9thap Mrs. Baker
Mayde Creek High School  
I service ninth grade students with the last name beginning with the letter "A" through "k".

Please feel free to contact me with any questions or pertinent information regarding your student.


As a supervisor in an educational role, an administrator must be versatile and wear many hats to meet the needs of his campus. One of the many roles of the leader is to guide the integration of technology into the curriculum, so that
students will have the advantage of experiencing the most "cutting edge" technology to better prepare them for their
future. In the integration of technology in the classroom, the role of the teacher is to serve as guide, facilitator, and encourager. The classroom is no longer based on teacher performance but on the constructivist theory of student
participation. After analyzing Mayde Creek High School’s current Campus Improvement Plan and student test data, I examine my own style of leadership to determine the best way to meet the needs of my campus as it is now; and as a faculty family, we will develop a shared technological vision of the way education at Mayde Creek High School can positively impact the students of today to become productive citizens of tomorrow.


An analysis of Mayde Creek High School Campus Improvement Plan reveals two broad objectives which state that teachers should use technology in the classroom for record keeping and for curriculum purposes and that students should use technology in the classroom, library, and computer labs. There is also implied use of technology for preparation of TAAS, College Entrance, and Advanced Placement exams. It must be understood that Mayde Creek High School is in its  middle stage of Katy ISD’s technology plan; therefore, the seemingly vague CIP should take on more specific objectives with additional target dates as technology is updated.
Supportive of significant technology progress, I would like to emphasize that technology will be a vital part of my
goals and objectives for Mayde Creek High School High School. I totally concur with her efforts to bring Mayde Creek into the computer era and provide students with the opportunity to take advantage of the most technologically enhanced curriculum.


Mayde Creek's test scores have continued to improve since ????. Except for the ????? results, all other test data verifies Mayde Creek’s drastic improvement of its test scores. Administrators,counselors, and teachers continue to look for ways to continue the upward climb to "knock the top off" future test scores. 

The following link will take you to Mayde Creek's current test results.


Although Mayde Creek does not teach to the test, administrators strive to provide a solid learning base from which to achieve future academic successes.


To insure students’ academic success, I must make appropriate decisions as to organizational structure and
motivational techniques that will achieve the desired culture and create the proper climate for gaining knowledge and creating a thirst within each student for continued learning and the wisdom to know how to use that knowledge in an ever-changing world. As my personal leadership style will be pro-student, it will also be proactive. As a proactive
leader that sees what is and visualizes what can be, my transformational style will raise the consciousness of the
students, teachers, and community to visualize the potential of the students and strive to meet their needs. "Change"
is the key word in describing the world, and technology is central to the change that occurs in the everyday world..
Bringing technology to the forefront will not only improve TAAS scores but also impact curriculum in a way that will
better prepare the students for the challenges they will face after they leave the school / campus environment.

As I leader that will impact both students and teachers, I would strive to be a visionary as I focus on the values I place in education and my self-confidence to lead a group of professionals to seek the best for the students.

As an administrator, I would strive to maintain a
faculty in which I could place my confidence in their ability to be teacher leaders, respecting their individuality and need for independence as we share a common goal for excellence in education. As a transformational leader, I will do whatever it takes to insure the happiness of my faculty by improving teacher morale through technology-assisted bookkeeping. To facilitate the highest degree of participation of the faculty and staff, I would empower them by encouraging their individuality in their areas of expertise though the use of technological creativity in the classroom for projects between departments and for connections with the real world. I would especially strive to set the positive tone for technology by modeling technology and by supporting its implementation into the curriculum and overall school environment. My biggest push would be for ongoing training, as no one will ever know everything they need to know about technology.

I feel like I use common sense and logic when trying to make decisions; yet as my interests for the students predominate, I go beyond the good of the group(teachers included)to make final decisions based on my personal conscious as it relates to the welfare of the student.

Becoming familiar with technology is vital for the student in the 21st century; and if it makes teachers uncomfortable, my job is dual purposed - to reach both teacher and student.
Gerald Bailey of Kansas State University states that "Empowering with technology is the process by which the role of the teacher changes from‘sage on the stage’ to a ‘guide on the side’ . . . students become self-directed learners" (1997, 59).  Teaching self-direction to students is teaching them to be able to stand on their own. As Alan November points out in his video concerning Global Competition, the number of students who can support themselves has dropped dramatically over time. Self-directed learning is especially important because corporations are requiring people to work more and more on their own and be able to think and analyze whatever situation is placed before them. The environment which allows freedom within structure contributes to progressive trends which create an environment ripe for the integration of technology.


