However, the area Leadership, Administration and Instructional Technology Support is where I would like to focus. Sustained leadership and support are crucial for technological progress because leaders directly affect progress on their campus.
A leader's role is multifaceted. It includes:
- responsibility for developing, implementing, and creating a budget for technology
- creating environments that maximizes teaching and learning
- expanded curricular opportunities for students (including online and distance learning)
- providing high-quality, sustained professional development
- planning technology use through the teaching and learning process
- effectively using data for decision making
In regards to budget, it is necessary that appropriate funding is provided to ensure effective implementation of the technology plan set for on a campus. Teachers must be provided with access to technology, opportunities for quality professional development, and time to implement new knowledge. The budget must consider the cost of professional development opportunities, and allocate appropriate funding. Sustained professional development is critical for success.
Environments conducive to meeting the goals of the established campus technology plan must be the norm. Students must be offered expanded learning opportunities via technology, such as online, digital, and distance learning. This entails appropriate planning of technology use.
Data, such as test scores, must be utilized by leaders to guided decision making. Student achievement can be better utilized and used to effectively guide instruction to meet individual student needs.
The progress in the are of Leadership, Administration, and Instructional Support on our campus according to the Texas Campus STaR Chart Summary has been steady for the most part, but has shown a slight decline. In 2006-2007 this are was classified as "Target Tech" with a total score of 21 points. However, in 2007-2008 and 2008-2009 this are was classified as "Advanced Tech" with a total of 20 points in each year. The one point decline lowered the classification. In comparison to the state, our campus was classified above the state average in all four areas. As of 2007-2008, the Campus Statewide Summary demonstrates that there is a very low percentage of districts still at the "Early Tech" classification, and that the majority of districts are at the "Developing Tech" classification. This proves that progression is occurring. Nationally, progress is also being made. The Department of Education has stated that strong leadership is necessary in revolutionizing our traditional methods of teaching.
The local, state, and national technological trends all show that they are headed toward reforming students' educational experiences. Information and communication technologies are powerful and can enrich students' education. Technology is crucial, perhaps even the most important, component of successfully preparing our students for the 21st century. Industry is far ahead of education, and if the educational system doesn't catch up, our students will fail in a technology-driven world. We are moving towards a more technologically-driven educational setting in our schools. This is demonstrated by the fact that technology plans have been established on local, state, and national levels. These plans all address the same topics: leadership, budgeting, training, e-learning, broadband access, head toward digital content, and integrated data systems. The key element in successfully achieving the ambitious goal that has been set forth in each of the three (local, state, and national) technology plans is strong leadership that is willing to restructure the traditional learning methods/environments.
Because I feel that my campus already has strong, innovative, technology-savy leadership, the recommendation I would suggest is a larger allocation of funds for technology use, focusing on sustained, quality staff development, on our campus. However, I do realize that funding is an obstacle. In order to overcome this obstacle, detailed assessments regarding campus expenditures and needs should be conducted and analyzed. This analysis should prioritize campus needs. After analysis is complete, expenditures should be revised and redistributed accordingly.
