Standard 8
Copyright Christina Hum
“Learn to live, live to learn.” Richard Hum
In the beginning, I sought to be involved in the district's tech program. One school district kept me out, a second school district welcomed me with open arms. I became a Tech Liaison for my school, and managed the school network, hardware and software. I planned and budgeted each school year with other staff, attempting to keep with the school’s vision and goals. Understanding the importance of maintaining vision and goals while implementing technology did not solidify until running Kigluait. I quickly learned to develop, manage, and evaluate technology planning; after all it was the core of my business. I would collaborate with others and use research based methods to design and implement projects to successfully meet school, district, state and national standards using technology. I worked with a variety of people, from broadband infrastructure managers, to district technology coordinators, to students. In the end, it was always the collaborative group processes, constant evaluation of the technology, and the shared vision that resulted in successful student learning. Somewhere in all of this process we were becoming a collective knowledge.
In the beginning, I sought to be involved in the district's tech program. One school district kept me out, a second school district welcomed me with open arms. I became a Tech Liaison for my school, and managed the school network, hardware and software. I planned and budgeted each school year with other staff, attempting to keep with the school’s vision and goals. Understanding the importance of maintaining vision and goals while implementing technology did not solidify until running Kigluait. I quickly learned to develop, manage, and evaluate technology planning; after all it was the core of my business. I would collaborate with others and use research based methods to design and implement projects to successfully meet school, district, state and national standards using technology. I worked with a variety of people, from broadband infrastructure managers, to district technology coordinators, to students. In the end, it was always the collaborative group processes, constant evaluation of the technology, and the shared vision that resulted in successful student learning. Somewhere in all of this process we were becoming a collective knowledge.
Standard 8: Educational technology leaders will facilitate development of a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of the vision.
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.
B. Apply strategies for and knowledge of issues related to managing the change process in schools.
C. Apply effective group process skills.
D. Lead in the development and evaluation of district technology planning and implementation.
E. Engage in supervised field-based experiences with accomplished technology facilitators and/or directors.
Statement: Technology guided by leadership and vision is more likely to be used successfully to reach student success. This is demonstrated in the running of Kigluait and it’s many projects, and the leadership and implementation of AKLN’s ITLP program.
Artifact 1: Kigluait and it’s many projects
Artifact 2: culminating action research paper for Networking Final Project (ITLP)
Artifact 3: Facebook Sample Case Study
Artifact 4: Leadership Leadership Case Study Paper of Group Dynamics
Artifact 5: Technology Plan Evaluation Case Study
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.
B. Apply strategies for and knowledge of issues related to managing the change process in schools.
C. Apply effective group process skills.
D. Lead in the development and evaluation of district technology planning and implementation.
E. Engage in supervised field-based experiences with accomplished technology facilitators and/or directors.
Statement: Technology guided by leadership and vision is more likely to be used successfully to reach student success. This is demonstrated in the running of Kigluait and it’s many projects, and the leadership and implementation of AKLN’s ITLP program.
Artifact 1: Kigluait and it’s many projects
Artifact 2: culminating action research paper for Networking Final Project (ITLP)
Artifact 3: Facebook Sample Case Study
Artifact 4: Leadership Leadership Case Study Paper of Group Dynamics
Artifact 5: Technology Plan Evaluation Case Study
What does this standard mean to me?
Copyright Christina Hum
As we utilize technology, we encounter moments of great success and moments of absolute frustration. To get through such rough spots effectively, we look to role models for clues, support or help. These role models are often technology leaders who empower and inspire us to find solutions to these rough patches, but also empower us to give more, be more and do more as human beings. Their inspiration helps each of us to share our strengths with others and turn our weaknesses into strengths. This very inspiration is needed in education, especially when seeking to increase, grow, and have direct impact on student success in schools, which is the very initial point for growth of success in our communities and society. Furthermore, how we grow leaders, in general, should be transparent and talked about. In fact, York-Barr & Duke (2004) very eloquently provides the example, "Good principals are more hero-makers than heroes" (p. 448) (Roles and Relationships paragraph 3). In the education world, leadership is crucial, but should not just be seen in one position, it should be seen throughout education, from the technology coordinators to the teachers to the students. Thus, considering what empowers a person to be a leader can greatly help to grow leaders and build a culture and community of leadership and growth in society.
