This semester as I completed tasks such as Creating a Survey, Writing a Vision Statement and Vision Paper, Completing a Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis, Completing an Action/ Evaluation Plan, in addition to completing paperwork for a mock Instructional Technology (IT) Grant Proposal I realized how much work goes into establishing, implementing, and managing a quality technology program within a school setting. These are only some of the behind the scenes duties and responsibilities that technology leaders do so that teachers can have the equipment and tools they need in order to prepare students for college and careers.
Before this class, I did not think much, if at all, about the management side of what a technology leader does, but now I am. It was beneficial for me to experience these tasks so that I can start paying attention to how well (or not) the leaders in my building are preforming these tasks. I might even ask if I can sit in on a meeting or assist with some of these type tasks. As much as I want to Coach teachers in the art of evaluating, selecting, and implementing technology in the classroom, I want a foundation that is just as strong on the management side of things.
Starting the process from the beginning is time consuming, but it also affords one the ability to make sound decisions as a result of having all of the information, or at least receiving the information throughout the process. Each task, builds on the one before it, and ideas should transfers seamlessly from one document to the next which should all align with the shared vision.
Once I become a technology leader and if teachers are told to implement a technology plan that they did not help to create, I should expect to receive some push back from teachers. How can technology leaders expect teachers to support a vision that the teachers did not have any input in creating?
The challenge for me is to minimize this from happening. As the technology leader, I can go back and fill in the gaps for teachers so that they can understand, embrace, and implement the plan with enthusiasm and fidelity. Ideally, I would make every effort to involve the teachers as well as other stakeholders.
Before this class, I did not think much, if at all, about the management side of what a technology leader does, but now I am. It was beneficial for me to experience these tasks so that I can start paying attention to how well (or not) the leaders in my building are preforming these tasks. I might even ask if I can sit in on a meeting or assist with some of these type tasks. As much as I want to Coach teachers in the art of evaluating, selecting, and implementing technology in the classroom, I want a foundation that is just as strong on the management side of things.
Starting the process from the beginning is time consuming, but it also affords one the ability to make sound decisions as a result of having all of the information, or at least receiving the information throughout the process. Each task, builds on the one before it, and ideas should transfers seamlessly from one document to the next which should all align with the shared vision.
Once I become a technology leader and if teachers are told to implement a technology plan that they did not help to create, I should expect to receive some push back from teachers. How can technology leaders expect teachers to support a vision that the teachers did not have any input in creating?
The challenge for me is to minimize this from happening. As the technology leader, I can go back and fill in the gaps for teachers so that they can understand, embrace, and implement the plan with enthusiasm and fidelity. Ideally, I would make every effort to involve the teachers as well as other stakeholders.