Standard 1- Leadership & Vision Sara Saffell

Amy Blackwell

Marilyn McDonald

1. Leadership and Vision-Educational leaders inspire a shared vision for

comprehensive integration of technology and foster an environment and culture

conducive to the realization of that vision.

Overall Key Points

• Main objective should be to incorporate technology into your schools program whenever it is appropriate and helpful to students.

• No extreme technology uses, but rather a well balanced approach to it’ s use.

1A

Performance Indicator 1.A– Educational leaders facilitate the shared development by all

stakeholders of a vision for technology use and widely communicate that vision.

• Define all groups that need representation• Develop mission and vision statements that “describe an

instructional program in which technology is present and regularly used as a teaching and learning tool”. (Brooks-Young, 15)

• Communicate mission and vision statements to the educational community.

Performance Indicator 1.B– Educational leaders maintain an inclusive and cohesive

process to develop, implement, and monitor a dynamic, long-range, and systemic technology plan to achieve the vision.

• Strategic planning is dynamic and must remain responsive to change.

• A plan must be in place and it must keep the big picture in mind and requires constant re-evaluation to ensure the goals are being met

1B

1C – Foster and Nurture a Culture of Responsible Risk Taking and Advocate Policies Promoting Continuous

Innovation with Technology

• Develop strategies for students not performing well or standard level

• Reform is a process of trial and error, so plan reforms, such as technology integration, and then allow for a reasonable time to monitor and evaluate the success of the integration program

• Create an environment using strategies where educators are willing to take risks– Create trust, and realize that it may take 2 – 3 years before

change and innovation is realizes

– Educate and inform stakeholders along the way. Make sure they are aware of the mission and the vision.

– Coordinate efforts with other schools and share data. Make sure meetings are kept to a minimum and don’t have each grade level or school work in isolation.

– Guarantee some small success and celebrate them.– Provide ample time for planning implementation. This

creates respect among teachers and administrators.

1C – Foster and Nurture a Culture of Responsible Risk Taking and Advocate Policies Promoting Continuous

Innovation with Technology - continued

1D – Use Data in Making Leadership Decisions

• The new demands of instructional leadership need to realized and respected – we can’t keep doing things the old way

• Collect information that will give you the complete picture of the overall organization

• Student achievement data and performance data is important, but many other data factors also help to illustrate the whole picture.

• Data will help you to focus your instruction program, technology needs, and other scholastic tools

• Find artifacts that help support the culture and the current situation

• Look for patterns and trends – such as high areas of attendance issues at certain times of years, or teacher committees and their impact need within the school

1D – Use Data in Making Leadership Decisions - continued

1E- Research and Best Practices

• Research is being done on the effects of the use of technology in the classroom.

• There are many organizations were your can find more about the research they are Mid-Continent Research for Education and Learning, Network of Regional Technology in Education, and Consortia & North Central Regional Educational Laboratory.

1E- Research and Best Practices

• Research shows: – Technology can have positive effect on students. However it is

dependent upon the teacher’s comfort level in using it as an instructional tool.

– Effects of technology use cannot be measured through standardized test.

– Positive results of technology were found in terms of increases of student attendance, self-esteem, or even in more difficult to measure ways such as the ability to work collaboratively and to problem solve.

• Finding research based models of best practices is hard because teachers are still learning about the technology they are working with.

1E- Research and Best PracticesExplains the steps that must be taken by educational leaders to implement research based effective practices.

1E- Research and Best PracticesExplains the steps that must be taken by educational leaders to implement research based effective practices.

• Administrators- may lead in helping to develop state, federal polices, programs, and funding opportunities that support implementation of district technology plan.

• Educational leaders should:– Explore district polices regarding

advocacy. – Explore work done by professional

organizations.– Explore past practices in your area.

1F- Advocating on State & National Level

•Mostly the responsibility of the district superintendent, cabinet members, and school board.

Questions to consider for your vision:

Key Question

• Does your school have a vision and mission statement that includes technology and

school community? Who is included in the process of ensuring the goals are met?

Reference

Brooks-Young, S. (2009). Making technology standards work for you: A guide to the NETS-A for school administrators with self-assessment activities.