1.1 Shared Vision
Candidates facilitate the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership.
(PSC 1.1/ISTE 1a)
(PSC 1.1/ISTE 1a)
Artifact: Shared Vision and Rational
Reflection:
The Share Vision and Rationale artifact created a vision statement and rationale that the school where I am employed could adopt. Its creation was independent but used stakeholder input. Its creation aims to give the candidate the experience of creating a shared vision as a leader in the school or county. It also taught that all aspects of the school must be considered, including students, teachers, administrators, other staff, and community partners. The artifact included the shared vision, its rationale, diversity considerations of the school, stakeholders' roles, and supporting research with references.
This artifact development used different sources of information. First, I facilitated interviews with administrators, the instructional leadership specialist, and the academic facilitator to determine how the leaders in the school viewed technology use and their expectations on how to use it. I sent surveys to the PLC leads to facilitate input from the grade levels and different contents. There are 4 PLC leads per grade level plus a PLC lead for connections. The survey provided thirteen points of view that represented all teachers in the building. I wanted to understand how each grade level used technology before developing the Shared Vision and, more specifically, the Stakeholder Roles.
With the leader's input and teacher input, before development, I researched my school for exact demographic breakdown and types of technology, and the amount of technology in the school. I researched evidence to support the shared vision, and once I felt I had enough, I developed the Shared Vision. After its development, I sent it to the instructional lead specialist for review. Her feedback was to not distinguish between girls and boys. I felt the need to facilitate a conversation with her. Her rationale was that at our school, we treat all the same. Her response directly correlated with two of the supporting evidence in the artifact. Facilitating the conversation, I referred to the research and after she agreed to the shared vision addressing the "stereotypes of tech-related jobs" and the need to "engage young women in technology." (Ring 2008)
After the development, I shared it with my Principal. After a week of her having it, I met with her to discuss implementing it. She shared with me that the county had decided to end 1:1, and instead, we will have ten Chromebooks in each class. This means that parts will be changing due to minor changes in school technology. The change will take place over the next three years. The school improvement plan will expire at full implementation of the Chromebooks, and my Principal wants to include it in the following school improvement plan. I have scheduled a reminder for the school year that the school improvement plan will be reworked.
Creating this artifact was a fun a meaningful way of being involved as a school leader. It taught me to gather input from all stakeholders and use data to support change. After the interviews with the leadership team members and surveys, I started to see more leadership opportunities come my way. Today I am the science department chair, on the leadership team, and on the data team. I should have gathered student input by facilitating interviews or surveying to improve the shared vision. I will have the ability to gain this when I update the shared vision for the implementation of the Chromebooks.
The school improvement plans to date have few technology mentions. The next plan will include the shared vision and reason for its need. Monthly technology training will focus on the shared vision. As a result, technology usage will be more meaningful and, according to Jiswal (2020), will "enhance learners' awareness, motivate them in adopting different e-learning strategies, and help them build higher-order thinking and creativity skills while constructing knowledge."
References
Jaiswal, P. (2020). Integrating Educational Technologies to Augment Learners'
Academic Achievements. International Journal of Emerging Technologies in Learning, 15 (2), 145-159. https://doi.org/10.3991/ijet.v15i02.11809
Ring, S. (19 May 2008). Tech gURLS: Closing the Technological Gender Gap.
https://www.edutopia.org/computer-science-technology-gender-gap
The Share Vision and Rationale artifact created a vision statement and rationale that the school where I am employed could adopt. Its creation was independent but used stakeholder input. Its creation aims to give the candidate the experience of creating a shared vision as a leader in the school or county. It also taught that all aspects of the school must be considered, including students, teachers, administrators, other staff, and community partners. The artifact included the shared vision, its rationale, diversity considerations of the school, stakeholders' roles, and supporting research with references.
This artifact development used different sources of information. First, I facilitated interviews with administrators, the instructional leadership specialist, and the academic facilitator to determine how the leaders in the school viewed technology use and their expectations on how to use it. I sent surveys to the PLC leads to facilitate input from the grade levels and different contents. There are 4 PLC leads per grade level plus a PLC lead for connections. The survey provided thirteen points of view that represented all teachers in the building. I wanted to understand how each grade level used technology before developing the Shared Vision and, more specifically, the Stakeholder Roles.
With the leader's input and teacher input, before development, I researched my school for exact demographic breakdown and types of technology, and the amount of technology in the school. I researched evidence to support the shared vision, and once I felt I had enough, I developed the Shared Vision. After its development, I sent it to the instructional lead specialist for review. Her feedback was to not distinguish between girls and boys. I felt the need to facilitate a conversation with her. Her rationale was that at our school, we treat all the same. Her response directly correlated with two of the supporting evidence in the artifact. Facilitating the conversation, I referred to the research and after she agreed to the shared vision addressing the "stereotypes of tech-related jobs" and the need to "engage young women in technology." (Ring 2008)
After the development, I shared it with my Principal. After a week of her having it, I met with her to discuss implementing it. She shared with me that the county had decided to end 1:1, and instead, we will have ten Chromebooks in each class. This means that parts will be changing due to minor changes in school technology. The change will take place over the next three years. The school improvement plan will expire at full implementation of the Chromebooks, and my Principal wants to include it in the following school improvement plan. I have scheduled a reminder for the school year that the school improvement plan will be reworked.
Creating this artifact was a fun a meaningful way of being involved as a school leader. It taught me to gather input from all stakeholders and use data to support change. After the interviews with the leadership team members and surveys, I started to see more leadership opportunities come my way. Today I am the science department chair, on the leadership team, and on the data team. I should have gathered student input by facilitating interviews or surveying to improve the shared vision. I will have the ability to gain this when I update the shared vision for the implementation of the Chromebooks.
The school improvement plans to date have few technology mentions. The next plan will include the shared vision and reason for its need. Monthly technology training will focus on the shared vision. As a result, technology usage will be more meaningful and, according to Jiswal (2020), will "enhance learners' awareness, motivate them in adopting different e-learning strategies, and help them build higher-order thinking and creativity skills while constructing knowledge."
References
Jaiswal, P. (2020). Integrating Educational Technologies to Augment Learners'
Academic Achievements. International Journal of Emerging Technologies in Learning, 15 (2), 145-159. https://doi.org/10.3991/ijet.v15i02.11809
Ring, S. (19 May 2008). Tech gURLS: Closing the Technological Gender Gap.
https://www.edutopia.org/computer-science-technology-gender-gap