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Strengthen
Leadership |
Summary from the National Education
Technology Plan
For public education to benefit from the
rapidly evolving development of information and
communication technology, leaders at every
level—-school, district, and state—-must not only
supervise, but also provide informed, creative,
and ultimately transformative leadership for
systemic change.
Recommendations for states, districts, and
individual schools include the following:
- Invest in leadership development programs to
develop a new generation of tech-savvy leaders
at every level.
- Retool administrator education programs to
provide training in technology decision-making
and organizational change.
- Develop partnerships between schools, higher
education and the community.
- Encourage creative technology partnerships
with the business community.
- Empower students' participation in the
planning process.
From Good To Great: Toward a 21st Century
Learning Environment
In the book Good to Great, Jim Collins
and his team observed companies that exhibited
consistent exemplary performance for at least 15
consecutive years. Collins outlined six elements
that, based on stringent empirical analysis,
proved to have been the significant factors that
separated these companies from the competition and
the market in general:
- The quality of leadership
- The quality of the people engaged in the
enterprise
- Use of data to drive decisions
- Recognition and focusing on your core
business
- Creation of a culture of discipline
- Use of technology to accelerate
momentum
If we are to move our schools from "good to
great," we need to retool and evaluate our
schools. No Child Left Behind begins the
evaluation process through its data and reporting
requirements. However, to complete this
transformation, leaders need to prepare our
schools to meet the challenge of the global
marketplace and the needs of today's students.
Collins and his team found that technology in
and of itself is not a factor one way or the other
in the success or failure of an organization.
- "The good-to-great companies never began
their transitions with pioneering technology,
for the simple reason that you cannot make good
use of technology until you know which
technologies are relevant."1
We must transform education first, not automate
old ways, methods, or learning environments.
Technology can become an accelerator of change and
help to resolve the achievement paradox.
1 Jim Collins, Good
To Great (New York: HarperCollins, 2001),
152-153. |
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1/19/2006 10:54:01 AM (Hasan
Abdulmalik)
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I think Mr. Collins work provides us
with some good insight and ideas of where we as
educators need to move forward.
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1/19/2006 10:51:36 AM (marlon
farr)
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History repeats itself and failure to
continue to learn will surely result in another
extinction of the dinosaurs.
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1/19/2006 10:47:54 AM (Thyrun
Hurst)
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"Keeping NCLB in mind"
1. We
must have Tech Savvy Leaders in order to have Tech
Savvy Students.
2. Everyone must take an
active role in creating a hi-tech program
(school - business partners - and
community).
3. All stakeholders must be
involved in the planning process.
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1/19/2006 10:41:57 AM (Deborah
Thomas)
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Students in today's schools have been
born into a world filled with technology. In order
to meet the needs of our students, we as educators
must make technology training for our staff a
priority. Providing training, hand in hand with
the resources needed and monitoring their use will
increase the use of technology in our schools. As
an administrator, having students and teachers
observse me using technology in presentations, the
hallways, cafeteria, etc. makes a powerful
statement. Becoming a tech savy administrator is
not a choice, it is a nessessity in the education
of our students.
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11/7/2005 2:21:08 PM (Andrew Van
Camp)
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Intent is an element of our
educational paradigm that is more fundamental than
curriculum. Collective intent, in a diverse
democratic culture is not achievable by honest
means other than open debate. Leadership is
required to direct that debate with a sense of
urgency. For while we debate, yet more generations
suffer the consequences of a poor education, in an
advanced technological world. If that leadership
demands patience with those who fail to see the
connection between poor education and substantial
suffering, or intentionally suppress the
connection for personal gain, or otherwise
whimsically rationalize it away, then a leadership
is required that this author neither possesses, or
understands. The challenge before us is daunting,
but the patient is bleeding. Acceptance of 30
percent proficiency rates and patting ourselves on
the back when they rise to 31 or 32 percent is a
pitiful bandage applied to such a massive blood
letting. When, as a society, we decide our
intention is not to accept such shameful practice,
and instead our intention is a true determination
to educate all of our children to a high level of
proficiency, then and only then, will our
educational paradigm have its necessary solid
foundation to build upon.
