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Running Head: SHARED VISION & RATIONALE

Shared Vision and Rationale

Ericka Fluellen

ITEC 7410

Summer 2020

Dr. Angela Bacon

Keywords​: shared vision, technology, collaboration, diversity, innovative

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Shared Vision and Rationale

Shared Vision Statement

Sample County School District’s vision is to be a high-performing school district

where students love to learn, educators inspire, families engage and the community trusts

the system. Sample Elementary School’s vision is a high performing school where

students are inspired to excel and educators are innovative, intentional and inclusive of

every child, his/her family, and the community. Our vision closely aligns with the

district’s vision, however it includes an emphasis on innovativeness and inclusivity. As a

community, we recognize the power of technology to accelerate our vision towards

success. It is our goal to use technology as a driver of academic excellence by creating

student centered learning opportunities that are culturally relevant, personalized and

applicable in a technology driven society. We provide stakeholders with essential

resources that redefine learning to address the diverse needs of students in an ever

evolving world. We will use technology to improve learning outcomes through use of

digital data collection, inclusion of the Four Cs in our curriculum framework, and

provision of personalized learning opportunities for all stakeholders. Furthermore, we

will explicitly outline the role of stakeholders and align technology tools to support them

in fulfillment of these roles. It is our ultimate goal to use technology as an innovative

catalyst to stimulate collaborative learning experiences unique to all students; preparing

them to thrive in the digital age and beyond.

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Rationale

Our School Improvement Team, consisting of administrators, teachers,

instructional coaches, parent liaison, and technology specialist, recently completed an

annual review of priorities and progress towards strategic goals. We all agreed that there

was a need to include specific priorities and goals for instructional technology in our

revised improvement plan. We aspire to create innovative experiences for learners but

after reflection, recognized our lack of intentions when planning for technology

integration as a major gap. We habitually rely on standardized curriculum and practices

while haphazardly integrating technology, not realizing how it undermined our

innovative efforts. As a team, we have now embraced the reality that students are

members of a technology driven society influencing them as learners and differentiating

them from students of past generations. There is a undeniable digital divide between who

they are, what they need and our educational system’s ability to support them as digital

learners (Sheniger, 2019).

With all stakeholders embracing the current reality as well as challenges to

progress, we decided to include effective technology integration as a school improvement

priority for the upcoming school year. We used ISTE’s Diagnostic Tool and Essential

Conditions as primary documents to help identify highest leverage strategies in support of

newly added priorities. According to the ISTE Diagnostic Tool, we were meeting only in

one area: Equitable Access. ISTE defines equitable access as “Robust and reliable access

to current emerging technologies and digital resources, with connectivity for all students,

teachers, staff, and school leaders” (ISTE, 2020). We are a 1:1device school committed
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to investing in technology resources such as Recordex boards in every classroom, iPad

and MacBook carts, Google Expeditions, Google Suite and Nearpod to name a few.

Therefore, equitable access to tools is an obvious strength of ours. We used this strength

as a starting point that led into a deeper discussion of the need to not only provide the

physical tools but also provision of learning opportunities necessary to grow

competencies of teachers in effective usage of digital tools and resources provided.

Teachers openly express the need for relevant professional learning, particularly

as it pertains to effectively integrating technology with lesson planning and

implementation. As a team, we agreed that differentiating for professional learning is

equally as important as differentiating for students (Zdonek, 2016). Therefore,

personalized professional learning has been added as a strategy for effective technology

uses in our school improvement plan. Using feedback from observation and ongoing

surveys, administration has successfully created tiered professional development in

support of the individualized technology needs of our staff. Within these tiers teachers

will grow their capacity to use digital tools, align them with instructional goals, and most

importantly use them as tools to create authentic learning opportunities with respect to

the diversity of our student population. For example, all professional development will

be recorded and cataloged by the Four Cs in a Google Classroom accessible by all staff.

This provides flexibility and autonomy in pacing and content while also enabling

unlimited accessibility and teacher choice. It also serves as support for selecting tools that

allow for communication, collaboration, critical thinking and creativity.

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Instructional coaches will continue to embed productivity tools during

collaborative planning and coaching cycles as models for effective use of technology that

enhance teaching and learning. With the support of technology specialists, coaches are

able to tailor digital tools used during 1:1 sessions and small group PLCs to fit the

specific needs of participants. This innovative approach to professional learning based

on flexibility, differentiation and modeling will positively impact teachers’ willingness

to collaborate and engage in professional development (Sheniger, 2019). As a result,

teachers will increasingly embrace the vision and their role to create mirrored experiences

for their students.

Teachers and administration will digitally collect and analyze data to make

timely, sound instructional decisions based upon student strengths, misconceptions, and

learning goals. Technology has the potential to add value to the experience of assessment

allowing for richer and quicker feedback demonstrated through assignments such as

hyperdocs, Google Site portfolios, and Google Forms (JCIS, 2010).One example of this

is daily administration of exit tickets using Google Forms to formatively assess students.

