
in later are subject to point deductions.
3. All written assignments should have a cover sheet with assignment title, candidate
name, course title, and date.
4. All written assignments should be word processed, double spaced, and in 12 point
standard font.
5. All written assignments shall use appropriate citations and references in APA style.
6. All written assignments should use correct grammar and spelling.
7. In-class mid term and final exams will be given in this class. Each candidate is
expected to be present for these exams except in cases of certified emergency.
Use of Blackboard
The course Blackboard site will be used for announcements, course resources, and assignments.
Students will be expected to access the Blackboard sit at least once per week.
COURSE MATRIX
Unit
Learning
Outcomes
Technology
Diversity
Pedagogy
Technology
Diversity
Problem
Solving
QNPS
Course
Objectives
Course
Learning
Outcomes
Assessment
(Tasks/Artifacts)
1
1, 2
Annotated
Bibliography
3. Lead and manage
change.
3. Lead and manage
change.
Classroom Action
Plan
6. Develop and
manage resources.
Institutional
Technology Plan
1, 2, 3, 4, 5
7. Reflect on, evaluate,
and improve
leadership and
management
1, 2, 3, 4, 5, 6
School Portfolio
and Action Plan
3
COURSE OUTLINE
Week
1
2
3
4
Topic/Activity
School Information: An overview
Understanding Data: Basic
Knowledge
Guest Speaker:
Data-Driven Decision Making
Technology and Special Needs
students
Data: Sources and Analysis Methods
(Part II: Quantitative)
6
Data: Sources and Analysis Methods
(Part III: Action Research)
7
Creating A Supportive School Culture
8
Midterm Exam
9
10
ICT: Opportunities and Challenges
Classroom management with ICT
School Management with ICT: Guest
Speaker – ICT Qatar
11
12
Digital Equity
13
Communicating Results
14
Applying Results
15
Creating a School Portfolio
16
Final Exam
Assignments Due
Holcomb: Chapts. 1-4
Draft Alignment Chart,
Holcomb: p. 4
Solomon, Allen, and
Resta: Chapts. 8, 12
(Readings packet)
Leithwood, Aitken, &
Jantzi: Chapt. 9
Mertens: Chapts. 1, 6,
8
(Readings packet)
Mertens: Chapts. 4, 5
(Readings packet)
Online readings
Data: Sources and Analysis Methods
(Part I: Qualitative)
5
Readings
Interview data
Classroom Action
Plan presentations;
Online quizzes (preand post)
Holcomb: Chapts 2-5;
Leithwood, Aitken, &
Jantzi: pp. 15-86
Review of readings
and class notes
weeks 1-7
Online readings
Online readings
Online readings
Online readings;
UNESCO booklet
Holcomb: Chapts. 710; Leithwood, Aitken,
& Jantzi: Chapts. 10,
11, 12
Holcomb: Chapts. 11,
12, 14, 15;
Leithwood, Aitken, &
Jantzi: Chapts. 11, 12
Holcomb: Chapts. 13,
14;
Online readings
Review of all previous
readings and class
notes
Delivery Methods




Classroom test results
Lectures by instructor and by guest speakers
Large and small group discussions
Individual and small group projects
Use of multiple research tools (standard and technology-based)
4
Institutional
Technology Plan
Annotated
Bibliography
School Portfolio
Presentations
ASSESSMENTS

Classroom Action Plan (20%). Working in small groups, candidates will analyze
student achievement data and develop a report that includes the analysis along with
specific strategies for improving instructional practices based on the data.

Annotated bibliography (15%). Each candidate will conduct personal research and
prepare an annotated bibliography on school planning and management tools.

Institutional technology plan (15%). Working in small groups, candidates will analyze
the school profile they have been given and prepare a written technology plan that is
consistent with and supports the institutional vision. Candidates should be prepared
to discuss their plan in class.

School Portfolio and Action Plan (30%) Given a school profile, each candidate will
analyze the data and develop an appropriate action plan for improving school-wide
curriculum and instruction. A written report will be discussed with the class.