"Teachers who assume responsibility for something they care desperately about . . . stand at the gate of profound learning" (Barth, 2001, p. 445) (York-Barr & Duke 2004, Definitions of Teacher Leadership Teacher Leadership Situated in other Conceptions of Leadership, Para 15). Profound learning is what helps teachers to grow as leaders. But more importantly, the difficult process of experiencing growth through standing at this very gate, taking risks, and then passing through this gate is what results in the excitement and refreshment of the teaching profession. This cyclic state of being allows for teachers to continue through their profession resulting in a passion for the career. The leadership that also results from this change is often at the crux of needing to be refreshed and excited again about teaching. Which means, leadership can often be dramatic and life changing. Thus, the Center for Comprehensive School Reform and Improvement (2005) suggests, “Speaking up, asking questions, challenging assumptions—all are bound to spark conversation, a necessary precursor to positive change. In these ways, the changes begun by a few teacher leaders on a small scale can set the example for other teachers to follow” (Become Socially Conscious: Raise the Tough Issues, para 4).
However, for many it may seem too risky of a place to begin growing personal leadership skills and becoming empowered. Hence, starting in an arena that teachers are comfortable in, such as the classroom, provides a bed of opportunities for practicing leadership skills. In fact, “opportunities for leadership seem to grow out of success in the classroom, presumably because teachers who are successful in classroom settings can more easily gain the respect and trust of colleagues necessary to lead effectively among one's peers” (York-Barr & Duke 2004, Who Are Teacher Leaders? Para4). However, for those that are at that next level of risk taking, it should be recognized and reminded the old idiom, it takes a village to raise a child, or in this case teacher-leaders. As suggested earlier,
Neuman and Simmons (2000) concluded that “every member of the education community has the responsibility-and the authority-to take appropriate leadership roles. Leadership . . . has been reconceptualized to include all facets of the school community” (p. 9). Fullan (1994) asserts that teacher leadership is not for a few; it is for all (p. 246). (York-Barr & Duke 2004, Teacher Leadership Situated in Other Conceptions of Leadership para 12)
Hence, “these teacher leaders contribute to building a school-wide culture of communication about instruction and assessment. (The Center for Comprehensive School Reform and Improvement 2005, Participate in School Decisions: Contribute Agenda Items, para 1.)
Besides providing opportunities to take risks, especially when implementing technology, and positively encouraging teachers to be part of decision making processes, it should always be remembered that growing our leadership skills takes time, and recognizing strengths and weaknesses of our varying leadership styles is important. In fact, rather than identifying leadership styles, it would be better to recognize that there are different times and requirements for different leadership hats. “Arguably, a teacher who serves as a superb mentor is not necessarily best suited to serve as site council chairperson. Recognizing unique strengths and matching them to needed functions results in greatly expanding the leadership potential and capacity in schools” (York-Barr & Duke 2004, Conceptual Framework for Teacher Leadership, Para 7).
