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Technology Standards for School Administrators

Leadership and Vision

Learning and Teaching

Productivity and Professional Practice

Support, Management and Operations

Assessment and Evaluation

Social, Legal, and Ethical Issues

Leadership and Vision

Educational leaders inspire a shared vision for comprehensive integration of technology and foster an environment

and culture conducive to the realization of that vision.

Performance Indicators

LeadershipsTasks

Scenarios Resources

Learning and Teaching

Educational leaders ensure that curricular design, instructional

strategies, and learning environments integrate appropriate technologies to

maximize learning and teaching.

Performance Indicators

LeadershipsTasks

Scenarios Resources

Productivity & Professional Practice

Educational leaders apply technology to enhance their professional practice and to increase their own productivity and

that of others.

Performance Indicators

LeadershipsTasks

Scenarios Resources

Support, Management & Operations

Educational leaders ensure the integration of technology to support productive systems for learning and

administration.

Performance Indicators

LeadershipsTasks

Scenarios Resources

Assessment and Evaluation

Educational leaders use technology to plan and implement comprehensive systems of effective assessment and

evaluation.

Performance Indicators

LeadershipsTasks

Scenarios Resources

Social, Legal and Ethical Issues

Educational leaders understand the social, legal, and ethical issues related to

technology and model responsible decision-making related to these issues.

Performance Indicators

LeadershipsTasks

Scenarios Resources

Performance Indicators: Leadership and VisionFacilitate the shared development by all stakeholders of a vision for technology use and widely communicate that vision.Maintain an inclusive and cohesive process to develop, implement, and monitor a dynamic, long-range, and systemic technology plan to achieve the vision.Foster and nurture a culture of responsible risk-taking and advocate policies promoting continuous innovation with technology.Use data in making leadership decisions.Advocate for research-based effective practices in use of technology.Advocate, on the state and national levels, for policies, programs, and funding opportunities that support implementation of the district technology plan.

Tasks

Technology Leadership Tasks: Leadership and Vision

Superintendent Program Director

Principal

Leadership and Vision Indicators

Leadership and Vision Scenarios

Superintendent

Program Director

Principal

Ensure that the vision for use of technology is congruent with the overall district vision

Engage representatives from all stakeholder groups in the development, implementation, and ongoing assessment of a district technology plan consistent with the district improvement plan

Advocate to the school community, the media, and the community at large for effective technology use is schools for improved student learning and efficiency of operations.

Superintendents who effectively lead integration of technology typically perform the following tasks:

Leadership and Vision

Program Director

Assure that program technology initiatives are aligned with the district technology vision.

Represent program interests in the development and systematic review of a comprehensive district technology plan

Advocate for program use of promising practices with technology to achieve program goals.

Program Directors who effectively lead integration of technology typically perform the following tasks:

Superintendent

Principal

Leadership and Vision

Principal

Assure that program technology initiatives are aligned with the district technology vision.

Represent program interests in the development and systematic review of a comprehensive district technology plan

Advocate for program use of promising practices with technology to achieve program goals.

Principals who effectively lead integration of technology typically perform the following tasks:

Superintendent

Program Director

Leadership and Vision

Scenarios:

Leadership and Vision

Technology Management for School Leaders

Module 7: Developing School/District Plans

Looking Into the Future

You are a member of your district technology planning committee. You are asked to come up with creating a classroom of the future. What types of recommendations will you make for hardware, software, and networking for the future.

Interviewing

Your district is in need of a new Director of Technology. You have been selected to serve on the interview committee for possible candidates for the position. What type of questions will you ask prospective candidates and how would you expect them to respond?

Building/District Technology Plans Your school system has had a technology plan for a

number of years. In fact, you have heard that it has been a requirement for some state funding. The School Board has asked that each school building have its own building level technology plan for the next budget year. The plan should be realistic and also match with the overall district technology plan. The Board is requiring this building level plan for all technology funding for next year. What type of bullet items will you place on a building level three-year technology plan?

