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)
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)
I created the Shared Vision and Rationale paper as an example of a shared vision for technology use at my school. The paper was the culmination of weeks of close analysis of my district’s mission, my local school administration’s goals, as well as the overall strengths and weaknesses of my school’s technology plan based on ISTE’s fourteen Essential Conditions for effectively leveraging technology for learning (ISTE, 2020). The goal of this document is to bridge the gap between theory and practice by uniting stakeholders with a common vision for technology use at the school. I collaborated with multiple stakeholders—including my school’s tech teams, my principal, teachers, and students—when gathering information for this assignment.
Standard 1.2, Shared Vision, establishes the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership. The Shared Vision and Rational document demonstrates mastery of standard 1.2 because I gathered data and worked with stakeholders in the school and the community to develop a shared vision for technology use in teaching, learning and leadership. Since my school’s mission is to prepare students for college and career in the 21st Century, I decided that technology use should support this vision. In this artifact, I clearly demonstrate how teachers’ technology use can support 21st Century skills through specific Web 2.0 tools that support the Quality Plus Teaching Strategies—such as modeling, visual representation, and questioning—outlined by my district (Quality Plus, 2020). To support student learning, I outline a plan for reaching low-income learners, disabled learners, and English language learners, with in-class digital literacy protocols and a call for more lessons with opportunities for students as content creators. Next, administrators will use technology to model the type of technology use they would like to see in classrooms and to communicate with stakeholders in order to support student learning.
Additionally, I facilitated the implementation of my shared vision for technology use at my school by sharing this document with my school’s technology leadership, hosting a professional development for teachers that aligns with this vision, and by implementing digital literacy mini-lessons as part of my daily classroom practice. As stated, this document represents the culmination of a semester’s worth of data collection and collaboration with stakeholders, and I believe it demonstrates mastery of both the development and implementation of a context-based shared vision for the use of technology in teaching, learning, and leadership at my school.
Through the process of this assignment, I have learned that creating a shared vision that aligns with school and district missions and speaks to the needs of all stakeholders is harder than it seems. Before writing this paper, I thought that a shared vision was a creative or motivational document created by school leaders over the summer. Now I see that it requires thoughtful communication and collaboration, as well as a thorough needs assessment in order to take stock of the many different voices in a school community. More so than any other assignment in this program, the shared vision paper required me to work with school leadership in order to design a path forward took the many different needs and uses of technology at our school into consideration. If I could further enhance this artifact, I would have worked with the professional development team—in addition to the technology team--to implement this vision of classroom technology use further.
Shared visions, like this one, are important for guiding technology use based on a succinct and clear message communicated to all stakeholders. It is, therefore, a research- and content-based document, and also a tool for communicating the rationale, or a philosophy, for why the school makes the decisions is does--especially when it comes to accounting for the way school funds are managed—when it comes to technology. Therefore, this document will inform purchasing decisions as well as communicate rationale for investing money in certain professional development initiatives. The impact can be assessed by measuring the effectiveness of technology related professional development initiatives through student surveys and administrative observation.
References
Essential Conditions. (2020). International Society for Technology in Education. www.iste.org/standards/essential-conditions
Quality-Plus Teaching Strategies. (2020) Retrieved September 8, 2019, from publish.gwinnett.k12.ga.us/qpts/home
I created the Shared Vision and Rationale paper as an example of a shared vision for technology use at my school. The paper was the culmination of weeks of close analysis of my district’s mission, my local school administration’s goals, as well as the overall strengths and weaknesses of my school’s technology plan based on ISTE’s fourteen Essential Conditions for effectively leveraging technology for learning (ISTE, 2020). The goal of this document is to bridge the gap between theory and practice by uniting stakeholders with a common vision for technology use at the school. I collaborated with multiple stakeholders—including my school’s tech teams, my principal, teachers, and students—when gathering information for this assignment.
Standard 1.2, Shared Vision, establishes the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership. The Shared Vision and Rational document demonstrates mastery of standard 1.2 because I gathered data and worked with stakeholders in the school and the community to develop a shared vision for technology use in teaching, learning and leadership. Since my school’s mission is to prepare students for college and career in the 21st Century, I decided that technology use should support this vision. In this artifact, I clearly demonstrate how teachers’ technology use can support 21st Century skills through specific Web 2.0 tools that support the Quality Plus Teaching Strategies—such as modeling, visual representation, and questioning—outlined by my district (Quality Plus, 2020). To support student learning, I outline a plan for reaching low-income learners, disabled learners, and English language learners, with in-class digital literacy protocols and a call for more lessons with opportunities for students as content creators. Next, administrators will use technology to model the type of technology use they would like to see in classrooms and to communicate with stakeholders in order to support student learning.
Additionally, I facilitated the implementation of my shared vision for technology use at my school by sharing this document with my school’s technology leadership, hosting a professional development for teachers that aligns with this vision, and by implementing digital literacy mini-lessons as part of my daily classroom practice. As stated, this document represents the culmination of a semester’s worth of data collection and collaboration with stakeholders, and I believe it demonstrates mastery of both the development and implementation of a context-based shared vision for the use of technology in teaching, learning, and leadership at my school.
Through the process of this assignment, I have learned that creating a shared vision that aligns with school and district missions and speaks to the needs of all stakeholders is harder than it seems. Before writing this paper, I thought that a shared vision was a creative or motivational document created by school leaders over the summer. Now I see that it requires thoughtful communication and collaboration, as well as a thorough needs assessment in order to take stock of the many different voices in a school community. More so than any other assignment in this program, the shared vision paper required me to work with school leadership in order to design a path forward took the many different needs and uses of technology at our school into consideration. If I could further enhance this artifact, I would have worked with the professional development team—in addition to the technology team--to implement this vision of classroom technology use further.
Shared visions, like this one, are important for guiding technology use based on a succinct and clear message communicated to all stakeholders. It is, therefore, a research- and content-based document, and also a tool for communicating the rationale, or a philosophy, for why the school makes the decisions is does--especially when it comes to accounting for the way school funds are managed—when it comes to technology. Therefore, this document will inform purchasing decisions as well as communicate rationale for investing money in certain professional development initiatives. The impact can be assessed by measuring the effectiveness of technology related professional development initiatives through student surveys and administrative observation.
References
Essential Conditions. (2020). International Society for Technology in Education. www.iste.org/standards/essential-conditions
Quality-Plus Teaching Strategies. (2020) Retrieved September 8, 2019, from publish.gwinnett.k12.ga.us/qpts/home