What continuity do you see between some of your readings, other presentations, and this presentation?
The vision and direction of technology in the learning system is of primary importance. "Technology is not going away anytime soon"
Salience (Why is IT in education important to this person)
As a director of School Technology Branch, she is responsible for providing input on policy and policy direction for technology in the learning system.
Outcomes (What are the specific IT in education outcomes sought through your organization?)
She feels that they are at a point right now where there are three streams, Problem, Policy, and Political. There is an opportunity at times when they all converge at the same time where a solution can be found.
Processes (What processes are used to achieve these outcomes?)
Characteristics (What are some of the characteristics of IT Leaders that make them effective in achieving their goals?)
Notes from today's presentation
How do you affect Policy change and exert leadership at the provincial level?
-shifts in policy direction and milestones
-policy development is not a linear process
- Problem, Political, Policy streams end up converging at some point
- How problems are defined - frame and reframe the issue
- Policy stream – millions of ideas for solutions to the problems to the issue
- How do you couple an appropriate solution to a well defined problem?
- Political stream – think of the political players , ie school leadership, superintendent, trustees, board of education, mla’s,
-
Convergence windows – sometimes the 3 streams come together that opens up a window where you can move forward. Do we have another convergence window available to us at this time.
- Inspiring Education – Minister in public dialogue about the learning system in Alberta
- Setting the direction for special education. Ie assistive technologies for students
- Minister is interested in technology,
Convergent windows close because – the players feel it’s a non issue or it’s already addressed, or the issue goes away, personnel change,
The impact of leadership is huge. This isn’t about technology but it’s still a necessary part. You have to think of this when you frame the problem and try to come up with a viable solution.
Policy entrepreneur – How do you couple a policy solution to a problem.
Thursday, July 16, 2009
Monday, July 13, 2009
Assistant Superintendent - Wolf Creek Public Schools
What continuity do you see between some of your readings, other presentations, and this presentation?
There is consistency in vision across the jurisdiction. Effective planning. Four year evergreening cycle.
Salience (Why is IT in education important to this person)
It underlies everything that is done in the jurisdiction, and for that matter everything we do in life. We look to it for solutions to our problems.
Outcomes (What are the specific IT in education outcomes sought through your organization?)
Collaboration in IT planning and in effect planning for learning.
The seven C's
Processes (What processes are used to achieve these outcomes?)
Focus groups allow the free flow of information
Characteristics (What are some of the characteristics of IT Leaders that make them effective in achieving their goals?)
Shared vision
Relationships – focus groups
Free flow of information amongst Gary Spence’s hierarchy of needs
Patience
Validity
Justification of why you do things
Be visionary
-Know where you are going and why
-Envision 5 years from now to ensure that you make the right deisions today to get you there
Be Humble
Recognize that your success is the result of many others creating the conditions for success
Also recognize that nothing that you do matters unless it benefits kdis in some way
Recognizes that ou can’t possibly know or do it all
Rely on your peers and confidents as they rely on you
Give others credit and recognition (often)
Technical Savvy
Gain some nuts and bolts experience
Know what you don’t know and know who does
Don’t allow yourself to be misled
Pedagogy
Stay up-to-date on research
Always recognize that the rubber hits the road in the classroom
Take a teacher-eye view
Other
Be pragmatic-balance hype with reality
Recognize that technology is neutral
Be transparent
Be collaborative – build relationships
Be a strong negotiator
Be a good manager.
Notes from today's class:
Technology Leadership – The Wolf Creek Way
The Spence Agenda
Background
Student to computer ration
4:1
1.16:1
Overall 2.58:1 in 2008-09 IWR Schools
4 year replacement cycle
86 videoconferencing endpoints
900 VOIP phones
100/20 Supernet service
40 Mbps ISP service
Highly Standardized
Assistant Superintendent - - - > Tech integration director
--à Network Admin ---- support tech (five)
--à Admin Ass’t/Support Coord. (Two)
--à Network Systems Analyst
Context
Technology is pervasive through everything they do.
