EDLD5398SP312 ET8028 ETL Reflections TF-I & TF-II

Standard I -Technology Operations and ConceptsThe Educational Technology Facilitator demonstrates an in-depth understanding of technology operations and concepts.Technology Facilitation Performance Indicator I.AThe Technology Facilitator demonstrates knowledge, skills, and understanding of concepts related to technology (as described in the ISTE NETS-T).

Technology Facilitation Performance Indicator I.B The Technology Facilitator demonstrates continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

I realize the program concentration and content for this graduate program is more relevant for K-12 faculty and administrators than higher education; however, I have found that the things I have learned can be applied to higher education and student affairs – demonstrating my knowledge, skills and understanding of concepts related to technology. Assessment of an educators’ technology leadership knowledge and skills will ultimately improve the educators’ and students’ experiences in the classroom. It is an integral part of leading change and developing a realistic plan that will meet the needs of 21st century learners. Furthermore, assessment should be inclusive of all stakeholders: administrators, teachers, students, parents and the community. An appreciative inquiry process will identify the “best in people, their organizations, and the relevant world around them” (Appreciative Inquiry Commons, 2010). Inclusion will allow all stakeholders to address the “social barrier” Prensky references in Adopt and Adapt: Shaping Tech for the Classroom and encourage more buy in from the “conservators of our culture” (Prensky, 2005). Finally, assessment may identify social and economic disparities in the student population. However, good leaders can address these issues during the appreciative inquiry process, ensuring the all stakeholder realize the value of “Edutopia” (Prensky, 2005).

Not everything is the program was relevant or applicable to my current profession and future goals. I am not in the classroom and do not supervise any faculty. I feel as though I my technology skills and attitudes have improved and as a result my ability to lead the young, digital natives that I supervise. I am fortunate to be working at a young community college that values technology in the classroom. Our classrooms are state of the art and our information services and planning division is diligent in researching and reviewing innovative ways to support and implement technology both in and outside of the classroom. As the college looks for ways to align both career and technology as well as academic dual credit courses, I will leverage the knowledge I have gained in the coursework. I did benefit from the wiki, blog, wordle, animoto, etc. assignments and immediately identified relevant applications in higher education, student affairs, in particular. I look forward to sharing with my staff so they can integrate into their own routines, presentations, and communication with prospective students.

I was not aware of how many open source and/or free programs are available to support and enhance instruction, social networking, personal communication, etc. I will leverage this new insight to inform future decisions regarding student affairs and technology integration for students, faculty, staff and stakeholders. I also did not realize how the course would result in me more closely examining what is occurring in my own children’s classrooms. I am certainly more informed about the integration of, and the need for technology in my children’s classrooms. Throughout this course I have become more familiar with the tools and resources that will ensure that I maintain continual growth in my technology knowledge and skills, ensuring that I stay abreast of current and emerging technologies that will facilitate student success and achievement.

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References

Prensky, M. (December 2005). Adopt and Adapt: Shaping Tech for the Classroom. Retrieved December 2, 2005, from Edutopia.org.

Appreciative Inquiry Commons. Retrieved November 27, 2010, from http://appreciativeinquiry.case.edu/intro/whatisai.cfm.

Standard II - Planning and Designing Learning Environments and ExperiencesEducational Technology facilitators plan, design, and model effective learning environments and multiple experiences supported by technology.Technology Facilitation Performance Indicator II.AThe Technology Facilitator designs developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

Technology Facilitation Performance Indicator II.BThe Technology Facilitator applies current research on teaching and learning with technology when planning learning environments and experiences.

Technology Facilitation Performance Indicator II.CThe Technology Facilitator identifies and locates technology resources and evaluates them for accuracy and suitability.

Technology Facilitation Performance Indicator II.D The Technology Facilitator plans for the management of technology resources within the context of learning activities.

Technology Facilitation Performance Indicator II.EThe Technology Facilitator plans strategies to manage student learning in a technology-enhanced environment.

