I ncreasing Student Achievement by Building 21

st
Century
Technology Skills in All Learners
SMART Goal for J ohn Parker-L4L Cohort 5 Year 2

Specific.
What will the goal accomplish?
How and why will it be accomplished?
By May of 2014, I will have engaged in assistance relationships with the principals I
serve in the Puyallup School District by defining and engaging in joint work,
differentiating support, developing and using tools with them, brokering resources
and modeling practices. My assistance relationships will occur through my Cycle of
Inquiry at Walker High School, the newly created 5-year District Technology Plan,
my Superintendent Internship, TPEP training using OneNote, and the variety of work
I engage district employees with our data management system, eSchoolPLUS.

According to literature and research on assistance relationships, learning happens
when the participants engage in authentic and valued activities in real settings, have
opportunities to view and understand whole process, engage in social interactions
with experts in ways that target the practice of those involved. (Honig and Ishimaru,
November PowerPoint presentation, 2013)

The following standards are addressed during this process. Each of these represents the
Why this goal will be accomplished. I included these standards because my self-reflection
scores were lower; and I wanted to improve these areas by engaging in work directly aligned
to these standards.
By addressing this goal
1. I will engage and empower multiple voicesboth professional and community in
key deliberations and decision-making. (1-Equity and Excellence)

2. I will facilitate explicit discussions about race, class, language, ability, and other
group-based disparities in the service of collective action to decrease them. (1-Equity
and Excellence)
3. I will support the learning of other adults to continuously strengthen their practice in
ways that promise to improve results for all students. (2-Inquiry focused Practice)

4. I will analyze assessment practices and use assessment data of various kinds to
improve instruction (3-The Improvement and Teaching of Learning)
5. I will craft/adapt instructional visions, practices, and other supports appropriately for
meeting specialized learning needs. (3-The Improvement and Teaching of Learning)
I ncreasing Student Achievement by Building 21
st
Century
Technology Skills in All Learners
SMART Goal for J ohn Parker-L4L Cohort 5 Year 2

6. I will develop and guide decision processes that maximize collaborative problem
solving and continuous improvement. (4-Strategic, Collaborative Governance &
Decision-making)

7. I will model transparent and ethical leadership and address sources of conflict
productively and equitably. (4-Strategic, Collaborative Governance & Decision-
making)
How this goal will be accomplished:
1. I will assemble a District Technology Committee which will serve as an advisory body
to identify technology needs associated with a 1-3-5 year plan to support teaching and
learning; and broker the tools necessary to fully implement this plan over five years.
(Work: District Technology Committee, 5-Year District Technology Plan)
2. I will work with Walker High School teacher leaders to discuss and identify a problem
of teacher practice focusing on the use of assessment, culturally-relevant teaching
designed to remove barriers to learning for all students; and I will collaborate to
construct a short and long term plan to address how all students can improve using
effective formative assessment practices through a jointly-developed theory of action
with those teachers. (Work: Cycle of I nquiry-Year 2)
3. Working collaboratively with a building principal, I will help train staff by modeling
effective formative assessment practices, and engage in an ongoing community of
practice within the building using formative assessments to guide instructional
decision-making. I will facilitate OneNote trainings for administrators to assist them
with their work on TPEP evaluations, creating a specific OneNote TPEP notebook
tool to increase their efficiency with evaluation work. (Work: Cycle of I nquiry-Year 2,
TPEP OneNote Administrator Training)
4. I will collaborate with other district administrators to development a new district
improvement plan which includes a new data protocol to help teachers and RTI teams
to effectively assess and monitor all students' performance. Focus of this RTI work is
to clearly identify practices the district will sponsor and support with building
principals and building teams, and define the roles we (as district administrators, play
in building the capacity of our principals who are the instructional leaders of our
buildings. (Work: District I mprovement Plan-Principle 5, RTI Training,
Performance PLUS Training)
5. I will work with elementary and secondary teachers from three different schools to
broker resources to assist with implementing and monitoring a One-to-One laptop
initiative designed to personalize and differentiate learning opportunities for students
I ncreasing Student Achievement by Building 21
st
Century
Technology Skills in All Learners
SMART Goal for J ohn Parker-L4L Cohort 5 Year 2

in those classes, including students with IEPs, and at-risk students. I will also engage
teachers and the principal in formative assessment practices throughout the year
which meet the specialized learning needs of students directly and in-directly from
feedback from students and teachers through trainings, conversations, and surveys.
(Work: Cycle of I nquiry, Teacher Laptop I nitiative, One-to-One I nitiative,
eSchoolPLUS)
6. I will co-facilitate three district technology committee meetings aimed to identify a
shared district vision of how technology supports learning. In this process, multiple
perspectives from district staff, community partners, and parents will provide needed
input on the development of the 5-year technology plan, and identify the technologies
they feel need to be purchased and implemented to improve teaching and learning.