Final (20%). At the end of the term, a written final, consisting of a combination of
objective questions, short answer questions, and problem-solving tasks, will be
administered in class. Questions and tasks for the final will be a sample of all
knowledge and skills addressed during the course.
GRADING SYSTEM
A
B+
B
C+
C
D+
D
F
=
=
=
=
=
=
=
=
100 - 90
89.99 - 85
84.99 - 80
79.99 - 75
74.99 - 70
69.99 - 65
64.99 - 60
59.99 - 0
Academic Honesty
Qatar University is an academic community actively engaged in scholarly pursuits. As
members of this community, students are expected to recognize and honor standards of
academic and intellectual integrity. The College of Education supports the ideals of
scholarship and fairness by rejecting all dishonest work when it is submitted for academic
credit. Qatar University encourages students to be responsible and accountable for their
decisions and actions. Any attempt by students to present the work of others as their own
or to pass an examination by improper means is regarded as a most serious offense and
renders those students who do so liable to disciplinary action. Assisting another student
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in any such dishonesty, or knowing of this dishonesty and not reporting it, is also
considered a grave breach of honesty.
Plagiarism: Plagiarism is the act of taking the words or ideas of another and representing
them as one’s own. A further description of plagiarism can be found in the Student
Handbook.
Cheating: Examples of cheating include, but are not limited to, receiving unauthorized
assistance, before, during, or after an examination or assignment, falsification or
misrepresentation of information in an academic exercise or assignment, unauthorized
use of someone else’s password or account number, and submitting work more than once
without the consent of the department.
Learning Support
Qatar University operates Learning Support Centers on each campus to provide services
to students to supplement their in-class instruction and ability to meet course
requirements. These services include tutoring, acquiring efficient learning skills and
strategies, academic and learning assessment (in conjunction with the Counseling
Center), and writing labs and workshops. Information about the Learning Center ma y be
found at http://www.qu.edu.qa/students/services/slsc/
Student Complaints Policy:
Students at Qatar University have the right to pursue complaints related to faculty, staff,
and other students. The nature of the complaints may be either academic or nonacademic. For more information about the policy and processes related to this policy,
you may refer to the students’ handbook.
6
Accommodations for Students with Disabilities
In accordance with Law No 2 of the year 2004, and Article 49 in the Constitution of
Qatar: "Education is the right of all.", and "the State shall extend efforts to achieve fair
and appropriate access in education for all". Qatar University seeks to ensure fair and
appropriate access to programs, services, facilities, and activities for students with special
needs. Any student who feels s/he may need an accommodation based on the impact of a
disability should contact the instructor privately to discuss your specific needs. Please
contact the Office for Disability Services to coordinate reasonable accommodations for
students with documented disabilities.
Special Needs Section
Student Activities building
Men’s Campus: 44033854, Fax: 44838925; Women’s Campus: 44033843,
Fax: 44839802; Email: specialneeds@qu.edu.qa; Office hours: 7:30 AM – 2:30 PM
REFERENCES

Required texts may be obtained in the College of Education Resource Room. Copies on
reserve may be used in the College of Education Resource Room.

