Galena Park Independent School District

Organizational Chart for District Technology Integration

By: Jennifer Lawrence

GPISD
Superintendent

Dr. Mark Henry

Role and Responsibility: To help create, support, and implement

the district vision. Superintendent should collaborate with School
Board and form positive relationships with community members
and all stakeholders.

GPISD
Board of Trustees

Wilfred J. Broussard Jr. Secretary Jeff Miller, President June

Harris, Vice President Dawn Fisher, Trustee Minnie Rivera,
Trustee Wanda Heath Johnson, Trustee

Role and Responsibility: To develop strategies to ensure the

Superintendent’s district vision is implemented. Board must
work with Superintendent and community to help district
meet its goals.

GPISD
District Advisory Team

Kathy Brownlee, Coordinator of Technical Support

Laurie Bush, High School TIS
Bryan Clements, Executive Director of Security and Technology Support
Paul Drexler, Middle School Principal
Stephanie Hatten, Elementary TIS
Vicki Johnson, Director of Career and Technology Education
Elizabeth Lalor, Director of Research and Evaluation
John Lewis, High School TIS
Marsha Masi, Director of Staff Development
Terri Moore, Elementary Principal
Rosalba Norman, Elementary TIS
Lou Ann Scott, Program Director for Secondary Language Arts
Cheryl Slaid, Middle School TIS
Michelle Young, Coordinator of Instructional Technology

Role and Responsibility: Examines the district vision and develops a plan
on ways to implement technology based on the needs of the district.
 GPISD
Technology Budget Manager/
Director of Technology Support

Darlene Lovinggood

Role and Responsibility: To ensure the proper

financial support is given where needed.

NSMS
Campus Principal

Paul Drexler

Role and Responsibility: To support and provide

resources along with professional development
to ensure the district’s improvement plan is
implemented.

NSMS
Campus Technology Specialist

Joan Mullinax

Role and Responsibility: To supply

technology support and assistance to the
administration and staff.

NSMS
Campus Teachers

Role and Responsibility: To attend technology professional development and be

willing to integrate technology into the classroom curriculum. Monitor students
for internet safety and to assess students on technology skills.
The campus Principal is the first person who is responsible for the implementation and
monitoring of campus level technology. Without the support of the campus Principal,
intergrating technogy within the different campuses becomes difficult. Principals need
to be willing to allow, provide, and monitor technological growth by professional
development opportunties for both administration and teachers. He or she needs to
allow teachers to attend sessions that would benefit them even if it requires them to mis
a day of teaching. The adminsitration in general needs to be assertive in making sure all
staff members do thier part in achieving campus and district goals. Every teacher is
assigned an appraiser who comes in to obsever several lessons throughout the school
year. It is important that the appraisers are looking for advances in technology being
made throughout the year and that there is evidence of technology in lesson plans.
Prinicpals should lead as a model to how they want their teachers to teach. If they show
that they are putting in extra time to learn more about technology, the staff will be more
willing to do the same.
Professional Development Activities
GPISD technology mission: “The technology mission of GPISD is to integrate technology in a
way that the educational program for all children in the district will encourage problem-solving,
exploration and learning in the classroom; provide student-centered learning; provide access to
technology for all students and staff; provide for both current and future needs; restructure
the learning environment; encourage communication; complement current key teaching
Strategies; and implement a comprehensive information system.”

NSMS CIP: Goal 2, Objective 2: “NSMS will provide additional computer training for all faculty
so they may enhance their lessons and communicate more effectively.”

Purpose: To collaborate with colleagues about the integration of technology in everyday

lessons. I noticed after looking at the results from the North Shore Middle School STaR chart
survey that many teachers feel they do not have the proper experience to use technology on an
everyday basis. Even teachers given technology opportunities do not use these resources to the
maximum potential. My surveys conducted with administration and students from my week 3
report showed that many teachers do not allow the students to utilize the technology in the
classroom. This session will allow teachers to gain the knowledge they need to ensure the
students are getting the most out of everyday lessons- with the help of technology integration.

Objective: Teachers will be able to integrate technology in their classroom with the help of the
ideas introduced in this session by the end of the school year.

