1. EDUCATIONAL LEADERSHIP IN TECHNOLOGY:
PREPARING SCHOOL ADMINISTRATORS FOR A
DIGITAL AGE
BY
VIRGINIA E. GARLAND AND CHESTER TADEJA
Chapter 5: Systemic Change with Personnel and Partnerships in Technology

2. CHAPTER 5: SYNOPSIS
• NETS.A Standard 4: “Systemic Improvement”
• Lead purposeful change to maximize improvement
• Data analysis of improved student learning
• Strategic partnerships
• Leader survey for Chapter 5 skill sets
• Discussion questions

3. CHAPTER 5: LEADER REFLECTION
Key points in this case study from a chief information
officer in Kansas:
• Core ideas must be aligned with the use of technology and available
resources
• Inspiration to provide personalized student learning
• Imagination to accurately envision the future
• Innovation to better understand the future of technology
• Provide "Education Beyond Expectations" through personalized learning
for students
• Digital citizenship goes beyond the concept of possessing inherent skills
• Expect administrators to model the use of technology to teachers
• Integrate technology with instruction

4. Key points in this case study from an online education
coordinator in Georgia:
• Bring Your Own Technology initiative allows for personalized learning
• Allows for greater student collaboration
• Using "apps" on iPhone to make record of classroom visits
and observations
• Students’ in-home technology must be the same at school as schools
lock down or place heavy restrictions
• Virtualization allows for expanded schools through:
•Better use of existing educational resources
•Lower cost of new educational resources
•Flexibility in developing and deploying new instructional environments
•Significantly smaller physical plants
CHAPTER 5: LEADER REFLECTION

5. CHAPTER 5: INTRODUCTION
• Explanation of NETS.A Standard 4
• Collaboration to establish metrics
• Leverage strategic partnerships
• Working with technology-skilled personnel

6. ISTE NETS.A STANDARD 4:
“SYSTEMIC IMPROVEMENT”
Improved student performance is linked to the use of
media-rich technologies. Superintendents and curriculum
coordinators should apply research on the use of model
academic programs in which technology is infused
Principals can support new, interactive technologies for
student learning by encouraging teachers to share
examples of best practice in their instruction

7. ISTE NETS.A STANDARD 4:
“SYSTEMIC IMPROVEMENT”
All school administrators need to collaborate in order to
present the results of district-wide data-gathering in a
manner that ensures that accurate and meaningful
information is collected:
• Teachers do not always find that the data they receive from school administrators is
helpful
• Staff meetings can be used to look at data and interpret results
• Does your weekly meeting consist of looking at data that could bring about systemic
change in student learning?

8. School district leaders should align their curriculum,
learning outcomes, and technology goals as they plan for
the ongoing recruitment, hiring, and evaluation of
professional staff members. The most important factor in
school improvement efforts is the teachers because they
are the ones who most directly affect student learning:
• Evaluation can be done using digital-age technologies
• Districts should also provide meaningful professional development for all
staff in the effective use of emerging technologies
• In his or her recruitment efforts, a superintendent must therefore hire
“tech savvy” professional staff members who can create a technology
vision for themselves and the students whom they will serve
ISTE NETS.A STANDARD 4:
“SYSTEMIC IMPROVEMENT”

9. Strategic partnerships are formed to improve student
learning:
• Blogs, Tweets, wikis, and social networking sites can contribute to
learning improvement
• Promote local, national, and even global partnerships with the use of
collaborative technologies
The need to have strategic planning for the integration of
technology innovations and the implementation of effective
interoperability standards is just as important as the
learning taking place:
• Existing technologies should also be evaluated as newer digital tools are
investigated
• Evaluation of administrative systems for their cost-effectiveness in such
operations as purchasing, transportation scheduling, and course
scheduling should be on-going
ISTE NETS.A STANDARD 4:
“SYSTEMIC IMPROVEMENT”