Technology Facilitation Performance Indicator II.F The Technology Facilitator identifies and applies instructional design principles associated with the development of technology resources.Although I have served as an end-user trainer in the past, and am now working in higher education, I have never managed a classroom, developed a lesson plan nor studied educational theory. I struggle with the TEKS and K-12 standards. I am not familiar with the standards and the learning curve was steep. As I progressed through the program, I realized that in order to provide efficient and effective service to our K-12 partners, my familiarity with the standards is essential.

I appreciated the applied examples for learning in both texts and other readings. It gave me an opportunity to contextualize how technology is applied in K-12 classrooms to maximize learning. Furthermore, I was able to reflect on how I may integrate the standard, theories and best practices in my own community college student affairs learning outcomes. Solomon and Schrum (2007) warn that sitting on the sidelines is no longer an option; teachers must embrace students’ technology interests and capacity while leveraging their strength, pedagogy, to help students learn. In my case, I must consider how I can integrate Web 2.0 tools into the processes I “own” including outreach, admissions, assessment and graduation. Although social networking is included in the prospective and current student communication plans, should it have a more prevalent role? What other tools may be “harnessed” to create Gladwell’s (2002) “stickiness” and “tip” admissions yield, retention and graduation rates?

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As educators we need to balance our need to measure what students learn with how students will use what they have learned to solve problems both in and outside of the classroom. The Partnership’s 2004 report Learning for the 21st Century report implies that the current educational system is irrelevant unless we bridge the gap between how student live and learn (Solomon & Schrum, 2007). For example, constructivists encourage students to bridge that gap by allowing student to be actively involved in the learning process. Constructivism encourages students to synthesize and contextualize the information they learn by constructing their own meaning (Sprague & Dede, 2009). Connectivism further bridges the gap by incorporating 21st century tools that allow learners to “connect and collaborate” with peers, the teacher and with professionals (Friedman, 2005). Connectivism moves learning out of the classroom and discipline specific silos we experienced in traditional classrooms in the 20th century, preparing students for success in our global, digital society. Together, constructivism and connectivism will help students to “know what they don’t know” by harnessing their interests, expertise and current social environments.

As usual, for me, the richest learning occurred during the group project. I worked with peers that have diverse interests and expertise. I enjoyed the collaboration and the opportunity to learn and teach my peers. I was able to leverage my own experience in student affairs and enrollment marketing to contribute. I gained insight regarding K-12 curriculum, technology, and multi-media instruction that will impact student learning, achievement and success. The use of multimedia instruction can significantly enhance student learning if properly designed and implemented (Understanding Multimedia Learning: Integrating Multimedia in the K12 Classroom, 2008).

While digital immigrants like me may find it difficult to integrate technology into the curriculum or into processes, we have learned from this program that the digital natives crave it. Rather than resist, Rose and Meyer (2002) encourage teachers to integrate multimedia into instruction, helping to remove curriculum barriers and improve learning for all students. In higher education, I anticipate that technology will alter student support services. We rely on technology both in and out of the classroom to support student learning. In addition, leverage technology to use data to review student patterns, behavior and success. Data sharing promotes transparency and accountability. With increased online learning, we must provide equitable advising, counseling, tutoring and student engagement opportunities to our virtual students. In addition, as we all face budget and personnel cuts, we must leverage technology to create a sustainable college ready, college going and college completing culture.

Finally, like K-12, community colleges are undergoing a cycle of continuous improvement. We also face unprecedented challenges in preparing students for the demands of the future workplace (William, 2007, p. 36). As a student affairs administrator, I need to ensure that students are challenged in the classroom and not our processes. Together, my staff and I need to identify student barriers in our processes and develop solutions that facilitate the successful navigation of those barriers while complying with state and federal standards and benchmarks. By allowing frontline personnel to be involved in the continuous improvement cycle, college administrators can harness the talent of all stakeholders and their unique perspectives (Marino, 2007, p. 10).

