Module V, Systemic Improvement Informs Leadership
The fifth LECFTA module, "Systemic Improvement Informs Leadership," explores how data can support an administrator's goals with a focus on assessments, communicating data and developing partnerships.
Portfolio Assignment: Communicating Your Data through Infographics (embedded below, too)
Module V Reflection - ISTE Standard #4. Systemic Improvement
Educational Administrators provide digital age leadership and management to continuously improve the organization through the effective use of information and technology resources. Lead purposeful change to maximize the achievement of learning goals through the appropriate use of technology and media-rich resources
- Collaborate to establish metrics, collect and analyze data, interpret results, and share findings to improve staff performance and student learning
- Recruit and retain highly competent personnel who use technology creatively and proficiently to advance academic and operational goals
- Establish and leverage strategic partnerships to support systemic improvement
Establish and maintain a robust infrastructure for technology including integrated, interoperable technology systems to support management, operations, teaching, and learning
Our STEM team used to have two coordinator positions that were identified as supporting educational technology. Both of those individuals have moved onto new administrative positions locally in school districts. County leadership purposefully chose to refly the positions as “STEM Coordinators” in place of EdTech Coordinators. This is, in large part, because of the philosophical understanding that the effective use of educational technology should be grounded in content instruction and not approached in isolation. In going through the recruitment process, I did have to carefully consider each applicant and how they would be able to support technology learning, in the context of STEM learning. I believe that we have successfully recruited two new team members who are highly competent in their use of technology. Now comes the perhaps more challenging task of retaining them as we move forward.
Moreover, we can continue to leverage partnerships with organizations such as the EdTechTeam to help provide professional learning in the area of educational technology when needed. As I type this reflection, OCDE is hosting an EdTechTeam Summit, which is a professional learning opportunity for local teachers. We can also strategically leverage the resources provided to us by HR with the use of the Lynda.com training resources.
Beyond surveys that I have given at the conclusion of my own professional learning series, I have not, to date, collaborated to establish metrics specifically to improve staff performance. This is an area in which I need to do some research within our Instructional Services division to understand ways in which other teams collect this kind of data. In addition, I’ve had little opportunity to date to work on establishing and maintaining a robust infrastructure for technology. Our amazing OCDE IT department handles the bulk of that work.
Because of the shift from having specific expertise (in a couple of people) in edtech to an expectation that the team at large will carry that responsibility, I’m looking into the possibility of leveraging the Google Educator program to ensure that each member of the team is proficient in the use of educational technology. This will require me to budget resources (time and money) for this professional learning and certification opportunity.