10. CHAPTER 5: TECHNOLOGY LEADERSHIP
SELF-ASSESSMENT SURVEY
• Self-scoring survey
• Based on National Educational Technology Standards
and Performance Indicators for Administrators
(NETS.A) Standard 4 (NETS.A 4.a, 4.b, 4.c, 4.d, 4.e)
• Ratings of 1 or 2 indicate areas of needed professional
growth
• Assessment can also be used to create an individualized
e-portfolio

11. CHAPTER 5: TIPS FOR LEADERS
1. Use your imagination to envision future technologies in order to encourage
innovative practices to improve student learning in your school.
2. Build partnerships within the district between all educators, including district-
and building -evel administrators to move from policy to practice in systemic
change to technology integration.
3. Consider implementing a Bring Your Own Technology (BYOT) program.
4. Support the integration of social networking and Web 2.0 tools in instruction,
even though there may be some challenges in terms of the need for updated
acceptable use and Internet filtering policies.
5. Ensure the “virtualization” of your school district’s academic operations with a
Learning Management System (LMS) that will provide a variety of online courses
and student special interest groups.

12. CHAPTER 5: TIPS FOR LEADERS
6. Use faculty meetings to share and interpret student test score
data in order to provide intervention strategies while learning
occurs.
7. Use digital-age tools in developing hiring policies that attract
“tech savvy” teachers; use emerging technologies to retain and
evaluate the most effective educators.
8. In addition to district-wide collaborations, develop partnerships
between schools and the community and between educational
leaders and the wider online professional community.
9. Schedule frequent evaluations of currently used software
programs, such as Schoolmaster Student Information Systems or
PowerSchool, in order to maintain accuracy in entering and
maintaining student records.

13. 1. Make a list of organizations near your community with which you or your
school can partner. In another column, describe what that relationship could
look like specifically, and describe the benefits to students that this kind of
relationship could bring, especially as it relates to systemic improvement.
On the bottom of your paper, pick one of the organizations you selected and
draw a time line of how this kind of relationship could be solidified from
possibility to reality.
2. In a small group, turn to three or four other people and discuss the
possibility of leading purposeful change in your immediate or global
organization. Outline a few challenges that this could bring. Make sure each
person in your group contributes equally in some way and be prepared to
discuss your findings with the larger group.
3. How does your organization use data? What kinds of data are analyzed
and in what ways are you encouraged to make interpretations of that data
and present your findings? If your organization does not participate in the
use of data, what ways could data be used in your organization, especially
as it relates to improving student learning?
CHAPTER 5: DISCUSSION QUESTIONS

14. 4. Describe your organization’s teacher evaluation process,
especially as it relates to improving teacher performance. In
what ways is the data used to recommend changes to
encourage differentiated instruction?
5. In the first leader reflection for this chapter, De Young
refers to three core ideas of “imagination,” “inspiration,” and
“innovation” in the technology change efforts of his school
district. What value do you place on these ideas? How are
you and administrators in your district taking a leadership
role in this type of digital-age systemic change?
CHAPTER 5: DISCUSSION QUESTIONS

15. 6. In the second leader reflection of this chapter, Mashburn comments on
the use of wireless technologies to conduct teacher observations by a
principal in his district: “Administrators who take the time and effort to
make classroom visits to see technology-enhanced lessons have more
technology enhanced lessons in their schools. Dr. Gary Davidson of
Lambert High School is one such principal. He uses an ‘app’ on his
iPhone to record his classroom visits, and emails the teacher with his
observation as he is leaving the classroom.” What are the most effective
ways for supervisors to use wireless technologies in order to observe,
evaluate, and retain “tech-savvy” teachers?
7. Based on your responses to the self-assessment for Chapter 5, what
are the next steps you might take in becoming a more effective change
agent in the use of digital-age technologies in your school or district?
What is the district lacking or proud of in terms of “tech-savvy” personnel?
What technology resources would you need in your own professional e-
portfolio in order to assist you in achieving your goals?
CHAPTER 5: DISCUSSION QUESTIONS