Seven C’s creating – culture of assessment ….. environment of live collaboration …..
VOIP
Rapid Web Designer
Videoconferencing
The EXfiles
1:1 Mobile Computing
Software as a Service
Network Access Control
Pervasive Wireless access
Instructional Workstation Reserve
Powerschool
Three technologies that don’t support the vision
Why VOIP
Increased School to home communications
Increased professional collaboration
Increased emergency preparedness
Problem – Mobile Staff – Solution – Virtual Extensions
Rapid Web Designer
Consistent look and feel to all WCPS websites
Automated major formatting components
Makes content kin – content is easily updated with basic document skills
“Democratizing the web” by putting content posting ability in many hands
“Reasonable people given all the information will come to reasonable solutions”
Videoconferencing
High School instruction
ABE alliance
Overcoming small class sizes and lack of subject area specialists
Delivery of Instruction with videoconferencing
Classroom enhancement, ie NASA, Alask Marine Science Research Station, others
Mentorship
Teacher Collaboration/Professional Learning Communities
Access to specialists
The EXFiles
“Knowledge Artifacts” as a data warehouse
Any artifact that is integral to the function and operation of Wolf Creek Public Schools, and is created during an employment relationship between the individuals authoring the artifact and the school division.
One to one mobile computing
24x7 access to mobile computers for all JH students in two schools
A provincial research project designed to access the learning advantages of pervasive access to 21st century learning and collaboration tools
A focus on developing 21st century knowledge, skills, and attributes including digital citizenship.
SaaS and NAC
Post 1:1 – now what????
Replicate benefits of 1:1 mobile computing for a wider student population
Rapid and flexible software deployment
Goal: Delivery of network services to private devices while protecting the core assets of WCPS
Focus on the new Social Studies curriculum and access to web 2.0 technologies
Caveats
Post Secondary world is different in the k-12 world
“Loco Parentis”
More demands for support
Pre Admission Qualification
Remediation
Authentication
Access control based on qualification (full control if qualified, limited otherwise)
Post Admission monitoring and response
(packet-based rather than port-based)
Network 2.0
Good companies focus on technology
Great companies focus on the outcomes
Technology is:
Fullan: ‘An accelerator’
Spence: ‘Basic Literacy’
Maslow’s Hierarchy has led to Spence’s Hierarchy (below)
Desired Outcome – Pedagogical KSA
Integration Skills – Pedagogical KSA
Operation Skills – Pedagogical KSA
Reliable Hardware and Software – Technical KSA
Reliable Connectivity – Technical KSA
Form a focus group to determine if any problem is covered in all areas.
Technical people cannot work in isolation from Teachers and vice versa.
IWR Focus Group Example
When we vision for technology supported learning, we have to project ourselves five years forward, then look back from there to ensure we make the right decisions today to get us there.
Focus group activities
Building for the next four years.
SIS
Current Projects
Collaborative Planning
Insights
There is consistency in vision across the jurisdiction. Effective planning. Four year evergreening cycle.
Salience (Why is IT in education important to this person)
It underlies everything that is done in the jurisdiction, and for that matter everything we do in life. We look to it for solutions to our problems.
Outcomes (What are the specific IT in education outcomes sought through your organization?)
Collaboration in IT planning and in effect planning for learning.
The seven C's
Processes (What processes are used to achieve these outcomes?)
Focus groups allow the free flow of information
Characteristics (What are some of the characteristics of IT Leaders that make them effective in achieving their goals?)
