Anonymous Speaker in a “Share-trusted Environment”
Presentation: 2009-07-16
An upper administrator joined our class to talk to us about the process of technology leadership, policy-making and reform within the government. The first thing this person did during our meeting was emphasize that this meeting, and the items discussed therein, would fall into the category of a “share-trusted environment” – even joking that they could lose their job should these sensitive items move beyond this environment. With this in mind, the following blog will allow these comments to remain anonymous while commenting on my experiences in this forum.
As the meeting began, one of the key elements of IT leadership which this administrator covered, was to do with the framework of problem solving at the government (provincial) level. The questions posed were as follows:
· How might you reframe questions in a way that will engage more people?
· How do you define the problem?
· How do you couple an appropriate solution with a well-defined problem?
Our speaker asked us to consider how problems arise within the media and within the environment on the whole and how the government is then required to define the question and come up with an appropriate solution. One example that our class generated with in regards to the question of how should one deal with online sites such as facebook, and the issues that arise when it is misused.
From that jumping-point, the idea of “convergent windows” of opportunity brought to our attention the need to take initiative and engage certain ideas when they are in the forefront of public interest. These “convergent windows” give us the opportunity to make the changes, and institute new policies to deal with them when they are in the public eye and valuable. Realistically, these “convergent windows” also close and once missed, the ability to make change is no longer feasible.
Another item of consideration which we discussed at length was the question of the integration of ICT outcomes and their pervasiveness within the overall school curriculum. We spent a significant time discussing whether this curriculum was achieving its goals, and was still relevant in today’s model.
Our anonymous speaker is clearly a leader in the field of technology. The expertise this speaker shared and the way we were included in the discussion (despite an awareness of being in a “share-trusted environment”) truly assisted in my understanding of governmental challenges when it comes to making effective change to educational programming. The level of “transparency” with which this leader shared sensitive information with our class was a testament to this administrator’s interest in assisting in drawing ideas and solutions from our group. It was clear that the role of IT was important in this leader’s eyes, and that the challenges of new technologies were ones that interested them particularly.
At a general level this dialogue left me with an understanding of the three streams which government leaders must consider as they begin to engage in a problems.
· Problem Stream
· Political Stream
· Policy Stream
And I was able to draw a high level of continuance between this presentation and those of other IT leaders in the field of education. It became obvious to me that the issues of education only become more challenging and complex, the more entrenched in bureaucracy they are. I have a new sense of respect and admiration for people who are able to work within this constricting framework, and find effective ways to make change despite this.
Thursday, July 16, 2009
Monday, July 13, 2009
Gary Spence, Director of Technology: Wolf Creek Public Schools
Presentation: 2009-07013
In today’s class we had the opportunity to speak to Mr. Gary Spence, Director of Technology in the Wolf Creek Public Schools who presented on the technology vision of the school District. Mr. Spence began with an overview of the tech support system. In talking about these people, Gary’s communicative abilities and positive personal connections was evident. He was adamant about the importance of his technicians. (Technicians who – no matter where they fall in the chain of command – are paid equally.) He clearly supported these “people on the ground” and valued their skills in maintaining the status of the District technology. In his word, these were “the people who run the show”.
As his presentation continued, Gary connected his own area of expertise (Technology) to the overall goals of the Wolf Creek School District. This tied very clearly to the presentation by Superintendent Larry Jacobs, who had also drawn heavily on the District’s vision for his presentation. Gary Spence’s attention to the “Seven ‘Cs’” that make up the subgoals of the District’s vision statement provided an overall focus on achieving educational outcomes through technology, rather than simply focusing on what’s “new” and innovative in technology. All proposals from the District must have links to the main outcomes of the Wolf Creek School District in order to be considered.
Though he mentioned numerous technology projects going on in the schools, there were several which struck me as particularly relevant to teachers in general. One innovation that Gary highlighted, and had been adopted full scale by the Wolf Creek Public Schools was VoIP. He made it clear that the overall purpose of the project was to increase the success of students and teachers. Mr. Spence included data to demonstrate this was the case. A second innovation Gary described was a Rapid Web Designer Collaboration. Gary was quick to admit that this project had not been as successful in implementation of consistent websites in the District, but still maintained the value of RWD.
