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