Shared vision
Relationships – focus groups
Free flow of information amongst Gary Spence’s hierarchy of needs
Patience
Validity
Justification of why you do things
Be visionary
-Know where you are going and why
-Envision 5 years from now to ensure that you make the right deisions today to get you there
Be Humble
Recognize that your success is the result of many others creating the conditions for success
Also recognize that nothing that you do matters unless it benefits kdis in some way
Recognizes that ou can’t possibly know or do it all
Rely on your peers and confidents as they rely on you
Give others credit and recognition (often)
Technical Savvy
Gain some nuts and bolts experience
Know what you don’t know and know who does
Don’t allow yourself to be misled
Pedagogy
Stay up-to-date on research
Always recognize that the rubber hits the road in the classroom
Take a teacher-eye view
Other
Be pragmatic-balance hype with reality
Recognize that technology is neutral
Be transparent
Be collaborative – build relationships
Be a strong negotiator
Be a good manager.
Notes from today's class:
Technology Leadership – The Wolf Creek Way
The Spence Agenda
Background
Student to computer ration
4:1
1.16:1
Overall 2.58:1 in 2008-09 IWR Schools
4 year replacement cycle
86 videoconferencing endpoints
900 VOIP phones
100/20 Supernet service
40 Mbps ISP service
Highly Standardized
Assistant Superintendent - - - > Tech integration director
--à Network Admin ---- support tech (five)
--à Admin Ass’t/Support Coord. (Two)
--à Network Systems Analyst
Context
Technology is pervasive through everything they do.
Seven C’s creating – culture of assessment ….. environment of live collaboration …..
VOIP
Rapid Web Designer
Videoconferencing
The EXfiles
1:1 Mobile Computing
Software as a Service
Network Access Control
Pervasive Wireless access
Instructional Workstation Reserve
Powerschool
Three technologies that don’t support the vision
Why VOIP
Increased School to home communications
Increased professional collaboration
Increased emergency preparedness
Problem – Mobile Staff – Solution – Virtual Extensions
Rapid Web Designer
Consistent look and feel to all WCPS websites
Automated major formatting components
Makes content kin – content is easily updated with basic document skills
“Democratizing the web” by putting content posting ability in many hands
“Reasonable people given all the information will come to reasonable solutions”
Videoconferencing
High School instruction
ABE alliance
Overcoming small class sizes and lack of subject area specialists
Delivery of Instruction with videoconferencing
Classroom enhancement, ie NASA, Alask Marine Science Research Station, others
Mentorship
Teacher Collaboration/Professional Learning Communities
Access to specialists
The EXFiles
“Knowledge Artifacts” as a data warehouse
Any artifact that is integral to the function and operation of Wolf Creek Public Schools, and is created during an employment relationship between the individuals authoring the artifact and the school division.
One to one mobile computing
24x7 access to mobile computers for all JH students in two schools
A provincial research project designed to access the learning advantages of pervasive access to 21st century learning and collaboration tools
A focus on developing 21st century knowledge, skills, and attributes including digital citizenship.
SaaS and NAC
Post 1:1 – now what????
Replicate benefits of 1:1 mobile computing for a wider student population
Rapid and flexible software deployment
Goal: Delivery of network services to private devices while protecting the core assets of WCPS
Focus on the new Social Studies curriculum and access to web 2.0 technologies
Caveats
Post Secondary world is different in the k-12 world
“Loco Parentis”
More demands for support
Pre Admission Qualification
Remediation
Authentication
Access control based on qualification (full control if qualified, limited otherwise)
Post Admission monitoring and response
(packet-based rather than port-based)
Network 2.0
Good companies focus on technology
Great companies focus on the outcomes
Technology is:
Fullan: ‘An accelerator’
Spence: ‘Basic Literacy’
Maslow’s Hierarchy has led to Spence’s Hierarchy (below)
Desired Outcome – Pedagogical KSA
Integration Skills – Pedagogical KSA
Operation Skills – Pedagogical KSA
Reliable Hardware and Software – Technical KSA
Reliable Connectivity – Technical KSA
Form a focus group to determine if any problem is covered in all areas.
Technical people cannot work in isolation from Teachers and vice versa.
IWR Focus Group Example
When we vision for technology supported learning, we have to project ourselves five years forward, then look back from there to ensure we make the right decisions today to get us there.