It will become
quickly apparent, once this foundation is set,
that computer technology is a necessary tool to
start construction. Computers are not, as many
educators believe, effective tools simply by
placing them in proximity to learning
environments. Computers are to be used to collect
and analyze massive amounts of data directed at
illuminating numerous learning obstacles.
Computers are not just for the convenience or
entertainment of students. Computers are to be
used as pliable instructional tools adaptable to
the wide variety of learning styles of our divers
student population. Computers are not just for
delivery of copies of memos by way of e-mail,
supplemental to paper copies that continue to
appear in campus mail boxes. Computers are to be
used as tools to reduce bureaucratic paper work
burdens on teachers. Computers are not centrally,
for the benefit of public appearance, or for the
fancy of everyone except teachers. Computers are
to be used primarily by teachers. For computers to
be used by teachers in these applied ways, may
require relieving them of some of their
responsibilities as chief baby sitter. Perhaps the
policing of behavior problems needs to be
delegated to behavioral specialists, to free the
teacher to focus on the use of computers to
resolve instructional issues.
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9/30/2005 11:17:08 PM (Nancy Kate
Springer)
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Incorporating technology into the
classroom is a vital key to helping the youth of
today become the leaders of tomorrow. Technology
in the classroom will enable the students to have
hands on opportunity that they might not otherwise
have at home. The policies of schools at least in
our area today are essentially set up to have
technology in the classroom, however there is no
precedent for it to be working technology. As
future educators we must push for the improvement
of technology standards and to stand by this cause
through the rough road ahead of it. Collaboration
is going to be another key to getting and keeping
technology functioning in the school system. If we
approach the business community within our
school's community we can set up a great
opportunity to have technology come into the
classroom and be quite beneficial. One example
alone is that if a particular business uses
special software they could provide it to the
schools so that upon graduation there is a ready
workforce for that business. By supporting each
other, the education program and the local
business can form a community of learning and
working through technology that will expand the
learning of the students and at the same time will
help the economy of the business and community.
With this win-win situation both communities will
have the opportunity to thrive and improve
education.
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9/30/2005 10:01:22 PM (Jaclyn
Loss)
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We must offer leadership by creating
policies and practices that endorse modern uses of
technology in an growing learning environment.
Collaboration between educators and business,
public and private agencies, and organizations
must be encouraged so that we share ideas, new
technologies, strategies, and resources for the
benefit of all learners at all ages. By learning
from each other, we can offer high quality
professional development to teachers,
administrators, and higher education staff that
will build capacity for strengthening the quality
of learning opportunities. When we work together,
we build the competence to move closer to that
visualization.
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9/30/2005 9:38:39 PM (Kimberly
Webber)
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As educators, we need to focus on
creating a better learning environment for
students of the future generation. This focus
needs to begin with the leaders. As leaders,
superintendents and principals need to focus on
improving the quality of teaching and learning.
They must make their presence known in the
classroom and work closely with the teacher. This
can be accomplished through effective
communication, as everyone gains each other's
trust and confidence. Superintendents and
principals do not need to over power teachers;
instead, they need to keep teachers informed by
providing feedback, guidance, and support that
encourages better instruction and motivates
teachers to meet every students needs.
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9/30/2005 4:16:55 PM (Zak
Bart)
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Zak Bart Fairmont State
University
How to create a better learning
evironment. Creating an efficient learning
environment stretches much further than the
classroom. As educators or future educators we
need to create better relationships with
communities and parents. If we have solid bonds
with our communities and parents we can comfort
and reach students much more effectively,
sometimes before they even step into the
classroom. Setting up conferences with parents or
even participating in community activities such as
athletics or socials could strengthen the
relationships between students, parents, and
teachers. Being in touch with a student outside
the classroom can sometimes be just as important
as being in touch inside it.
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9/3/2005 1:36:36 PM (Andrew Van
Camp)
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Few events could make it more clear,
than the disaster recently inflicted upon the poor
by hurricane Katrina, that our educational system
needs transformational change. We require an
abandonment of the current aimless application of
technology in our educational institutions.
