STANDARD 1
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Candidates demonstrate the knowledge, skills, and dispositions to inspire and lead the development and implementation of a shared vision for the effective use of technology to promote excellence and support transformational change throughout the organization.
Element 1.1 Shared Vision - Candidates facilitate the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership. Element 1.2 Strategic Planning - Candidates facilitate the design, development, implementation, communication, and evaluation of technology-infused strategic plans. Element 1.3 Policies, Procedures, Programs & Funding - Candidates research, recommend, and implement policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in the school, district, state, and federal technology plans and guidelines. Funding strategies may include the development, submission, and evaluation of formal grant proposals. Element 1.4 Diffusion of Innovations & Change - Candidates research, recommend, and implement strategies for initiating and sustaining technology innovations and for managing the change process in schools. |
EVIDENCE
#1 | FRIT 7232 Grant Proposal
#2 | FRIT 7232 Technology Plan Evaluation
#3 | FRIT 7330 Mobile Learning Implementation Plan
REFLECTION
Visionary leadership requires not only knowledge and skills but the ability to create a pathway exemplifying the goals of an institution beyond what they have currently imagined. You become no longer just a representative, but a pioneer. To demonstrate my ability to perform transformational change I have provided three artifacts.
The first artifact is a Google classroom training grant proposal. It serves as evidence to all elements in this standard. Element 1.1: This grant proposal facilitates the implementation of Google classroom as a technology in the school. After reviewing the district’s technology goals and considering a staff wide survey, it addresses a specific need as well as directly aligning with the district’s vision of creating more meaningful digital engagements within instruction. Element 1.2: This proposal was crafted with strategic goals & plans designed with lasting development and implementation in mind. Element 1.3: A large portion of the grant was devoted to breaking down funding as well as researching available training programs that would be effective for our population of teachers. Budget outlines and funding strategies are detailed and broken down by line item. The development of this formal grant proposal went under several self evaluation revisions in order to ensure proper representation of the district technology plan. Element 1.4: As mentioned earlier, lasting implementation was a huge point in designing this grant proposal. Within it we implement strategies for sustaining this technology use by budgeting in perpetual training and review follow ups.
The second piece of evidence is a technology evaluation plan for Braxton county. After isolating a population of direct need, the plan proposal outlines step-by-step action to promote applying the standards to problem-based learning while utilizing instructional technology. This also serves as evidence to all the elements within the standard. Element 1.1: This plan was made in direct response to a district need for mathematics teachers to engage in instructional technologies. An examination of recent Georgia Milestone data was used to determine a need for training. Element 1.2: This strategic plan includes involving a local university to run a summer for professional development across a five-day timeframe. This strategic plan also details the communication that took place allowing the selection of a particular subset of middle school math teachers who would best benefit from attending this workshop. Element 1.3: After much consideration and research, this particular program was set with S.M.A.R.T goals and outcomes. Each objective created has an indicator and data source for evaluation success. Element 1.4: Learning after conclusion of the workshop is ongoing through surveys focus groups as well as the documentation of next year's testing growth comparison data.
The third piece of evidence is a mobile learning implementation plan. Utilizing mobile devices within classroom has now been debated for years with several distinct pros and cons. Districts often outline certain procedures and policies for students to use their own devices in classrooms especially when schools cannot provide a device for every child. This demonstrates all four elements of visionary leadership. The district technology plan does not outline any particular guidelines for the use of mobile devices within the classroom. This left me open to create my own use case, ideal platforms, accommodations, and grouping plans when considering a classroom environment. Using mobile devices is certainly a technological innovation and change that has happened within the last few years to combat the technology gap. I personally believe that the power of using mobile devices when the school does not have 1:1 technology heavily outweighs the negative management issues that many teachers have.
The first artifact is a Google classroom training grant proposal. It serves as evidence to all elements in this standard. Element 1.1: This grant proposal facilitates the implementation of Google classroom as a technology in the school. After reviewing the district’s technology goals and considering a staff wide survey, it addresses a specific need as well as directly aligning with the district’s vision of creating more meaningful digital engagements within instruction. Element 1.2: This proposal was crafted with strategic goals & plans designed with lasting development and implementation in mind. Element 1.3: A large portion of the grant was devoted to breaking down funding as well as researching available training programs that would be effective for our population of teachers. Budget outlines and funding strategies are detailed and broken down by line item. The development of this formal grant proposal went under several self evaluation revisions in order to ensure proper representation of the district technology plan. Element 1.4: As mentioned earlier, lasting implementation was a huge point in designing this grant proposal. Within it we implement strategies for sustaining this technology use by budgeting in perpetual training and review follow ups.
The second piece of evidence is a technology evaluation plan for Braxton county. After isolating a population of direct need, the plan proposal outlines step-by-step action to promote applying the standards to problem-based learning while utilizing instructional technology. This also serves as evidence to all the elements within the standard. Element 1.1: This plan was made in direct response to a district need for mathematics teachers to engage in instructional technologies. An examination of recent Georgia Milestone data was used to determine a need for training. Element 1.2: This strategic plan includes involving a local university to run a summer for professional development across a five-day timeframe. This strategic plan also details the communication that took place allowing the selection of a particular subset of middle school math teachers who would best benefit from attending this workshop. Element 1.3: After much consideration and research, this particular program was set with S.M.A.R.T goals and outcomes. Each objective created has an indicator and data source for evaluation success. Element 1.4: Learning after conclusion of the workshop is ongoing through surveys focus groups as well as the documentation of next year's testing growth comparison data.
The third piece of evidence is a mobile learning implementation plan. Utilizing mobile devices within classroom has now been debated for years with several distinct pros and cons. Districts often outline certain procedures and policies for students to use their own devices in classrooms especially when schools cannot provide a device for every child. This demonstrates all four elements of visionary leadership. The district technology plan does not outline any particular guidelines for the use of mobile devices within the classroom. This left me open to create my own use case, ideal platforms, accommodations, and grouping plans when considering a classroom environment. Using mobile devices is certainly a technological innovation and change that has happened within the last few years to combat the technology gap. I personally believe that the power of using mobile devices when the school does not have 1:1 technology heavily outweighs the negative management issues that many teachers have.