Personally, one of the items I found most innovative was the implementation of the ABE Alliance, which created a video conferencing opportunity for grade 12 students by combining three schools’ schedules and timetables to offer expanded course offerings and specialized instruction. This program created significant opportunities for the 70 grade 12 students involved. The collaboration connects to the EXfiles project which provides a server space and file sharing opportunities for teachers. I think these two innovations will have particular implications for educational practices in the web 2.0 world of tomorrow.
Mr. Spence’s leadership in the field of technology clearly draws on an overall vision for the Wolf Creek School District as he guides the technology in the schools. At all times he demonstrated a true understanding of creating reliable technical systems for District use, while still giving teachers the one-on-one technical support that they need in the classroom. Beyond teaching practices, Gary also showed he still has a clear sense of what is clearly going on with students and what challenges web 2.0 has for students in the District and the implications of those. The District’s policy of tracking online movement, selective access to the net and automated response for inappropriate usage all point to a caring, connected and safe environment for students. It is clear that his Network 2.0 protocol is not only working, but is keeping up with the ever changing tech landscape.
As he finished presenting, Gary focused on a few key points. First, that technology is only an accelerant of change. It is not a means to an end. Secondly, that technology integration in schools really comes down to literacy, and helping students achieve this. We wouldn’t send a student into the world without teaching them the “literacy” of reading and writing; so why would we even consider sending them out into the world unable to deal with the “digital literacy” that has become the new world of today?
It is a question that all of us, as educators today, have to answer.
Presentation: 2009-07013
In today’s class we had the opportunity to speak to Mr. Gary Spence, Director of Technology in the Wolf Creek Public Schools who presented on the technology vision of the school District. Mr. Spence began with an overview of the tech support system. In talking about these people, Gary’s communicative abilities and positive personal connections was evident. He was adamant about the importance of his technicians. (Technicians who – no matter where they fall in the chain of command – are paid equally.) He clearly supported these “people on the ground” and valued their skills in maintaining the status of the District technology. In his word, these were “the people who run the show”.
As his presentation continued, Gary connected his own area of expertise (Technology) to the overall goals of the Wolf Creek School District. This tied very clearly to the presentation by Superintendent Larry Jacobs, who had also drawn heavily on the District’s vision for his presentation. Gary Spence’s attention to the “Seven ‘Cs’” that make up the subgoals of the District’s vision statement provided an overall focus on achieving educational outcomes through technology, rather than simply focusing on what’s “new” and innovative in technology. All proposals from the District must have links to the main outcomes of the Wolf Creek School District in order to be considered.
Though he mentioned numerous technology projects going on in the schools, there were several which struck me as particularly relevant to teachers in general. One innovation that Gary highlighted, and had been adopted full scale by the Wolf Creek Public Schools was VoIP. He made it clear that the overall purpose of the project was to increase the success of students and teachers. Mr. Spence included data to demonstrate this was the case. A second innovation Gary described was a Rapid Web Designer Collaboration. Gary was quick to admit that this project had not been as successful in implementation of consistent websites in the District, but still maintained the value of RWD.
Personally, one of the items I found most innovative was the implementation of the ABE Alliance, which created a video conferencing opportunity for grade 12 students by combining three schools’ schedules and timetables to offer expanded course offerings and specialized instruction. This program created significant opportunities for the 70 grade 12 students involved. The collaboration connects to the EXfiles project which provides a server space and file sharing opportunities for teachers. I think these two innovations will have particular implications for educational practices in the web 2.0 world of tomorrow.
Mr. Spence’s leadership in the field of technology clearly draws on an overall vision for the Wolf Creek School District as he guides the technology in the schools. At all times he demonstrated a true understanding of creating reliable technical systems for District use, while still giving teachers the one-on-one technical support that they need in the classroom. Beyond teaching practices, Gary also showed he still has a clear sense of what is clearly going on with students and what challenges web 2.0 has for students in the District and the implications of those. The District’s policy of tracking online movement, selective access to the net and automated response for inappropriate usage all point to a caring, connected and safe environment for students. It is clear that his Network 2.0 protocol is not only working, but is keeping up with the ever changing tech landscape.
