Running Head: Vision and Rationale

Shared Vision and Rationale

Erica Carrillo
Technology Leadership and Vision in Schools ITEC 7410
Kennesaw State University
Spring 2015

Schools Vision:

Vision and Rationale

The vision at Little Mill Middle School for implementing
technology is to get students to be productive and global citizens in
the 21st century and using technology as an expectation. This will be
accomplished by incorporating the 4 Cs: critical thinking, collaboration,
communication, and creativity in daily lesson plans. All stakeholders
will collaborate to create and implement a plan that promotes
authentic learning opportunities that encourage critical thinking and
problem solving to promote lifelong learning. The school district will
collaborate with schools and technology department to research,
evaluate, and analyze before purchasing new technologies to ensure
each purchase supports our vision.

Rationale:
Technology is a critical component in developing the 21st century
student. Furthermore, Creighton declares, Technology should blend in
with all aspects of our teaching, learning, staff development,
community relations, and so forth (Creighton, 2003, p. 44). It is
important, however, that technology is not just used for technologys
sake. It should provide authentic learning opportunities that require
students to be active learners. Creighton states, the teachers
responsibilities involve, creating classroom environments where
students think, explore, and construct meaning, while including
opportunities for students to have social interaction (Creighton, 2003,

Vision and Rationale

p.45). According to ISTE, Simply being able to use technology is no
longer enough. Today's students need to be able to usetechnology to
analyze, learn and explore (ISTE, 2014). It is also important that there
is equitable access for all students, as well as, making sure to
incorporate technology in communication with stakeholders. According
to Standards for Professional Learning, Technology facilitates and
expands community interaction, learning, resource, archiving and
sharing, and knowledge construction and sharing (Learning Forward,
2011, p. 48). If there is no fluid communication with stakeholders, it is
difficult to ensure each group will be active participants in his or her
role in implementation of technology. However, the most critical
component will be the need to develop professional development for
administration, teachers, and support staff that are based in research
strategies to help teachers develop skills necessary to achieve
According to Learning Forward, Professional learning that occurs
within learning communities provides an ongoing system of support of
continuous improvement and implementation of school and system
wide incentives (Learning Forward, 2011, p. 48). This means that
professional development cannot just be offered, school goals. but has
to have consistent follow-up. If all of these components are in place
then teachers will be invested and develop authentic learning
opportunities to support the vision, as well as, the two primary School
Improvement goals stated in LMMS Annual School Improvement Plan:

Vision and Rationale

1) Little Mill will increase the percentage of students showing
typical or high growth in all subject areas as measured by
student growth percentiles.
2) Little Mill will improve the culture and climate of the school
community. (LMMS School Improvement Plan 2014).
This results in positive impact on student achievement and growth and
meeting the school wide goals. Technology is key in reaching these
goals and accomplishing our vision.
Administrators Role:
Administrators serve a key role between the school and the
school district. The administrator is the advocate for the school when it
comes to technology implementation in that he or she must research
and request technology purchases. Funds are limited and according to,
Standards for Professional Learning, When economic challenges
emerge, schools and school systems often reduce investments in
Professional Learning (Learning Forward, 2011, p.61). The
administrator must make professional development a priority and
allocate funding that provides professional development opportunities
that support the schools vision. According to Creighton, it requires
the principal as technology leader to become involved in discovering,
evaluating, installing, and operating new technologies of all kinds,
while keeping teaching and student learning as the guide and driving
force behind it all (Creighton, 2003, p. 3). This means that the
administrator was be an active participant in staying, focused on the

Vision and Rationale

individual needs of local teachers and students, rather than race to
adopt the flavor of the month program (Creighton, 2003, p. 5).
Professional development must be relevant to the vision and have
consistent follow-up because the frustration teachers and support staff
have is that follow-up is non-existent or inconsistent. According to
Creighton, Its unreasonable to expect teachers to implement skills
and knowledge acquired in a one-or-two hour workshop without
opportunities to practice (Creighton, 2003, p. 48). Along with the
Instructional Technology Specialist, the administrator will monitor and
evaluate the effectiveness of technology and implementation using
TKES, teacher feedback, and analyzing student data to ensure it is
supporting student academic growth goals. Administrators will also
continue to schedule, support, and participate in Personal Learning
Community groups. These groups are: Classroom Culture, Student
Engagement through Technology, and Differentiation. Administration
will also ensure that professional development is continued on the use
of itslearning.org and Infinite Campus because these are our primary
modes of communication with stakeholders. According to Creighton,
The core issue is this: The principal as technology leader must remain
visible and involved in guiding the process of implementing
technology, with teaching and learning as the driving force
(Creighton, 2003, p. 23). Creighton also goes on to say, Principals
need first to understand how technology supports the curriculum and

Vision and Rationale

learning objectives, and second to help teachers determine effective
strategies for connecting technology with the most recent research and
development findings on learning (Creighton, 2003, p. 75). This
includes clearly stating the expectation for all stakeholders to be active
participants in the implementation technology.