To effectively integrate technology in the classroom, an administrator must be aware of the pulse of his faculty. The
proposed survey for Mayde Creek High School is designed to reveal the needs of the faculty as reflected by the their values,attitudes, and beliefs. My leadership vision is directly related to the survey results. As noted by Lashway in a technology article, "Visionary leaders know their institutions, . . . they [can] taylor their actions according[ly]" (47).  Lashway encourages connecting the vision with beliefs. He refers to a leader who was an " . . . effective principal [who] made a point of showing teachers how the new vision was only an extension and elaboration of beliefs they already valued" (Lashway 49). Following the suggestion of experts who observe the process of technology
integration into curriculum, I would select survey questions that I feel relate to priorities vital to successful integration of technology into the everyday curriculum As Gerald Bailey so aptly states, "When teachers teach with technology, traditional subject matter is presented in new and exciting ways by instructors skilled using the emerging educational technologies . . . [and] fits well with the Effective Schools movement" (1997, 59). Attached is a sample survey I willdistribute to teachers for their completion at the beginning of the school year.

After evaluating the teachers’ responses, I would have a clearer vision of the faculty’s beliefs and vision for the
students. Understanding that Elkins High School is in its infancy stage of technology integration, I would follow the
basic belief and attitude survey with a more "hands-on" type of survey. The second survey which is attached is short
answer format to allow the teachers more individuality in their responses. For purposes of my initial attempt to
evaluate the current status of technology in the classroom, I would distribute the following survey for completion of
core curriculum classes.

If belief and vision survey results are close to my own, I would aggressively press onward toward our shared goals and visions. If there are major discrepancies, I would move more slowly as I begin the "Vision" process to make it more of a shared vision. Peter Senge makes that statement that "When people truly share a vision they are connected, bound together by a common aspiration" (Lashway 55). In Spring 1998 panel discussion by selected principals in the Fort Bend ISD, Linda Ruckman made the comment that a new leader has approximately eighteen months to develop support from the faculty and community.

Keeping this advice in mind, I would strive for a shared vision which has been defined as the bottom up approach and
can include parents, students, and community members in addition to teachers. If a decision is made to involve
parents, the "going may be slow" but the long-term effect is a fortification of the vision (Lashway 61). Teachers are
the predominant role sharers of the vision. Lashway quotes Sergiovanni as saying, "When teachers are deeply
involved in formulating the vision --and feel themselves to be true "owners" -- it evolves into a covenant -- a behavioral guide having moral freedom" (60). Including teachers in the planning for the technology integrated
classroom of the 21st century is vital to the success of that integration.


Located on the district’s ??? side, the Mayde Creek High School community is comprised of rural and suburban homes with students whose parents’ socio-economic status ranges from unemployed welfare recipients to prosperous professions. The majority of the students are from middle class or upper middle class. Mayde Creek High School is quite a diverse population of students. The Campus Improvement Plan of Mayde Creek reports ethnic breakdown for the 2000-2001 school year to be ??% Asian, ??% African American, less than 1% Native American, ??% Hispanic, and ??% White or Caucasian.

Almost all students’ test scores are above average and have improved dramatically over the past few years. The administration continues to look for ways to improve upon already good scores. Teaching philosophies are as varied as there are teachers on campus. The common goal ofMayde Creek’s teachers is to work toward the best interest of the student.

The technology outlook for Mayde Creek is promising. Teachers are excited to have technology access in their classrooms.  Students feel the use of the Internet for the purposes of research and project presentationsto be the most useful aspect of technology. Technology training occurs at the beginning of the school year as part of inservice
and during the year on a voluntary basis. Though the ITS provides many opportunities for before school an after
school training sessions, few teachers take advantage of such sessions. 

An article in Learning an Leading With Technology acknowledges the dilemma of the ITS stating that "Technical support personnel include technology coordinators, the technicians who repair the equipment, and the other people who help those use technology. All three of these technical-support categories represent people who are critical players in
                     technical integration at the district and building level" (Bailey 1997, 61). Successful technology integration is a team
                     effort and must be approached with such a frame of mind from the technicians to the students.