Resources:Leadership and Vision

ASKING THE RIGHT QUESTIONS: A Leader’s Guide to Systems Thinking about School Improvement, 39 page PDF document can be downloaded at http://www.mcrel.org/products/school-improve/asking.pdf

A 32 page PDF document that is a series of short guides for school leaders on the topics of Research-Based Innovations, Comprehensive Design, Resource Allocation, Evaluation, Professional Development, Staff Support, Family and Community Involvement, and External Support and Assistance.  Download these documents at http://www.mcrel.org/products/school-improve/guiding.pdf

The Impact of Technology on Learning - Making Sense of the Research, a 6 page PDF policy brief that can be downloaded at http://www.mcrel.org/products/school-improve/techbrief.pdf

Performance Indicators: Learning and Teaching

Identify, use, evaluate, and promote appropriate technologies to enhance and support instruction and standards-based curriculum leading to high levels of student achievement.Facilitate and support collaborate technology-enriched learning environments conducive to innovation for improved learning.Provide for learner-centered environments that use technology to meet the individual and diverse needs of learners.Facilitate the use of technologies to support and enhance instructional methods that develop higher-level thinking, decision-making, and problem-solving skillsProvide for and ensure that faculty and staff take advantage of quality professional learning opportunities for improved learning and teaching with technology.

Tasks

Technology Leadership Tasks: Learning and Teaching

Superintendent Program Director

Principal

Learning and TeachingIndicators

Learning and TeachingScenarios

Provide equitable access for students and staff to technologies that facilitate productivity and enhance learning.

Communicate expectations consistently for the use of technology to increase student achievement.

Ensure that budget priorities reflect a focus on technology and its relationships to enhanced learning and teaching.

Superintendents who effectively lead integration of technology typically perform the following tasks:

Superintendent

Program Director

Principal

Learning and Teaching

Program Director

Participate in developing and providing electronic resources that support improved learning for program participants

Provide rich and effective staff development opportunities and ongoing support that promote the use of technology to enhance program initiatives and activities

Ensure that program curricula and services embrace changes brought about by the proliferation of technology within society

Program Directors who effectively lead integration of technology typically perform the following tasks:

Superintendent

Principal

Learning and Teaching

Principal

Assist teachers in using technology to access, analyze, and interpret student performance data, and in using results to appropriately design, assess, and modify student instruction

Collaboratively design, implement, support, and participate in professional development for all instructional staff that institutionalizes effective integration of technology for improved student learning.

Principals who effectively lead integration of technology typically perform the following tasks:

Superintendent

Program Director

Learning and Teaching

Scenarios:

Learning and Teaching

Technology Management for School Leaders

Module 2: Evaluating Software

Online Courses

The World Wide Web has made all kinds of material available to everyone. A number of students in your high school have asked if they can receive high school credit for classes that they take on their own time via the Internet. These classes are available either through accredited universities or high schools in other states. The classes are accredited by your state department and by the Southern Association of Colleges and Schools. What type of policy will you recommend for your School Board to adopt regarding online for-credit class selection by students?

Classroom Software

Teachers with computers in their classroom have been asking the principal for software programs to use with students. Develop a procedure for teachers to follow before they receive approval to purchase software. Possible topics to cover include (but are not limited to): software evaluation, platform compatibility, meets state standards, etc.

Planning Professional Development For the past three years, your district has offered skills-

based workshops on a variety of application programs and Internet resources. Yet, while your teachers use these tools for their own productivity, you see little technology use with the students. As you plan next year’s professional development opportunities, what will you do to help teachers integrate technology tools into their curriculum? Try to outline some specific courses that are needed. When will they be offered? What incentives will you offer to attend? What will participants be required to do? Finally, how will you assess the effectiveness of your professional development?

