ISTE Standards for Education Leaders

1. Equity and Citizenship Advocate

Leaders use technology to increase equity, inclusion, and digital citizenship practices. Education leaders:

a. Ensure all students have skilled teachers who actively use technology to meet student learning needs.

b. Ensure all students have access to the technology and connectivity necessary to participate in authentic and engaging learning opportunities.

c. Model digital citizenship by critically evaluating online resources, engaging in civil discourse online and using digital tools to contribute to positive social change.

d. Cultivate responsible online behavior, including the safe, ethical and legal use of technology

2. Visionary Planner

Leaders engage others in establishing a vision, strategic plan and ongoing evaluation cycle for transforming learning with technology. Education leaders:

a. Engage education stakeholders in developing and adopting a shared vision for using technology to improve student success, informed by the learning sciences.

b. Build on the shared vision by collaboratively creating a strategic plan that articulates how technology will be used to enhance learning.

c. Evaluate progress on the strategic plan, make course corrections, measure impact and scale effective approaches for using technology to transform learning.

d. Communicate effectively with stakeholders to gather input on the plan, celebrate successes and engage in a continuous improvement cycle.

e. Share lessons learned, best practices, challenges and the impact of learning with technology with other education leaders who want to learn from this work.

Work with the NCSU Technology Integration Instructional Coach to start our Digital Leaders Group. We will work to create the Digital Learning Plan.

3. Empowering Leader

Leaders create a culture where teachers and learners are empowered to use technology in innovative ways to enrich teaching and learning. Education leaders:

a. Empower educators to exercise professional agency, build teacher leadership skills and pursue personalized professional learning.

b. Build the confidence and competency of educators to put the ISTE Standards for Students and Educators into practice.

c. Inspire a culture of innovation and collaboration that allows the time and space to explore and experiment with digital tools.

d. Support educators in using technology to advance learning that meets the diverse learning, cultural, and social-emotional needs of individual students.

e. Develop learning assessments that provide a personalized, actionable view of student progress in real time.

4. Systems Designer

Leaders build teams and systems to implement, sustain and continually improve the use of technology to support learning. Education leaders:

a. Lead teams to collaboratively establish robust infrastructure and systems needed to implement the strategic plan.

My goal is to have the digital leaders group work closely with our tech department to review system needs and to work on the NCSU Technology Plan.

b. Ensure that resources for supporting the effective use of technology for learning are sufficient and scalable to meet future demand.

c. Protect privacy and security by ensuring that students and staff observe effective privacy and data management policies.

d. Establish partnerships that support the strategic vision, achieve learning priorities and improve operations.

Working with The Vermont Student Privacy Alliance. It is a collaboration of Vermont school districts that share common concerns around student privacy.

Course through COSN- Protecting Student Privacy in Connected Learning

Educators, students, and parents are now benefiting from the exciting opportunities available as a result of new instructional technologies, including cloud-based technology services and mobile applications. These technologies enable rich, data-powered classroom experiences and the anytime, anywhere learning that education technologists and educators have envisioned for many years. However, as schools turn to cloud services for applications, content and data analytics, and online assessment, keeping students' data private and secure becomes more difficult. This 8-module course is designed for school district leaders who need help in understanding existing privacy laws, defining best and necessary practices around privacy, and communicating effectively with their communities. 9 CEA Credits toward CETL^® recertification.

5. Connected Learner

Leaders model and promote continuous professional learning for themselves and others. Education leaders:

a. Set goals to remain current on emerging technologies for learning, innovations in pedagogy and advancements in the learning sciences.

b. Participate regularly in online professional learning networks to collaboratively learn with and mentor other professionals.

c. Use technology to regularly engage in reflective practices that support personal and professional growth.

d. Develop the skills needed to lead and navigate change, advance systems and promote a mindset of continuous improvement for how technology can improve learning.

CETL Foundation Course

For K-12 education technology leaders, earning the CETL® certification will demonstrate to your staff, superintendent, and other stakeholders that you have mastered the knowledge and skills needed to define the vision for and successfully build 21st-century learning environments in your school district. These materials will review the capabilities required of a district edtech leader in the CoSN Framework of Essential Skills. Note: Course developers do not have access to the CETL® Exam under accreditation standards, thus this course instead focuses on the skills required to become a successful edtech leader. Both this course and the CETL® Exam are based on the CoSN Framework of Essential Skills. Pricing for the self-study courses is at the bottom of this page.