Instead we need a focused application of computing
power directed toward analysis of how to educate
all of our citizens. Without education, there is
no economic empowerment. Without economic means,
there is no easy way to evacuate an oncoming
hurricane.
No defensive reaction is
warranted to this simple observation. Before
Copernicus, no one in the teaching 'business'
could be blamed for thinking the universe rotated
around our planet. We now have the technology to
proceed toward solutions to educational conundrums
that have thwarted our best efforts to resolve.
What is now needed is the clear-sighted
determination of educational leaders to use the
analytical power of computers to the best
advantage of the disadvantaged.
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8/5/2005 12:28:48 PM (Constance
Goodwine-Lewis)
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I am definitely on board with the
strengthening the leadership component of this
plan. I especially love the idea of including the
data driven decision-making piece in the
administrative studies. Having technologically
savvy leaders at each level in each school would
be wonderful. My school district has implemented
this. It is such a wonderful resource to have a
technology person at your finger tips to assist
you or teach you to utilize particular programs.
This is an awesome idea!
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8/1/2005 10:53:41 AM (Chloe Gordon
Gordon)
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The Technology Plan as proposed by the
No Child Left Behind Act will get leadership to
take a closer look and quicker action in preparing
children in schools. The schools who have
leadership and the dollars to support the
technology will excel. If the goal is to provide
technology to all children then we must provide
equitable dollars. Educators can teach if they are
given the necessary tools. Most children who touch
technology can teach most teachers how to use the
computer. Our district introduced laptops to
middle school students years ago and consistently
pushes technology in the classroom and beyond. The
Technology Plan will work as long as leadership
places emphasis on it as a priority.
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7/27/2005 9:31:13 PM (Margaret
Morgan)
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Educating a child is not an individual
task. It takes teamwork for this to be
accomplished. Teachers need to work with each
other and the community to help educate the
future. No Child Left Behind puts demands on the
teacher to teach the standards that sometimes it
is hard to incorporate technology into the
classroom. Today's world runs around technology
that teachers should incorporate technology in
their curriculum. The work field has technology in
their lives, and so should schools!
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7/26/2005 3:07:41 PM (John
Parker)
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I agree that education needs to stress
more importance on technology. Technology is
currently used now and is still the wave of the
future. A great deal of the jobs our students we
are teaching now will require use of technology.
Some of the students only experience with a
computer could be at school. Parents are often too
busy to teach their child the necessary skills
needed in technology. As an educator, I feel I am
partly responsible in educating the students I
teach. However, with all of the requirements of
"No Child Left Behind" I believe it would be more
beneficial to education if they were funded by the
program and were receiving assistance. "No Child
Left Behind" tells education what wee need to
accomplish, but doesn't help or direct us.
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7/25/2005 1:18:34 PM (Shalah
Sweeney)
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Strengthening leadership is very
important. If the leaders are not strong, then it
will definitely affect the students. Students
reflect their teachers. Educators must be strong
and competent in what they do. It is up to the
district and the school administrators to arrange
different staff development that will enhance
teachers' knowledge. Strengthening educators
should be an ongoing process. Strong educators
produce successful students.
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7/24/2005 2:39:19 PM (Andrew Van
Camp)
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I lack recent polling information,
yet, I would guess that most of us who are
supporters of quality education, would urge
caution when applying business models to our
schools. Still, there are selected features of
business management that can be of great value to
managers of our educational institutions. The
methods of W. Edwards Deming, and his proposed
philosophy of managing the manufacturing
enterprise come to mind. Deming certainly
supported avoidance of adversarial relationships
between workers and administrators and thus would
agree with the 7/20 comments of Prescott,
supporting a team effort. Another key feature of
Deming management was the collection of accurate
data, and enlightened statistical analysis of that
data. While the use of technology as a means to
add interest to class room presentations, is
certainly an important need, as the 7/23 comments
of Cooper suggest, the more critical use of
technology for leaders in education, is the
collection of statistical data on what ails the
poor student. It is from this information, that we
will illuminate the path to follow in the pursuit
of further improvements. This is what is meant by
"using data to drive decisions". This research
information then becomes cardinal to the effective
use of technology as Angie Grimes suggests in
comments of 7/22. Also in agreement with her
comments, would be the Deming advocacy of
encouraging education, self-improvement, and
retraining for everyone in the
organization.