                     CAMPUS AS IT SHOULD BE

                     Although Elkins is in the pre-automated stage of technological development, the potential is there for success of
                     technology integration because the desire is evident among students and teachers alike. Based on personal
                     observations and research, Elkins High School can be just as technology informated as in any other school in the
                     district. It is a matter of having the proper equipment, the open minds of teachers, and the support of the
                     administration. Continuing the technology implementation plan for Elkins, I would encourage the use of the computer
                     in every classroom by modeling its use, working with the ITS personnel to insure regularly required ongoing training
                     sessions, and working with the Campus Based Leadership team, represented by all departments, to set a vision with
                     realistic goals for the immediate future and for years to come. These visions and goals must reflect what is in the best
                     interest of the student. Whatever the progress of technology in the classroom, it becomes null and void if the
                     students do not benefit. Sometimes all the "whistles and bells" of computer-generated presentations mask the empty
                     curriculum behind the presentation. Technology must be used to enhance curriculum, not replace it. In a Virtual-Class
                     Trend, Lauren Goodlad, an assistant English professor encourages the use of technology in education but says when
                     ". . .they [computer supporters] basically want to replace people with computers, that’s where we draw the line . . .
                     high-quality teaching, whether done on a distance-learning basis or on a campus basis, requires contact" (Kelley
                     1998). It is my firm belief that no technology can totally replace the effectiveness of one-on-one teacher-student
                     contact, but it can enhance learning and create educational opportunities that did not previously exist.

                     In my attempt to integrate technology into the curriculum and into the everyday classroom setting, I would first
                     encourage the teachers to become well acquainted with the automation side of technology. My first goal would be for
                     teachers to exclusively use computer attendance, computer gradebook, and E-Mail for communication on campus and
                     within the district. Although that sounds simple, to successfully integrate such changes would probably take a year.
                     Technology reduces duplicate recordkeeping, allowing time for teachers to be more creative with their classroom
                     presentations and creating more time for their personal life. Building on top of automation, I would encourage teachers
                     to use the Internet and Encarta to enhance lessons which will in turn encourage their students to use Internet for
                     research. Search engines such as WEBCRAWLER, YAHOO, and EXCITE are just a few of the sources from which
                     students can search for appropriate information. When allowing students access to the computers, I would not only
                     have students and parents sign an Acceptable Use Policy form, but also teachers would be responsible for
                     suggesting sights from which students might find information. Teachers have a special responsibility to emphasize
                     morality and ethics to the students as the corresponding responsibility to the privilege of using the Internet. One
                     source suggest that "Internet based curriculum must be developed before getting students involved . . . The control
                     of the Internet needs to be local - not global" (Heidmann 1998, 9). Phase two of technology development would
                     include the teacher’s use of EMG and Curriculum Connections. I feel strongly about incorporating real world
                     connections into the established curriculum. Many times students will ask, "Why do we have to know this? We’ll
                     never use it." If the students see how their studies connect to the real world, learning will become a more meaningful
                     experience. One school in Crawfordsville, Indiana uses distance learning equipment to allow the students access to
                     career opportunities:

                     The real-world lessons students take from the Job Skills Program allow them

                     to explore the opportunities that are available to them and are given a chance to

                     expand their horizons . . . these creative additions to curriculum are helping to

                     prove that when schools combine technology with a community partnership, the

                     only boundaries set in learning are those of imagination (Estelle 1998, 19)


                     Teachers who use computers can integrate classroom lessons with "real life" lessons that are more influential than
                     just the words in a book. The computer can illustrate better than books, incorporating sound in the presentation to
                     make a more significant impact on the students. Teachers and students alike would be expected to use Power Point
                     and other related programs from Microsoft Office in their classroom presentations and group projects. The third phase
                     of the three year plan would be the incorporation of additional technology as it becomes available. Teachers and
                     students could become proficient on such programs as Desktop Publishers and continue to learn how to be artistic
                     and creative on the computer. The primary concern of teachers during the incorporation of technology into the
                     curriculum is training. Most teachers feel insecure with new equipment and programs. Ongoing training will not only
                     put them at ease but help them to develop a camaraderie with one another; and the team effort is always the ultimate
                     goal in the effort to educate students. The question then arises, when is the best time to train teachers? After
                     considering the before school after school possibilities and conflicts involved with those times, the common
                     conference period and the complications with the students’ schedules, the poor morale caused by interrupting the
                     little time that teachers actually receive in the summer, I agree with a suggestion made by Elkins’s ITS - that training
                     should occur during teacher conference periods. For instance, conference periods 1-4 would be offered training on
                     one day, and the next day periods 5-7 would be offered the same training. This would leave half of each day for the
                     ITS to work with students and teachers in the classroom or in labs. To effectively instruct the entire campus,
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Last updated  2008/09/28 10:59:22 PDTHits  327