Short reading assignments may be given to support class work. These will be included in
a Course Reading Packet located in the College of Education Resource Room. Students
may use the Reading Packet in the Resource Room or make personal copies.
Bernhardt, V.L. (1998). Data analysis for comprehensive school wide improvement. Larchmont,
NY: Eye on Education.
Bridglall, B.L. (2001, March). How people learn. Pedagogical Inquiry and Praxis, 1. New York:
Columbia University, Teachers College, Institute for Urban and Minority Education. (ED
452 305).
Bridglall, B.L., & Gordon, E.W. (2002, March). The idea of supplementary education. Pedagogical
Inquiry and Praxis, 3. New York: Columbia University, Teachers College, Institute for
Urban and Minority Education. (ED 464 173).
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Coleman, J.S., Campbell, E.Q., Hobson, C.J., McPartland, J., Mood, A.M., Weinfeld, F.D., &
York, L.R. (1966). Equality of educational opportunity. Washington, DC: U.S. Government
Printing Office.
Cyrs, T. (1998). Engaging students in distance learning: Interactive exercises and activities for
field sites. Albuquerque, NM: Center for Educational Development, New Mexico State
University.
Darling-Hammond, L. (1998, January-February). Teachers and teaching: Testing policy
hypotheses from a National Commission Report. Educational Researcher, 27(1), 5-16.
(EJ 562 086).
Flanagan, J.C. (1967). Program for learning in accordance with needs. Palo Alto: American
Institutes for Research.
Flanagan, J.C., Shanner, WM., Brudner, H.J., & Marker, R.W. (1975). An individualized
instructional system: Program for learning in accordance with needs (PLAN). In H.
Talmadge (Ed.), Systems of individualized education. Berkeley, CA: McCutchan.
Forcier, R. (1996). The computer as a productivity tool in education. Columbus, OH: PrenticeHall.
Harris, J. (1998). Design tools for the Internet-supported classroom. Alexander, VA: Association
for Supervision and Curriculum Development.
Glaser, R. (1967). Objectives and evaluation: An individualized system. Pittsburgh: University of
Pittsburgh, Learning Research and Development Center. (ED 014 785).
Gordon, E.W. (1986). Foundationss for academic excellence. Brooklyn: New York City Board of
Education, Chancellor's Commission on Minimum Standards. (ED 270 529).
Gordon, E.W. (2001, September). Affirmative development of academic ability. Pedagogical
Inquiry and Praxis, 2. New York: Columbia University, Teachers College, Institute for
Urban and Minority Education. (ED 458 321).
James, D.W., & Jurich, S., & Estes, S. (2001). Raising minority academic achievement: A
compendium of education programs and practices. Washington, DC: American Youth
Policy Forum.
Johnson, R. (2002). Using data to close the achievement gap: How to measure equity in in our
schools. Thousand Oaks, CA: Corwin Press.
Lezotte, L.W., & Jacoby, B.C. (1992). Sustainable school reform: The district context for school
improvement. Okemos, MI: Effective Schools Products, Ltd. (ED 405 632).
Lissitz, R. W. & Schaefer, W.D. (2002) Assessment in educational reform: Both means and ends.
Boston: Allyn & Bacon.)
Meskill, C. (2002). Teaching and learning in real time: Media, technologies, and language
acquisition. Houston, TX: Athel.
NAESP (2001) Essentials for principals: Databased decision-making. Alexandria, VA. NAESP.
8
NAESP (2001) Leading learning communities: Standards for what elementary principals should
know and be able to do. Alexandria, VA: NAESP.
Porter, B. (2001). Evaluating digital products Training and resource tools for using student scoring
guides.
Resnick, L.B. (1999). From aptitude to effort: A new Foundations for our schools. American
Educator, 23(1), 14-17. (EJ 587 016).
Trochim (W.) (2001). The research methods knowledge base. Cincinnati, OH: Atomic Dog
Publishing.
Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago: Chicago University
Press.
Worthen, B., Sanders, J., & Fitzpatrick, J. (1997). Program evaluation: Alternative approaches
and practical guidelines. New York: Addison Wesley Longman.
Internet Resources

Toolbelt, resources to support data-driven decision making
http://www.ncrel.org/toolbelt/

Data-Driven Implementation Tools

http://www.serve.org/csrd/datadriven/data.html

Evaluating Whole-School Reform Efforts: A Guide for District and School Staff:
http://www.nwrac.org/whole-school/index.html

Using Data to Improve Student Achievement
http://www.kde.state.ky.us/oapd/rsc6/dataanalysis.asp

Disaggregation without Aggravation: multimedia training package
http://www.sedl.org/pubs/catalog/items/teaching06.html

Using Data to Improve Schools:
http://www.aasa.org/cas/UsingDataToImproveSchools.pdf