Resources:Learning and Teaching

Technology & Teaching resources from PBS can be accessed at http://www.pbs.org/teachersource/teachtech/research.shtm

Connecting Student Learning and Technology can be accessed at http://www.sedl.org/pubs/tec26/flash.html

Transforming Learning Through Technology, can be accessed at http://www.mff.org/edtech/article.taf?_function=detail&Content_uid1=275

The Power of Digital Learning: Integrating Digital Content, a 36 page document that can be downloaded at http://www.ceoforum.org/downloads/report3.pdf.

What is Effective Integration of Technology, and Does it Make a Difference? This is a 4 page PDF document that can be downloaded at http://www.l2l.org/iclt/2000/papers/181a.pdf

Using Networks & Technology To Support Learning, a 4 page PDF document that can be downloaded at http://www2.eap.muohio.edu/edt443/ConstructivistReview.pdf

Model the routine, intentional, and effective use of technology.Employ technology for communication and collaboration among colleagues, staff, parents, students, and the larger community.Create and participate in learning communities that stimulate, nurture, and support faculty and staff in using technology for improved productivity.Engage in sustained, job-related professional learning using technology resources.Maintain awareness of emerging technologies and their potential uses in education.Use technology to advance organizational improvement.

TasksPerformance Indicators: Productivity and Professional Practice

Technology Leadership Tasks: Productivity and Professional Practice

Superintendent Program Director

Principal

Professional Practice Indicators

Professional PracticeScenarios

Establish a culture that encourages responsible risk-taking with technology while requiring accountability for results.

Maintain an emphasis on technology fluency among staff across the district and provide staff development opportunities to support high expectations.

Use current information tools and systems for communication, management of schedules and resources, performance assessment, and professional learning.

Superintendents who effectively lead integration of technology typically perform the following tasks:

Superintendent

Program Director

Principal

Professional Practice

Program Director

Use technology and connectivity to share promising strategies, interesting case studies, and student and faculty learning opportunities that support program improvement.

Model, for program staff, effective uses of technology for professional productivity such as in presentations, record keeping, data analysis, research, and communications.

Use online collaboration to build and participate in collaborative learning communities with directors of similar programs in other districts.

Program Directors who effectively lead integration of technology typically perform the following tasks:

Superintendent

Principal

Professional Practice

Principal

Use current technology-based management systems to access and maintain personnel and student records.

Use a variety of media and formats, including telecommunications and the school Web site, to communicate, interacts, and collaborate with peers, experts, and other education stakeholders.

Principals who effectively lead integration of technology typically perform the following tasks:

Superintendent

Program Director

Professional Practice

Scenarios:

Productivity and Professional Practice

Technology Management for School Leaders

Module 5: Evaluating School Management Software

Lab Vs. Classroom

Your district has received funding for a number of computers for each school. The funds would allow at least four computers per classroom. Discuss how you will place the computers in the building. Will you place the four in each classroom? Will you locate them all in computer labs? Or place some in classrooms and some in a lab?

Going Online

You know that several of your teachers belong to email discussion groups called listservs. Others routinely access the Internet to find lesson plans, software, and other classroom resources. How can you use the Internet to communicate with others in both your local school and community and throughout the world? How can you encourage reluctant users to explore the World Wide Web and other digital resources?

Management Software

Your division uses a software management program to track student data. The data includes attendance, grades, parent information, discipline reports, and much more. Different employees have different access to the data. How do you approach teachers’ access to the data for their own students during a given school year?

Resources:Professional Practice

enGauge - Indicator: Administrative Proficiency can be accessed at http://www.ncrel.org/engauge/

Becoming a Technologically Savvy Administrator, an ERIC digest, can be accessed at http://www.ed.gov/databases/ERIC_Digests/ed438593.html

Technology Standards for School Administrators III. Productivity and Professional Practice can be accessed at http://www.ncrtec.org/pd/tssa/practice.htm

Leadership and the New Technologies can be found at http://www.edc.org/LNT/home.html

Technology Counts: A Test of Leadership can be accessed at http://www.edweek.org/sreports/tc/admin/ad-n.htm

Beyond E-Mail Software for the techno savvy administrator can be accessed at http://www.electronic-school.com/0198f5.html

Performance Indicators: Support, Management and Operations

Develop, implement, and monitor policies and guidelines to ensure compatibility of technologies.Implement and use integrated technology-based management and operations systems.Allocate financial and human resources to ensure complete and sustained implementation of the technology plan.Integrate strategic plans, technology plans, and other improvement plans and policies to align efforts and leverage resources.Implement procedures to drive continuous improvements of technology systems and to support technology replacement cycles.