References

Friedman, T.L. (2005). The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus & Girous.

Gladwell, M. (2002). The tipping point: How little things can make a big difference. New York: Little, Brown and Company.

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Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

Marino, J. (2007). A new paradigm for organizational chane: Infovlving Customers and stakeholders in the improvement process. The Journal for Quality & Participation, 30(1), 10-12

Solomon, G. & Schrum, L. (2007). Web 2.0: new tools, new schools. Eugene, OR: International Society for Technology in Education.

Sprague, D. & Dede, C. (1999). If I teach this way, am I doing my job: Constructivism in the classroom. Leading and Learning, 27(1). Retrieved October 4, 2009 from the International Society for Technology in Education at http://imet.csus.edu/imet9/280/docs/dede_constructivisim.pdf

Understanding Multimedia Learning: Integrating Multimedia in the K12 Classroom. (2008, September). Retrieved from http://www.brainpop.com/new_common_images/files/76/76425_BrainPOP_White_Paper-20090426.pdf.

William, D. (2007-2008). Changing classroom practice. Educational Leadership, 65(4), 36-41. Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89, 140-145.

Standard III – Teaching, Learning, and the CurriculumEducational Technology facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning.

Technology Facilitation Performance Indicator III.A The Technology Facilitator facilitates technology-enhanced experiences that address content standards and student technology standards.

Technology Facilitation Performance Indicator III.B The Technology Facilitator uses technology to support learner-centered strategies that address the diverse needs of students.

Technology Facilitation Performance Indicator III.C The Technology Facilitator applies technology to demonstrate students’ higher-order skills and creativity.

Technology Facilitation Performance Indicator III.D The Technology Facilitator applies technology to demonstrate students’ higher-order skills and creativity.

Technology Facilitation Performance Indicator III.E The Technology Facilitator uses current research and district/region/state/national content and technology standards to build lessons and units of instruction.

This standard and indicators proved the most difficult for me to integrate into my internship and to master the assignments. I am not, nor do I aspire to be a teacher; however, once again, the support of Lamar faculty, the IA and my peers, I was able to develop curriculum plans that include methods and strategies for utilizing technology.

Regretfully, I use very few web tools, with the exception of social networking sites and RSS feeds to communicate with students. I have found that while social networking has value, students still require more formal communication as confirmation or for call to action notices. My goal is to leverage

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additional tools to communicate with cohorts of students at my institution. Research indicates that students who are engaged and feel a part of a group are successful.

Because I have no K-12 experience, I scored relatively low with regards to integration of technology in the classroom. I do however, use technology to conduct business every day. In higher education we rely on technology both in and out of the classroom to support student learning. In addition, we use data to review student patterns, behavior and success. Data sharing promotes transparency and accountability. Support services and classrooms have been redesigned to promote student learning, collaboration and success. The college is implementing an information commons environment to accommodate the changing needs of our students and address the shift in learning from teacher centered to student centered. Across all campuses, computers and related equipment are available for students to use in common areas to conduct research, complete assignments, check email, etc. The availability of the technology is essential to student success and their ability to access information.

During this course, I interview the college’s Education Chair, Arturo Montiel. The internet and technology resources have transformed the way Dr. Montiel’s students engage with their peers and their teachers both inside and outside of the classroom. The Partnership’s 2004 report Learning for the 21st Century report implies that the current educational system is irrelevant unless we bridge the gap between how student live and learn (Solomon & Schrum, 2007). Educators can bridge that gap by incorporating 21st century tools that allow learners to “connect and collaborate” with peers, the teacher and with professionals (Friedman, 2005). Dr. Montiel encourages educators to move learning out of the classroom, by harnessing students’ interests, expertise and current social environments.

Finally, Dr. Montiel expressed the challenge of a community college educator educating educators is the limitations that school policies and practices place on learning. For example, his students respond positively to assignments that incorporate the use of social networking resources for communication and collaboration; however, all instructional technology and related assignments must be routed through Blackboard so that learning outcomes can be measured and assignments and conversations can be archived. He implied that institutional policies, practices, and processes impede teaching and learning including access to internet resources on campus, in our classrooms and in our homes.