Focus group activities
Building for the next four years.
SIS
Current Projects
Collaborative Planning
Insights
Friday, July 10, 2009
Superintendent of Wolf Creek School Division
Superintendent Wolf Creek Schools
What continuity do you see between some of your readings, other presentations, and this presentation?
Shared Mission and Vision pervasive througout the jurisdiction.
They have a learning vision that learners are learners for a lifetime.
Salience (Why is IT in education important to this person)
It is a powerful tool that underlies all things in the jurisdiction
Focus on improving student learning.
Outcomes (What are the specific IT in education outcomes sought through your organization?)
Excellent Learning Environments because the technology is integrated into all aspects of learning. It's an integral part.
Processes (What processes are used to achieve these outcomes?)
Principal council and school(teacher) councils to provide feedback and inform the jurisdiction.
Characteristics (What are some of the characteristics of IT Leaders that make them effective in achieving their goals?)
This was not covered today but will be covered on Monday when the Director of IT presents to us.
Today's notes - July 10th, 2009
Organizational structure is important
Traditional Hierarchical model
Pyramid approach – top down
Consistency in operations
Slow to change
Not a lot of innovation and creativity
Flat model
Each segment operates with maximum speed
Each person is responsible for their own decisions
Solutions can be out of touch with the direction of the organization
(Schlechty’s silo paradox.. the alignment issue)
Vision directed model
Each component of the organization to make decisions closest to where the problem is.
Takes a long time to build
Requires collaboration and monitoring
The Vision directed structure is preferable.
The Wolf Creek Model
-Organization cannot be told what it’s mission or vision will be
-All staff asked what the central purpose should be
-Debated questions ie What is our focus teaching or learning? What should WCPS look like 5 years? What are you prepared to do to get us there? Try it
“Committed to learning for our students”
Two points
1. We want opportunities to collaborate
2. We want to learn new skills, or see how other teachers are creating learning environments (Learning was paramount to our thinking)
Mission Statement
1 We believe that students should be “learners for a lifetime”. This focuses us on the fact that we have to teach students how to learn.. in other words to become their own teachers.
2 We promised to learn the skills to create powerful learning environments for everyone in our school division… but especially our students.
The mission statement leads you to the shared collaborate vision.
Vision
Is a 5 year plan for the community, staff, students, central office and borad
To freeze it in everyone’s mind we created a mnemonic graphic called the “two pillars” (Marzano’s work on memory) And, as Fullan points out, we have to highlight it constantly!
We aligned everything around it … technology, budgets, PD, mentorship, directions for AA, AISI, Board Initiatives, our reading materials etc.
Focus was on improving student learning
Principal council
One third of the schools present to the board where they’re going every year.
AISI – Assessment for Learning
- Improving student learning – Instructional design
-Everyone needs an opportunity to be involved
All the pillars work together
Create success for all learners.
Sub goals
7 C’s
-Creating a culture of Assessment and Instructional Design
-Creating an Environment of Live Collaboration
-Creating A Knowledge – Capture and Knowledge – sharing culture.
-Creating Strong Professional Learning Teams
-Creating Appropriate Roles for all Stakeholders
Creating Capacity for Leadership
-Creating Appropriate Measures of Student Success and Involving Students in our Learning Environments
Learning Environment Model
Technology is pervasive in all areas.
Assessment model
1. Outcomes have to be clear to students
2. Student will demonstrate their understanding
3. Where are the students relative to an outcome
4. What does good learning look like (Rubrics and exemplars)
5. Revisit outcomes to think about instructional design
6. Selection of input structure
7. Student opportunity to interact with new knowledge
8. Student opportunity to experiment or use new knowledge
9. Constant Assessment feedback so students can modify learning efforts
10. Final evaluation on authentic completion of assessment devices
11. Plan to assist students when the outcome is not being met … a new course of action
12. Classroom structure, peer relationships, culture of school and student strategies
Technology is a powerful tool and a driver for the vision. It is ubiquitous throughout the jurisdiction.