The scale of the challenge,
is the element that is daunting, both in terms of
quality and quantity. To collect the data we need,
would require several well trained educators per
child, if collected manually. No society could
afford the cost of such an endeavor. We need
advanced computer technology used as a tool to
collect the required information, and computer
technology to analyze it. Statistical sampling can
help with general research, but eventually we will
need significant information, assessing the
learning challenges facing each and every child.
Our goal, to leave no child behind, necessarily
means leaving no student need unexplored. While
the scope of this challenge can be unnerving,
another of Deming's leadership challenges is to
"Drive out fear" and overcome
intimidation.
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7/23/2005 2:30:20 PM (
Cooper)
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Today's students are tomorrow's
future. School administrators and teachers have
the challenging role of integrating technology
with classroom instruction. The educational system
in the United States is a slow changing process,
unlike the technological changes of our world.
According to NCES' presentation on the National
Education Technology Plan: 28% of twelfth grade
students rate that school work is often or always
meaningful, 21% feel that courses are quite or
very interesting, and 39% believe school learning
will be quite or very important later in life. It
should be the vision of our educational leaders to
transform today's educational system utilizing
technology to make learning more meaningful,
interesting, and relevant.
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7/22/2005 4:08:39 PM (Angie
Grimes)
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"…[T]echnology in and of itself is not
a factor one way or the other in the success or
failure of an organization." This statement stood
out to me because I found it encouraging. My
access to technology is somewhat limited at the
public school I work at. However, learning to
effectively use the tools that are available is an
important element. There is a constant push to use
technology, and I do not disagree with this. But,
in order to use the technology in a school,
teachers need to be trained on how to integrate it
into their curriculum. Why bother to use
technology, if you are not going to use it
effectively? Collins stated that one element of a
successful company is the quality of people that
worked their. Improving teacher quality would have
to be the first step in being able to effectively
use technology. Teachers need to be instructed on
how to implement the tools at their
disposal.
In Collins' list of six elements
that are factors in a company's success, he noted
that one element is, "recognition and focusing on
your core business." A school's core business is
the education of children. As a business, the
needs of the "client" need to be focused on.
Again, improving teacher quality will help meet
the needs of schools' "clients." Collins also
stated that successful companies "use data to
drive decisions." Teachers need to use the data
about their students to help make decisions
concerning the instruction of their students. When
teachers are able to look at students as
individual learners instead of a mass of bodies to
impart information to, the quality of the business
will improve.
Strong leadership in the
school should certainly recognize the weaknesses,
or areas of deficiencies in the staff. A quality
leader will firmly encourage and support teachers
in their training. Leadership will help teachers
achieve a higher level of quality by providing
training on how to individualize instruction and
how technology can assist in that. Strong
leadership that strives to improve the
quality/body of information that teachers have
about strengthening instruction, will certainly
help improve the quality of the public school
business.
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7/20/2005 6:29:38 PM (
Prescott)
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The key to accomplishing these goals
is working together. In order to train exceptional
leaders that are capable of guiding students
today,we need to work as a team. Focusing on the
same goals and creating a plan that leads us to
accomplish them, will result in success. Teachers,
administrators, and community members all need to
be involved and ready to guide and prepare them
for changes in technology. Students today need
teachers that are skilled in technology and ready
to lead them to future success. Investing in
leadership development is an excellent way to
support our students' needs in the classroom and
to form a foundation that will encourage everyone
to become involved in technology. The exceptional
quality of our leaders will lead everyone in the
right direction.
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7/20/2005 3:08:06 PM (V
Reijners)
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"We must transform education first..."
