Running Head: Standard 1 Brief Paper

Standard 1 Brief Paper Title Page

EDIT 760-D1 Instructional Tech Leadership S118
Markeda Stuckey
Coastal Carolina University

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Running Head: Standard 1 Brief Paper

Abstract

The International Society for Technology in Education standards for administrators is intended

as a guide for providing digital support, and assist in producing a technology-rich learning

environment. Technology’s role in society is becoming more and more critical, and ISTE has

taken on the task of identifying key components. Standard 1, which is considered as the

visionary leadership standard addresses the vision and or mission statement and the role it plays

with technology integration. Educational Administrators inspire and lead development and

implementation of a shared vision for comprehensive integration of technology to promote

excellence and support transformation throughout the organization (International Society for

Technology in Education, 2018). Standard 1 has five indicators, the indicators has been

transformed into interview questions. These questions were answered by the principal of

Hannah Pamplico Elementary Middle School, Legrande Richardson. The subject school does

have clear evidence of invigorating technology incorporation. The stakeholders are well

informed and play a major role in planning, implementing and evaluating technology.

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Today schools work aimlessly to have their student’s career and or college ready. Many

incorporate this in their vision or mission statement. Doing so merits intertwining technology.

Technology plays a major role in the lives of our students. We as educators, have to learn to

embrace technology and not shy away from it. There are millions of resources, many readily

available and are able to capture the minds and attention of students in astonishing ways. ISTE

has developed standards that identify essential attributes needed to promote an environment

conducive to technology unification. Standard 1 is titled Visionary Leardership, because it

addresses the school vision or mission statement as it relates to technology. Standard 1 has five

clear indicators as previously mentioned. Each indicator was reworded to form an interview

question.

The first interview question, “In this school how are leaders facilitating the shared

development by all stakeholders of a vision for technology use and how they are widely

communicating this vision?” The provided answer was, “To ensure that all stakeholders have a

voice in the vision and implementation of technology/devices in FSD2, we have stakeholder

representatives on the District Technology Team that meets monthly to develop goals/plans for

implementation. This team considers all decisions associated with technology policies, planning,

and purchases. Each representative has the opportunity to share the information discussed and

seek feedback before changes or implementations are made. Once final decisions are made, the

information is published and shared district wide.” Stakeholders, are directly consulted and are

provided with opportunities contribute responses. The next question, “How do educational

leaders maintain a cohesive process to develop, implement, and monitor a dynamic long range of

systemic technology plan to achieve this vision?” Response given “The district engages, through

the Technology Team, an ongoing process to develop, implement and communicate plans

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aligned with the vision. The vision and guidelines for evaluating digital sources are evaluated

periodically by a team of administrators, teachers, students, and parents. Ongoing professional

development is provided.” FSD2 Technology Team works closely with stakeholders and district.

The district provides specialized professional development opportunities throughout the year.

Not just for school personnel, but for parents as well. The third question, “How do educational

leaders foster and nurture a culture and responsible risk-taking and advocate policies promoting

continuous innovation with technology?” The response was, “Internet acceptable use policies

are continually reviewed as technology is updated. The IT director takes the lead in reviewing

technology innovations and the review of access requests made by teachers and

students. Previously, FSD2 took the approach of creating a small whitelist of web access for

students and staff with all other access available only by request. Most recently the shift has

been to one of using a more functional web access software package, and the approach is one of

allowing access to more with the idea of training our students to be responsible digital

citizens. For instance, our students have access to YouTube, and any problems with its use or

misuse is identified with the help of filtering software. These problem situations are then dealt

with on a case by case issue rather than large scale denial of access to a suitable web service.”

Trusting students to be responsible digital citizens is a great way to incorporate trust and

accountability amongst students. It also foster risk-taking, allowing students to be individuals

and not grouping students. The fourth question, “how do educational leaders use data in making

leadership decisions?” Mr. Richardson’s response was, “The leadership uses data in making

decisions by using results from data and alignment with curriculum to set goals, establishing the

expectation that the faculty review and use data, providing timely access to data/results,

providing useful and organized data (DRA-2, MAP, iReady, etc.), and by acting on the analysis

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of data to make decisions. We also encourage students at the upper levels to review their own

individual data and set learning goals.” Staff are solicited in additional surveys in regards to

several school wide matters. The surveys are normally created through google, which analyzes

the data simultaneously. The fifth and final question was, “how do educational leaders advocate

for research based effective practices in the use of technology?” The response given was, “As

with any other subject or instructional area, educational leaders must themselves apply research

based effective practices as a demonstration to others as well as provide professional

development/PLC opportunities in effective practices for the school staff.” Again, FSD2 makes

a major effort to provide professional development which enlightens personnel on many levels. I

myself, have participated in PD’s centered around technology many provided by the district and

some upon request.

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Conclusion

In conclusion, Standard 1 Visionary Leadership encourages educators to take a clear

stance within their vision or mission statement of technology amalgamation. Taking a deep look

into a school, reviewing their policies, procedures, and development plans reveals technology

incorporation authenticity. It is evident that FSD2 has taken necessary steps to implement

technology, and make it a priority to its stakeholders. One of my opening sentences, encourages

educators to embark on a quest to consider technology as an ally. Standard 1 is the opening step,

because one must consider their vision before completing the mission.

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References

International Society for Technology in Education. (2018). Retrieved from

http://www.iste.org/standards/for-administrators