What continuity do you see between some of your readings, other presentations, and this presentation?
Shared Mission and Vision pervasive througout the jurisdiction.
They have a learning vision that learners are learners for a lifetime.
Salience (Why is IT in education important to this person)
It is a powerful tool that underlies all things in the jurisdiction
Focus on improving student learning.
Outcomes (What are the specific IT in education outcomes sought through your organization?)
Excellent Learning Environments because the technology is integrated into all aspects of learning. It's an integral part.
Processes (What processes are used to achieve these outcomes?)
Principal council and school(teacher) councils to provide feedback and inform the jurisdiction.
Characteristics (What are some of the characteristics of IT Leaders that make them effective in achieving their goals?)
This was not covered today but will be covered on Monday when the Director of IT presents to us.
Today's notes - July 10th, 2009
Organizational structure is important
Traditional Hierarchical model
Pyramid approach – top down
Consistency in operations
Slow to change
Not a lot of innovation and creativity
Flat model
Each segment operates with maximum speed
Each person is responsible for their own decisions
Solutions can be out of touch with the direction of the organization
(Schlechty’s silo paradox.. the alignment issue)
Vision directed model
Each component of the organization to make decisions closest to where the problem is.
Takes a long time to build
Requires collaboration and monitoring
The Vision directed structure is preferable.
The Wolf Creek Model
-Organization cannot be told what it’s mission or vision will be
-All staff asked what the central purpose should be
-Debated questions ie What is our focus teaching or learning? What should WCPS look like 5 years? What are you prepared to do to get us there? Try it
“Committed to learning for our students”
Two points
1. We want opportunities to collaborate
2. We want to learn new skills, or see how other teachers are creating learning environments (Learning was paramount to our thinking)
Mission Statement
1 We believe that students should be “learners for a lifetime”. This focuses us on the fact that we have to teach students how to learn.. in other words to become their own teachers.
2 We promised to learn the skills to create powerful learning environments for everyone in our school division… but especially our students.
The mission statement leads you to the shared collaborate vision.
Vision
Is a 5 year plan for the community, staff, students, central office and borad
To freeze it in everyone’s mind we created a mnemonic graphic called the “two pillars” (Marzano’s work on memory) And, as Fullan points out, we have to highlight it constantly!
We aligned everything around it … technology, budgets, PD, mentorship, directions for AA, AISI, Board Initiatives, our reading materials etc.
Focus was on improving student learning
Principal council
One third of the schools present to the board where they’re going every year.
AISI – Assessment for Learning
- Improving student learning – Instructional design
-Everyone needs an opportunity to be involved
All the pillars work together
Create success for all learners.
Sub goals
7 C’s
-Creating a culture of Assessment and Instructional Design
-Creating an Environment of Live Collaboration
-Creating A Knowledge – Capture and Knowledge – sharing culture.
-Creating Strong Professional Learning Teams
-Creating Appropriate Roles for all Stakeholders
Creating Capacity for Leadership
-Creating Appropriate Measures of Student Success and Involving Students in our Learning Environments
Learning Environment Model
Technology is pervasive in all areas.
Assessment model
1. Outcomes have to be clear to students
2. Student will demonstrate their understanding
3. Where are the students relative to an outcome
4. What does good learning look like (Rubrics and exemplars)
5. Revisit outcomes to think about instructional design
6. Selection of input structure
7. Student opportunity to interact with new knowledge
8. Student opportunity to experiment or use new knowledge
9. Constant Assessment feedback so students can modify learning efforts
10. Final evaluation on authentic completion of assessment devices
11. Plan to assist students when the outcome is not being met … a new course of action
12. Classroom structure, peer relationships, culture of school and student strategies
Technology is a powerful tool and a driver for the vision. It is ubiquitous throughout the jurisdiction.