As he finished presenting, Gary focused on a few key points. First, that technology is only an accelerant of change. It is not a means to an end. Secondly, that technology integration in schools really comes down to literacy, and helping students achieve this. We wouldn’t send a student into the world without teaching them the “literacy” of reading and writing; so why would we even consider sending them out into the world unable to deal with the “digital literacy” that has become the new world of today?
It is a question that all of us, as educators today, have to answer.
Friday, July 10, 2009
Dr. Larry Jacobs, Superintendent of Wolf Creek Public Schools
Presentation: 2009-07-10
Dr. Larry Jacobs is the Superintendent of the Wolf Creek Public School District, and visited our class via video conference to share his thoughts on educational leadership in technology. A natural speaker, who engaged us despite the barriers of the VC technology, Larry started by introducing himself and giving an overview of his background. He then proposed a theory that how people act is directly related to the organization of an institution and challenged us to think about how that concept might relate to our own schools / Districts / classrooms.
The Wolf Creek School District is clearly succeeding in the realm of IT. He is obviously someone who knows what he is talking about and how it applies to real world situations. The main part of his talk focused more on the organizational structure of visioning and less on the actual leading he provided. Nonethess, it was interesting to understand the process Wolf Creek underwent to create a Vision Statement.
To begin his discussion of his own experiences, Dr. Jacobs started with a summary of the different type of leadership approaches. The main leadership styles he covered were:
· Top Down
· Flat Organizational
· Vision Led
The Wolf Creek School District followed a vision-led model which was implemented in the following way:
· They recognized that an organization cannot be told what its mission or vision will be
· All staff were given an opportunity to comment on central purpose
· Debated questions and where the district was heading in the next five years
1. Teachers wanted to collaborate
2. Teachers wanted to learn new skills
· They created a mission based on these items. It had two critical points:
1. Students need to be “lifetime learners”
2. Teachers need to learn the skills to create powerful learning environments
· They recognized that the Vision Statement must be applied concretely. The Superintendent was responsible for making sure that it actually occurred.
· They developed the Vision Statement from this model.
· They created a Mnemonic image to show this Vision Statement in a visual way, so that it could be recalled easily.
Dr. Jacobs led us through the Vision Statement of the Wolf Creek School District, and explained how it was designed to enhance the visual recall of the change process. (To access the Vision Statement, you can go to the Wolf Creek Three Year Plan online at: http://www.wolfcreek.ab.ca/documents?object=/documents_directory&infobar=no&templates=RWD&ConfPosition=1 ).
(To access the mnemonic graphic device, you can link to: http://www.wolfcreek.ab.ca/Aisi%20Web/02497B7A-000F810F.1/12152008_30310_1.png ).
Larry also spoke on the topic of creating sub goals to provide concrete methods ensuring that the Vision Statement was fulfilled. The plans “7Cs” provided staff with yet another mnemonic device that filled with specific goals that would result in concrete changes in the education of staff and students.
He spoke of designing learning environments to connect with all the potential learning styles in the classroom. The technology integration became part of every goal, and a “powerful driver” of educational change, rather than a separate IT vision. He explained his believe that staff (both administrative and classroom teachers) must be provided with opportunities for growth and professional development. And lastly, he spoke passionately about creating collaborative models to provide strategies to ensure that these goals are implemented. It is clear that Dr. Jacobs has been an agent of change in the Wolf Creek School District.
Presentation: 2009-07-10
Dr. Larry Jacobs is the Superintendent of the Wolf Creek Public School District, and visited our class via video conference to share his thoughts on educational leadership in technology. A natural speaker, who engaged us despite the barriers of the VC technology, Larry started by introducing himself and giving an overview of his background. He then proposed a theory that how people act is directly related to the organization of an institution and challenged us to think about how that concept might relate to our own schools / Districts / classrooms.
The Wolf Creek School District is clearly succeeding in the realm of IT. He is obviously someone who knows what he is talking about and how it applies to real world situations. The main part of his talk focused more on the organizational structure of visioning and less on the actual leading he provided. Nonethess, it was interesting to understand the process Wolf Creek underwent to create a Vision Statement.
