The Principal Technology Leadership Institute

Chicago Public Schools District #299

Chicago, IL
 

Introduction/Overview
Organizational Change
Budget & Finance
Professional Development
Technology Infrastructure
Outcomes
Evaluation
Contact Information
 

Introduction/Overview

The Principal Technology Leadership Institute (PTLI) is led by the International Society for Technology in Education (ISTE), an organization that focuses on the knowledge and skills that constitute the “technology standards core” of effective 21st Century leadership. The goal of PTLI is to seamlessly integrate technology into school improvement and to increase Chicago Public Schools (CPS) leaders’ understanding of how ISTE’s National Educational Technology Standards and campuswide technology integration relate to the No Child Left Behind (NCLB) initiative for systemic improvement. Delivered through a combination of face-to-face workshops and online learning experiences, the program provides opportunities for principals to work collaboratively to develop and achieve technology and leadership. The principals work in professional learning community cohorts of 20–25 participants. Currently, 104 principals are participating. The regular meetings and online discussions provide continuous followup to professional development sessions.

Organizational Change

The goals articulated in the Chicago Public Schools Education Plan include a focus on building leadership capacity. A wealth of evidence demonstrates that instructional technology integration is most influenced by the principal’s leadership. The Office of Technology Services eLearning offers an opportunity for CPS principals to develop and sharpen technology leadership skills through participation in the Principal Technology Leadership Institute.

Budget & Finance

The state of Illinois NCLB Title IID Technology Competitive Grant funded 3 years of development and implementation for the technology literacy program.

Professional Development

The professional development plan for PTLI involves meeting with a facilitator four times per year for 3 hours each session and participating in an online environment at least 2 hours per week. The professional development topics, which weave the concept of data-driven decisionmaking throughout, include:

• Leading 21st Century Professional Learning Communities.
• Integrating National Education Technology Standards (NETS) systemically.
• Integrating technology in instruction, curriculum, and assessment.
• Aligning a school technology plan with your SIPAAA (School Improvement Plan).
• Engaging the larger community in meeting a school’s technology needs.
• Integrating technology in the teaching and learning process.
• Data for assessment and evaluation.
• Social, legal, and ethical issues.
• Using a technology leader’s toolkit.
• Implementing and sustaining meaningful school change.

The long-term plan for PTLI includes the following phases:

• Phase One (Summer 2004)—Prepare for effective technology leadership
• Phase Two (2004–05)—Incorporate technology into school improvement planning by making data-driven decisions and understanding the nine essential conditions
• Phase Three (2005–06)—Implement the school improvement plan and develop electronic school portfolio with assessment and accountability for effective technology use
• Phase Four (2006–07)—Providing leadership and assistance to other areas.

Technology Infrastructure

Participants received a laptop computer and USB mass storage device to:

• Model the routine, intentional, and effective use of technology” (NETS-A Performance Indicator – IIIA).
• Facilitate involvement in this professional development opportunity anytime, anywhere.

The process of analyzing the School Improvement Plan and the School Technology Plan will lead to the strategic investment of resources in the service of the school community.

Outcomes

The district is implementing a comprehensive student information and curriculum and instruction management system. This system will provide the means to examine math and reading assessment data in relation to technology literacy and those teachers implementing the technology literacy curriculum to determine possible correlations in the future. The leadership role at the building level is crucial for the continual improvement of schools in the CPS learning community. It is vital that technology be seen and utilized as a tool to inform instructional and management decisions. CPS administrators will further develop their technology skills in context specific ways. Administrators will further develop their ability to use technology in order to critically analyze and use data to make educational and management decisions. The School Improvement Plan and the School Technology Plan will be living documents in coherence with one another. These two documents will be frequently referenced as guides to decisions made and actions taken by the school.

Evaluation

• Principals move toward electronic communication with their staff.
• Incorporation of technology literacy into school improvement plans.
• Develop electronic school portfolios with assessment and accountability for effective technology integration.
• Provide leadership and assistance to other areas.
• The blended learning model of online professional development allows online facilitators to work with several groups at the same time, allowing a higher level of quality by keeping the number of facilitators manageable.

Contact Information

Sharnell Jackson
sjackson@cps.k12.il.us
773-553-1308