Thursday, July 9, 2009
Director of IT for Lethbridge Public No. 51
Seven key factors that have changed Lethbridge Public School Division No. 8
1. Clear mandate from the superintendent
2. Collaborative Vision
3. Systemic Level Planning and charting the future.
4. Shared funding framework and funding it.
5. Equitable technology and access for all schools.
6. Job embedding AISI time – PD
7. Evergreening plan on a 6 year cycle.
What continuity do you see between some of your readings, other presentations, and this presentation?
The concept of a shared vision starting at the top and being embraced by the jurisdiction as a whole. That shared vision of the three pillars, is also supported financially. Relationships play a key role in developing the shared vision and also in acceptance of the
Salience (Why is IT in education important to this person)
IT in education is a major change agent for unifying the district behind the shared vision.
Outcomes (What are the specific IT in education outcomes sought through your organization?)
Equity of technology for all staff and students in the jurisdiction is of primary. This also means that there needs to be a PD component that is supported financially. Collaborative planning between school staffs and central office has shifted the focus away from site based management and a completely centralized system.
Processes (What processes are used to achieve these outcomes?)
Systemic planning with input from all stakeholders has been key. This has arisen out of the "Technology Vision White Paper" that was developed for the jurisdiction using external experts where needed.
Characteristics (What are some of the characteristics of IT Leaders that make them effective in achieving their goals?)
Relationships, relationships, relationships. A strong background in strategic planning and budgeting skills. Written skills are important for the proposal writing to obtain funding.
1. Clear mandate from the superintendent
2. Collaborative Vision
3. Systemic Level Planning and charting the future.
4. Shared funding framework and funding it.
5. Equitable technology and access for all schools.
6. Job embedding AISI time – PD
7. Evergreening plan on a 6 year cycle.
What continuity do you see between some of your readings, other presentations, and this presentation?
The concept of a shared vision starting at the top and being embraced by the jurisdiction as a whole. That shared vision of the three pillars, is also supported financially. Relationships play a key role in developing the shared vision and also in acceptance of the
Salience (Why is IT in education important to this person)
IT in education is a major change agent for unifying the district behind the shared vision.
Outcomes (What are the specific IT in education outcomes sought through your organization?)
Equity of technology for all staff and students in the jurisdiction is of primary. This also means that there needs to be a PD component that is supported financially. Collaborative planning between school staffs and central office has shifted the focus away from site based management and a completely centralized system.
Processes (What processes are used to achieve these outcomes?)
Systemic planning with input from all stakeholders has been key. This has arisen out of the "Technology Vision White Paper" that was developed for the jurisdiction using external experts where needed.
Characteristics (What are some of the characteristics of IT Leaders that make them effective in achieving their goals?)
Relationships, relationships, relationships. A strong background in strategic planning and budgeting skills. Written skills are important for the proposal writing to obtain funding.
Tuesday, July 7, 2009
Superintendent - Lethbridge Public No. 51
Superintendent of Schools for Lethbridge Public #51
What continuity do you see between some of your readings, other presentations, and this presentation?
The superintendent of Lethbridge Public 51 views the technology leader as someone that develops and fosters relationships. He/She is able to call on external expertise for additional acquisition of knowledge as well as continually looks for possibilities for technological advancement in an educational setting. They are respected by the leaders in administration whether they are in a school (principal, vice-principal) or as central office staff. They have developed a reputation amongst all staff that gives them credence in what they are trying to accomplish in terms of technology acquisition, implementation, and professional development. Over time, this credibility also goes beyond the jurisdiction and the IT leader is seen as a leader by others in the province.
Salience (Why is IT in education important to this person)
IT in education is important because it is a way of providing equity for all students. In his words, “technology is here to stay.” It is a driving force behind the change that is occurring in the jurisdiction. The jurisdiction is rallying behind the technology and it is unifying the jurisdiction so that the schools and central office are able to have more give and take.
Outcomes (What are the specific IT in education outcomes sought through your organization?)
