1.1 Shared Vision
Candidates facilitate the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership.
(PSC 1.1/ISTE 1a)
(PSC 1.1/ISTE 1a)
Artifact
Reflection
The Shared Vision and Rationale was developed to describe how the implementation of specific technology can support and enhance student performance and success through teaching, learning, and leadership. This artifact was completed individually, but discussed through a group of colleagues who are in this program, since we belong to the same school and support the same students. We created staff surveys and conducted interviews with administration, and then analyzed those surveys and our school improvement plan (SIP). This artifact outlines the vision for improving achievement in reading and math, with a focus on low socioeconomic status (SES), students with disabilities (SWD), and English speakers of other languages (ESOL).
Standard 1.1 establishes the expectations for development and implementation of a shared vision for the use of technology in teaching, learning, and leadership. This artifact demonstrates my ability to research and design a vision for technology that focuses on school improvement, specifically in teaching, learning, and leadership that results in increased student achievement. Initially, I analyzed the current SIP to review schoolwide goals as previously determined by administration and technology and academic coaches. Conducting interviews with administration solidified the goal of improving reading and math scores on End-of-Grade (EOG) Georgia Milestones assessments by 3%. The interviews occurred in early October 2018, and included meeting with our principal, as well as instructional technology coach and academic coach for approximately 30 minutes each. The interviews included a list of questions addressing the current school improvement plan. Our cohort met to discuss the answers to the questions by each interviewee, and to further review how the current SIP did or did not address use of technology to support goals in reading and math. Individual revisions were made to the current plan as necessary. In development of the vision, it was also determined that staff needed to be made aware of not only the technology goals of the Brumby SIP, but also the ISTE standards that it supports.
Further implementation of the Shared Vision occurred through MIE certification workshops, as these served to encourage and support staff in using technology for teacher collaboration and critical thinking among students. Use of OneNote to implement online journals as part of project-based learning (PBL) involved teacher, student, and parent communication, and directly impacts student achievement through technology. OneNote, along with Sway, gave students opportunities to collaborate and show their learning, while Teams and SharePoint provided an opportunity for teachers to collaborate on PBL, instruction, and assessment. These technologies also encouraged differentiation, metacognition, self-pacing, and reflection. Development and implementation included referencing of the 4 Cs (communication, collaboration, critical thinking, and creativity) during MIE professional learning sessions so that teachers could further relate how each component can be enhanced through technology. The essential conditions that are supported by use of technology for project-based learning, differentiation, and authentic learning are student-centered learning, assessment and evaluation, implementation planning, and engaged communities. Implementation of the Shared Vision involved the school community becoming more aware of and engaged in the ways in which technology improves student engagement and achievement through authentic learning. According to 20 years of research on the effectiveness of technology to improve student learning outcomes, “when implemented appropriately, the integration of technology into instruction has a strong, positive impact on student achievement” (ISTE, 2008, p.3).
From completing the Shared Vision, I learned how to access and analyze our SIP in order to understand where our school, staff, and students are coming from and where we are headed academically and technologically. I also learned how to use components of Office 365, such as OneNote, Sway, Teams, and Sharepoint, to implement the technology aspects of the Shared Vision. To improve the quality or the process, I would develop further surveys to garner information from staff, students, parents, and the community, to gain more insight as far as technology use and implementation, as well as to give stakeholders a sense of ownership in the development and implementation of the shared vision and rationale. Surveys could also be used as an assessment tool to follow up with teachers and administration during and after implementation.
The work that went into creating the Shared Vision impacted school improvement, including faculty development and student learning, by engaging the staff in the development and implementation through surveys and assistance with technology for instruction, assessment, and project-based learning. This impact can be assessed by comparing Milestones assessment scores in reading and math from last year and the current year, specifically SWD and ESOL scores. A follow-up survey could also be developed to assess specific methods of implementation in individual classrooms, as well as any glows or grows that teachers experienced.