Collins statement is so dead on for what needs to
happen in order for the recommendations of The
National Technology Plan to be enacted. We need to
know what we want to accomplish before we set out
to do so. As a good teacher should develop the
assessment before the lesson plan, should not the
final accomplishment be clearly defined before the
steps to achieving change are taken? The rate at
which technology is changing or has the capacity
to change lives is staggering, exciting,
challenging and time consuming! We must take to
heart the first recommendation and invest in
technologically savvy leadership. NCLB has made us
all accountable (every level, teacher on up). I
believe that what Dr. Paige was referring to in
the Vision 2020 Report regarding "schools being
unchanged for the most part" refers to trying to
make our round students fit into square pegs. Our
expectations are to be technologically savvy and
astute for the world of work, but education is not
keeping up with, nor appropriately providing a
solid enough base for our students to contribute
quickly to our changing economy. Schools that need
to provide a base that quickly immerses the
leaders in what is needed and then provide ALL the
support needed to rapidly change instruction and
curriculum. Will the dollars be there to do
this?
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7/7/2005 12:32:27 PM (Andrew Van
Camp)
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Education requires transformation
prior to (or at the same time) as massive
expenditures on technology. Education needs to
have a transformational change of the Khunian
'revolutionary paradigm shift' sort, from the
current focus of identifying and selecting the
'good' student to diagnosis of what ails the poor
student. We should know more about and gather more
data diagnosing 'D' and 'F' students than we
collect celebrating 'A' students. Assessment of
apparent student limitations is a delicate
science. In addition to analysis of particular
student needs, we need consistent, objective
information collected on a broad enough scale to
analyze trends. Much as the medical profession
collects and analyses data to make connections
between Vitamin E consumption (for example) and
various health issues, we are in need of
educational research on a scale several magnitude
greater than current efforts, to analyze
connections between psychological profiles,
perception capacity or learning styles and student
performance (for example).
Instructional
objectives should be traceable to well-developed
lesson plans. Assessments of written test results,
observed skill performance, project completion's
or other evaluation methods require articulation
of an observed student behavior in compliance or
contrast to instructional objectives. Specified
criterion for proficiency and test conditions
including allowed resources and time limits need
to be detailed in order to approach scientific
analysis of student performance measurements.
Measurement of results is largely meaningless if
not closely connected to instructional objectives.
Every test question should be traceable to a
particular well written, clearly stated,
instructional statement of intent as to an
anticipated specific learning objective. Once the
full magnitude of this transformational challenge
sinks in, we will know where we need to expend our
technology dollar.
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7/7/2005 9:47:43 AM (m
foster)
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"Collins and his team found that
technology in and of itself is not a factor one
way or the other in the success or failure of an
organization" I believe this is an accurate
statement. However, when the future is mobilizing
on a new and different level,ie., a more
technological broadbase, it would behoove us to:
1.identify areas that would benefit from from new
technological approaches and 2. identify those
tools that would enhance the transition into more
technology based approaches. Many teachers today
are slow to utilize technology because it requires
a different approach to the classroom curriculum.
To expect them to just jump in headfirst and
embrace it all, is unrealistic. I believe it will
be a slower process than that. I agree that we
must not just automate the old ways, but for some
teachers having a handle to something with which
they are comfortable, might help them to make the
transition, like taking baby steps before you
start running. Having a mentor who can guide the
process would be a good idea.
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7/6/2005 9:29:08 PM (Mona
Huff)
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"The good-to-great companies never
began their transitions with pioneering
technology, for the simple reason that you cannot
make good use of technology until you know which
technologies are relevant." I think that this
statement is an oversimplification. I certainly
don't believe that technology should be
implemented just for the sake of using technology
or that it (technology) should be the object of
instruction. However, since we have been involved
in the art and technique of teaching and learning,
I think we can identify some technology tools that
would be relevant.
Some years ago, David
Morsund wrote in an article in "Leading and
Learning with Technology," that we often begin
using new tools to perform old tasks. It is only
after using the tools in that way that we identify
or create new uses for the tools. Technology is a
powerful example of this. So, I am not sure that I
totally agree with Collins.
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