Standard 1.1 Shared Vision
Candidates facilitate the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership.
(PSC 1.1/ISTE 1a)
(PSC 1.1/ISTE 1a)
Artifact:
Reflection:
ITEC 7410 Shared Vision Paper
The Shared Vision Paper was completed to help me examine and understand the way my school uses technology in alignment with our district technology vision. At first, I reviewed my school district vision for technology. After examining the county vision, I reflected on my school use of technology for student achievement. Once I reflected on my school use of technology, I compared our use of tech to some research-based best practices for technology in the classroom for student learning. I used research-based practices to suggest new ways to effectively use technology in the classroom that is appropriate for my school setting. I developed the Share Vision Paper to propose a new vision for my school that includes the use of technology and suggested implementation process. Within the Shared Vision Paper, I added suggestions for stakeholders to follow to implement the use of technology in the classroom effectively. Which also supports our school vision and mission statements for students’ academic achievement. Therefore, my Share Vision Paper artifact includes the development and implementation of a shared vision for my school for the use of technology in teaching, learning, and leadership.
Through the development of this Shared Vision Paper, I collaborated and conversed with a few colleagues, and gathered data from conversations, observations, and surveys to assist me as I created this artifact. The Shared Vision Paper is provided evidence that I worked to investigate the mission and vision of my school as it relates to the use of technology in teaching, learning, and leadership. To begin, I read and compare our school mission and vision statements with our district as it relates to technology for teaching and learning. I found that my school vision statement did not include any verbiage concerning technology use for students learning. However, both the vision and mission statements state what our school goals are to achieve with our students. The vision statement emphasizes on producing high academic achievement while leading students to become lifelong thinkers and learners. To help the vision come to fruition, I researched some research-based practices for the use of technology to enhance learning to help students become lifelong thinkers and learners. While creating the vision for my Shared Vision Paper artifact, I used repetition from the standards to develop the vision to state technology use for students learning. Before creating the Shared Vision Statement, I considered concerns that the stakeholders had concerning students learning and achievement. According to Sheninger (2014), “A vision begins with talk, but it will only become a reality with action.” While discussing with stakeholders, the most common concerns and goals are student motivation, students taking on a more responsible role to increase and enhance their learning by being more engaged, and an active participant in their education. The last concern is for students to read and comprehend the information to use their critical thinking skills while working on assignments: instead of using Google to find answers while working on Chromebooks. Within the Share Vision Paper, the “rationale” section explains the current use of technology in my school and how new strategies can be used to promote teaching, learning, and leadership with technology use. I included possible solutions using research-best practices to implement strategies in the classroom to encourage student engagement, achievement, and motivation within the learning environments.
I proposed a new Vision Statement for my school, which included verbiage for technology use for teaching, learning, and leadership. Not only did I recommend a new vision statement for my school, but I also implemented new strategies. I included leadership strategies by provided teachers with professional learning over Web 2.0 tools to use in the classroom to promote student engagement. I also assisted teachers in implementing digital tools and resources in the classroom that supported higher-order thinking among learners. I included in the Shared Vision Paper, a subsection titled “Stakeholder Roles.” This section clearly describes the roles of our school faculty and staff in the event the new Shared Vision is implemented. In addition to setting a new, clearly defined vision, which includes technology, the action is needed. Action will not take place if I do not do my part. Which is why I implemented a change by taking a leadership role with the stakeholders and becoming a “peer coach.” Not only did I coach the stakeholders, but I allowed them to observe me implementing technology-related research- best practices, strategies, tools, and digital resources with my students. I believe that when the teachers, support staff, and administrators observe the research-best practices being implemented, that they will change their mindset and adopt these new strategies.
The developmental process of this Share Vision Paper helped me understand what it truly takes to create a vision statement for a school that includes technology and verbiage that addresses the use of technology for teaching, learning, and leadership. I also learned how to examine the mission and vision statement for my school and compare those statements alignment to our district. However, I learned that as technology is rapidly changing, so does the vision of how technology will be used for teaching and learning. It is imperative to look over the vision and mission statement of your school at least every three to five years to ensure that it is up to date and in alignment with technology use that will effectively implement strategies for student achievement. Also, I learned that a blended learning environment would be best for my school. Face-to-face interaction allows students to seek better motivation, which enforces their confidence on the learned topics (2018). The use of various teaching approaches will help teachers reach their students and meet each student learning needs. With blended learning environments that include real-life applications along with the use of effective Web 2.0 tools, students will become more engaged, motivated, and take ownership of their learning while improving their higher-order thinking skills. Blended learning environments is one of the research-best practices that was introduced to the teachers. I learned through the completion of this artifact that some teachers are not reluctant to implementing technology and new strategies in the classroom, they are not aware of the available digital resources and tools. It is critical to look at the school vision and update the vision every few years. The rationale process in meeting the school vision which will include the use of technology for teaching and learning should also be kept up-to-date. Keeping the school vision and rationale to achieving the vision in alignment with the use of current technologies will help the school stay current with effective technology use to enhance and promote student learning, achievement, growth, engagement, and success.
The measurement of the work that went into developing the Share Vision Paper artifact is unclear. However, once stakeholders begin to use technology research-best practices for teaching and learning, there will be an effect on learning. Teachers will play a huge role in the shared vision. I had the opportunity to suggest a new Share Vision with my school. I also shared and demonstrated some research-based practices and strategies to implement in the classroom.
References:
Othman, S. Z., Zaid, N. M., Harun, J., & Abdullah, Z. (2018). Developing Higher Order
Thinking Skill with the 120-Minute Instructional Station Rotation (MRSP120) Approach: Students Perceptions. 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). doi:10.1109/tale.2018.8615170
Sheninger, E. C. (2014). Digital leadership: Changing paradigms for changing times.