References

Friedman, T.L. (2005). The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus & Girous.

Solomon, G. & Schrum, L. (2007). Web 2.0: new tools, new schools. Eugene, OR: International Society for Technology in Education.

Standard IV – Assessment and EvaluationEducational Technology facilitators apply technology to facilitate a variety of effective assessment and evaluation strategies.

Technology Facilitation Performance Indicator IV.A The Technology Facilitator applies technology in assessing student learning of subject matter using a variety of assessment techniques.

Technology Facilitation Performance Indicator IV.B The Technology Facilitator uses technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.

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Technology Facilitation Performance Indicator IV.C Apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity.

I live in a majority/minority region that has abhorrent educational attainment levels. The statistics reveal that for every ten Hispanic students that begin the first grade together, five make it to ninth grade, two make it to their senior year and only one of those students will graduation from college. Census Bureau data indicates that one-half the population lives below the poverty level and one-half of the adult population over age 25 have less than a ninth grade education. The majority of our students are first generation, Spanish speaking and poor. They are the faces of the non-traditional students Page (2002) references in Technology Enriched Classrooms: Effects on Students of Low Socioeconomic Status. I am not confident that our school districts engage in the best-practices that benefit non-traditional students including differentiated and computer-based instruction (Parry, Thorkildsen, Biery & Macfarlan, 1986).

The Universal Design for Learning maximizes learning opportunities for all students regardless of their abilities, and may address the critical gaps in our region’s education pipeline. As educators, we should leverage McREL’s research that indicates learning opportunities should be specific yet flexible and clearly communicated (Pitler, Hubbell, Kuhn & Malenoski, 2007). Further research concludes that when students are allowed to participate in the goal setting and learning processes their motivation is higher. I was impressed with the technology applications that are available for students to be actively involved in the goal setting and learning processes and am curious to know if these tools are being utilized in our K-12 classrooms. My hunch is that testing, accountability, classroom management, behavior and discipline take precedence. Classrooms that employ the one size fits all curriculum will result in a zero sum gain in our region’s education attainment levels.

Throughout the program I was reminded of how computers (web resources) serve as nonjudgmental entities that allow students to practice and practice without growing frustrated (Pitler, Hubbell, Huhn & Malenoski 2007). As we built our own UDLs dealing with the challenges of the special needs students, I have realized that we must find ways to celebrate the triumphs of all students regardless of their ability. In a large, diverse classroom, the teacher's ability to provide feedback and celebrate those triumphs that build confidence and self-esteem may be limited; however, both assistive technology and Web 2.0 tools can facilitate that process with little or no human intervention.

Finally, I appreciate the introduction of the Web 2.0 tools throughout the program. I will file away the Solomon and Schrum examples for use with my own children.

References

Hidalgo County, Texas. Educational Attainment Level 2005-2009. Retrieved March 3, 2011 from the US Census Bureau http://factfinder.census.gov/servlet/STTable?_bm=y&-context=st&-qr_name=ACS_2009_5YR_G00_S1501&-ds_name=ACS_2009_5YR_G00_&-tree_id=5309&-redoLog=true&-_caller=geoselect&-geo_id=05000US48215&-format=&-_lang=en

Parry, J.D., Thorkildsen, R.J., Biery, T. M., & Macfarlan, C.A. (1986). Computer-based instruction (CBI): The transition from research findings to teaching strategies. Education Research Quarterly, 10(1), 30-39.

Page, M.S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 289-409. Retrieved August 8, 2009 from the International Society of Educationhttp://www.iste.orgAMTemplate.cfm?Section=Number_

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4_Summer_20021&Template=/MembersOnly.cfm&ContentFileID=830

Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Developoment.