Tasks

Technology Leadership Tasks: Support, Management, and Operations

Superintendent Program Director

Principal

SupportIndicators

SupportScenarios

Provide adequate staffing and other resources to support technology infrastructure and integration across the district.

Ensure, through collaboration with district and campus leadership, alignments of technology efforts with overall district improvement efforts in instructional management and district operations.

Superintendents who effectively lead integration of technology typically perform the following tasks:

Superintendent

Program Director

Principal

Support

Program Director

Implement technology initiatives that provide instructional and technical support as defined in the district technology plan.

Determine financial needs of the program, develop budgets, and set timelines to realize program technology targets.

Program Directors who effectively lead integration of technology typically perform the following tasks:

Superintendent

Principal

Support

Principal

Provide campus-wide staff development for sharing work and resources across commonly used formats and platforms

Allocate campus discretionary funds and other resources to advance implementation of the technology plan.

Advocate for adequate, timely, and high-quality technology support services.

Principals who effectively lead integration of technology typically perform the following tasks:

Superintendent

Program Director

Support

Scenarios:

Support, Management, and Operations

Technology Management for School Leaders

Module 3: Understanding and Evaluating Networks

Software Upgrades

Your division has had good working computers for the last two years. These computers are able to run the current year’s software as well as access the necessary items on your school network. Some additional technology funds have become available and the technology department want to spend the money to upgrade all of the computers and software to the latest version. As a group, discuss how you will approach upgrades of software and computers in your division. Should this be a technology department decision, a school site decision, or other?

System Crashes

All of the schools are connected to the central office through a wide area network. This network is used to share data and applications between the central office and the schools. In recent weeks, the network has been crashing frequently. The tech support folks are working on the problem and hope to have it fixed shortly. This situation seems to occur more than three times per month. Teachers have been discouraged and students are frustrated. How can you help students and teachers gain needed access to the schools’ networked resources?

Donated Computers

Your school has just received a donation of 25 computers from a local business. The computers do not have any software and are two years old but are in excellent working condition. Decide what your school will do with the computers: Take the equipment or not? On what will you base your decision? What’s involved in getting them ready? How will they be used? Consider upgrades, software, maintenance, training, PR with the donating business, and effect on future funding requests.

Resources:Support, Management & Operations

Critical Issue: Providing Professional Development for Effective Technology Use can be accessed at http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm

Technology Standards for School Administrators Introduction and Context can be accessed at http://www.ncrtec.org/pd/tssa/intro.htm

Successful K-12 Technology Planning: Ten Essential Elements can be accessed at http://www.ericit.org/digests/EDO-IR-2001-06.shtml

Inventory of Conditions for Effective Technology-Use can be found at http://www.cosn.org/resources/012601.htm

Resources for Guiding Questions for Technology Planning can be found at http://www.ncrtec.org/capacity/guidewww/gqres.htm

Apple's Technology Planning Guide can be accessed at http://www.apple.com/education/planning/

Active Learning with Technology resources can be found at http://www.southcentralrtec.org/alt/alt.html

Putting Technology into the Classroom: A Guide for Rural Decisionmakers can be downloaded at http://www.sedl.org/cgi-bin/pdfexit.cgi?url=http://www.sedl.org/pubs/tec24/puttech.pdf

Performance Indicators: Assessment and Evaluation

Use multiple methods to assess and evaluate appropriate uses of technology resources for learning, communication, and productivity.Use technology to collect and analyze data, interpret results, and communicate findings to improve instructional practice and student learning.Assess staff knowledge, skills, and performance in using technology and use results to facilitate quality professional development and to inform personnel decisions.Use technology to assess, evaluate, and manage administrative and operational systems.