Therefore a true leader knows how to build and support leaders around him or her. They know how to provide opportunities to grow, and support the risk taking process when necessary to help provide a change-experience. In addition, truly effective leaders giving the positive feedback, resources and time will help to empower teachers to grow their leadership skills beyond the classroom. However, if leaders around teachers do not exist or do not have such skills or capabilities to help grow and empower them, teachers can rely on their classroom space to help build their leadership skills. Furthermore, teachers can empower their own leadership growth by taking risks and participating in conversations and discussions with their colleagues to increase student success in the classroom. This means,
They eventually address issues that are often thought of as “the elephants in the room:” equity, culture, power, race, and class. Lipman’s (1999) research, for example, indicates that unless issues of power, race, and class are addressed in school communities, the achievement level of African-American students will not be affected by the empowerment of their teachers. Addressing these issues can start in individual classrooms, where teachers can learn and apply strategies that focus on respecting the cultural contexts of their students. (The Center for Comprehensive School Reform and Improvement 2005, Become Socially Conscious: Raise the Tough Issues, para 2)
And finally, “though often anxiety inducing, opening one’s door to colleagues is a true sign of leadership” (The Center for Comprehensive School Reform and Improvement 2005, Demonstrate Expertise and Share Knowledge: Invite Colleagues and Community Into the Classroom, para. 1). And in the end our growth will help us to reach student success, as summarized by York-Barr & Duke (2004), “teacher leadership work that is focused at the classroom level of practice (e.g., implementing instructional strategies) is likely to show student effects more readily than work focused at the organizational level (e.g., participating in site-based decision making) (Summary of Findings From the Teacher Leadership Literature para. 13).
"Teachers who assume responsibility for something they care desperately about . . . stand at the gate of profound learning" (Barth, 2001, p. 445) (York-Barr & Duke 2004, Definitions of Teacher Leadership Teacher Leadership Situated in other Conceptions of Leadership, Para 15). Profound learning is what helps teachers to grow as leaders. But more importantly, the difficult process of experiencing growth through standing at this very gate, taking risks, and then passing through this gate is what results in the excitement and refreshment of the teaching profession. This cyclic state of being allows for teachers to continue through their profession resulting in a passion for the career. The leadership that also results from this change is often at the crux of needing to be refreshed and excited again about teaching. Which means, leadership can often be dramatic and life changing. Thus, the Center for Comprehensive School Reform and Improvement (2005) suggests, “Speaking up, asking questions, challenging assumptions—all are bound to spark conversation, a necessary precursor to positive change. In these ways, the changes begun by a few teacher leaders on a small scale can set the example for other teachers to follow” (Become Socially Conscious: Raise the Tough Issues, para 4).
However, for many it may seem too risky of a place to begin growing personal leadership skills and becoming empowered. Hence, starting in an arena that teachers are comfortable in, such as the classroom, provides a bed of opportunities for practicing leadership skills. In fact, “opportunities for leadership seem to grow out of success in the classroom, presumably because teachers who are successful in classroom settings can more easily gain the respect and trust of colleagues necessary to lead effectively among one's peers” (York-Barr & Duke 2004, Who Are Teacher Leaders? Para4). However, for those that are at that next level of risk taking, it should be recognized and reminded the old idiom, it takes a village to raise a child, or in this case teacher-leaders. As suggested earlier,
Neuman and Simmons (2000) concluded that “every member of the education community has the responsibility-and the authority-to take appropriate leadership roles. Leadership . . . has been reconceptualized to include all facets of the school community” (p. 9). Fullan (1994) asserts that teacher leadership is not for a few; it is for all (p. 246). (York-Barr & Duke 2004, Teacher Leadership Situated in Other Conceptions of Leadership para 12)
Hence, “these teacher leaders contribute to building a school-wide culture of communication about instruction and assessment. (The Center for Comprehensive School Reform and Improvement 2005, Participate in School Decisions: Contribute Agenda Items, para 1.)
Besides providing opportunities to take risks, especially when implementing technology, and positively encouraging teachers to be part of decision making processes, it should always be remembered that growing our leadership skills takes time, and recognizing strengths and weaknesses of our varying leadership styles is important. In fact, rather than identifying leadership styles, it would be better to recognize that there are different times and requirements for different leadership hats. “Arguably, a teacher who serves as a superb mentor is not necessarily best suited to serve as site council chairperson. Recognizing unique strengths and matching them to needed functions results in greatly expanding the leadership potential and capacity in schools” (York-Barr & Duke 2004, Conceptual Framework for Teacher Leadership, Para 7).