American Association of School Administrators’ Center for Accountability
Solutions
http://www.aasa.org/cas/

Fundamental Assessment Principles for Teachers and School Administrators:
Article
http://ericae.net/pare/getvn.asp?v=7&n=8

Ease-e Data Analyzer by TetraData: Online tool for data warehousing, mining, analysis,
and reporting. http://www.ease-e.com/ease-e/products/products_services_analyzer.asp

Goalview: Online tool to set goals, track performance, and report results especially for
special needs and Title I students http://goalview.school.aol.com/GOALVIEW/index.asp
9

SchoolNet: Web-based tools for data collection and analysis and standards alignment
http://www.schoolnet.com

Socrates: Tools and services for setting questions, importing data, and analysis
http://www.crminc.com/socrates/default.htm

Quality School Portfolio: Free data analysis system
http://qsp.cse.ucla.edu/mainSub/whatSet.html
10
Rubric for Classroom Action Plan
Description: Working in small groups, candidates will select a set of student data, analyze it, and develop a report
that includes the analysis along with specific strategies for improving instructional practices based on the data. The
group will choose a data set and do appropriate analysis of that data set. In a single paper for each group of about 58 pages, the candidates will describe why they chose this data set, why they presented it in this way, and what
changes they would recommend to improve student achievement. Inclusion of reference citations will add to the
value of the project. The participants will prepare a multimedia presentation and present their findings to the class.
Criteria
Content
4
Covers topic in-depth
with details and
examples. Subject
knowledge is excellent.
3
Includes essential
knowledge about the
topic. Subject
knowledge appears to
be good.
Source information
collected for all
graphics, facts and
quotes.. APA format is
followed with few
errors.
2
Includes essential
information about the
topic but there are 1-2
factual errors.
1
Content is minimal
OR there are several
factual errors.
Sources
Source information
collected for all
graphics, facts and
quotes. All
documented in desired
format. APA format is
strictly followed.
Source information
collected for graphics,
facts and quotes, but not
documented in desired
format. Sources are cited
and referenced, but APA
format is not followed.
Very little or no
source information
was collected.
Sources are not cited
or referenced.
Presentation
Well-rehearsed with
smooth delivery that
holds audience
attention.
Content is well
organized using
headings or bulleted
lists to group related
material.
All requirements are
met and exceeded.
Rehearsed with fairly
smooth delivery that
holds audience attention
most of the time.
Uses headings or
bulleted lists to
organize, but the overall
organization of topics
appears flawed.
All requirements are
met.
Delivery not smooth, but
able to maintain interest
of the audience most of
the time.
Content is logically
organized for the most
part.
Delivery not smooth
and audience
attention often lost.
One requirement was not
completely met.
Mechanics
No misspellings or
grammatical errors.
Three or fewer
misspellings and/or
mechanical errors.
Four misspellings and/or
grammatical errors.
More than one
requirement was not
completely met.
More than 4 errors in
spelling or grammar.
Workload
The workload is
divided and shared
equally by all team
members.
The workload is
divided and shared
fairly by all team
members, though
workloads may vary
from person to person.
The workload was
divided, but one person
in the group is viewed as
not doing his/her fair
share of the work.
The workload was
not divided OR
several people in the
group are viewed as
not doing their fair
share of the work.
Data
Analysis
Data analysis is
appropriate, thorough,
and meaningful.
Data analysis is
appropriate and
meaningful.
Data is analyzed, but
other methods would
have been more
appropriate and
meaningful.
Data is poorly
analyzed and little
meaning is
evidenced.
Data
Presentation
Data is presented in an
accurate, meaningful,
highly effective
manner.
Data is presented in an
accurate and
meaningful manner.
.Data presentation has
some inaccuracies and
meaning is unclear.
Data presentation is
either absent or