To begin his discussion of his own experiences, Dr. Jacobs started with a summary of the different type of leadership approaches. The main leadership styles he covered were:
· Top Down
· Flat Organizational
· Vision Led
The Wolf Creek School District followed a vision-led model which was implemented in the following way:
· They recognized that an organization cannot be told what its mission or vision will be
· All staff were given an opportunity to comment on central purpose
· Debated questions and where the district was heading in the next five years
1. Teachers wanted to collaborate
2. Teachers wanted to learn new skills
· They created a mission based on these items. It had two critical points:
1. Students need to be “lifetime learners”
2. Teachers need to learn the skills to create powerful learning environments
· They recognized that the Vision Statement must be applied concretely. The Superintendent was responsible for making sure that it actually occurred.
· They developed the Vision Statement from this model.
· They created a Mnemonic image to show this Vision Statement in a visual way, so that it could be recalled easily.
Dr. Jacobs led us through the Vision Statement of the Wolf Creek School District, and explained how it was designed to enhance the visual recall of the change process. (To access the Vision Statement, you can go to the Wolf Creek Three Year Plan online at: http://www.wolfcreek.ab.ca/documents?object=/documents_directory&infobar=no&templates=RWD&ConfPosition=1 ).
(To access the mnemonic graphic device, you can link to: http://www.wolfcreek.ab.ca/Aisi%20Web/02497B7A-000F810F.1/12152008_30310_1.png ).
Larry also spoke on the topic of creating sub goals to provide concrete methods ensuring that the Vision Statement was fulfilled. The plans “7Cs” provided staff with yet another mnemonic device that filled with specific goals that would result in concrete changes in the education of staff and students.
He spoke of designing learning environments to connect with all the potential learning styles in the classroom. The technology integration became part of every goal, and a “powerful driver” of educational change, rather than a separate IT vision. He explained his believe that staff (both administrative and classroom teachers) must be provided with opportunities for growth and professional development. And lastly, he spoke passionately about creating collaborative models to provide strategies to ensure that these goals are implemented. It is clear that Dr. Jacobs has been an agent of change in the Wolf Creek School District.
Thursday, July 9, 2009
Presentation #2 - July 09, 2009
John Percevault, Director of TechnologyLethbridge School District #51
Mr. John Percevault is the Director of Technology for the Lethbridge School District #51, who has twenty years experience working in the role of leadership in technology. He shared his experiences with our class with surprising openness, giving the challenges of the situation. His demonstration of the ISTE NETS technology standards make it clear why John is exactly the type of leader capable of leading a District through a complete change of culture.
John was hired at a time that District 51 was in danger of losing the ability to complete technologically with other school divisions in Southern Alberta. There were a range of computers throughout the District, wide discrepancies between technology integration in different schools, and inequity in educational programming for students, based on the schools they attended. John laughed as he relayed: “Everything was 9 or ten years old at the head end... we were almost imploded. [sic]”
With such overwhelming challenges, John brought into this scenario for two primary reasons:
· First, to solve computer issues with the Novell system.
· Secondly, to build a technology vision for the District.
With this as a mandate, John worked with Barry Litun, the Superintendent, and a team of experts to completely rework and restructure the District’s technology support structure and vision. In just under two years, the technology was transformed and revolutionized.
According to John, the main changes followed this key pattern of events:
· Had a clear mandate from the Superintendent
· Brought in external experts to technology vision white paper of the process – gave them credibility
· Built a shared vision based on empirical evidence gathered from all staff
· Built a shared funding framework – and actually funding it
· Built a professional development plan that included time and people
· Found middle ground for leadership in the planning of change (shared responsibilities between schools and central office)
· Created a six year ever-greening cycle
· Created a common vocabulary and language
· Implemented the vision, and followed through in supporting its growth through PD development
· Got the right people into the positions of power
With these structures in place, District #51 took its place in the forefront of technology integration. With John as Director of Technology, District #51 continues to address emergent issues and evolve new ways to integrate technology and provide equitable access to education for all students in the District.
After listening and talking to Mr. Percevault, it is clear that he truly is an expert in his field. His ability to not only analyze issues, but bring in experts to synthesize information and make difficult decisions based on the findings have clearly made tremendous difference in the life of the students in his District #51.
John Percevault, Director of TechnologyLethbridge School District #51
Mr. John Percevault is the Director of Technology for the Lethbridge School District #51, who has twenty years experience working in the role of leadership in technology. He shared his experiences with our class with surprising openness, giving the challenges of the situation. His demonstration of the ISTE NETS technology standards make it clear why John is exactly the type of leader capable of leading a District through a complete change of culture.