Therefore a true leader knows how to build and support leaders around him or her. They know how to provide opportunities to grow, and support the risk taking process when necessary to help provide a change-experience. In addition, truly effective leaders giving the positive feedback, resources and time will help to empower teachers to grow their leadership skills beyond the classroom. However, if leaders around teachers do not exist or do not have such skills or capabilities to help grow and empower them, teachers can rely on their classroom space to help build their leadership skills. Furthermore, teachers can empower their own leadership growth by taking risks and participating in conversations and discussions with their colleagues to increase student success in the classroom. This means,
They eventually address issues that are often thought of as “the elephants in the room:” equity, culture, power, race, and class. Lipman’s (1999) research, for example, indicates that unless issues of power, race, and class are addressed in school communities, the achievement level of African-American students will not be affected by the empowerment of their teachers. Addressing these issues can start in individual classrooms, where teachers can learn and apply strategies that focus on respecting the cultural contexts of their students. (The Center for Comprehensive School Reform and Improvement 2005, Become Socially Conscious: Raise the Tough Issues, para 2)
And finally, “though often anxiety inducing, opening one’s door to colleagues is a true sign of leadership” (The Center for Comprehensive School Reform and Improvement 2005, Demonstrate Expertise and Share Knowledge: Invite Colleagues and Community Into the Classroom, para. 1). And in the end our growth will help us to reach student success, as summarized by York-Barr & Duke (2004), “teacher leadership work that is focused at the classroom level of practice (e.g., implementing instructional strategies) is likely to show student effects more readily than work focused at the organizational level (e.g., participating in site-based decision making) (Summary of Findings From the Teacher Leadership Literature para. 13).
What artifacts demonstrate mastery of this standard?
Shared vision is quintessential for technology integration in schools. Without a vision that is shared with all staff, administration, students, parents, community (and so on), technology integration will be fruitless and likely unsuccessful. In addition, technology guided by leadership and vision is more likely to be used successfully to reach student success. This is demonstrated in the running of Kigluait and it’s many projects, and the leadership and implementation of Alaska Learning Network’s Individualized Technology Learning Plans.
To begin with, before integrating technology it is essential to identify goals that are targeted at reaching the shared vision set out by the leadership. This requires research about learning and instructional design principles. For me, this experience was gained by having several mentors that supported me in a variety of experiences. I often would seek out opportunities, and accomplished technology leaders to support my interests and goals. Thus the artifact that I am using to demonstrate my mastery of this standard is a culminating action research paper that examined the implementation of an Individualized Technology Plan project to a group of teachers at a variety of levels. Ryan Stanley, a technology and network manager at SERRC, initially envisioned the program, and through his shared vision the program was designed.
Next, as occurs with running your own educational business, I had a great opportunity to complete contract work with RISC, Re-Inventing School’s Coalition. I put together a distance student leadership program that walked students through learning about leadership and implementing it in their school, so they could become part of the shared leadership. Much of this was completed utilizing research and understanding of the change process. Therefore the artifact that I am including is a research paper on the change process through leadership, as well as a graphic organizer to help better understand the process. In addition, a sample case study is also supplied to demonstrate my researched suggestions and opinions on an issue regarding Facebook.
Finally, along with change process, leadership, and research to support effective change and use of technology, comes the development and evaluation of technology planning and implementation. To demonstrate mastery of this artifact, I have included a leadership case study paper that examines a particular sticky situation in which a planning team is revisiting an Alaska Day plan, which utilizes technology. This artifact demonstrates how I would work with the team through communication and group process skills to help implement the plan with the technology. I feel that this artifact also represents a great example of part of the shared leadership and the resultant outcome of a technology plan typically implemented by districts. Often what is implemented at a district level is not seen at a classroom level, hence this case study provides evidence for how shared leadership though professional development, as addressed on the Technology Plan Evaluation Case Study in the previous standard, can have profound effects at all levels within a district.
