1.2 Strategic Planning
Candidates facilitate the design, development, implementation, communication, and evaluation of technology-infused strategic plans. (PSC 1.2/ISTE 1b
Artifact
Reflection
The SIP Plan/Technology Plan Analysis was completed to facilitate the design, development, implementation, communication, and evaluation of our school’s strategic plan. The mission and vision of “One Team. One Goal. Student Success.” and “inspiring personal success through collaboration and respect” involves use of technology to support targeted areas for improvement in reading and math, while providing for digital equity. This was an individual analysis, although I collaborated with colleagues at my school who were also in this degree program, and received feedback from the administration, including principal, academic coach, and instructional technology coach.
This artifact demonstrates my ability to facilitate the design and development of a technology-infused strategic plan in that I analyzed the targeted areas for improvement (math and reading/English language arts) in relation to how technology is currently being used to support the goals of increasing non-proficient to proficient by 3% on Milestones End-of-Grade assessments. The design and development included researching the digital resources available, including assistive technology for students with disabilities (SWD), and that which supports English language learners (ELL). An additional area of research included equity for low socioeconomic status (SES) and gender groups, as our school has a diverse student population of 11% ELL, 11% SWD, and 72% economically disadvantaged or low SES. It was determined that assistive technology and gender groups were not being addressed in relation to technology use, and that math was supported over reading, with a lack of technology literacy overall. Because of this analysis, we set goals in our technology plan to determine applications that would further support ELL, SWD, and SES through the new technology available in every classroom (specifically the Simplicity TV and Recordex), including add-ins and extensions that could be implemented to assist with reading and comprehension.
This artifact demonstrates my ability to facilitate the implementation of a technology-infused strategic plan in that after identifying the lack of technology represented in our strategic plan, I was able to describe how types of technology could and should be implemented, what training is lacking, and how technology use should be specific to each goal with a measurable objective. The measurable objective would address subgroups, such as ELL, SWD, SES, and gender groups as part of the implementation of technology strategies. This plan is in the process of implementation, as it includes Virtual Reality tools such as Google Tour to address diverse learners and digital equity, through use of hardware such as the Simplicity TV and Recordex. In addition, web apps such as Canva, Makers Empire, and Quizizz are being used to support ELL and SWD, along with various extensions and add-ins such as OurStickys, Translator, and Read Aloud.
This artifact demonstrates my ability to facilitate the communication of the technology-infused strategic plan, as the plan was discussed among administration, academic coach, instructional technology coach, and colleagues to allow for input that informed the redesign. Upon redesign, the plan was shared with staff and stakeholders through Teams in Office 365 to provide for additional feedback as far as the technology itself and how goals could be met in relation to subgroups.
This artifact demonstrates my ability to facilitate the evaluation of the technology-infused strategic plan in that the technology put into place should be specific to the goals of 3% increase from non-proficient to proficient in reading and math. With a measurable objective attached to subgroups, the plan can be evaluated more effectively and efficiently. Also, the school’s strategic technology plan was compared to and aligned with the district technology plan as far as supporting and empowering learners through use of digital tools and resources.
Completing the SIP Plan/Technology Plan Analysis taught me how to analyze a plan that is already in place, and what types of questions to ask in relation to academic goals and current technology in use to support those goals. I am more informed as to how administration and staff understands technology use and how technology can support subgroups and ongoing technology literacy for students. One aspect of the plan development that I might change would be interviewing students as part of the process, as they often do not recognize the meaning behind a use of specific technology for meeting a goal. Student and parent surveys could be implemented to assess their understanding and then an additional plan put into place to further communicate the connections between technology and goals of the strategic plan.
The work that went into creating the SIP Plan/Technology Plan Analysis impacts school improvement and student learning in that it supports the school’s vision and mission, along with the specific goals of increasing non-proficient to proficient by 3% in reading and math on Milestones End-of-Grade assessments. This impact can be assessed by attaching the specific technology used to meet a goal with a measurable objective, as well as having checkpoints throughout the school year to determine if the technology is indeed supporting student learning and achievement. It could be further assessed by implementing student, staff, and stakeholder surveys throughout the year that would inform actual use and understanding of technology use for specific goals.
