Reflection: Leadership in Technology

Group One vigorously addresses the topic of The Principal as Technology Leader, somewhat at the heart of this course, in their presentation.   Basing their research on information from The Center of Applied Research in Educational Technology, three areas of student achievement and academic performance were noted:  content area achievement, higher order thinking, along with workforce preparation.   These are areas no enlightened administrator can afford blindly to ignore as we grapple with state standards, mandates, and administrative accountability.  To focus on these issues, first and foremost, I would carefully attune myself to the district directives, knowing that every detail of my school’s data and the way I choose to implement the critical strategies to manage an effective school will be fully and minutely scrutinized.  The annual School Improvement Review held by the Superintendent and Assistant Superintendent for Instruction will be a moment of truth when our Action Plan and  Steps will be detailed. As we have been pointed in the right direction of student achievement through rigor, relationships, and relevancy, each content area will be included in the plan.  My goal would include a strong leadership team to help each department solidly buy into the initiatives we are challenged within our school, giving a voice to those we are most dependent upon to follow through with the tasks involved.  Higher order thinking skills would involve staff development as teachers work to follow newly revised curricula, including the use of e-Portfolios; IT will be pivotal in their support role as we manage the new technologies needed to succeed.  Virginia Career and College Readiness has set the bar in terms of expectations for real world skills; these standards guide us in the direction of workforce preparation.  Certainly, teachers need a copy of these to contribute to post-secondary readiness particularly for reading, writing, and mathematics.  Literacy skills would be emphasized as part of the school action plan.  Each teacher would be familiarized with the standards found at http://www.doe.virginia.gov/instruction/college_career_readiness/expectations/perf_expectations_english.pdf

The presentation further comments on the principal’s leadership role as one who is involved in “discovering, evaluating, installing, and operating new technologies of all kinds, while keeping teaching and student learning as the guide and driving force behind it all."   This is the attitude that needs to be adopted and adhered to along the way to achieve the mission that leadership shares with teachers and staff.  Ever vigilant in keeping abreast of the standards, constantly looking toward innovative thought, and continually seeking the hand of IT to assist with sharing their expertise, the effort would be a team approach. Relevant professional development opportunities would be offered, as well as common planning time and Technology workshops to facilitate knowledge of new, innovative approaches such as WIKIs and blogs. As leader, the vision comes directly from the administrator who must be able to communicate effectively and make available the necessary resources to support the teachers in their illustrious efforts.  Each piece mentioned is integral—the knowledge, the assessment, the technical support.  Each endeavor has to be connected fully in order to work.  This may, indeed, involve changing attitudes, feelings, and set behaviors. After all, in the final analysis, isn’t that what true leadership is about?