Leading the Learning

Module 2: Leading the Learning provides an opportunity to explore and learn about a variety of tools and practices that will assist in the implementation of a digital-age vision. Frameworks and research were provided to help determine the readiness for creating a shared vision for digital age leading, learning, and teaching.

Portfolio Assignment: SWOT Analysis

Link to SWOT Analysis

ISTE Standard 1

Reflection: Visionary Leadership

A person’s actions define their leadership in ways that words cannot. It is through the lens of what is best for students that I define my leadership. Decisions that are made as the technology director always examine the impact on students as the first deciding factor. How will this tool, trend, service, or strategy make learning better, easier, more accessible, etc., for students and teachers? This is a guiding question that I ask staff, teachers, and colleagues before implementing something new. As a leader, I am often left with making the final decision but it is rarely without input from most if not all stakeholder groups. Through the process of shared decision making, trust is born, relationships are built, and visions can be realized because we are all working toward the same goal. I believe that the process of shared decision making leading to visionary leadership is one of my strengths. My classroom experience coupled with my knowledge of how to use technology allows me to think of “what if” as I look to what can be. My ability to foster trusting relationships through listening to, valuing, and respecting other perspectives brings others along toward new possibilities.

An example of providing visionary leadership is the large screen television deployment into elementary school classrooms across the district. The need was born from not just removing cords off of floors because they were tripping hazards, but from a necessity to rethink how the learning environment as no longer needing a “front of the room” from which to teach. The introduction of a mobile, flat screen television with interactive capabilities from anywhere and by anyone in the room is the catalyst for shifting instructional practice to a more student-centered focus using digital-age resources as the tools for delivery. In this pilot, teachers were collaboratively selected by two district departments and seven 75” flat screen 4K televisions were deployed to four elementary schools. Each television came mounted on an Ergotron cart and included a wireless keyboard/mouse, Chromebox, and Ipevo document camera.

Before deploying the equipment to classrooms, the teachers received a two hour training on the technical process for using the “instructional displays” and were provided with strategies of how to use the display tool with the recently adopted ELA and Math curriculum, Google tools and Classroom, and video capture using the document camera and WeVideo software. In order to gauge the effectiveness of the tools on instruction, teachers were asked to provide ongoing feedback on how they used the tool, what they liked and didn’t like, and the impact it was having on instruction in their classroom. The feedback is currently being gathered, but so far it is extremely positive.

It is these types of learning experiences that I have advocated for on behalf of students and teachers in person at the State Capitol. Being situated directly across the river from the Sacramento, having over 20 years of educational technology knowledge within California, and be given a platform through the CUE Legislative Advocacy committee lead by John and Ruthmary Cradler, I have spoken about such issues as net neutrality and the impacts its repeal would have on classrooms and schools, the importance of access to technology for all students, and the constant need for funding earmarked specifically to support technology in schools.

Although ISTE Standard 1: Visionary Leadership is a strength, there are areas in which I need to continue to develop. Within the walls of my department and those at the schools, I am most comfortable with my capacity for visionary leadership. In advocating for what I believe when it is seen as competing with other initiatives, I falter and struggle. I am not as strong of a voice as I need to be in the advocating for technology integration and funding at the district level. My next steps will be to fully vet existing district initiatives and explore ways in which technology could be used to support these initiatives.