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved on March 7, 2011, from http://www.cast.org/teachingeverystudent/ideas/tes/chapter6_5.cfm

Solomon, G. & Schrum, L. (2007). Web 2.0: new tools, new schools. Eugene, OR: International Society for Technology in Education.

Standard V – Productivity and Professional PracticeEducational technology facilitators apply technology to enhance and improve personal productivity and professional practice.Technology Facilitation Performance Indicator V.A The Technology Facilitator uses technology resources to engage in ongoing professional development and lifelong learning.

Technology Facilitation Performance Indicator V.B The Technology Facilitator continually evaluates and reflects on professional practice to make informed decisions regarding the use of technology in support of student learning.

Technology Facilitation Performance Indicator V.C The Technology Facilitator applies technology to increase productivity.

Technology Facilitation Performance Indicator V.D The Technology Facilitator uses technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.An effective leader does wear many hats and must be nimble and responsive to the environment. I like to lead by example and sometimes find myself answering phones in the call center or printing student IDs at the counter. This gives me an opportunity to work on the front lines and get a greater understanding of student and staff professional development and technology needs.

This summer, we launched the eSTC Virtual Campus, our sixth campus. I served as the student affairs liaison, ensuring that online students had access to our services which typically begin in line. To do this, I had to leverage all division resources and applications to develop seamless, online services for students. While student affairs does not have traditional curricular or instructional opportunities we do have learning outcomes for our processes. We want to ensure that students are challenge in the virtual classroom and not our virtual processes. Throughout this 20 month process I monitored and evaluated our progress, designed training deliverables and professional development opportunities, and delegated specific tasks to process owners and departmental experts. This process allowed me to build capacity for leadership, but also gave other division personnel to take on new leadership roles within the division.

During this program, I interviewed the assistant to the vice president of academic affairs. Dr. Petrosian has been in classroom and in leadership roles including department chair for the business programs for the past 13 years. Currently she oversees professional development for academic affairs, accreditation, learning outcomes, academic excellence, and high school programs and services. Her business experience allows her effectively manage administrative duties including budget, while her educational

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experience and passion for learning ensure that faculty have the tools and resources to create learner-centered classrooms and program. Although college administrators are not held to the same competency standards as principals, Dr. Petrosian leads the implementation of faculty evaluation and development. Her goal is to improve student achievement both in and outside of the classroom by maximizing professional development for faculty. Professional development needs are communicated in weekly meetings including Academic Council and the President’s Development Council. Dr. Petrosian translates these needs into effective programs and opportunities for our faculty. Although, she no longer evaluates faculty, she does develop extensive evaluation plans to determine if programs are effective and learning outcomes are achieved. I am always amazed by Dr. Petrosian’s passion for students and for learning. She understands the balance between leading and teaching. She has earned the respect of her direct reports and of faculty. In higher education this is not always possible. She also understands the barriers our students face both inside and outside of the classroom. She is a student advocate and works tirelessly to ensure that faculty have the tools and resources they need in the classroom.

During this course, I also reviewed the Campus Improvement Plan for a local elementary school. The plan does include professional development and references personnel policy, the employee handbook and the staffing plan. The plan leverages a committee structure to identify campus based professional development while providing grade level lead teachers with some flexibility regarding content. I think this is vital to developing collegiality among the grade levels and addressing unique needs and challenges in their classrooms. The campus appears to leverage the Parent Teacher Organization to gather input from stakeholders. In addition, two (2) community meetings are held to review student progress, test scores and achievement. The school uses data gathered at these meetings to inform changes in instruction, the school calendar, professional development, etc.

Finally, during this program, I realized that mentor programs provide support for teachers (or in my case staff) that can prevent them from becoming overwhelmed by the teaching demands, paperwork, parental communications, and extracurricular responsibilities (Mize, 2006). The programs ensure that new teachers do not become frustrated and leave the profession after their first year. Mandatory attendance is critical and it must extend beyond the traditional start of school professional development. The ongoing, mandatory meeting/training ensures that the new teachers connect and develop their own professional learning community. The topics should include policies, procedures, and best practices as well as tips and techniques to surviving your first year as a teacher. Fortunately, my supervisory role allows me to be a mentor and a coach; and my administrative role has given me the opportunity to participate in professional learning communities. I feel like I live in two worlds, responding to student and staff needs. I take joy in finding a balance and ensuring that I can meet the needs of both my staff and our students.

