Strategic Planning
According to CoSN (2015), an effective educational technology leader "has a high-level view across the school system and works with instructional and technical teams to identify steps needed to transform the technology vision into a long-range plan, complete with specific goals, objectives, and action plans" (p. 3). As shown in my O-P-L Record linked above, I have both participation and leadership experience with this category of the framework. An example of my participation in identifying steps to transform my district's technology vision was by completing the Transform 2020 Technology Plan for my district. I identified the strengths and weaknesses of my district's technology plan, and then shared the information with acquaintances who work downtown. To exemplify my leadership, I facilitated multiple professional development courses during the month of June. During the 2017-2018 school year I participated in a year-long math cohort in which I collaborated with other educators and helped research and implement best teaching practices into my math instruction. I specifically focused on technological tools and educational programs that can help students with math. I then facilitated professional developments to help teachers in grades 3-5 implement best teaching practices into their own mathematical classrooms.
Ethics and Policies
As stated in the CoSN (2015) framework, an effective educational technology leader "manages the creation, implementation, and enforcement of policies and educational programs relating to the social, legal, and ethical issues related to technology use throughout the district and modeling responsible decision-making" (p. 5). Throughout the school year I participated in my school's Leadership Committee and Technology Committee. While on these committees I engaged in discussions regarding educational policies related to students' use of technology. Also, in my own classroom I ensured my students were practicing good digital citizenship skills by explicitly teaching and modeling how to be good digital citizens. I ensured my students were safely and effectively using their laptops throughout the year. Within the Instructional Technology Program I participated in an analysis of Alabama school districts' virtual school policies. With this project I was able to analyze multiple school policies related to virtual schooling, and identify both pros and cons of each policy. I also compared and contrasted my district's policy with another North Alabama district's policy. An infographic of this comparison is represented to the right. My analysis of the policies, specifically my own district's policy, demonstrates my ability to implement and enforce educational programs.Instructional Focus and Professional Development
According to the CoSN (2015), an effective educational technology leader "budgets, plans, and coordinates ongoing, purposeful professional development for all staff using technologies; and ensures a sufficient budget through the implementation and assessment process of emerging technologies" (p. 7). Throughout the school year I not only participated in various professional developments, but also led multiple professional developments. For example, I was asked to lead a school-wide training on ClassDojo and how it could be implemented in the classroom to assist with the implementation of the Positive Behavioral Interventions & Supports (PBIS) program. A page of the resources I used for this training can be found on this Padlet page. This summer I also facilitated three grade-specific professional development courses related to best practices in mathematics and educational technology tools that can help students with math. Finally, I facilitated a professional development course related for formative assessments and how to use technology tools to formatively assess students in the classroom. The multitude of professional development courses I have facilitated demonstrates my effectiveness in coordinating purposeful professional development using technologies.
When I first started the Instructional Technology Program, I simply had hopes of increasing my knowledge of educational technology so I could better implement technological programs in my teaching. However, as a result of the program, my knowledge of educational technology has significantly grown, and I have been recognized by district leaders as an educational leader. I never thought I would have so much recognition in a district my size. As a result, I now have the high hopes of continuously improving and becoming a stronger educational technology leader; and I hope to one day be a professor so I can teach future educators about the importance of properly integrating technology into the classroom.
When I first started the Instructional Technology Program, I simply had hopes of increasing my knowledge of educational technology so I could better implement technological programs in my teaching. However, as a result of the program, my knowledge of educational technology has significantly grown, and I have been recognized by district leaders as an educational leader. I never thought I would have so much recognition in a district my size. As a result, I now have the high hopes of continuously improving and becoming a stronger educational technology leader; and I hope to one day be a professor so I can teach future educators about the importance of properly integrating technology into the classroom.
References
Consortium for School Network (CoSN) (2015). CoSN’s
framework of essential skills of the K-12 CTO. Washington, DC. Retrieved from https://cosn.org/sites/default/files/pdf/Framework_111815_2015_Public.pdf