John was hired at a time that District 51 was in danger of losing the ability to complete technologically with other school divisions in Southern Alberta. There were a range of computers throughout the District, wide discrepancies between technology integration in different schools, and inequity in educational programming for students, based on the schools they attended. John laughed as he relayed: “Everything was 9 or ten years old at the head end... we were almost imploded. [sic]”
With such overwhelming challenges, John brought into this scenario for two primary reasons:
· First, to solve computer issues with the Novell system.
· Secondly, to build a technology vision for the District.
With this as a mandate, John worked with Barry Litun, the Superintendent, and a team of experts to completely rework and restructure the District’s technology support structure and vision. In just under two years, the technology was transformed and revolutionized.
According to John, the main changes followed this key pattern of events:
· Had a clear mandate from the Superintendent
· Brought in external experts to technology vision white paper of the process – gave them credibility
· Built a shared vision based on empirical evidence gathered from all staff
· Built a shared funding framework – and actually funding it
· Built a professional development plan that included time and people
· Found middle ground for leadership in the planning of change (shared responsibilities between schools and central office)
· Created a six year ever-greening cycle
· Created a common vocabulary and language
· Implemented the vision, and followed through in supporting its growth through PD development
· Got the right people into the positions of power
With these structures in place, District #51 took its place in the forefront of technology integration. With John as Director of Technology, District #51 continues to address emergent issues and evolve new ways to integrate technology and provide equitable access to education for all students in the District.
After listening and talking to Mr. Percevault, it is clear that he truly is an expert in his field. His ability to not only analyze issues, but bring in experts to synthesize information and make difficult decisions based on the findings have clearly made tremendous difference in the life of the students in his District #51.
Wednesday, July 8, 2009
Presentation 2 - 2009-07-08
Don Knezek ISTE CEO
International Society for Technology in Education
Mr. Don Knezek is the CEO of ISTE; the International Society for Technology in Education, which – though based in the U. S. – is one of the foremost and well-respected technology agencies in the world. ISTE provides standards of technology integration in education which are used as a benchmark globally. Throughout his talk, it became clear that Mr. Knezek’s guiding philosophy as CEI of ISTE is preparing a digital generation. Start to finish, his interest in student learning and concern for innovation for digital-age learning was evident. This philosophy is also reflected in the ISTE vision to “advance excellence in learning and teaching through innovative and effective uses of technology” (ISTE).
Throughout his talk, Mr. Knezek emphasized the importance of helping teachers become comfortable with technology. His observation that in the last 10 years the world has become increasingly globalized, multicultural and competitive is particularly relevant to today’s educators, who are working with students in new and innovative ways, dealing with issues that did not exist only years ago. Mr. Knezek also spoke of ISTE’s “world is flat” enterprise, meaning that we need to "make sure that teachers are up to date and ready to teach to international standards". This “globalization of education” is bringing an end to teaching as an isolated endeavour, and as teachers, we need to be prepared to deal with the repercussions.
One way that ISTE aims to achieve this goal of preparing global teachers of technology, is through the creation of technology standards. These ISTE standards stem from the three unifying strands of:
· Establishing focus
· Clearly communicating expectations of excellence
· Providing a roadmap to the future
As Mr. Knezek noted: “using technology well across a school system is significant school reform, and it’s all about leadership”. Speaking to us as the technology leaders of tomorrow, Mr. Knezek challenged us to think about shaping a creative and innovative world. He emphasized that the expectations for technology are global and with this occurring, we need to have a shared vision of how to get there. Not only do we need to have technologically skilled teachers, but more importantly, we need to become comfortable with emerging digital tools like learning management systems, online assessment, blogs, forums etc. The processes to achieve these outcomes are summarized in ISTE’s “Essential Conditions” which include:
· Shared Vision
· Empowered leaders
· Implementation planning
· Constant and adequate funding
· Equitable access
· Skilled personnel
· Ongoing professional learning
· Technical support
· Curriculum framework
· Student-centered learning
· Assessment and evaluation
· Engaged communities
· Support policies
· Supportive external context
Meeting Mr. Knezek – even through the confines of the video conferencing suite – was a truly enlightening experience. His real world experiences with three decades of technology and more recently in his role of CEO for ISTE give him a truly global sense of the direction educational technology is heading. His approach to this field of technology is similar to that of Marc Prensky whose term “digital natives” can readily be applied to the students we are now teaching and to Resnick’s (2001) research which assesses that “learning is an active process in which people construct new understandings of the world around them through active exploration, experimentation, discussion and reflection. In short: people don’t get ideas; they make them” (p. 33). ISTE is prepared to help us as we endeavour, as teachers, to make new ideas for today's educational technology.
