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2 Strategic Planning
Candidates facilitate the design, development, implementation, communication, and evaluation
of technology-infused strategic plans. (PSC 1.2/ISTE 1b)

ARTIFACT: Current Reality/SWOT Analysis

The “SWOT Analysis” artifact was developed in the ITEC 7410 Instructional Technology
Leadership course. This analysis assessed the strengths, weaknesses, opportunities, and threats
(SWOT) related to effectively implementing technology at Liberty Point Elementary (LPES).
The artifact was designed and developed through the use of The International Society for
Technology in Education (ISTE) eight Essential Conditions. A Gap Analysis was also completed
prior to the SWOT Analysis. Although this artifact was completed independently, LPES’
administrative/leadership team, observations, interactions with key staff members, and the
school’s Strategic Improvement Plan were also resources.

This artifact presented a perspective of what would be necessary to facilitate the design and
development, implementation, communication, and evaluation of a technology-infused
strategic plan. The aforementioned eight essential conditions acted as the framework to assess
the inner-workings and current reality of LPES as related to each condition. In order to design
and develop this analysis there were various data components that needed to collected.
Interviews, surveys, and observations completed in prior ITEC courses supported development
and design of this artifact. ISTE’s Lead and Transform Diagnostic Tool was also used to provide
recommendations within the analysis for implementation. This data was essential in completing
the analysis because it provided a basis for understanding the instructional practices, roles of
stakeholders, shared vision, professional learning, skilled personnel, equitable access, and
technology plans embedded within LPES’ school culture. Liberty Point Elementary’s
instructional staff consists of a curriculum support teacher (CST), instructional support teacher
(IST), two literacy coaches, mathematics coach, and an instructional technology KSU iTeach
coach. With such a wealth of support, LPES teachers have a variety of staff members who
support them with modeling, job-embedded coaching, co-planning, co-teaching, and designing
transformational resources for student learning. These stakeholders were key in the
implementation process, as they were able to work through the nuances of the identified
weaknesses, opportunities, and threats that were foreshadowed to take place based with each
condition. This group was also able to decide on how to appropriately implement the results of
the SWOT Analysis within their work as coaches. This may have been through PLCs and their
one-on-one meetings with teachers. Most of the conditions noted suggestions for
communication, which was key with community stakeholders, as it was the lowest rated area for
Liberty Point. Currently, the administrative team works closely with the school’s parent liaison
to ensure that support increases in this area for future improvements. The administrative team
relied on the parent liaison to share this information through presentation or email with
community stakeholders. After this analysis was shared, it was apparent that addressing this lack
of communication would also address some of the digital disparities that were identified.
Although LPES’ instructional team provided a great deal of support and expertise, teachers were
lacking confidence and self-efficacy to implement transformational practices independently.
Another group that was identified as a means of support was Fulton County’s Vanguard Team.
Liberty Point has 5 Vanguard members who were also noted as being necessary to support the
progression of the school. While the coaches and Vanguard members collaborated to leverage
the necessary support, they were also part of the evaluation of the effectiveness of the SWOT
analysis. Within the appendix of the analysis, examples of surveys were provided that could be
shared on multiple occasions along with the ISTE Lead and Transform Diagnostic Tool to gather
recurring sets of data. Disseminating these surveys on a continuous basis will provide
opportunities for future SWOT assessments.

As with many of the artifacts in the ITEC program, the SWOT analysis required the collection
and understanding of a variety of resources, as well as collaboration with school administration
to create an accurate image of the necessities that must be in place when affecting change within
schools. This analysis presented a constant theme of the importance of effectively
communicating with all stakeholder, addressing their needs with appropriate support, and
foreshadowing potential threats. As evident within the ISTE Lead and Transform Diagnostic
Tool, community members are just as integral to the success of the school environment as its
staff members. If presented with the opportunity to complete this artifact again, it would be
illuminating the receive feedback from parents/community members completing the
aforementioned survey. This information would not only give these stakeholders a platform to be
heard, their perspectives would also potentially guide the work that takes place within the school.

The SWOT analysis directly impacts school improvement, faculty development, and/or student
learning by explicitly indicating strengths, weaknesses, opportunities, and potential threats.
Having an informed awareness of these four areas allows key stakeholders to plan accordingly
with coaching support, curriculum development, and professional learning. Consistent
communication can also occur through the use of surveys and data to make decisions within the
school. Additional opportunities for support can emerge for survey results from stakeholders
which will be more meaningful for professional learning. This level of input can improve school
culture and climate as staff members will have a voice and feel that their concerns are being
addressed for positive changes within the school. Essentially, the goal within any school is to
promote student achievement and the SWOT analysis is a great resource for establishing a
consistent cycle of communication and meaningful support. Just as a best practice of educators is
to be a reflective practitioner, this analysis allows the larger group to reflect, develop awareness,
and pivot as necessary.
References
Essential Conditions. (2017). Essential Conditions. Retrieved from
http://www.iste.org/standards/tools-resources/essential-conditions

Fulton County Schools Technology Plan (2015). Retrieved from


https://drive.google.com/file/d/178KjMcbZ5CSW_049Ct92pTj-hxZAqwfM/view?usp=sharing

ISTE Standards for Educators, (2018). Retrieved July 6, 2018, from


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

ISTE Standards for Leaders, (2018). Retrieved July 6, 2018, from


https://www.iste.org/standards/for-education-leaders

Knight, J. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction.


Corwin Press.

Liberty Point Elementary School. (2017 August 27). Fulton County Schools Personalized
Learning Instructional Model: Liberty Point ES. Unpublished document.

Liberty Point Elementary School. (2017). Schoolwide improvement plan (SIP) Title I school
program (SWP) plan 2017-2018. Unpublished document.

References