Standard+VIII

= Self –Assessment﻿ = =I felt that reading chapter eight was a review of EDLD 5333 Leadership for Accountability. The difference being that Standard VIII describes how the Technologists (Leader/Facilitator) are the leaders who facilitate the collaborative efforts in developing a shared vision with their community of stakeholders and Leadership for Accountability was from the standpoint of the Principal. Williamson & Redish (2009, p. 178) acknowledge that inspiring a shared vision is difficult when working with a diverse group of people. Not all stakeholders understand or value the importance of technology, “as a critical ‘have-to-do’ rather than an additional ‘nice-to-do’” (Williamson, 2009, p. 180). Mr. Martinez from Southwest I.D. used a variety of strategies to drive his vision. In fact two years ago I had th﻿e opportunity to attend the TCEA (Texas Computer Education Association) Conference in San Antonio, Mr. Martinez invited several board members attended the conference. They were very excited to see how technology could enhance learning in the classroom. As a result, these board members were cooperative in providing funding for technology. = =Once the vision has been established, the next step in carrying out the vision is long-range technology planning. EDLD 53333 Leadership for Accountability gave us an opportunity to examine short and long-range planning and create a campus action plan. = =Again, my approach to the assignment was that of a principal but this was an insight of what to expect as a future technology leader. Standard VIII also discusses components of the technology plan and essential requirements required in creating an exemplary technology plan. = =What I have learned throughout my classes with Lamar and reading chapter eight is that leadership skills are crucial. Williamson (2009, p. 178) stresses in the chapter eight that without quality leadership, “technology will be underutilized.” I have experienced this on my campus for the last four years. Our technology facilitator had a different agenda and technology was no longer important. The lack of support and ongoing training left our campus stagnant. Due to financial cutbacks, this year we no longer have a technology facilitator. Yet our new principal values technology and has the vision to promote instructional change in the classroom to include technology. Higher expectations of technology integration have teachers scrambling to my door for assistance. = =As I stated above, our new principal values technology and realized how it can enhance student learning. After my SmartBoard training last Thursday, he asked for ideas in promoting academic decathlons. He was looking for games like Jeopardy that were based on academics. While he was talking, I uploaded several games onto the SmartBoard like Jeopardy and Who wants to be a millionaire that were math and science. He was surprised that I had a repertoire of games, but asked for templates to input our curriculum. I informed him that I also had templates of both games and Are You Smarter than a Fifth Grader. = = Learn as a Learner = =Like my students I prefer working in small groups, I feel I learn more and retain concepts longer. In a large group setting, I tend focus on the talking around me instead of the lecturer. I find that to be true of my colleagues, the larger the group less learning is retained. I have learned that to promote the shared vision of technology integration, I will have to take baby steps with my colleagues and provide continuous support. Since the departure of our Technology Director I have seen the decline of technology support and funding. I hope that my passion for learning and implementing technology will spark a light on my campus. Williamson and Redish state that “stakeholders must be able to see how technology use will be helping them achieve school improvement goals. Technology needs to be seen as a critical l ‘have-to-do’ rather than an additional ‘“nice-to-do’” (Williamson, 2009, p. 180).= = Lifelong Learner = =What I value most about my courses in Lamar’s Master’s Program and the readings is the information I take to my classroom, my grade-level team and my campus. I have always been an advocate of being a lifelong learner, but never taking it to the next level. In other words, “do as I say and not as I do,” and the next level would be to pursue my Master’s. Like the Japanese, I believe in ”kaizen” continuous improvement and attended many professional development courses throughout my career. Through the Master’s Program, I now realize for a school to be successful it requires several components: leadership, shared vision and mission; site-based decision making team, and professional learning communities. To facilitate Standard VIII on my campus, I will have to foster a safe environment for my teachers and provide continuous support which may include one-on-one tutoring. Only then will I be able to cultivate support for a shared vision for campus integration of technology. I know I will have difficulties in convincing some of the veteran teachers to change. I would like to work with my principal in developing a blog. I do know he supports technology integration, but like my colleagues not sure how to approach the integration. I believe that “actions speak louder than words,” if I can help him create a blog that might influence my colleagues to learn how to integrate technology. Like a puzzle you must have all these interlocking pieces to complete the whole picture.=
 * ﻿ Week 4 Assignment, Part 4.6: Reflections on Standards VIII: Leadership and Vision **

**Reference ** Gembu Consulting LLC. (2007, August). What does kaizen mean? //Lean// //Manufacturing. //Retrieved from [] Liker, J. K. (2004). //The Toyota way: 14 Management principles from the world’s greatest manufacturer//. New York, NY: McGraw-Hill. Williamson, J. & Redish, T. (2009). //ISTE's technology facilitation and leadership standards//: What every K-12 leader should know and be able  to do. Eugene, OR: International Society for Technology in Education.