Don Knezek ISTE CEO
International Society for Technology in Education
Mr. Don Knezek is the CEO of ISTE; the International Society for Technology in Education, which – though based in the U. S. – is one of the foremost and well-respected technology agencies in the world. ISTE provides standards of technology integration in education which are used as a benchmark globally. Throughout his talk, it became clear that Mr. Knezek’s guiding philosophy as CEI of ISTE is preparing a digital generation. Start to finish, his interest in student learning and concern for innovation for digital-age learning was evident. This philosophy is also reflected in the ISTE vision to “advance excellence in learning and teaching through innovative and effective uses of technology” (ISTE).
Throughout his talk, Mr. Knezek emphasized the importance of helping teachers become comfortable with technology. His observation that in the last 10 years the world has become increasingly globalized, multicultural and competitive is particularly relevant to today’s educators, who are working with students in new and innovative ways, dealing with issues that did not exist only years ago. Mr. Knezek also spoke of ISTE’s “world is flat” enterprise, meaning that we need to "make sure that teachers are up to date and ready to teach to international standards". This “globalization of education” is bringing an end to teaching as an isolated endeavour, and as teachers, we need to be prepared to deal with the repercussions.
One way that ISTE aims to achieve this goal of preparing global teachers of technology, is through the creation of technology standards. These ISTE standards stem from the three unifying strands of:
· Establishing focus
· Clearly communicating expectations of excellence
· Providing a roadmap to the future
As Mr. Knezek noted: “using technology well across a school system is significant school reform, and it’s all about leadership”. Speaking to us as the technology leaders of tomorrow, Mr. Knezek challenged us to think about shaping a creative and innovative world. He emphasized that the expectations for technology are global and with this occurring, we need to have a shared vision of how to get there. Not only do we need to have technologically skilled teachers, but more importantly, we need to become comfortable with emerging digital tools like learning management systems, online assessment, blogs, forums etc. The processes to achieve these outcomes are summarized in ISTE’s “Essential Conditions” which include:
· Shared Vision
· Empowered leaders
· Implementation planning
· Constant and adequate funding
· Equitable access
· Skilled personnel
· Ongoing professional learning
· Technical support
· Curriculum framework
· Student-centered learning
· Assessment and evaluation
· Engaged communities
· Support policies
· Supportive external context
Meeting Mr. Knezek – even through the confines of the video conferencing suite – was a truly enlightening experience. His real world experiences with three decades of technology and more recently in his role of CEO for ISTE give him a truly global sense of the direction educational technology is heading. His approach to this field of technology is similar to that of Marc Prensky whose term “digital natives” can readily be applied to the students we are now teaching and to Resnick’s (2001) research which assesses that “learning is an active process in which people construct new understandings of the world around them through active exploration, experimentation, discussion and reflection. In short: people don’t get ideas; they make them” (p. 33). ISTE is prepared to help us as we endeavour, as teachers, to make new ideas for today's educational technology.
Tuesday, July 7, 2009
PRESENTATION 1: Tuesday, July 7, 2009-07-07
Barry Litun – Superintendant of Lethbridge Public District 51
Mr. Litun is the Superintendant of the Lethbridge Public District 51, which encompasses 19 different schools in Lethbridge and surrounding area. Mr. Litun’s philosophy on the integration of Technology can be summarized in three pillars – or points – which inform his leadership processes as it relates to IT.
