Reflections+on+EDLD+5362+ISM


 * [[file:Embedded Assignment Reflections EDLD 5362 McDaniels.docx]]

Reflections on EDLD 5362 Information Systems Management**:

As a part of EDLD 5362, one assignment called for an evaluation of the local SIS (Student Information System) used in the Mesquite ISD. Although I did not initially find this part of the course work particularly interesting, I did learn a great deal of information in regard to Student Information Systems. Overall, I believe I will benefit as a technology facilitator and ultimately, technology leader, with this knowledge. Prior to studying Student Information Systems, I seemed to be generally uninformed about the overwhelming amount of data that must be stored and maintained on both campus and district levels. Due to my limited experience in using the SIS to take attendance and occasionally access student schedules, I did not realize the important factors that should be taken into consideration in the evaluation of Student Information Systems. As a result of this assignment, however, I learned that important areas to address when evaluating such systems include financial data, such as start up costs, configuration costs, licensing, training, and maintenance costs. Additionally, primary and secondary features of the SIS should be given some attention. Furthermore, state-specific functionality is important because some states require specific reports and assessments to be generated through the district SIS. Ease of use and reporting, as well as customer support and training, are also important aspects of Student Information Systems. Now that I have been exposed to this information, I feel more prepared to operate in an administrative role. Primarily, I feel that I will be able to use the system more comprehensively and effectively now that I am more informed about the entire system. As a teacher, I was not looking at the "big picture," in regard to the organization and management of all the important student data necessary to effectively manage a school and district.

In completing the assignment and discussing it with colleagues, district administrators, and fellow classmates, I was briefly exposed to Student Information Systems used in other districts, and I became far more informed about the system specific to Mesquite ISD, which is Pearson's Chancery SIS. Prior to my personal evaluation of our district SIS, I did not rely on the SIS to access incident management data. Now that I am aware of this feature, I have actually referenced the information to determine effective discipline steps to take with individual students. The ability to readily access this information, without having to discuss previous incidents with administrators and other teachers, who are not always available for input, is quite valuable in making disciplinary decisions. Furthermore, the program management and student eligibility features allow users to identify different programs that the students participate in or are eligible for. Some of these specific programs might include special academic programs, such as the Limited English Proficiency program, lunch programs, and transportation eligibility. Extra curricular programs that students participate in are also noted in the management system. Criteria for student eligibility and participation can also be defined and managed through this feature. Exposure to this information has helped me gain some insight on effective strategies to use in customizing students' educational plans, which, in turn, increases student performance and achievement.

The newest feature of the SIS used in the Mesquite ISD is the online grade book. This feature was specific to my campus this year, as we participated in the pilot program. It took a bit of adjusting, but throughout the year, the teachers provided input on important aspects of this online grade reporting feature that should be tweaked. Although most of the teachers were very resistant to the implementation of this new tool, our understanding of the significance of immediate feedback to students and accessibility to parents will overcome most teacher resistance to this change. I am still curious about how the district plans to implement training for teachers next year. It seems that we had minimum training on our campus to help teachers learn to use this new feature of the SIS. Fortunately, I am comfortable enough with technology to experiment and figure things out. However, not all teachers share this level of comfort when dealing with technology, and additionally, time is a crucial factor that effects teachers. I predict some anxiety next year when the school year begins, and everyone is short on time. Learning to use a new tool, while so many other things are taking place with the opening of the school year, will be quite stressful for many educators. Hopefully, online tutorials will be available for struggling learners, and the district will thoroughly train some individuals on each campus. According to Prince George’s County CIO Wesley Watts, "Allocating resources to train staff on the system is also imperative," (Hoffman, p. 1). I strongly agree with this statement, considering the fact that I have encountered a number of teachers who became very frustrated due to a lack of proper training this year.

Hoffman, R. (nd). How to buy a student information system. //School CIO.// Retrieved on June 6, 2010, from http://www.schoolcio.com/ShowArticle/826.
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