Thousand Oaks, CA: A joint publication of Corwin ICLE.
ITEC 7410 Shared Vision Paper
The Shared Vision Paper was completed to help me examine and understand the way my school uses technology in alignment with our district technology vision. At first, I reviewed my school district vision for technology. After examining the county vision, I reflected on my school use of technology for student achievement. Once I reflected on my school use of technology, I compared our use of tech to some research-based best practices for technology in the classroom for student learning. I used research-based practices to suggest new ways to effectively use technology in the classroom that is appropriate for my school setting. I developed the Share Vision Paper to propose a new vision for my school that includes the use of technology and suggested implementation process. Within the Shared Vision Paper, I added suggestions for stakeholders to follow to implement the use of technology in the classroom effectively. Which also supports our school vision and mission statements for students’ academic achievement. Therefore, my Share Vision Paper artifact includes the development and implementation of a shared vision for my school for the use of technology in teaching, learning, and leadership.
Through the development of this Shared Vision Paper, I collaborated and conversed with a few colleagues, and gathered data from conversations, observations, and surveys to assist me as I created this artifact. The Shared Vision Paper is provided evidence that I worked to investigate the mission and vision of my school as it relates to the use of technology in teaching, learning, and leadership. To begin, I read and compare our school mission and vision statements with our district as it relates to technology for teaching and learning. I found that my school vision statement did not include any verbiage concerning technology use for students learning. However, both the vision and mission statements state what our school goals are to achieve with our students. The vision statement emphasizes on producing high academic achievement while leading students to become lifelong thinkers and learners. To help the vision come to fruition, I researched some research-based practices for the use of technology to enhance learning to help students become lifelong thinkers and learners. While creating the vision for my Shared Vision Paper artifact, I used repetition from the standards to develop the vision to state technology use for students learning. Before creating the Shared Vision Statement, I considered concerns that the stakeholders had concerning students learning and achievement. According to Sheninger (2014), “A vision begins with talk, but it will only become a reality with action.” While discussing with stakeholders, the most common concerns and goals are student motivation, students taking on a more responsible role to increase and enhance their learning by being more engaged, and an active participant in their education. The last concern is for students to read and comprehend the information to use their critical thinking skills while working on assignments: instead of using Google to find answers while working on Chromebooks. Within the Share Vision Paper, the “rationale” section explains the current use of technology in my school and how new strategies can be used to promote teaching, learning, and leadership with technology use. I included possible solutions using research-best practices to implement strategies in the classroom to encourage student engagement, achievement, and motivation within the learning environments.
I proposed a new Vision Statement for my school, which included verbiage for technology use for teaching, learning, and leadership. Not only did I recommend a new vision statement for my school, but I also implemented new strategies. I included leadership strategies by provided teachers with professional learning over Web 2.0 tools to use in the classroom to promote student engagement. I also assisted teachers in implementing digital tools and resources in the classroom that supported higher-order thinking among learners. I included in the Shared Vision Paper, a subsection titled “Stakeholder Roles.” This section clearly describes the roles of our school faculty and staff in the event the new Shared Vision is implemented. In addition to setting a new, clearly defined vision, which includes technology, the action is needed. Action will not take place if I do not do my part. Which is why I implemented a change by taking a leadership role with the stakeholders and becoming a “peer coach.” Not only did I coach the stakeholders, but I allowed them to observe me implementing technology-related research- best practices, strategies, tools, and digital resources with my students. I believe that when the teachers, support staff, and administrators observe the research-best practices being implemented, that they will change their mindset and adopt these new strategies.
The developmental process of this Share Vision Paper helped me understand what it truly takes to create a vision statement for a school that includes technology and verbiage that addresses the use of technology for teaching, learning, and leadership. I also learned how to examine the mission and vision statement for my school and compare those statements alignment to our district. However, I learned that as technology is rapidly changing, so does the vision of how technology will be used for teaching and learning. It is imperative to look over the vision and mission statement of your school at least every three to five years to ensure that it is up to date and in alignment with technology use that will effectively implement strategies for student achievement. Also, I learned that a blended learning environment would be best for my school. Face-to-face interaction allows students to seek better motivation, which enforces their confidence on the learned topics (2018). The use of various teaching approaches will help teachers reach their students and meet each student learning needs. With blended learning environments that include real-life applications along with the use of effective Web 2.0 tools, students will become more engaged, motivated, and take ownership of their learning while improving their higher-order thinking skills. Blended learning environments is one of the research-best practices that was introduced to the teachers. I learned through the completion of this artifact that some teachers are not reluctant to implementing technology and new strategies in the classroom, they are not aware of the available digital resources and tools. It is critical to look at the school vision and update the vision every few years. The rationale process in meeting the school vision which will include the use of technology for teaching and learning should also be kept up-to-date. Keeping the school vision and rationale to achieving the vision in alignment with the use of current technologies will help the school stay current with effective technology use to enhance and promote student learning, achievement, growth, engagement, and success.
The measurement of the work that went into developing the Share Vision Paper artifact is unclear. However, once stakeholders begin to use technology research-best practices for teaching and learning, there will be an effect on learning. Teachers will play a huge role in the shared vision. I had the opportunity to suggest a new Share Vision with my school. I also shared and demonstrated some research-based practices and strategies to implement in the classroom.
References:
Othman, S. Z., Zaid, N. M., Harun, J., & Abdullah, Z. (2018). Developing Higher Order
Thinking Skill with the 120-Minute Instructional Station Rotation (MRSP120) Approach: Students Perceptions. 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). doi:10.1109/tale.2018.8615170
Sheninger, E. C. (2014). Digital leadership: Changing paradigms for changing times.
Thousand Oaks, CA: A joint publication of Corwin ICLE.