I will also engage and facilitate discussions on equitable credit/transcript practices
between central office leadership, building administration, data processors, student
data management personnel, and technology support to ensure common practices are
aligned between secondary schools. (Work: District Technology Committee, 5-year
technology plan, New District Transcript Guidelines)
7. I will engage and facilitate discussions on equitable credit/transcript practices
between central office leadership, building administration, data processors, student
data management personnel, and technology support to ensure common practices are
aligned between secondary schools. I will also use ethical and transparent leadership
practices to build strong Student Information Systems and Assessment teams based
upon effective communication, service leadership, and a protocol for solving conflict.
(Work: Elementary Master scheduling, New District Transcript Guidelines)


I ncreasing Student Achievement by Building 21
st
Century
Technology Skills in All Learners
SMART Goal for J ohn Parker-L4L Cohort 5 Year 2

Measurable
How will you measure whether or not the goal has been
reached (Measurement components following each in parentheses)?
1. I will assemble a District Technology Committee which will serve as an advisory
body to identify technology needs associated with a 1-3-5 year plan to support
teaching and learning. (Creation of 5-Year District Technology Plan)
2. I will work with teacher leaders to discuss and identify a problem of teacher
practice focusing on the use of assessment, culturally-relevant teaching designed to
remove barriers to learning for all students; and I will collaborate to construct a
short and long term plan to address how all students can improve using effective
formative assessment practices through a jointly-developed theory of action with
those teachers. (Completed Cycle of I nquiry-Year 2 with administrator and cohort
feedback)
3. Working collaboratively with a building principal, I will help train staff by modeling
effective formative assessment practices, and engage in an ongoing community of
practice within the building using formative assessments to guide instructional
decision-making. I will facilitate OneNote trainings for administrators to assist
them with their work on TPEP evaluations, creating a specific OneNote TPEP
notebook tool to increase their efficiency with evaluation work. (Completion of
trainings with review of Exit Tickets from participants)
4. I will collaborate with other district administrators to development a new district
improvement plan which includes a new data protocol to help teachers and RTI
teams to effectively assess and monitor all students' performance. (Development
steps of protocol and agendas/minutes from meetings; Completed protocol ready
for use)
5. I will work with elementary and secondary teachers from three different schools to
implement and monitor a One-to-One laptop initiative designed to personalize and
differentiate learning opportunities for students in those classes, including students
with IEPs, and at-risk students. I will also meet the specialized learning needs of
students directly and in-directly by providing feedback from students and teachers
through surveys. (I mplementation of 1:1 Laptop initiative, Survey results from
participants collected and reviewed)
6. I will co-facilitate three district technology committee meetings aimed to gather
input on the development of the 5-year technology plan, and identify the
technologies they feel need to be purchased and implemented to improve teaching
I ncreasing Student Achievement by Building 21
st
Century
Technology Skills in All Learners
SMART Goal for J ohn Parker-L4L Cohort 5 Year 2

and learning. I will also engage and facilitate discussions on equitable
credit/transcript practices between central office leadership, building
administration, data processors, student data management personnel, and
technology support to ensure common practices are aligned between secondary
schools. (Minutes from District Technology Committee, 5-year technology plan
completed, New District Transcript Guidelines completed with meeting
minutes/agendas)
7. I will engage and facilitate discussions on equitable credit/transcript practices
between central office leadership, building administration, data processors, student
data management personnel, and technology support to ensure common practices
are aligned between secondary schools. I will also use ethical and transparent
leadership practices to build strong Student Information Systems and Assessment
teams based upon effective communication, service leadership, and a protocol for
solving conflict. (Work: District Transcript Guidelines, Completed elementary
master schedules from 21 elementary schools, Emails and other notifications of
our teams' work in the field showing ethics, service, and conflict resolution)