inaccurate and lacks
meaning.
Organization
Requirements
11
There was no clear or
logical organizational
structure, just lots of
facts.
Rubric for Annotated Bibliography
Each candidate will conduct personal research and prepare an annotated bibliography on
adaptive technology tools having at least 10 references. Use APA format. Examples of an
annotated bibliography and links to papers that explain APA format may be found in Appendix 4.
Criteria
Quality of Sources
Documentation
Diversity
Narration
Mechanics
Annotated Bibliography
4
3
2
All sources clearly
Most sources
Several sources
relate to the topic
clearly relate to the either do not
and are
topic and are
clearly relate to the
appropriate for the
appropriate for the
topic or are not
target audience
target audience.
appropriate for the
target audience.
All sources are
All sources are
Several sources
accurately
accurately
have errors in
documented using
documented, but a
documentation
correct APA
few are not in the
and/or not in
format.
desired format.
correct APA
format.
The set of
The set of
There is little
references
references
diversity in the type
provides a broad
provided are
of information
and deep covering
diverse in type of
(content) OR the
of the topic. The
resource (book,
type of resource.
set includes a
journal, Internet,
range of resource
etc), but do not
types (books,
provide a broad or
internet,
deep covering of
newspaper,
the topic.
interviews,
presentations, etc.)
All sources include All sources include Most sources
a clear, concise,
a narration; most
include a narration;
and informative
are clear, concise,
most are
narration.
and informative.
informative.
No grammatical,
spelling or
punctuation errors.
Almost no
grammatical,
spelling or
punctuation errors
12
A few grammatical,
spelling, or
punctuation errors.
1
Sources are
random and do not
relate in a
meaningful way to
the topic.
Most sources have
errors in
documentation and
are not in correct
APA format.
Almost all of the
references are
similar in content
AND type of
resource.
Many sources do
not have
narratives; many
narratives are of
poor quality (not
clear, concise, or
informative).
Many grammatical,
spelling, or
punctuation errors.
Instructions on making an annotated bibliography and an example.
Please see the following website for more information about annotated bibliographies.
http://www.library.cornell.edu/olinuris/ref/research/skill28.htm
Example1:
Goldschneider, F. K., Waite, L. J., & Witsberger, C. (1986). Nonfamily living and
the erosion of traditional family orientations among young adults. American
Sociological Review, 51, 541-554.
The authors, researchers at the Rand Corporation and Brown University, use data from
the National Longitudinal Surveys of Young Women and Young Men to test their
hypothesis that non-family living by young adults alters their attitudes, values, plans, and
expectations, moving them away from their belief in traditional sex roles. They find their
hypothesis strongly supported in young females, while the effects were fewer in studies
of young males. Increasing the time away from parents before marrying increased
individualism, self-sufficiency, and changes in attitudes about families.
Please see this website for information about APA format: http://owl.english.purdue.edu/owl/
This site gives specific examples of correct in-paper citations and reference lists. A bibliography is
essential a reference list.
http://owl.english.purdue.edu/owl/resource/560/01/
1
Engle, M., Bluenthal, A., & Cosgrave, T. (Revised 25 October 2006). How to make an annotated
bibliography. From Cornell University Library. Retrieved on March 6, 2007 from
http://www.library.cornell.edu/olinuris/ref/research/skill28.htm.
13
Rubric for School Technology Plan
well-defined (6 pts.)
Vision
Current
Situation
 Clearly reflects the values
and beliefs of the
community.
 Clearly describes a vision
of the future of the
school/students.
 Considers the needs of all
stakeholders.
The current reality of the
school/ district is stated
regarding:
 school/community
interaction.
 engaged learning.
 professional development.
 technology hardware,
infrastructure, software,
and technology support.
A clearly defined statement
which addresses:
1.
Community/
School
2.
3.
Support
4.

