1.1 Shared Vision
Candidates facilitate the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership.(PSC 1.1/ISTE 1a)
Artifact: Vision Paper
Reflection:
The Technology Vision Paper was created in ITEC 7410: Instructional Technology Leadership as one part of the Technology Plan project for that class. For this vision paper, I used input from my administrators and school technology specialist to create a vision statement for effective technology implementation for my school. I went on to describe the role of students, teachers, and administrators in enacting this vision. I supported my vision with research-based evidence for student-centered technology use to accomplish constructivist, authentic, and engaging learning activities.
This artifact represents my ability to develop a shared vision, as I worked with several stakeholders in the school, including school administrators and the school technology specialist to create a vision for where I believe our school should be with regards to technology implementation in the next three-to-five years. Not only does the artifact demonstrate the development of a school-wide vision, but it also specifically demonstrates ISTE’s Essential Condition of developing a shared vision “among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community” (ISTE, 2009).” By including specific details of how these various stakeholders share responsibility in the implementation of the vision, these stakeholders can be held accountable for their part in realizing this vision. Through the development of this shared vision, I learned that good visions are ones that are ambitious yet achievable. This is important for successful implementation of the vision so that stakeholders are not overwhelmed by the vision. Additionally, the implementation of this vision is made even easier by aligning the vision to already existing goals such as the existing School Improvement Plan (SIP), because all stakeholders are already committed to working towards those goals. Finally, the implementation of this shared vision is made easier by its very nature of being shared. By including several stakeholders in the development process, they are more ready and willing to work towards achieving those goals.
I learned much about the process of creating a vision, specifically that it is even more successful if that process includes collaboration with other stakeholders, from completing this vision paper. To improve the quality of the vision, I would consider including more stakeholders in the development phase, such as teachers and parents as suggested by ISTE’s Essential Condition of Shared Vision (2009). I would also try to improve the quality of the vision during the implementation phase by tracking data to show improvement towards the goals laid out in the vision.
Although the school has not yet formally adopted this vision for technology, its development has had an impact on our school in that our administrators, specifically, have become much more interested in assuring that students have access to high-quality technology implementation and instruction. I believe this is a direct result of their role in collaborating on the development of their role in the improvement technology in our school. Since this collaborative development of the vision, the administrators have provided teachers with at least two professional development sessions regarding instructional technology and are planning to provide more in the future. The impact on teachers and students can be measured by the increased amount of technology implementation included in lesson plans and observed during walk-throughs and formal observations.
ISTE (2009). Essential conditions: Necessary conditions to effectively leverage technology for learning. Retrieved from http://www.iste.org/standards/standards-for-students/nets-for-students-essential-conditions
The Technology Vision Paper was created in ITEC 7410: Instructional Technology Leadership as one part of the Technology Plan project for that class. For this vision paper, I used input from my administrators and school technology specialist to create a vision statement for effective technology implementation for my school. I went on to describe the role of students, teachers, and administrators in enacting this vision. I supported my vision with research-based evidence for student-centered technology use to accomplish constructivist, authentic, and engaging learning activities.
This artifact represents my ability to develop a shared vision, as I worked with several stakeholders in the school, including school administrators and the school technology specialist to create a vision for where I believe our school should be with regards to technology implementation in the next three-to-five years. Not only does the artifact demonstrate the development of a school-wide vision, but it also specifically demonstrates ISTE’s Essential Condition of developing a shared vision “among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community” (ISTE, 2009).” By including specific details of how these various stakeholders share responsibility in the implementation of the vision, these stakeholders can be held accountable for their part in realizing this vision. Through the development of this shared vision, I learned that good visions are ones that are ambitious yet achievable. This is important for successful implementation of the vision so that stakeholders are not overwhelmed by the vision. Additionally, the implementation of this vision is made even easier by aligning the vision to already existing goals such as the existing School Improvement Plan (SIP), because all stakeholders are already committed to working towards those goals. Finally, the implementation of this shared vision is made easier by its very nature of being shared. By including several stakeholders in the development process, they are more ready and willing to work towards achieving those goals.
I learned much about the process of creating a vision, specifically that it is even more successful if that process includes collaboration with other stakeholders, from completing this vision paper. To improve the quality of the vision, I would consider including more stakeholders in the development phase, such as teachers and parents as suggested by ISTE’s Essential Condition of Shared Vision (2009). I would also try to improve the quality of the vision during the implementation phase by tracking data to show improvement towards the goals laid out in the vision.
Although the school has not yet formally adopted this vision for technology, its development has had an impact on our school in that our administrators, specifically, have become much more interested in assuring that students have access to high-quality technology implementation and instruction. I believe this is a direct result of their role in collaborating on the development of their role in the improvement technology in our school. Since this collaborative development of the vision, the administrators have provided teachers with at least two professional development sessions regarding instructional technology and are planning to provide more in the future. The impact on teachers and students can be measured by the increased amount of technology implementation included in lesson plans and observed during walk-throughs and formal observations.
ISTE (2009). Essential conditions: Necessary conditions to effectively leverage technology for learning. Retrieved from http://www.iste.org/standards/standards-for-students/nets-for-students-essential-conditions