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: Shared Vision
Reflection:
The shared vision in technology focused on determining specific needs in the area of technology at Wayne County High School. The artifact included a vision statement, rationale, diversity considerations, and frameworks the stakeholder roles for administrators, technology leaders, teachers, parents, students, and community members. I created and administered a survey given to a group of teachers; based on the results, I helped create a plan of action and shared vision alongside a team of stakeholders who represented various groups involved in the process.
Visionary leadership is essential with any leadership position, especially when it comes to the planning and execution of a technology plan. The first and one of the most imperative steps in visionary leadership is a shared vision. Stakeholders need to know and understand the end goal in order to create and implement the steps in getting there; the shared vision that was created during this assignment gave us a destination on which to focus.
During the process in creating a shared vision, a survey was first developed by the group of stakeholders (an administrator, technology leaders, teachers, students, a parent, and a community member) to assist in determining strengths and weaknesses in the area of technology for the school. The questions were aligned with ISTE’s Essential Conditions, which provided a skeleton of ideas and concepts that needed to be addressed and researched. As the stakeholders review the results to the survey, the design and development of the shared vision took place. Roles of each of the stakeholder groups and communities were clearly defined during the design and development stages of the shared vision. Each of the stakeholder representatives are to continuously assist in the implementation of the shared vision, as each of their roles is clearly defined in the shared vision. The implementation of the shared vision is an ongoing process, one in which that will be continuing throughout the entire school year. Monthly meetings with committee members help to ensure the process is moving forward at a healthy rate and helps to determine any issues that need to be resolved during the process.
This artifact taught me there are many parts in the creation of a shared vision. It’s imperative to include key stakeholders in the process of designing and developing the vision, while listening to their ideas and suggestions as well as building on them to strengthen the vision as a whole-group effort. Stakeholders need to feel validated in their roles on the team, and I feel as though this occurred with the committee in which the vision was developed. It’s also important to use resources such as ISTE’s Essential Conditions to help guide the thinking process throughout the route of creating a shared vision. Remembering that the implementation of the shared vision is a continual process is also significant to retain, as we all know technology is ever-changing and needs to be updated constantly and carefully through consideration of all stakeholders involved. If I had to change anything about the process in creating a shared vision, I would have given the survey during a different time of year (other than the summer) to gain more responses from teachers to gain a stronger understanding of their opinions. I would also open the surveys up to the other stakeholder groups to get different perspectives of the questions that were asked.
A unique fact to recollect during the process is that each stakeholder has a different experience throughout the design, development, and implementation of the shared vision. Their perspectives, roles, and use of technology is all different; knowing those differences and understanding the needs for each of them can help determine the success of the frequent improvements of the shared vision for all involved in the process. The shared vision simply gives all stakeholders the place where we are going, even though each person involved may receive a different experience along the journey in getting there; it’s a neat process!
I think anytime there are a group of stakeholders working together to create a shared vision, school improvement will occur if the group is led positively and accurately. Each stakeholder group has a leader, which helps those forerunners in creating leadership skills and ownership in a task that will better the school as a whole. Student learning is positively impacted by simply including students on the committee and listening to their needs in the classroom; hearing their updated reports on the use of technology is a clear indicator the shared vision is making a positive impact on learning across the building. The impact will be assessed by survey results (for the end of the year), meeting minutes discussing results, test scores, and a culmination of other artifacts gathered during the process.
The shared vision in technology focused on determining specific needs in the area of technology at Wayne County High School. The artifact included a vision statement, rationale, diversity considerations, and frameworks the stakeholder roles for administrators, technology leaders, teachers, parents, students, and community members. I created and administered a survey given to a group of teachers; based on the results, I helped create a plan of action and shared vision alongside a team of stakeholders who represented various groups involved in the process.
Visionary leadership is essential with any leadership position, especially when it comes to the planning and execution of a technology plan. The first and one of the most imperative steps in visionary leadership is a shared vision. Stakeholders need to know and understand the end goal in order to create and implement the steps in getting there; the shared vision that was created during this assignment gave us a destination on which to focus.
During the process in creating a shared vision, a survey was first developed by the group of stakeholders (an administrator, technology leaders, teachers, students, a parent, and a community member) to assist in determining strengths and weaknesses in the area of technology for the school. The questions were aligned with ISTE’s Essential Conditions, which provided a skeleton of ideas and concepts that needed to be addressed and researched. As the stakeholders review the results to the survey, the design and development of the shared vision took place. Roles of each of the stakeholder groups and communities were clearly defined during the design and development stages of the shared vision. Each of the stakeholder representatives are to continuously assist in the implementation of the shared vision, as each of their roles is clearly defined in the shared vision. The implementation of the shared vision is an ongoing process, one in which that will be continuing throughout the entire school year. Monthly meetings with committee members help to ensure the process is moving forward at a healthy rate and helps to determine any issues that need to be resolved during the process.
This artifact taught me there are many parts in the creation of a shared vision. It’s imperative to include key stakeholders in the process of designing and developing the vision, while listening to their ideas and suggestions as well as building on them to strengthen the vision as a whole-group effort. Stakeholders need to feel validated in their roles on the team, and I feel as though this occurred with the committee in which the vision was developed. It’s also important to use resources such as ISTE’s Essential Conditions to help guide the thinking process throughout the route of creating a shared vision. Remembering that the implementation of the shared vision is a continual process is also significant to retain, as we all know technology is ever-changing and needs to be updated constantly and carefully through consideration of all stakeholders involved. If I had to change anything about the process in creating a shared vision, I would have given the survey during a different time of year (other than the summer) to gain more responses from teachers to gain a stronger understanding of their opinions. I would also open the surveys up to the other stakeholder groups to get different perspectives of the questions that were asked.
A unique fact to recollect during the process is that each stakeholder has a different experience throughout the design, development, and implementation of the shared vision. Their perspectives, roles, and use of technology is all different; knowing those differences and understanding the needs for each of them can help determine the success of the frequent improvements of the shared vision for all involved in the process. The shared vision simply gives all stakeholders the place where we are going, even though each person involved may receive a different experience along the journey in getting there; it’s a neat process!
I think anytime there are a group of stakeholders working together to create a shared vision, school improvement will occur if the group is led positively and accurately. Each stakeholder group has a leader, which helps those forerunners in creating leadership skills and ownership in a task that will better the school as a whole. Student learning is positively impacted by simply including students on the committee and listening to their needs in the classroom; hearing their updated reports on the use of technology is a clear indicator the shared vision is making a positive impact on learning across the building. The impact will be assessed by survey results (for the end of the year), meeting minutes discussing results, test scores, and a culmination of other artifacts gathered during the process.