1b: Contribute to the planning, development, communication, implementation, and evaluation of technology-infused strategic plans at the district and school levels
With a focus on how to be a visionary leader within my school and district, I applied for an Education Technology Leader position to augment my general education classroom teacher role. Below is the description of the position I started during the 2019-2020 school year and will continue for 3 years:
The Education Technology leader (ET) is a building leadership position that seeks to improve teaching and learning through education technology and digital learning to support district-wide initiatives. Next year, all secondary schools will have their gradebook updated, and all elementary schools will have the Elementary Progress Report (EPR) on a new platform. The ET will help each school with these transitions and support digital teaching and learning.
ET’s are certificated, non-supervisory staff who work closely with building leadership and the district Digital Learning Specialists (DLS’s). ET’s work to support the foundational work of the school.
Expected Time Commitment:
- 25 hours per school year including training, presenting at staff meetings, and meeting with PLC’s or individual teachers
- 4 district meetings (2 hours each) is an expectation of all Education Technology leaders and a requirement of being an ET.
7 hours personal development and planning
Through this position, I am able to deepen my understanding of what it means to coach and support colleagues as our school and district began rolling out new technology-infused strategic plans and initiatives. Peer coaching skills is a big part of learning how to connect with educators in my building in a way that will bring success to the implementation of these technology-infused strategic plans within our district.
In my blog post, The Coaching Relationship ~ The Many Layers of Building Trust through Communication and Collaboration, I dive deeper into 3 techniques that can apply to the coaching relationship to create a fresh perspective that is ready to be built with the coaching partnership. In order for any district-initiated plan to take root, educators with direct ties to classrooms and the students being served, need to first trust those who are planting the seeds of technology implementation. The Building Blocks of Trust ensures that there is just the right amount of water to help the seeds grow and not a flood of water that washes the seeds away from the necessary elements for strong roots to take hold and flourish.
Foltos, L. (2013). Peer Coaching : Unlocking the Power of Collaboration. Thousand Oaks, California: Corwin.
Garrison, David W. (2018). Forbes. Getting Better Results Through Authentically Curious Leadership. Retrieved from https://www.forbes.com/sites/forbescoachescouncil/2018/10/18/getting-better-results-with-authentically-curious-leadership/#7de6ef971cfc
Peer-Ed. (2013). Teachers Learn Better Together. Retrieved from http://www.peer-ed.com/home.html