Equity amongst all schools in terms of technology so that one school is not viewed as having more or less than another. Equity of access to information technology for all students is an overall goal. Students and parents also need to get the information they need on demand.
Processes (What processes are used to achieve these outcomes?)
The hiring of a new director of IT and getting his vision of where to go has changed the jurisdiction. Part of the technology plan is a forklift upgrade every three years to take advantage of bulk purchasing of computers to lower the cost of computers as well as lower the cost of technical support required.
Characteristics (What are some of the characteristics of IT Leaders that make them effective in achieving their goals?)
Characteristics of IT Leaders
The development of a common shared vision that is also reflected in the division vision.
An important part of the visioning process in Lethbridge Public No. 51 was when external experts were brought in to provide different views. The IT leaders offer and are asked to serve as an external expert when required. They continually look for possibilities for enhancement and improvement in technology for education. The most important characteristic is that they develop key relationships that lends to their vision being adopted by those around them.
What continuity do you see between some of your readings, other presentations, and this presentation?
The superintendent of Lethbridge Public 51 views the technology leader as someone that develops and fosters relationships. He/She is able to call on external expertise for additional acquisition of knowledge as well as continually looks for possibilities for technological advancement in an educational setting. They are respected by the leaders in administration whether they are in a school (principal, vice-principal) or as central office staff. They have developed a reputation amongst all staff that gives them credence in what they are trying to accomplish in terms of technology acquisition, implementation, and professional development. Over time, this credibility also goes beyond the jurisdiction and the IT leader is seen as a leader by others in the province.
Salience (Why is IT in education important to this person)
IT in education is important because it is a way of providing equity for all students. In his words, “technology is here to stay.” It is a driving force behind the change that is occurring in the jurisdiction. The jurisdiction is rallying behind the technology and it is unifying the jurisdiction so that the schools and central office are able to have more give and take.
Outcomes (What are the specific IT in education outcomes sought through your organization?)
Equity amongst all schools in terms of technology so that one school is not viewed as having more or less than another. Equity of access to information technology for all students is an overall goal. Students and parents also need to get the information they need on demand.
Processes (What processes are used to achieve these outcomes?)
The hiring of a new director of IT and getting his vision of where to go has changed the jurisdiction. Part of the technology plan is a forklift upgrade every three years to take advantage of bulk purchasing of computers to lower the cost of computers as well as lower the cost of technical support required.
Characteristics (What are some of the characteristics of IT Leaders that make them effective in achieving their goals?)
Characteristics of IT Leaders
The development of a common shared vision that is also reflected in the division vision.
An important part of the visioning process in Lethbridge Public No. 51 was when external experts were brought in to provide different views. The IT leaders offer and are asked to serve as an external expert when required. They continually look for possibilities for enhancement and improvement in technology for education. The most important characteristic is that they develop key relationships that lends to their vision being adopted by those around them.
Friday, June 26, 2009
A Quality of Technology Leadership
A Quality of Technological Leadership in Education
During the course of the last fourteen years observing and working with many of the technological educational leaders in the province has provided many insights into what constitutes an effective leader. One of the most effective qualities of technology leaders in education is that they are able to build relationships of trust. These relationships are not confined to the jurisdiction alone but expand beyond its boundaries.
It is through these relationships that they develop a shared vision that permeates the jurisdiction as a whole. They are able to communicate this vision to the key decision makers and those key decision makers also adopt that shared vision as their own. They see the big picture and are able to provide direction in formulating goals that are readily adopted by those around them. These leaders are very adept at planning to meet those goals and have the necessary authority to see that technological innovations are implemented.
Working as a team with jurisdiction staff and students they develop a common collaborative vision. When necessary they look for external experts and consultants to provide insight into what could be possible. These experts are also involved in the visioning process to provide more in-depth knowledge to speed up the process of change. The leader recognizes that no one person has all the answers, so knowledge is a group activity. This common collaborative vision provides direction in the planning for technology and its use in education. Collaboration is one of the key aspects that characterizes the process of change.