Use of Google Forms quickly assesses student progress and provides immediate feedback

to both students and teachers. This feedback will be used to differentiate next steps for

small groups as well as inform remediation and extension learning plans. Instructional

coaches will also use Google Forms to create bi-weekly standard assessment for both

reading and math. They can even accommodate the needs of students with IEPs by

adding Immersive Reader as an extension to the assessment that will read it aloud based

upon their individual accommodations. Teachers will regularly collaborate with

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colleagues, administration and coaches to further analyze data in an effort to identify

gaps, missed opportunities, and modify instructional plans moving forward.

The use of digital assessment tools such as Kahoot, Quizizz, and Quizlet will also

be integrated as a means of ongoing formative assessment. Inclusion of these gamified

platforms will prove transformative for student learning by allowing students

opportunities to demonstrate their learning with flexibility and engagement. When

observed using these tools, students were authentically engaged and excited to showcase

their growing knowledge with others. Students consistently provide feedback about the

positive impacts such tools have on their overall learning experiences. They

overwhelmingly agree that interacting with digital assessment tools allows them to

demonstrate knowledge in compelling ways that are less stressful but just as effective as

paper pencil tasks if not more. These tools also have data analysis components that

provide immediate feedback, expediting the process of data uses and planning for

personalized learning supports (Timmis, Broadfoot, Sutherland, & Oldfield, 2015).

According to the ISTE Diagnostic Tool, we are approaching proficiency with our

current curriculum framework by providing an opportunity for increased inclusion of

technology integration as a means of growth. In order to foster student centered learning

communities inclusive of diverse learning styles and academic needs we must capitalize

on our innovativeness and commit to redefining our instructional practices. Technology

specialists and instructional coaches will collaborate to include technology standards

when facilitating PLCs and planning sessions. Coaches will also align technology

standards with content standards to help teachers effectively integrate technology skills in
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day-to-day instruction and instead of teaching them in isolation. One way to achieve this

is integrating the Four Cs in our current curriculum frameworks. Embedding the Four Cs,

creativity, communication, collaboration and critical thinking, into the curriculum will

grow 21st century learning competency for teachers and students. According to a 2010

study by the American Management Association, the AMA 2010 Critical Skills Survey,

“80 percent of executives believe fusing the “Three Rs” and “Four Cs” would ensure that

students are better prepared to enter the workforce” (National Education Association,

2017). These studies highlight the reality that students need more than basic reading and

math skills in order to be college and career ready; they must learn to think critically,

create, collaborate, and communicate effectively.

Moving forward, we will include Hyperdocs as a tool to redefine the overall

learning experience for students with the sole purpose of amplifying student voice and

embedding creativity, critical thinking, problem solving and collaboration into our

framework. The Hyperdoc Handbook defines hyperdocs as transformative, interactive

Google Docs with potential to replace the standard instructional delivery with

personalized lessons designed using a variety of web tools in innovative ways to

authentically engage learners in the Four Cs. ( Highfill, Hilton, & Landis, 2016).

Embracing the shift from teacher-led lessons to student driven, inquiry based exploration

welcomes innovation into our classrooms in ways that allow us to personalize instruction

and meet the needs of all learners.

Diversity Considerations
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Students, teachers, and administrators have reliable and robust access to

computers and digital resources that support engaging standard based learning. 1st-5th

grade students have 1:1 devices and kindergarteners have both classroom desktops and

iPad carts that can be checked out on a daily basis. As a district, we recently partnered

with Sprint and T-mobile, to provide hotspots and laptops for over 30,000 students over a

five year time period. In the near future, some of these hotspots will be added to school

buses to stabilize connectivity within our communities. We are also piloting a

Tablet2Read program, sponsored by local donors, committed to supplying every K-5

student with an iPad for both home and school use. These initiatives will ensure all of our

students have digital devices and tools necessary to bridge the digital divide experienced

throughout our community, where 100% of our population are considered low SES.

Our vision highlights our mission to be inclusive of all learners and their families

as they strive for academic excellence. However, female inclusion in technology is a

hidden gem that we need to unveil and more intentionally plan for in the future at our

school. We will do so by empowering our female students and teachers to create and

engage in digital technology by educating girls equally, advocating for inclusion in male

dominated tech spaces, and providing access to female mentors as role models. “Girls

Who Game Club” will be added as an option for Wednesday enrichment which will

provide an additional opportunity for female exposure and engagement in STEM

education. “Dell Technologies and Microsoft have partnered on the Girls Who Game

pilot program, an initiative focused on increasing young girls’ access to technology to

prepare them for success in a digital world. This extracurricular gaming program gives
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female students the opportunity to learn through play, with a focus on building global

competencies and computational thinking using Minecraft: Education Edition”

(Microsoft EDU, 2020). We chose this program due to its alignment with our goal to

build a community of learners, develop mentorships and provide authentic opportunities

to encourage our girls to explore STEM learning and careers.