Reference

Mize, T. (2006). New teacher induction program/support group. American Association of School Personnel Administrators: Best Practices in School Personnel, May/June/July, 26-27.

Standard VI – Social, Ethical, Legal, and Human IssuesEducational technology facilitators understand the social, ethical, legal, and human issues surrounding the use of technology in P-12 schools and assist teachers in applying that understanding in their practice.

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Technology Facilitation Performance Indicator VI.A The Technology Facilitator models and teaches legal and ethical practice related to technology use.

Technology Facilitation Performance Indicator VI.B The Technology Facilitator applies technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

Technology Facilitation Performance Indicator VI.C The Technology Facilitator identifies and uses technology resources that affirm diversity.

Technology Facilitation Performance Indicator VI.D The Technology Facilitator enforces classroom procedures that guide students’ safe and healthy use of technology and that comply with legal and professional responsibilities.

Technology Facilitation Performance Indicator VI.E The Technology Facilitator facilitates equitable access to technology resources for all students.This program was my first introduction to K-12 special education. It has given me the opportunity to reflect on how K-12 and higher education can address matriculation issues for students interested in attending college. Most community colleges offer workforce as well as comprehensive developmental programs and are able to provide accommodations that would facilitate seamless transfer and success for special education students.

The McKinney Vento Homeless Assistance Act was the most interesting and applicable to my work in higher education. I was surprised at how broad the definition is and how many students in deep, South Texas are considered homeless. We have a large population of migrant students, students in substandard housing, and students who share housing due to economic reasons. Although NCLB addresses access to higher education and the Department of Education will provide financial aid for homeless students who qualify, community colleges can play an integral role in preparing students and their families for the transition to higher education. I have shared the McKinney Vento Act with my outreach staff so together we can develop transition plans for homeless student populations. The plan includes bi-lingual parent education programs that emphasize the value of an Associate’s Degree. For many homeless students, a college certificate or degree will put their family on the path to the middle class. Our vision is a “better quality of life for our communities;” facilitating access and completion for homeless students and families in our region puts that vision into practice.

Like K-12, community colleges are undergoing a cycle of continuous improvement. We also face unprecedented challenges in preparing students for the demands of the future workplace (William, 2007, p. 36). As a student affairs administrator, I need to ensure that students are challenged in the classroom and not our processes. Together, my staff and I need to identify student barriers in our processes and develop solutions that facilitate the successful navigation of those barriers while complying with state and federal standards and benchmarks. By allowing frontline personnel to be involved in the continuous improvement cycle, college administrators can harness the talent of all stakeholders and their unique perspectives (Marino, 2007, p. 10). This includes equitable access to technology resources as they relate to enrollment services. After all, we want to ensure that students are challenged in the classroom, not by our processes.

References

Marino, J. (2007). A new paradigm for organizational chane: Infovlving Customers and stakeholders in the improvement process. The Journal for Quality & Participation, 30(1), 10-12

William, D. (2007-2008). Changing classroom practice. Educational Leadership, 65(4), 36-41. Kimberly McKay Page | 9

Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89, 140-145.

Standard VII – Procedures, Policies, Planning, and Budgeting for Technology Environments Educational technology facilitators promote the development and implementation of technology infrastructure, procedures, policies, plans, and budgets for PK-12 schools.Technology Facilitation Performance Indicator VII.A Use the school technology facilities and resources to implement classroom instruction.

Technology Facilitation Performance Indicator VII.B Follow procedures and guidelines used in planning and purchasing technology resources.