Tasks

Technology Leadership Tasks: Assessment and Evaluation

Superintendent Program Director

Principal

Assessment Indicators

AssessmentScenarios

Engage administrators in using district-wide and disaggregated data to identify improvement targets at the campus and program levels.

Establish evaluation procedures for administrators that assess demonstrated growth toward achieving technology standards for school administrators.

Superintendents who effectively lead integration of technology typically perform the following tasks:

Superintendent

Principal

Assessment and Evaluation

Program Director

Program Director

Continuously monitor and analyze performance data to guide the design and improvement of program initiatives and activities.

Employ multiple measures and flexible assessment strategies to determine staff technology proficiency within the program and to guide staff development efforts.

Program Directors who effectively lead integration of technology typically perform the following tasks:

Superintendent

Principal

Assessment and Evaluation

Principal

Promote and model the use of technology to access, analyze, and interpret campus data to focus efforts for improving student learning and productivity.

Implement evaluation procedures for teachers that assess individual growth toward established technology standards and guide professional development planning.

Include effectiveness of technology use in the learning and teaching process as one criterion in assessing performance of instructional staff.

Principals who effectively lead integration of technology typically perform the following tasks:

Superintendent

Program Director

Assessment and Evaluation

Scenarios:

Assessment and Evaluation

Technology Management for School Leaders

Module 6: Providing Professional Development

Online Testing

All of the testing programs your school uses to measure achievement will be available ONLY online in two years. Your students will need to access the test material online via the Internet. Online testing will start at the high school then two years later move to the middle school, then the elementary school. How will your district prepare for this change? Include all aspects of this change to online testing in your discussion, listing requirements, changes needed, training, etc. and how you will solve them.

Evaluating Technology Integration Your district is developing a new

assessment form to be used with your faculty. One of the items asks you to evaluate each teacher’s level of technology integration. How will you do this? Try to develop a rubric that identifies two or three objectives you will look for as you begin observing your teachers. What does technology integration look like?

Technology Standards for Employees The state has “recommended” technology standards for

certified employees in place for a number of years. Your system has been aware of the skills recommended for employees, but has only offered short elective courses for staff members. Your School Board has decided that all of your employees should be able to meet these standards within two years. How will you approach the task of getting all employees technology certified within the Board’s two-year time frame?

Resources:Assessment and Evaluation

Center for Assessment and Technology in Educatio nat http://www.catie.org

Levels of Technology Implementation (LoTi): A Framework for Measuring Classroom Technology Use, a 3 page PDF version of an article by Christopher Moersch that can be downloaded at http://www.learning-quest.com/software/loti.pdf

Technology in American Schools:  Seven Dimensions for Gauging Progress, a 41 page PDF document that can be downloaded http://www.mff.org/publications/publications.taf?page=158

New Criteria for Evaluating Technologyis available at http://ccwf.cc.utexas.edu/~cglazer/eval.htm

Measuring Impacts and Shaping the Future- http://www.ed.gov/Technology/techconf/2000/

Evaluation tools- http://www.ed.gov/Technology/techconf/2000/tools.html

Articles by Moersch- http://www.iste.org/L&L/archive/vol26/no8/supplements/moersch/moersch.html

Performance Indicators: Social, Legal, and Ethical Issues

Ensure equity of access to technology resources that enable and empower all learners and educators.Identify, communicate, model, and enforce social, legal, and ethical practices to promote responsible use of technology.Promote and enforce privacy, security, and online safety related to the use of technology.Promote and enforce environmentally safe and healthy practices in the use of technology.Participate in the development of policies that clearly enforce copyright law and assign ownership of intellectual property developed with district resources.