Stakeholder Roles

Studies indicate that leaders who create a culture of collaboration and

transparency while developing capacity of all stakeholders are more likely to create

learning environments capable of sustaining change and improvement (Sheniger, 2019).

In order to sustain effectiveness school leaders must lead from the inside out by engaging

stakeholders in a vision empowering them to fulfill their role in preparation of 21st

century learners. To fully leverage the potential of educational technology, we realize that

our teachers can not pursue this work alone. We need the support of informed families

and the community at large to champion technology integration at all levels (ISTE,

2020).

Technology Specialist

Media specialist, technology coaches and educational specialists are all

considered technology specialists at Sample Elementary School. Technology specialists

serve as change agents collaborating with other stakeholders to provide equitable access

to technology resulting in improved practice and learning outcomes in the classroom and

community (ISTE, 2020). They will support the school vision by partnering with

teachers to design digital content that effectively embeds instructional technology into
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existing curriculum during weekly collaborative sessions and PLCs. They will also serve

as advocates for digital citizenship with an ultimate goal of growing digital literacy

programming for teachers, students, leaders and families.

Administrators

Administrators serve as visionary planners who empower stakeholders to support

the shared visions necessary for creating a culture that intentionally uses technology

innovatively to enhance teaching and learning (ISTE, 2020). At Sample School

Elementary they are essential to building partnerships and teams that collaborate to

establish and sustain a system to improve technology integration. For example, they are

tasked with inspiring a culture of innovation that motivates teachers to embrace

calculated risks and use digital tools to facilitate deeper learning and construct

competencies necessary for college/career pathways and beyond (​Sheniger, 2019). Thus

supporting Sample Elementary School’s shared vision to be inclusive of the needs of all

learners. The plan to partner with Microsoft’s Girls Who Game club in support of gender

“tech-equity” is one way that administrators commit to work with students, teachers,

coaches and the community to breathe life into our shared vision.

Teachers

Teachers are a primary stakeholder in educational technology within their

classrooms. They must be committed to continuously improving their practice by

collaborating with others to design personalized learning experiences that support the

needs of all learners (ISTE, 2020). One way they achieve this is use of emerging

technologies to collect and analyze data that informs personalized learning plans. They
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also support parents' growing knowledge of technology practices necessary for success in

both home and school environments. Communicating with parents and students using

tools like Class Dojo and Google Classroom are examples of the type of support teachers

at Sample School Elementary provide to sustain the home-school connection for digital

age learners.

Families

Engaged families are key to successful technology plans. Informed parents and

community members are better prepared to support digital learners on the home front;

ensuring overall experiences are culturally relevant and incorporated into the daily life of

students in real world contexts. Sample Elementary School will provide digital learning

opportunities for families through monthly parent academies which include bitesize

technology training to support them with troubleshooting, frequently asked hardware and

software questions, and opportunities to learn research based strategies for motivating

digital age learners.

Students

Students at Sample Elementary School are expected to thrive in their pursuit of

academic excellence. Teachers and leaders communicate the expectations through “ The

Sample School Way”, an outline of the daily commitment students make to contribute to

the positive learning environment. These commitments call for students to be responsible,

respectable role models. Students who take on this commitment are rewarded with

behavior incentives and opportunities to share their commitment to school culture with
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peers by serving in student leadership roles such as classroom tech supporters and safety

monitors.
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References

4 steps to advance digital equality for girls. (n.d.). Retrieved July 05, 2020, from
https://plan-international.org/education/4-steps-digital-equality-girls

APS FY2020 District Technology update.pdf. (2020). Retrieved June, 2020, from
https://drive.google.com/file/d/14xfNzlWwkRdYxnO3mf8yLD81oPAhG091/view?
usp=sharing

APS Technology Plan 2015-2018.pdf. (2015). Retrieved June, 2020, from

https://drive.google.com/file/d/1wq8K1_qacos1CUMtpcGR6Ps3aLJquhmI/view?us
p=sharing

Girls Who Game: Empowering female students to pursue STEM with Minecraft:
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JCIS. (2010, September). Effective Assessment in a Digital Age A guide to

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National Education Association. (2017). An Educator's Guide to the "Four Cs".

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Sheninger, E. (2019). ​Digital Leadership​. [VitalSource Bookshelf]. Retrieved from

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Timmis, S., Broadfoot, P., Sutherland, R., & Oldfield, A. (2015). Rethinking
assessment in a digital age: Opportunities, challenges and risks. ​British Educational
Research Journal,​ ​42(​ 3), 454-476. doi:10.1002/berj.3215

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