Achievable.
Is it possible?
Do you have the necessary knowledge, skills, abilities, and
resources to accomplish the goal?
Will meeting the goal stretch and challenge you without defeating
you or burning you out?
1. I will assemble a District Technology Committee which will serve as an advisory body
to identify technology needs associated with a 1-3-5 year district technology plan to
support teaching and learning. (Status: 5-Year District Technology Plan nearing
completion, projected completion date is July 31, 2014)
2. I will work with teacher leaders to discuss and identify a problem of teacher practice
focusing on the use of assessment, culturally-relevant teaching designed to remove
barriers to learning for all students; and I will collaborate to construct a short and
long term plan to address how all students can improve using effective formative
assessment practices through a jointly-developed theory of action with those teachers.
(Status: Completed Cycle of I nquiry-Year 2 with administrator and cohort feedback)
3. Working collaboratively with a building principal, I will help train staff by modeling
effective formative assessment practices, and engage in an ongoing community of
I ncreasing Student Achievement by Building 21
st
Century
Technology Skills in All Learners
SMART Goal for J ohn Parker-L4L Cohort 5 Year 2

practice within the building using formative assessments to guide instructional
decision-making. I will facilitate OneNote trainings for administrators to assist them
with their work on TPEP evaluations, creating a specific OneNote TPEP notebook
tool to increase their efficiency with evaluation work. (Status: Trainings completed
and Exit Tickets from participants were reviewed)
4. I will collaborate with other district administrators to development a new district
improvement plan which includes a new data protocol to help teachers and RTI teams
to effectively assess and monitor all students' performance. (Status: Reviewed three
protocols, beginning to identify research-based protocol which we will use. Formed
team to explore data protocols with projected use of protocols scheduled for 2014-
2015)
5. I will work with elementary and secondary teachers from three different schools to
implement and monitor a One-to-One laptop initiative designed to personalize and
differentiate learning opportunities for students in those classes, including students
with IEPs, and at-risk students. I will also meet the specialized learning needs of
students directly and in-directly by providing feedback from students and teachers
through surveys. (Status: Completed implementation of 1:1 Laptop initiative, Survey
results from participants were collected and reviewed)
6. I will co-facilitate three district technology committee meetings aimed to gather input
on the development of the 5-year technology plan, and identify the technologies they
feel need to be purchased and implemented to improve teaching and learning. I will
also engage and facilitate discussions on equitable credit/transcript practices between
central office leadership, building administration, data processors, student data
management personnel, and technology support to ensure common practices are
aligned between secondary schools. (Status: Completed. Minutes from District
Technology Committee, 5-year technology plan completed, New District Transcript
Guidelines completed with meeting minutes/agendas)
7. I will engage and facilitate discussions on equitable credit/transcript practices
between central office leadership, building administration, data processors, student
data management personnel, and technology support to ensure common practices are
aligned between secondary schools. I will also use ethical and transparent leadership
practices to build strong Student Information Systems and Assessment teams based
upon effective communication, service leadership, and a protocol for solving conflict.
(Status: Completed. District Transcript Guidelines, In June, 5 of the 21 schools master
scheduled were completed. Emails and other notifications of our teams' work in the
field showing ethics, service, and conflict resolution)
I ncreasing Student Achievement by Building 21
st
Century
Technology Skills in All Learners
SMART Goal for J ohn Parker-L4L Cohort 5 Year 2



Results-focused
What is the reason, purpose, or benefit of accomplishing the
goal?
What is the result (not activities) of the goal?
Assistance relationship I build with other central office administrators and building
principals are the cornerstone of support to build collective capacity of all. By attaining the
specific results indicated above, I believe I am getting closer to achieving a level of support
which proved to be elusive for me when I first started as a central office administrator. When
my colleagues at the central office and buildings are contacting me regularly to provide
assistance on teaching and learning issues, or to request materials and training to improve
student achievement, I believe that level of support will indicate I am much more proficient in
my assistance role to them. Again, the assistance I seek includes building a shared vision,
brokering resources, modeling, differentiating support, and developing/using tools together
with these administrators. Though somewhat limited as the K-12 district technology director,
many teaching and learning initiatives include some level of technological skill and support;
and frequency of support and number of schools who request assistance will provide me the
data to determine the impact of this work.


Time-bound
What is the established completion date and does that
completion date create a practical sense of urgency?
Many of my goals listed above have a projected completion date of July 31.
However, past experience tells me that action steps related to some may bleed
into the following school year. Within the time-bound section above, I will note
which goals are completed and which needed updating. Throughout the year, the
scope changed for many of the goals I constructed at the beginning of the year.
This also caused completion dates to extend into next year. In several instances,
some goals needed to be completed prior to addressing other goals.