STANDARD 1 - Visionary Leadership - 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.
Standard 1.1: Shared Vision - facilitate the development and implementation of a shared
vision for the use of technology in teaching, learning, and leadership.
The artifact I chose for this standard is my Shared Vision paper. I developed this artifact
during my spring 2019 course, Instructional Technology Leadership, under the advisement of Dr.
Julia fuller. This assignment required me to facilitate the development of a vision that did not
exists before. To develop this shared vision, I conducted research to justify the actual shared
vision, and I worked with my school administration to establish this vision. I was able to
facilitate the development of this shared vision by conducting a needs assessment and classroom
observations with the administrator in charge of professional development. This shared vision
was developed after spending time with administration where we were able to observe and
identify our weakest points as a school and how we can better serve our teachers for
improvement. The goal of the vision statement is that teachers will proficient using a particular
instructional strategy.
This artifact demonstrates my mastery of Standard 1.1 because the rational was driven by
real needs within our building. Ultimately, the mastery is built into the process of being able to
use specific data to calculate the needs of our teachers and then successfully implementing a
solution to meet their needs. According to researchers, Afzal, M. T., Maqbool, S., Ambreen, M.,
& Naseer, N. (2011), “for teachers to master technology use is inevitable, if they want to survive
in the future. Only a skilled teacher in this area will be capable to cope in tomorrow’s
classrooms.” The necessity of teachers to build on their technology skills is an imperative
element of their continued career if they plan to teach in the future. With this in mind, I had the
opportunity to develop and facilitate professional learning sessions that supported the vision. If
you look into the artifact, you will notice that the process from observation to implementation is
included. The implementation of this will take approximately two years as it dependent upon
working with teachers every day. During the beginning process of creating the vision, we
established that most teachers do not have enough foundational knowledge of instructional
technology to do what we wanted them to do. We gathered this information by developing a
needs assessment via Google Docs to create a baseline of knowledge for teachers as a whole and
on an individually. So from there, we were able to collaborate and come up with a plan to help
our teachers move toward our goal described above. I used my knowledge, skills, and
dispositions to establish a strong rapport with my colleagues so they would feel comfortable
participating in the professional development opportunities that would be provided for them.
Research conducted for this shared vision guided our plan of action for teacher instruction.
I learned a lot in completing this shared vision project. I learned how to work with my
administration to establish technology goals to bring teachers to a specific level of proficiency. I
learned how to gain the trust of my colleagues while subtly telling them that what they’re doing
isn’t working anymore. It was difficult to accomplish the trust with my colleagues because most
of them have been teaching almost as long as I have been alive. . In a study on perceived age in
technology training by McCausland, T., King, E., Bartholomew, L., Feyre, R., Ahmad, A., &
Finkelstein, L. (2015) the conclusion was drawn that “As compared to younger trainees,
ostensibly, older trainees evoked negative expectancies when training for a technological task,
which ultimately manifested in poorer training interactions and trainer evaluations of trainee
performance.” If these findings are true, then trainers must work to bridge that gap so that all
teachers, despite age, are able to master the meaningful incorporation of instructional technology
in their classrooms. It took me a while to truly understand what McCausland et. al. found but
after experiencing it for myself I would say that they are entirely correct about the age gap. To
combat this issue, I took on a partner role instead of an instructor role. In doing this, I was able to
establish a much better balance and understanding of the needs of veteran teachers. For this
artifact and experience, the changes I would make are that I would use the partnership approach
from the very beginning. I think this would help all teachers, old and new, to be more open-
minded about the learning opportunities I would make available to them. For the artifact itself I
would change some of the organization of the content so that it is more cohesive and aligned
better with the research.
The work that went into this artifact impacted the school significantly. It opened the eyes
of my administrators to see that the teachers in our building are not nearly as developed with
modern instructional strategies and technology integration. It also gave teachers the opportunity
to reflect on their teaching and to make important choices about what tools to implement in their
own classrooms. Teachers were provided a myriad of professional development opportunities
in which they were able to learn about and try a variety of digital tools that would directly
support their instruction. It also helped me earn the trust of many teachers to continue working as
their instructional technology coach in an unofficial capacity. Because the artifact is specifically
about school and faculty improvement, mastery of this standard can be found throughout this
artifact. I had the opportunity to develop as a leader through my research and interactions with
teachers, administrators, and other school leaders. They were able to provide feedback for my
leadership, which came in the form of developing and facilitating professional development
focused on using technology to support their instruction--, which has helped me to grow even
more as a leader. Furthermore, teachers had the opportunity to grow through this experience
which was then passed on to giving students a more engaging and relevant learning environment
with technology-rich lessons.
 References

Afzal, M. T., Maqbool, S., Ambreen, M., & Naseer, N. (2011). The Effect of INTEL Teach

Computer Assisted Workshop on Prospective Teachers’ Self Confidence and Self

Concept: Prospective Teachers and Technology. International Journal of Technology,

Knowledge & Society, 7(6), 149–159. Retrieved from http://proxygsu-

sgwi.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a

9h&AN=91544627&site=ehost-live

McCausland, T., King, E., Bartholomew, L., Feyre, R., Ahmad, A., & Finkelstein, L. (2015). The

Technological Age: The Effects of Perceived Age in Technology Training. Journal of

Business & Psychology, 30(4), 693–708. https://doi.org/10.1007/s10869-014-9390-5