Grade Level: 7th and 8th

Facilitator: Joan Mullinax and campus curriculum specialist

Professional Development Title: “Bringing Technology into Everyday Lessons”

Activities:
 STaR Chart- Mrs. Mullinax (technology specialist) will present the STaR chart
explanation and purpose to the whole group. She will review the campus results and
discuss what areas need to be improved with suggested ways to make those
 improvements. Also, a brief explanation will be given relating the district technology plan
to our campus improvement plan.

 General Technology tips- Specialist will demonstrate methods of using several types of
technology and how it would be useful in any classroom.

 Goals- Participants will come up with a list of individual goals and objectives dealing with
classroom technology that they would like to accomplish throughout the school year.
Goals will be shared with content specialist at the beginning of the school year. Half way
through the year, teachers will meet individually with specialist to discuss the results of
the goals. If goals are not being met, the specialist will help come up with ways to assist
the teacher in meeting his or her goals.

 Content Groups- Participants will form groups by departments to collaborate about

ways they have used technology in the past. Teachers will come up with content related
lesson plans in which both teacher and student are using technology. They will then
share their ideas with other groups.

 Presentations- Campus content specialists will present lessons to department to

demonstrate the proper use of classroom technology. Different forms of data will be
presented from several different sources (AEIS, STaR chart, campus and district
assessments, TAKS results). Teachers will learn how to evaluate different forms of data
and how to use the data collected to make adjustments in lessons to increase student
learning.

 Whole group discussion- Specialists and teacher volunteers will discuss how they use
technology both as an instructional tool and also as a motivational tool. It is important for
teachers to understand the benefits of allowing students to physically use the technology
in the classrooms and to be able to discover new things on their own.

 Posting – Technology specialist will demonstrate how to upload technology lesson

ideas to the school blog. Every teacher will be required to share two lessons throughout
the year on the blog. Along with the two lessons, teachers will be expected to submit
student projects requiring the use of technology.

 Survey- At the end of the session, participants will be able to share thoughts and
opinions on a survey. Presenters will review survey results and make adjustments for
future presentations.

Evaluation Plan

In order to assess the effectiveness of my professional development plan, it is important

to listen to the feedback provided by the participants of the session. At the end of the
session, each participant was given a short survey where they could rate different areas
of the session. There was also room for additional comments and suggestions on how
to improve the session. It is important to ensure that professional development
opportunities are not looked upon as a waste of time or money. If the participants feel
that it did not benefit them, or that they did not learn something that would enhance the
learning being done in their classroom- then it was a waste of time. Teachers need to
be expected to give feedback so that adjustments can be made.
Teachers’ individual technology goals should help the campus technology goal to be
met while the campus technology goal should help the district goal to be met. All staff
members need to do their part in order to have success while implementing new
technology to benefit student success.
Support from the administration is very important when it comes to the success of any
plan for the district or campus. If the administration does not push for technology to be
implemented into classrooms, teachers will fall into the same routine that they have
been used to for years. Administration is expected to supply support and resources to
teachers to help them increase technology ideas. The administration also has to provide
a clear goal and vision in order to allow the staff to know what is expected of them and
what they are working to achieve. Ways to evaluate administrative support are:
 STaR Chart survey results
 Teacher surveys
 Department meeting discussions
 The amount of technological professional development opportunities available to
staff
 AEIS data
Teachers need to be willing to become lifelong learners as educators; this includes
constantly learning about new technology. Technology changes on a day to day basis
and our students are becoming more familiar with these tools than we are. It is
important that teachers open ways of communication and continue to collaborate and
share ideas with each other on how to integrate technology into lessons. Ways to
evaluate teachers are:
 STaR Chart
 Observations by appraiser and campus curriculum specialist
 Midyear goal meeting with specialist
 Professional development attendance credits
 Evidence of teacher lessons posted on school blog
 District and campus curriculum assessment data
 AEIS data
 Student surveys
Students are the overall concern and purpose of this plan. If learning outcomes do not
show improvements, this plan was a waste of time. Students are expected to be able to
show improvements in areas such as technology skills and overall learning goals. Ways
to evaluate student success are:
 Student surveys
 District and campus assessment results
 Student technology projects submitted to district
 AEIS data