Tasks

Technology Leadership Tasks: Social, Legal, and Ethical Issues

Superintendent Program Director

Principal

Social, Legal, and EthicalIndicators

Social, Legal, and Ethical Scenarios

Ensure that every students in the district engages in technology-rich learning experiences.

Recommend policies and procedures that protect the security and integrity of the district infrastructure and the data resident on it.

Develop policies and procedures that protect the rights and confidentiality of students and staff.

Superintendents who effectively lead integration of technology typically perform the following tasks:

Superintendent

Program Director

Principal

Social, Legal, and Ethical Issues

Program Director

Involve program participants, clients, and staff in dealing with issues related to equity of access and equity of technology-rich opportunities.

Educate program personnel about technology-related health, safety, legal, and ethical issues, and hold them accountable for decisions and behaviors related to these issues.

Inform district and campus leadership of program-specific issues related to privacy, confidentiality, and reporting information that might impact technology system and policy requirements.

Program Directors who effectively lead integration of technology typically perform the following tasks:

Superintendent

Principal

Social, Legal, and Ethical Issues

Principal

Secure and allocate technology resources to enable teachers to better meet the needs of all learners on campus.

Adhere to and enforce among staff and students the district’s acceptable use policy and other policies and procedures related to security, copyright, and technology use.

Participate in the development of facility plans that support and focus on health and environmentally safe practices related to the use of technology.

Principals who effectively lead integration of technology typically perform the following tasks:

Superintendent

Program Director

Social, Legal, and Ethical Issues

Scenarios:

Social, Legal and Ethical Issues

Strategies for Teaching Children Responsible Use of Technology

http://www.computerlearning.org/articles/ethictch.htm

Internet Filters

Your division uses a filter/blocking system to prevent students (and teachers) from accessing inappropriate material when they surf the web. During a recent high school class, students were complaining that they are unable to find material for research papers due to the overly secure nature of the filter/blocking software. Meanwhile, a colleague of yours in a different district told you that some of his students were using the Internet to make free phone calls. How should you handle the issue of filtering the Internet to both allow adequate access while protecting students (and following the law)? What kind of policies do you need in place?

Illegal Software

The librarian reads an article in the newspaper about a school in another state getting sued for illegal copies of software on school machines. A quick scan of a number of classroom computers reveals that teachers at your school have copies of software not purchased by the school on their machines. Develop a policy for use of commercial software on school machines and to periodically check all school computers for software use. What happens to computers containing illegal copies of software?

Publishing On the Web

Develop a policy for the district website. Who may place material online, what permissions are needed, etc. Include publishing student work, classroom websites, school websites, etc. Will you allow some material on an internal server (intra-net) that can only be seen by users inside the system? If you allow material on students, what type of information and what permission will you use.

Resources:Social, Legal & Ethical Issues

Critical Issue: Ensuring Equitable Use of Education Technologycan be found at http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te400.htm

Closing the Equity Gap in Technology Access and Use: A Practical Guide for K-12 Educators can be accessed at http://www.netc.org/equity/index.html

Technology and Society resources can be found at http://www.nsba.org/sbot/toolkit/tns.html

Falling Through the Net: Defining the Digital Divide is available at http://www.ntia.doc.gov/ntiahome/fttn99/contents.html

Resources on the Digital Divide can be found at http://www.ed.gov/Technology/digdiv.html.

Strategies for Teaching Children Responsible Use of Technology can be found at http://www.computerlearning.org/articles/ethictch.htm

Sample Lesson Plans for teaching responsible use can be found at http://NASAexplores.com/standards/standards-iste.html

About TSSA InteractiveA training module developed for use by Virginia’s Initiative for Technology and

Administrative Leadership.

http://www.virginiaedleaders.org/

Virginia's Initiative for Technology and Administrative Leadership is funded in part by a grant from The Bill and Melinda Gates Foundation. VITAL also receives funding from the Virginia

Department of Education, Virginia Tech, University of Virginia and the College of William and Mary.