Leading in a culture of change means creating a culture (not just a structure) of change. It does not mean adopting innovations, one after another; it does mean producing the capacity to see, critically assess, and selectively incorporate new ideas and practices-all the time, inside the organization as well as outside it. (Fullan, 2001, p. 44)
With technology change is inevitable and the adoption of new technologies in the teaching process across a jurisdiction requires that there be communication amongst all stakeholders. The technology leader has the capacity to listen and learn from others, to assimilate ideas and concepts of a shared vision, and is able to teach others the ideas and concepts that are important. All of this is done through the personal relationships that have been built.
The leader has an infectious passion for technology. They actively search for innovative educational practices and are able to apply those practices effectively which leads to the acceptance of that person as a technological leader amongst peers. The technological leader must also be critical of those same innovations and be ready to fully support those that are truly valuable for learning as well as avoid those that may not prove to be of use.
If passion is an essential leadership trait, then coupled closely with it must be prudence and practicality. (Carey, 2005, p. 6,)
The technology leader has a passion for innovation and through the building of relationships of trust is able to develop a shared vision by working collaboratively, by being an effective communicator, and continually learning from those around them. They are truly able to bring about change in a jurisdiction.
References
Carey, D. (2005) Some Reflections on Leadership. CIO Canada. November 13(11) p. 6.
Fullan, M. (2001). Leading in a Culture of Change. San Francisco: Wiley & Sons. p. 1-135.
During the course of the last fourteen years observing and working with many of the technological educational leaders in the province has provided many insights into what constitutes an effective leader. One of the most effective qualities of technology leaders in education is that they are able to build relationships of trust. These relationships are not confined to the jurisdiction alone but expand beyond its boundaries.
It is through these relationships that they develop a shared vision that permeates the jurisdiction as a whole. They are able to communicate this vision to the key decision makers and those key decision makers also adopt that shared vision as their own. They see the big picture and are able to provide direction in formulating goals that are readily adopted by those around them. These leaders are very adept at planning to meet those goals and have the necessary authority to see that technological innovations are implemented.
Working as a team with jurisdiction staff and students they develop a common collaborative vision. When necessary they look for external experts and consultants to provide insight into what could be possible. These experts are also involved in the visioning process to provide more in-depth knowledge to speed up the process of change. The leader recognizes that no one person has all the answers, so knowledge is a group activity. This common collaborative vision provides direction in the planning for technology and its use in education. Collaboration is one of the key aspects that characterizes the process of change.
Leading in a culture of change means creating a culture (not just a structure) of change. It does not mean adopting innovations, one after another; it does mean producing the capacity to see, critically assess, and selectively incorporate new ideas and practices-all the time, inside the organization as well as outside it. (Fullan, 2001, p. 44)
With technology change is inevitable and the adoption of new technologies in the teaching process across a jurisdiction requires that there be communication amongst all stakeholders. The technology leader has the capacity to listen and learn from others, to assimilate ideas and concepts of a shared vision, and is able to teach others the ideas and concepts that are important. All of this is done through the personal relationships that have been built.
The leader has an infectious passion for technology. They actively search for innovative educational practices and are able to apply those practices effectively which leads to the acceptance of that person as a technological leader amongst peers. The technological leader must also be critical of those same innovations and be ready to fully support those that are truly valuable for learning as well as avoid those that may not prove to be of use.
If passion is an essential leadership trait, then coupled closely with it must be prudence and practicality. (Carey, 2005, p. 6,)
The technology leader has a passion for innovation and through the building of relationships of trust is able to develop a shared vision by working collaboratively, by being an effective communicator, and continually learning from those around them. They are truly able to bring about change in a jurisdiction.
References
Carey, D. (2005) Some Reflections on Leadership. CIO Canada. November 13(11) p. 6.
Fullan, M. (2001). Leading in a Culture of Change. San Francisco: Wiley & Sons. p. 1-135.
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