References
ISTE. (2008). ISTE Policy Brief: Technolgoy and student achievement - the indelible link. Washington, DC: International Society for Technology in Education. Retrieved from https://computerexplorers.com/Student-Achievement-Brief.pdf
The Shared Vision and Rationale was developed to describe how the implementation of specific technology can support and enhance student performance and success through teaching, learning, and leadership. This artifact was completed individually, but discussed through a group of colleagues who are in this program, since we belong to the same school and support the same students. We created staff surveys and conducted interviews with administration, and then analyzed those surveys and our school improvement plan (SIP). This artifact outlines the vision for improving achievement in reading and math, with a focus on low socioeconomic status (SES), students with disabilities (SWD), and English speakers of other languages (ESOL).
Standard 1.1 establishes the expectations for development and implementation of a shared vision for the use of technology in teaching, learning, and leadership. This artifact demonstrates my ability to research and design a vision for technology that focuses on school improvement, specifically in teaching, learning, and leadership that results in increased student achievement. Initially, I analyzed the current SIP to review schoolwide goals as previously determined by administration and technology and academic coaches. Conducting interviews with administration solidified the goal of improving reading and math scores on End-of-Grade (EOG) Georgia Milestones assessments by 3%. The interviews occurred in early October 2018, and included meeting with our principal, as well as instructional technology coach and academic coach for approximately 30 minutes each. The interviews included a list of questions addressing the current school improvement plan. Our cohort met to discuss the answers to the questions by each interviewee, and to further review how the current SIP did or did not address use of technology to support goals in reading and math. Individual revisions were made to the current plan as necessary. In development of the vision, it was also determined that staff needed to be made aware of not only the technology goals of the Brumby SIP, but also the ISTE standards that it supports.
Further implementation of the Shared Vision occurred through MIE certification workshops, as these served to encourage and support staff in using technology for teacher collaboration and critical thinking among students. Use of OneNote to implement online journals as part of project-based learning (PBL) involved teacher, student, and parent communication, and directly impacts student achievement through technology. OneNote, along with Sway, gave students opportunities to collaborate and show their learning, while Teams and SharePoint provided an opportunity for teachers to collaborate on PBL, instruction, and assessment. These technologies also encouraged differentiation, metacognition, self-pacing, and reflection. Development and implementation included referencing of the 4 Cs (communication, collaboration, critical thinking, and creativity) during MIE professional learning sessions so that teachers could further relate how each component can be enhanced through technology. The essential conditions that are supported by use of technology for project-based learning, differentiation, and authentic learning are student-centered learning, assessment and evaluation, implementation planning, and engaged communities. Implementation of the Shared Vision involved the school community becoming more aware of and engaged in the ways in which technology improves student engagement and achievement through authentic learning. According to 20 years of research on the effectiveness of technology to improve student learning outcomes, “when implemented appropriately, the integration of technology into instruction has a strong, positive impact on student achievement” (ISTE, 2008, p.3).
From completing the Shared Vision, I learned how to access and analyze our SIP in order to understand where our school, staff, and students are coming from and where we are headed academically and technologically. I also learned how to use components of Office 365, such as OneNote, Sway, Teams, and Sharepoint, to implement the technology aspects of the Shared Vision. To improve the quality or the process, I would develop further surveys to garner information from staff, students, parents, and the community, to gain more insight as far as technology use and implementation, as well as to give stakeholders a sense of ownership in the development and implementation of the shared vision and rationale. Surveys could also be used as an assessment tool to follow up with teachers and administration during and after implementation.
The work that went into creating the Shared Vision impacted school improvement, including faculty development and student learning, by engaging the staff in the development and implementation through surveys and assistance with technology for instruction, assessment, and project-based learning. This impact can be assessed by comparing Milestones assessment scores in reading and math from last year and the current year, specifically SWD and ESOL scores. A follow-up survey could also be developed to assess specific methods of implementation in individual classrooms, as well as any glows or grows that teachers experienced.
References
ISTE. (2008). ISTE Policy Brief: Technolgoy and student achievement - the indelible link. Washington, DC: International Society for Technology in Education. Retrieved from https://computerexplorers.com/Student-Achievement-Brief.pdf