The SIP Plan/Technology Plan Analysis was completed to facilitate the design, development, implementation, communication, and evaluation of our school’s strategic plan. The mission and vision of “One Team. One Goal. Student Success.” and “inspiring personal success through collaboration and respect” involves use of technology to support targeted areas for improvement in reading and math, while providing for digital equity. This was an individual analysis, although I collaborated with colleagues at my school who were also in this degree program, and received feedback from the administration, including principal, academic coach, and instructional technology coach.
This artifact demonstrates my ability to facilitate the design and development of a technology-infused strategic plan in that I analyzed the targeted areas for improvement (math and reading/English language arts) in relation to how technology is currently being used to support the goals of increasing non-proficient to proficient by 3% on Milestones End-of-Grade assessments. The design and development included researching the digital resources available, including assistive technology for students with disabilities (SWD), and that which supports English language learners (ELL). An additional area of research included equity for low socioeconomic status (SES) and gender groups, as our school has a diverse student population of 11% ELL, 11% SWD, and 72% economically disadvantaged or low SES. It was determined that assistive technology and gender groups were not being addressed in relation to technology use, and that math was supported over reading, with a lack of technology literacy overall. Because of this analysis, we set goals in our technology plan to determine applications that would further support ELL, SWD, and SES through the new technology available in every classroom (specifically the Simplicity TV and Recordex), including add-ins and extensions that could be implemented to assist with reading and comprehension.
This artifact demonstrates my ability to facilitate the implementation of a technology-infused strategic plan in that after identifying the lack of technology represented in our strategic plan, I was able to describe how types of technology could and should be implemented, what training is lacking, and how technology use should be specific to each goal with a measurable objective. The measurable objective would address subgroups, such as ELL, SWD, SES, and gender groups as part of the implementation of technology strategies. This plan is in the process of implementation, as it includes Virtual Reality tools such as Google Tour to address diverse learners and digital equity, through use of hardware such as the Simplicity TV and Recordex. In addition, web apps such as Canva, Makers Empire, and Quizizz are being used to support ELL and SWD, along with various extensions and add-ins such as OurStickys, Translator, and Read Aloud.
This artifact demonstrates my ability to facilitate the communication of the technology-infused strategic plan, as the plan was discussed among administration, academic coach, instructional technology coach, and colleagues to allow for input that informed the redesign. Upon redesign, the plan was shared with staff and stakeholders through Teams in Office 365 to provide for additional feedback as far as the technology itself and how goals could be met in relation to subgroups.
This artifact demonstrates my ability to facilitate the evaluation of the technology-infused strategic plan in that the technology put into place should be specific to the goals of 3% increase from non-proficient to proficient in reading and math. With a measurable objective attached to subgroups, the plan can be evaluated more effectively and efficiently. Also, the school’s strategic technology plan was compared to and aligned with the district technology plan as far as supporting and empowering learners through use of digital tools and resources.
Completing the SIP Plan/Technology Plan Analysis taught me how to analyze a plan that is already in place, and what types of questions to ask in relation to academic goals and current technology in use to support those goals. I am more informed as to how administration and staff understands technology use and how technology can support subgroups and ongoing technology literacy for students. One aspect of the plan development that I might change would be interviewing students as part of the process, as they often do not recognize the meaning behind a use of specific technology for meeting a goal. Student and parent surveys could be implemented to assess their understanding and then an additional plan put into place to further communicate the connections between technology and goals of the strategic plan.
The work that went into creating the SIP Plan/Technology Plan Analysis impacts school improvement and student learning in that it supports the school’s vision and mission, along with the specific goals of increasing non-proficient to proficient by 3% in reading and math on Milestones End-of-Grade assessments. This impact can be assessed by attaching the specific technology used to meet a goal with a measurable objective, as well as having checkpoints throughout the school year to determine if the technology is indeed supporting student learning and achievement. It could be further assessed by implementing student, staff, and stakeholder surveys throughout the year that would inform actual use and understanding of technology use for specific goals.