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1 Shared Vision - Facilitate the development and implementation of a shared vision for the use

of technology in teaching, learning, and leadership

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The Vision Paper was completed in ITEC 7410, Instructional Technology Leadership.

During this course I explored the impact of strong instructional technology visions and their

alignment with school improvement plans. As a result, I created a vision reflective of the

coursework and insight gathered from teachers, administration, and school-based technology

specialists.

During post-planning, I facilitated dialogue with our school leadership team about the

need to infuse instructional technology in our school vision and improvement plan. I provided

data to support the prioritization of personalized learning experiences for students and teachers

and demonstrated how technology tools can support this need. I met with the principal and

technology specialists later to gather more information on their observation and assessment of

schoolwide technology uses. I also conducted a needs assessment survey inclusive of parents,

students, and staff requesting their reflections on the current technology implementation plan.

I developed a vision reflective of our current reality and school improvement plan. The

vision focuses on personalized learning experiences for students as well as individualized

professional learning opportunities to support staff development. The plan outlines a

differentiated approach to professional development that is currently being implemented as a

pilot with 3rd-5th grade teachers during weekly instructional planning sessions. As a technology

leader, I realize my next steps are continuous advocacy and progress monitoring of the action

plan aligned with the vision to ensure continuous growth in teaching, learning and leadership.
 I learned how to use data and collaboration to design a school vision that reflects specific

needs and goals of stakeholders. I also learned more about advocating for change in support of

effective use of technology in teaching, learning and leadership. If given the opportunity to

change one thing about the process, I would interview more teachers outside of the leadership

team for their specific input on technology uses. Even though I surveyed the entire staff, I

believe that brief interviews with a more diverse audience would have been beneficial to

increasing inclusivity.

This experience has already demonstrated impact on school improvement and staff

development. In the initial phase stakeholders were given a voice through needs assessment

surveys and interviews. The leadership team was also given opportunities to reflect and identify

strategies to support the shared technology needs and goals of stakeholders. As a result, the

leadership team agreed to identify professional learning opportunities to build teacher capacity

with effective technology uses. Post surveys and observations about changes resulting in the shift

in vision highlight an increased embracement by teachers as it relates to effective use of

technology tools.