Though all of these provide evidence of mastery of this standard, there is nothing more convincing then the management of my own small network, technology hardware, software, implementation and planning that was completed each year for Kigluait Adventures. As for any student in any learning environment, experience has more impact on learning, with faster results for understanding and quick turn around for application and demonstration of proficiency. Because as was stated earlier, "Teachers who assume responsibility for something they care desperately about . . . stand at the gate of profound learning" (Barth, 2001, p. 445) (York-Barr & Duke 2004, Definitions of Teacher Leadership Teacher Leadership Situated in other Conceptions of Leadership, Para 15).
To begin with, before integrating technology it is essential to identify goals that are targeted at reaching the shared vision set out by the leadership. This requires research about learning and instructional design principles. For me, this experience was gained by having several mentors that supported me in a variety of experiences. I often would seek out opportunities, and accomplished technology leaders to support my interests and goals. Thus the artifact that I am using to demonstrate my mastery of this standard is a culminating action research paper that examined the implementation of an Individualized Technology Plan project to a group of teachers at a variety of levels. Ryan Stanley, a technology and network manager at SERRC, initially envisioned the program, and through his shared vision the program was designed.
Next, as occurs with running your own educational business, I had a great opportunity to complete contract work with RISC, Re-Inventing School’s Coalition. I put together a distance student leadership program that walked students through learning about leadership and implementing it in their school, so they could become part of the shared leadership. Much of this was completed utilizing research and understanding of the change process. Therefore the artifact that I am including is a research paper on the change process through leadership, as well as a graphic organizer to help better understand the process. In addition, a sample case study is also supplied to demonstrate my researched suggestions and opinions on an issue regarding Facebook.
Finally, along with change process, leadership, and research to support effective change and use of technology, comes the development and evaluation of technology planning and implementation. To demonstrate mastery of this artifact, I have included a leadership case study paper that examines a particular sticky situation in which a planning team is revisiting an Alaska Day plan, which utilizes technology. This artifact demonstrates how I would work with the team through communication and group process skills to help implement the plan with the technology. I feel that this artifact also represents a great example of part of the shared leadership and the resultant outcome of a technology plan typically implemented by districts. Often what is implemented at a district level is not seen at a classroom level, hence this case study provides evidence for how shared leadership though professional development, as addressed on the Technology Plan Evaluation Case Study in the previous standard, can have profound effects at all levels within a district.
Though all of these provide evidence of mastery of this standard, there is nothing more convincing then the management of my own small network, technology hardware, software, implementation and planning that was completed each year for Kigluait Adventures. As for any student in any learning environment, experience has more impact on learning, with faster results for understanding and quick turn around for application and demonstration of proficiency. Because as was stated earlier, "Teachers who assume responsibility for something they care desperately about . . . stand at the gate of profound learning" (Barth, 2001, p. 445) (York-Barr & Duke 2004, Definitions of Teacher Leadership Teacher Leadership Situated in other Conceptions of Leadership, Para 15).
References
York-Barr, Jennifer, & Duke, Karen. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 225. Retrieved on January 20th, 2011 from http://egandb.uas.alaska.edu:2048/login?url=http://proquest.umi.com/pqdweb?did=744577651&sid=2&Fmt=4&clientId=44955&RQT=309&VName=PQD
The Center For Comprehensive Reform and Improvement (2005). Teacher Leaders: The Backbone of Sustained Improvement. Retrieved on January 20th, 2011 from http://www.centerforcsri.org/index.php?%20option=com_content&task=view&id=259&Itemid=5
The Center For Comprehensive Reform and Improvement (2005). Teacher Leaders: The Backbone of Sustained Improvement. Retrieved on January 20th, 2011 from http://www.centerforcsri.org/index.php?%20option=com_content&task=view&id=259&Itemid=5