The three pillars he spoke of were:
· 21st Century Classroom
· Differentiated Learning
· Assessment for Learning
The salience of his approach to technology is based on improving student learning. At every step of the way, student learning was clearly paramount in decision-making. In a broader sense, the outcomes for IT which Mr. Litun emphasized included a focus on equitable access for all students, dependability of technology, and centralized vision. To pursue these outcomes, Mr. Litun spoke about the need to be able to provide safe and secure technology for parents and students, the ability to weather unforeseen technical issues and a consistent approach to IT at all levels of the organization. To this end, District 51, under his leadership, has engaged in “Forklift Evergreening”, which enables large purchases to be made on a three year basis, rather than updating smaller numbers of computers on a yearly basis. They have also developed tangible ways of supporting teachers through the change process.
No undertaking of this scale can occur without a planning process to ensure its success, and Mr. Litun revealed the steps the District used to this end. To begin, he emphasized the need to be able to maintain not just the technology, but also the people – technicians – who support the classroom use of technology. The importance of systemic collaborations with technology, to connect teachers and schools as they engage in the change process was also mentioned. Teachers at all levels were provided time to understand and synthesize the use of these new technologies and District-wide PD days were used to this end. Community relationships were also developed through “Town Hall Meetings”; further engaging the broader sense of the school. And tying this all together was a centralized vision for technology.
As a leader, Mr. Litun clearly demonstrates the type of leadership described by Fullan (Breakthrough), Carey (Some Reflections on Leadership, CIO Canada) and Collins (Good to Great). He is capable of making hard decisions based on data, but clearly values relationship building and collaboration. These have clearly become the backbone to the District’s success. As a speaker, his humbleness and willingness to display his own weaknesses demonstrate a strength of character which engages his listener, and clearly unified his District. On the whole, it is clear that his leadership, commitment and vision have been the driving force behind the culture of change which has transformed teaching in his schools.
Barry Litun – Superintendant of Lethbridge Public District 51
Mr. Litun is the Superintendant of the Lethbridge Public District 51, which encompasses 19 different schools in Lethbridge and surrounding area. Mr. Litun’s philosophy on the integration of Technology can be summarized in three pillars – or points – which inform his leadership processes as it relates to IT.
The three pillars he spoke of were:
· 21st Century Classroom
· Differentiated Learning
· Assessment for Learning
The salience of his approach to technology is based on improving student learning. At every step of the way, student learning was clearly paramount in decision-making. In a broader sense, the outcomes for IT which Mr. Litun emphasized included a focus on equitable access for all students, dependability of technology, and centralized vision. To pursue these outcomes, Mr. Litun spoke about the need to be able to provide safe and secure technology for parents and students, the ability to weather unforeseen technical issues and a consistent approach to IT at all levels of the organization. To this end, District 51, under his leadership, has engaged in “Forklift Evergreening”, which enables large purchases to be made on a three year basis, rather than updating smaller numbers of computers on a yearly basis. They have also developed tangible ways of supporting teachers through the change process.
No undertaking of this scale can occur without a planning process to ensure its success, and Mr. Litun revealed the steps the District used to this end. To begin, he emphasized the need to be able to maintain not just the technology, but also the people – technicians – who support the classroom use of technology. The importance of systemic collaborations with technology, to connect teachers and schools as they engage in the change process was also mentioned. Teachers at all levels were provided time to understand and synthesize the use of these new technologies and District-wide PD days were used to this end. Community relationships were also developed through “Town Hall Meetings”; further engaging the broader sense of the school. And tying this all together was a centralized vision for technology.
As a leader, Mr. Litun clearly demonstrates the type of leadership described by Fullan (Breakthrough), Carey (Some Reflections on Leadership, CIO Canada) and Collins (Good to Great). He is capable of making hard decisions based on data, but clearly values relationship building and collaboration. These have clearly become the backbone to the District’s success. As a speaker, his humbleness and willingness to display his own weaknesses demonstrate a strength of character which engages his listener, and clearly unified his District. On the whole, it is clear that his leadership, commitment and vision have been the driving force behind the culture of change which has transformed teaching in his schools.
Friday, June 19, 2009
Characteristics of an Effective IT leader: Dr. Carmen Mombourquette
There are many factors which affect the success of a school. In recent years, “studies of effective schools have consistently drawn attention to the importance of strong educational leadership” (Fullan, Hill & Crevola, 2006, p. 95). Further, when assessing the successful integration of technology, evidence suggests that “visionary leadership and community and parental support … drive change in the most technology-intensive schools” (Consortium for School Networking [CoSN], 2004, p.2). Dr. Carmen Mombourquette is an exemplary model of both these approaches. From 1997 to 2007, his administrative leadership proved integral to Catholic Central High School’s implementation of educational technology and success of the school as a whole.
