1.2 Strategic Planning
Candidates facilitate the design, development, implementation, communication, and evaluation of technology-infused strategic plans.
Artifact:
Reflection:
The Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis was completed early in our program, during our first semester. In the SWOT Analysis, we were charged with looking at the strengths and weaknesses of our school in terms of ISTE’s Eight Essential Conditions:
· Effective Instructional Uses of Technology in Standards-based, Student-centered learning
· Shared Vision
· Planning for Technology
· Equitable Access
· Skilled Personnel
· Ongoing Professional Learning
· Technical Support
· Curriculum Framework
We also provided a summary of our findings along with our recommendations.
This artifact demonstrates the mastery of Standard 1.2. In the course of the activity, we found ourselves analyzing the design, development, implementation, communication, and evaluation of technology-infused strategic plans. We had to look at our School Improvement Plan and analyze our Title I plan. We had to interview our principal and dialogue about the diversity our SWOT analysis covered. Our SWOT Analysis contains a unique overview of Griffin Middle School (GMS) through a variety of perspectives. These perspectives that we have chosen are as follows: Administrative, General Education, Gifted Education (Advance Content), Special Education, and ESOL.
We had to take a good look at our school in terms of technology use, as well as the attitudes that teachers had towards technology integration. I learned that integrating technology is not as easy as it may seem, and at GMS, one hand doesn’t really know what the other is doing. I am convinced that NOT having a technology plan in place could very well account for this lack of purpose and focus. Because there is no plan in place, initiatives (district and otherwise) are thrust upon teachers resulting in a plethora of undesirable results: GMS has is fair share of “resistors and saboteurs,” no one has the definitive answers (or consistent answers) about technology questions, no one knows what software is being used or how effective it is, and no one really knows what hardware is being used and how well it’s being managed by teachers and/or students. So what I have learned is that when I become a principal, I would like to have a tech plan in place that addresses these issues. If I don’t know where I am, then how can I know where I want to go? A monitored technology plan will definitely enhance my leadership abilities for curriculum and instruction a great deal. Additionally, I learned that it’s important to know what the current technology status of a school is (knowledge) before we can determine the course we need to take (skills). This has been a very good experience in helping me to realize what needs to unfold at my school in order to put an effective technology plan in place. In order to create action steps, I need to first have a plan, and the SWOT analysis helped to blaze a trail into what “next steps” should be at our school. Our school has a variety of “dispositions” at this time. The good news is we have a principal who supports technology integration in our school. We have “techie expert teachers” who embrace technology and utilize it in their classrooms to engage students and increase student academic achievement and participation. We have “tiptoer teachers” who want to embrace technology, and do so to a certain degree, but who need to learn more and implement more training. The bad news is we have the resistors, the saboteurs, the “bookworms” who won’t step out and try technology, or in the event it is mandated, use it begrudgingly. From this exercise I have learned that as a technology facilitator, I need to recognize that “zone of proximal development” that exists in each of us, and meet people where they are in increasing tech use overall. In some cases, I will need to take baby steps and be very nurturing. In others, leaps and bounds and wings to fly will be the order of the day. Since we are in the midst of a paradigm shift of major proportions, it is a “one day at a time” proposition.
This artifact impacts faculty development directly, and school improvement and student learning more indirectly. As I have already stated, in order to know the direction we need to take as a school, I have to know and understand the current reality. By developing a tech vision and plan, I can improve teachers’ buy-in of technology goals, because they will be written in black and white. By encouraging teachers, and developing a culture of technology in the school with increased technology use, the school will improve, as will the attitudes of all stakeholders as they begin to see our school as progressive and innovative. As a result, student learning and subsequent achievement will increase because students will become more engaged and excited with increased technology use.
· Effective Instructional Uses of Technology in Standards-based, Student-centered learning
· Shared Vision
· Planning for Technology
· Equitable Access
· Skilled Personnel
· Ongoing Professional Learning
· Technical Support
· Curriculum Framework
We also provided a summary of our findings along with our recommendations.
This artifact demonstrates the mastery of Standard 1.2. In the course of the activity, we found ourselves analyzing the design, development, implementation, communication, and evaluation of technology-infused strategic plans. We had to look at our School Improvement Plan and analyze our Title I plan. We had to interview our principal and dialogue about the diversity our SWOT analysis covered. Our SWOT Analysis contains a unique overview of Griffin Middle School (GMS) through a variety of perspectives. These perspectives that we have chosen are as follows: Administrative, General Education, Gifted Education (Advance Content), Special Education, and ESOL.
We had to take a good look at our school in terms of technology use, as well as the attitudes that teachers had towards technology integration. I learned that integrating technology is not as easy as it may seem, and at GMS, one hand doesn’t really know what the other is doing. I am convinced that NOT having a technology plan in place could very well account for this lack of purpose and focus. Because there is no plan in place, initiatives (district and otherwise) are thrust upon teachers resulting in a plethora of undesirable results: GMS has is fair share of “resistors and saboteurs,” no one has the definitive answers (or consistent answers) about technology questions, no one knows what software is being used or how effective it is, and no one really knows what hardware is being used and how well it’s being managed by teachers and/or students. So what I have learned is that when I become a principal, I would like to have a tech plan in place that addresses these issues. If I don’t know where I am, then how can I know where I want to go? A monitored technology plan will definitely enhance my leadership abilities for curriculum and instruction a great deal. Additionally, I learned that it’s important to know what the current technology status of a school is (knowledge) before we can determine the course we need to take (skills). This has been a very good experience in helping me to realize what needs to unfold at my school in order to put an effective technology plan in place. In order to create action steps, I need to first have a plan, and the SWOT analysis helped to blaze a trail into what “next steps” should be at our school. Our school has a variety of “dispositions” at this time. The good news is we have a principal who supports technology integration in our school. We have “techie expert teachers” who embrace technology and utilize it in their classrooms to engage students and increase student academic achievement and participation. We have “tiptoer teachers” who want to embrace technology, and do so to a certain degree, but who need to learn more and implement more training. The bad news is we have the resistors, the saboteurs, the “bookworms” who won’t step out and try technology, or in the event it is mandated, use it begrudgingly. From this exercise I have learned that as a technology facilitator, I need to recognize that “zone of proximal development” that exists in each of us, and meet people where they are in increasing tech use overall. In some cases, I will need to take baby steps and be very nurturing. In others, leaps and bounds and wings to fly will be the order of the day. Since we are in the midst of a paradigm shift of major proportions, it is a “one day at a time” proposition.
This artifact impacts faculty development directly, and school improvement and student learning more indirectly. As I have already stated, in order to know the direction we need to take as a school, I have to know and understand the current reality. By developing a tech vision and plan, I can improve teachers’ buy-in of technology goals, because they will be written in black and white. By encouraging teachers, and developing a culture of technology in the school with increased technology use, the school will improve, as will the attitudes of all stakeholders as they begin to see our school as progressive and innovative. As a result, student learning and subsequent achievement will increase because students will become more engaged and excited with increased technology use.