Engaged
Learning
Goals and
Activities



Engaged
Learning
Goals and
Activities

increase community
awareness
goal and strategies
person/persons
responsible for
overseeing
implementation
cost and funding for
implementation
States that engaged
learning is a high
priority.
Activities and goals
reflect engaged learning
strategies
Clearly describes how
to ensure that all
necessary people and
items are provided.
States that engaged
learning is a high
priority.
Activities and goals
reflect engaged learning
strategies
needs clarification (4 pts.)
beginning (2 pts.)
 The values and beliefs of the
community are included, but
not clearly stated.
 That the statement is talking
about the future is not clear.
 Considers the needs of
different stakeholders.
 Does not reflect the values and
beliefs of the community.
 The statement does not recognize
the future for all learners.
 Clearly does not include some
stakeholders.
The current reality of the school/
district is stated, but only defines
three of the four areas of
development:




school/community interaction
engaged learning
professional development
technology hardware,
infrastructure, software, and
technology support
Statement addresses four areas
of support, but "how" it will be
acquired is not clearly defined:
1.
2.
3.
4.




14
increase community
awareness
goal and strategies
person/persons responsible
for overseeing
implementation
cost and funding for
implementation
The current reality of the school/
district is stated, but defines less
than three of the four areas of
development:




school/community interaction
engaged learning
professional development
technology hardware,
infrastructure, software, and
technology support
Statement does not address all four
areas of support, and/or "how" it will
be acquired is not clearly defined:
1.
2.
3.
4.
A statement is made is a
priority, but activities and
goals do not consistently
reflect engaged learning
strategies.
The plan for providing all
necessary people and items
is not clear or is not
adequate.

A statement is made is a
priority, but activities and
goals do not consistently
reflect engaged learning
strategies.
The plan for providing all





increase community awareness
goal and strategies
person/persons responsible for
overseeing implementation
cost and funding for
implementation
There is no mention of
making engaged learning a
priority.
Almost no activities and goals
reflect engaged learning.
All necessary people and
items needed for change are
clearly lacking.
There is no mention of
making engaged learning a
priority.
Almost no activities and goals
reflect engaged learning.
All necessary people and

necessary people and items
is not clear or is not
adequate.
Clearly describes how
to ensure that all
necessary people and
items are provided.
items needed for change are
clearly lacking.
A few of the following items are
present:

All of the following items are
present:

Staff development in
technology
Support for
collaboration with
peers.
Technical assistance.
Time to explore
technology
opportunities

Professional
Development
Goals and
Activities


Many, but not all, of the
following items are present:


Staff development in
technology
Support for collaboration
with peers.
Technical assistance.
Time to explore technology
opportunities








o
o
o
Support for innovative
teaching and planning
Support for innovative
teaching and planning
o

Timeline
A clearly defined statement
for implementation of goals
and strategies.
The plan clearly identifies:

Assessment/

Evaluation


data collection for
effective evaluation
(quantitative and
qualitative).
goals and indicators
of achievement.
integration into the
curriculum.
realistic accomplishments to individual
situation.
A loosely defined statement for
implementation of goals and
strategies.
The plan identifies:




15
data collection for
effective evaluation
(quantitative and
qualitative).
goals and indicators of
achievement.
integration into the
curriculum.
realistic
accomplishments to
individual situation.
Plan supports all staff within the
school/district.
Staff development is supported
through collaboration with
peers.
Technical assistance is
provided.
Time to promote learning and
knowledge acquisition.
Goals and activities support
student learning through:
new instructional methods.
involving teachers in curriculum
design.
exploration of the possibilities
of technology innovations in
education.
meeting the individual learner
needs.
ongoing and sequential course
work.
Statement of implementation does not
follow a sequential course
The plan is missing and/or does not
address one or all of the following:




data collection for effective
evaluation (quantitative and
qualitative)
goals and indicators of
achievement
integration into the
curriculum
realistic accomplishments to
individual situation process
as ongoing
16
Professional Standards for School Leaders
1. Lead and manage learning and teaching in the school community.
2. Develop, communicate, and report on strategic vision and aims of the school and
community.
3. Lead and manage change.
4. Lead and develop people and teams.
5. Develop and manage school-community relations.
6. Develop and manage resources.
7. Reflect on, evaluate, and improve leadership and management.
17