Dr. Mombourquette came to CCH at a time of tremendous upheaval. Change was clearly necessary, and as principal, Carmen initiated this by implementing “Participative Leadership [which] stresses the decision-making processes of the group” (Leithwood & Duke, 1999, p.51). Staff involvement at all levels of school management became mandatory; teachers participated in each of the committees which controlled the running of the school, from budgeting, to renovations and technology. This shared-leadership approach “allowed for creation of ‘energized and committed’ staff members” (Yee, 2000, p.295). Carmen’s open door policy encouraged staff to discuss concerns. He “[had] good ideas and present[ed] them well (the authoritative element) while at the same time seeking and listening to doubters (aspects of democratic leadership)” (Fullan, 2001, p. 42).
Participative leadership was just the beginning. Carmen improved on existing strengths by encouraging mentorship of technically-savvy teachers with their less-experienced coworkers through team-teaching and collaborative projects. It became apparent that “collaboration [was] highly valued… as a means to meet the needs of technology integration” (Hollingsworth, 2008, p. 33). Carmen promoted connections between teachers, administration and students, fostering a sense of commitment and a belief that technology integration in all classrooms was within our grasp. Carmen, without fail, took steps to ensure this occurred.
Dr. Mombourquette provided continuous professional development throughout the year. This “positive enabling” (Yee, 2000, p.295) meant Carmen himself often led staff through the process of accessing and using technology. Work time, in-services and professional development days were allocated to learning educational software and hardware. The expectation was of “the principal ‘providing access’ to the ICT for all staff members… not only for select ‘techie’ teachers” (Yee, 2000, p. 292). Carmen’s enthusiasm for technology “inspire[d] a shared vision for comprehensive integration of technology and foster[ed] an environment and culture conducive to the realization of that vision” (International Society for Technology in Education [ISTE], 2009).
Dr. Mombourquette’s approach to leadership combined ambitious goals, staff participation in the realization of these outcomes and reinforcement of technology skills through ongoing professional development. He initiated transformation and provided support while listening to other people’s concerns and synthesizing their ideas. Like Collins’ (2001) “Level 5” leaders whose “ambition is first and foremost for the institution, not themselves” (p. 21), Carmen’s objective - and the ultimate result – was success.
References:
Collins, J. (2001). Good to Great: Why Some Companies Make the Leap… and Others Don’t. New York, NY: Harper Collins Publishing.
Consortium for School Networking (2004). Digital Leadership Divide. Washington, DC: Grunwald Associates. Retrieved May 26th, 2009 from University of Lethbridge Blackboard Learning System database.
https://courseware.uleth.ca/webct/urw/lc2044122001.tp0/cobaltMainFrame.dowebct
Fullan, M. (2001). Leading in a Culture of Change. San Francisco, CA: Wiley & Sons.
Fullan, M., Hill, P., & Crevola, C. (2006). Breakthrough. Thousand Oaks, CA: Corwin Press.
Hollingsworth, M. (2008). Excellence in IT / ICT Leadership: Building Blocks to the Future. Edmonton, AB: Alberta Education.
International Society for Technology in Education (2009). ISTE National Educational Technology Standards (NETS) and Performance Indicators. In ISTE (Ed.), National Educational Technology Standards for Administrators (p. 1). Eugene, OR: International Society for Technology in Education (ISTE), NETS Project.
Leithwood, K. & Duke, D. (1999). A Century’s Quest to Understand School Leadership. In J. Murphy & K. Lois (Eds.), Handbook of Research on Educational Administration (p. 45 – 72). San Francisco, CA: Jossey-Bass.
Yee, D. (2000). Images of School Principals’ Information and Communications Technology Leadership. Journal of Information Technology for Teacher Education, 9 (3), (p. 287 – 302). Retrieved May 26th, 2009 from University of Lethbridge Blackboard Learning System database.
https://courseware.uleth.ca/webct/urw/lc2044122001.tp0/cobaltMainFrame.dowebct
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