Technology Facilitation Performance Indicator VII.C Participate in professional development opportunities related to management of school facilities, technology resources, and purchases.The college is accredited by the Southern Association of Colleges and Schools to offer full programs and services on five campuses in a two county region. Because facilities are at capacity, we must “innovate to educate” and have partnered with local high schools to offer college courses in the evening. If the course offerings exceed 50% of any degree, we must submit a substantive change request to the Association. The substantive change request must prove that students have equitable access to college resources including technology, library, student services, etc. As part of the approval process, I shadowed the Director of Instructional Technology as he evaluated the high schools technology resources in the classrooms, the library and computer lab. The evaluation was used to determine if the high school provided equitable technology resources as compared with the traditional campuses. This opportunity allowed the high school and the college to work collaboratively, combining personnel, fiscal and technology resources to meet the substantive change requirement as well as the needs of the students we serve.

Standard VIII – Leadership and Vision Educational technology facilitators will contribute to the shared vision for campus integration of technology and foster an environment and culture conducive to the realization of the vision.

Technology Facilitation Performance Indicator VIII.A Identify and apply educational and technology related research, the psychology of learning, and instructional design principles in guiding the use of computers and technology in education.

Technology Facilitation Performance Indicator VIII.B Apply strategies for and knowledge of issues related to managing the change process in schools.

Technology Facilitation Performance Indicator VIII.CApply effective group process skills.

Technology Facilitation Performance Indicator VIII.D Lead in the development and evaluation of district technology planning and implementation

Technology Facilitation Performance Indicator VIII.E Engage in supervised field-based experiences with accomplished technology facilitators and/or directors.

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The vision of the State Technology Plan incorporates all stakeholders including students, parents, educators and the community to ensure that all stakeholders are engaged in research based, relevant, individualized learning that leverages technology and prepares our students for a global workforce.

A personal vision of leadership provides principals with a direction for the future and can include personal and professional purpose, values and beliefs. Visionary practices bring passion to principal’s jobs that can affect others deeply (Murphy, 1992). The principal’s personal vision of leadership sets the example for the campus, faculty, staff, students, and stakeholders. Furthermore, a personal vision statement provides guidance and direction for personal and professional decision making. My personal vision of leadership To lead by example and set the standard for which all others will aspire.

During this program, I interviewed a former high school principal and current colleague Nick Gonzalez. He has over 25 years of experience in K-12 and now serves as the dean of high school programs and services at South Texas College. In addition, he serves as the community member on several District Education Improvement Committees. I also interviewed Sharon Roberts, the gifted and talented coordinator for a local district. She serves as the district representative on the district’s high schools’ Site Based Decision Making Committee.

As a former principal, Mr. Gonzalez realizes that making decisions through shared decision making results in a greater commitment to implementing decisions that will enhance the achievement of students. He advocates monthly meetings with the SBDM team to evaluate student data as well as the school climate, culture and success. During this time of budget woes and uncertainty, the committee also serves as a vital communication instrument to ensure that everyone on campus understands the implications of state and local budgets.

As a district employee, Mrs. Roberts, appreciates the opportunity to serve on both high school’s Site Based Decision Committee. It provides her with campus level data that is invaluable in her role as the GT coordinator. In addition, she is able to bring district perspective to the meeting. She also realizes that during this time of uncertainty, many schools are having to do “more with less.” A district representative can provide insight and awareness to low-cost or no cost solutions that are being considered in other schools throughout the district.

Both interviews revealed that principals who leverage the consensus building and cooperative nature of committees will develop and implement thoughtful, meaningful solutions that will lead to student achievement.

Because I have no K-12 experience, I scored (Leadership Skills Assessment) relatively low with regards to integration of technology in the classroom. I do however, use technology to conduct business every day. In higher education we rely on technology both in and out of the classroom to support student learning. In addition, we use data to review student patterns, behavior and success. Data sharing promotes transparency and accountability.

Reference

Murphy, J. (1992) The landscape of leadership preparation: reframing the education of school administrators, California: Corwin Press, INC.

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