Instructional Technology Specialists Role:

The schools Instructional Technology Specialist will be
responsible for providing teachers with access to professional learning
opportunities that support authentic learning in the classroom that
engages students. As stated in, Instructional Coaching: A Partnership
Approach to Improving Instruction, The primary goal of instructional
coaching is to enable teachers to implement scientifically proven
instructional practices that respond directly to teachers burning
issues (Knight, 2007, p.17). According to the Shared Vision Survey,
teachers felt that follow-up wasnt consistent, and teachers and staff
preferred one-on-one mentoring, additional professional development
sessions, and modeling in the classroom. As the ITS, he or she will
need to continue provide the PLCs once a month, Tech Tuesdays, and
time to meet individuals for follow-up sessions. The ITS will also need
to make sure to provide support for all stakeholders with the primary
communication systems of itslearning.org and Infinite Campus. The ITS
will also ensure that technology is equitable for all staff members, but

Vision and Rationale

also students. This will include but not be limited to Ipads, desktops,
laptop carts, Smart Boards, computer labs, as well as access points
and laptops for student check out. However, if professional
development is not continuous with frequent feedback the technology
access is a mute point. Standards for Professional Learning states,
Frequent feedback supports continuous improvement, whereas
occasional feedback is often considered evaluative (Learning Forward,
2011, p. 81). This ongoing will allow teachers to focus on his or her
professional development needs and seek assistance. This results in a
positive impact on student achievement and growth and meeting
school wide goals including our vision for technology implementation.
According to ISTE, With the guidance of a coach, teachers can
leverage the power of technology to engage students in their learning
and help them develop digital age skills (ISTE, 2014).

Teachers Role:
The teachers role is essential in implementing technology
throughout the school. According to ISTE, As technology integration
continues to increase in our society, it is paramount that teachers
possess the skills and behaviors of digital age professionals. Moving
forward, teachers must become comfortable being co-learners with
their students and colleagues around the world (ISTE, 2014). This
means teachers, not only will encourage students to try new

Vision and Rationale

technology, but teachers must be willing to go outside of his or her
comfort zone. Teachers will provide authentic learning opportunities
that are student-centered, challenging, and multidisciplinary. Teachers
will also use a variety of research - based strategies to implement
technology in the classroom to ensure student engagement. Teachers
will participate in PLC groups once a month with a commitment of 3
years in his or her chosen group. Teachers will also actively participate
in Tech Tuesdays to learn new strategies from the ITS, and advocate for
individual mentoring as needed. Teachers will be active role models in
technology use by using it on a daily basis in the classroom (examples:
Promethean Boards, internet, videos, interactive review games, etc.).
According to Creighton, the teachers responsibilities involve creating
classroom environments where students think, explore, and construct
meaning, while including opportunities for students to have social
interaction (Creighton, 2003, p. 45). This means teachers will take on
the role of facilitator, guide, co-learner, and co-investigator when
providing engaged authentic learning opportunities in the classroom.
Teachers will also make sure to continue to communicate with
stakeholders using itslearning.org and Infinite Campus.
Students Role:
The students role according to ISTE requires, students to be
able to use technology to analyze, learn and explore. Digital age skills
are vital for preparing students to work, live and contribute to the

Vision and Rationale

social and civic fabric of their communities (ISTE, 2014). This means
they can no longer just participate in drill practice, but must engage in
authentic learning implementing technology in learning. Student must
take ownership for his or her learning. Being the explorer, cognitive
apprentice, and their own producer of knowledge. Creighton states,
For example, students use technology applications to make
presentations both at school and in the community. Through the use of
technology, students are increasingly able to make significant
contributions to the worlds knowledge (Creighton, 2003, p.74). This
means that the expectation will be that students will collaborate and
engage in critical thinking activities to solve real-world problems.
Students will also take ownership and provide feedback to others using
technology. Students will adhere to the use of BYOT. Students will also
utilize itslearning.org and Infinite Campus on a regular basis to
communicate, as well as participate in online activities.

Parents Role:
Parents will support the plan to effectively use technology.
Parents will allow students to use technology at home to engage in
authentic learning opportunities. Parents will also monitor student
progress and coursework utilizing itslearning.org and Infinite Campus.
Parents will allow students to participate in BYOT, and will ensure
students understand the expectations of using technology at school. If

Vision and Rationale

there is no Internet and laptop access in the home, the parent will give
permission for his or her child to check out an access point and laptop
as needed. The parent will also participate in technology training as
needed.

Support Staffs Role:

Support staff will adhere to the expectations of technology
implementation plan assisting with monitoring student use of
technology.

Community Members Role:

The community member will continue to support equitable
access to all students by providing access points and laptops for
student check out. They will also assist with allocating additional funds
and educating on new trends in technology. Community members will
also make connections between the classroom setting and real world
professional setting and the importance of technology in both.

Conclusion:
Hillary Clinton coined the phrase, It takes a village in the
1990s, and that is still applicable today when developing students that
are competitive in the 21st century world. It takes all stakeholders
working together to implement and develop authentic learning

Vision and Rationale

opportunities in the classroom where students are actively engaged. As
technology has changed so have the roles of educators, students,
parents, and community members. No longer is it just about the
traditional teaching, but an innovative, collaborative, team that must
encourage and support implementation of technology in the classroom
using authentic real-world applications and problem solving. Creighton
states, Technology by itself will not get where we want to go. It must
be driven by teachers and students using technology as a tool to
perform at a higher level (Creighton, 2003, p.102).

References
Creighton, T. (2003) The Principal as Technology Leader. Thousand
Oaks, CA: Corwin
Press.
International Society for Technology in Education (2014). NETS for
students, teachers,
administrators, and instructional coaches. Retrieved from
http://www.iste.org/standards
Knight, J. (2007). Instructional Coaching: A Partnership Approach to
Improving
Instruction. Thousand Oaks, CA: Corwin Press.
Little Mill Middle School: Professional Learning Communities Goals
2014. (2013)

Vision and Rationale

Cumming, GA: Forsyth County School System.
Little Mill Middle School: School Improvement Plan 2014-2015. (2014).
Cumming, GA:
Forsyth County School System.
Standards for Professional Learning. (2011). Oxford, OH: Learning
Forward.

Click here for Shared Vision Survey .