1.2 Strategic Planning
Candidates facilitate the design, development, implementation, communication, and evaluation of technology-infused strategic plans. (PSC 1.2/ISTE 1b)
Artifact: SWOT Analysis
Artifact: School Improvement Plan Analysis
Reflection:
The first artifact is the SWOT analysis and the second is the School Improvement Plan analysis, both of which I created in the ITEC 7410 class. These artifacts illustrate my ability to design, develop, implement, communicate, and evaluate a technology-infused plan. In order to design and develop a technology implementation plan for my school, I first analyzed our school's improvement plan to understand its goals. I specifically examined the plan for goals related to technology implementation. I determined that our school currently was lacking direction for effective technology implementation since we did not have implementation goals or a plan. As with many schools, our school improvement goals were not directly tied to technology. Creighton (2003) states that frequently technology plans are created and implemented in isolation and function independently from other school goals and priorities. Examining the current state of affairs provided me with direction for constructing a strategic plan.
In order to design and develop an implementation plan, I needed to create a strategic plan. I had in mind three considerations, suggested by Creighton (2003), to guide my planning: 1) the direction in which we are headed; 2) the reason we want to head in this direction; 3) the way to assess our progress. I completed a SWOT analysis to determine our school's strengths, weakness, opportunities, and threats involving technology implementation. A SWOT analysis enabled me to assess both the internal and external variables and needs (Creighton, 2003). In the completion of the SWOT analysis, I needed feedback from the school community's stakeholders in order to fully understand the current state of affairs. I designed an electronic survey based on the ISTE essential conditions (ISTE 2012), and I distributed this survey to administrators, teachers, students, parents, and community leaders. I also filled out the ISTE Lead and Transform Diagnostic tool (ISTE 2012). I used a stakeholder's survey and the ISTE Lead and Transform Diagnostic tool (ISTE 2012) to gain insight into our school's implementation of technology. Once I had received the results from both the survey and diagnostic tool, I analyzed the results to complete the SWOT analysis. Then I communicated the results with our local technology team, which includes the surveyed stakeholders. We reviewed the results and began implementing changes, such as applying for district grants, training teacher leaders, and researching new technology. Based on the suggestions of Creighton (2003) for why technology plans fail, we developed and implemented ongoing professional development, an extended technology support plan and team, and assessment measures. We shared the changes with the entire school community through the school website, learning management system, social media, and electronic newsletters.
From this experience I have gained valuable knowledge and skills. I understand the importance of creating and implementing a strategic plan that incorporates feedback from all stakeholders. I am familiar with the ISTE essential conditions (ISTE 2012) necessary for successful technology implementation. I am able to evaluate objectively a school's technology plan using the SWOT analysis and ISTE diagnostic tool. I used this information to develop and implement a technology plan, as evident in the artifacts. If I were to complete this assignment again, I would increase the amount of communication I had with the community. If I could gain more feedback throughout the community, I would have a better understanding of the school’s opportunities and threats, which would improve the SWOT analysis.
The suggestions resulting from the completion of this experience have brought about successful changes in my school. Teachers feel more confident in implementing technology due to the increase in staff development. Both of these items will result in improved classroom instruction, which in turn will improve student engagement and achievement. Increased student achievement should be seen on our test scores and the CCRPI. Also we will collect data from classroom observations, student performance, and surveys to evaluate the strategy continuously.
Creighton, T. (2003). The principal as technology leader. Thousand Oaks, California: Corwin Press, Inc.
ISTE (2012). Essential conditions: Necessary conditions to effectively leverage technology for learning. Retrieved from http://www.iste.org/standards/essential-conditions
ISTE (2012). Lead and Transform Diagnostic Tool. Retrieved from http://www.iste.org/lead/lead-transform/diagnostic-tool
The first artifact is the SWOT analysis and the second is the School Improvement Plan analysis, both of which I created in the ITEC 7410 class. These artifacts illustrate my ability to design, develop, implement, communicate, and evaluate a technology-infused plan. In order to design and develop a technology implementation plan for my school, I first analyzed our school's improvement plan to understand its goals. I specifically examined the plan for goals related to technology implementation. I determined that our school currently was lacking direction for effective technology implementation since we did not have implementation goals or a plan. As with many schools, our school improvement goals were not directly tied to technology. Creighton (2003) states that frequently technology plans are created and implemented in isolation and function independently from other school goals and priorities. Examining the current state of affairs provided me with direction for constructing a strategic plan.
In order to design and develop an implementation plan, I needed to create a strategic plan. I had in mind three considerations, suggested by Creighton (2003), to guide my planning: 1) the direction in which we are headed; 2) the reason we want to head in this direction; 3) the way to assess our progress. I completed a SWOT analysis to determine our school's strengths, weakness, opportunities, and threats involving technology implementation. A SWOT analysis enabled me to assess both the internal and external variables and needs (Creighton, 2003). In the completion of the SWOT analysis, I needed feedback from the school community's stakeholders in order to fully understand the current state of affairs. I designed an electronic survey based on the ISTE essential conditions (ISTE 2012), and I distributed this survey to administrators, teachers, students, parents, and community leaders. I also filled out the ISTE Lead and Transform Diagnostic tool (ISTE 2012). I used a stakeholder's survey and the ISTE Lead and Transform Diagnostic tool (ISTE 2012) to gain insight into our school's implementation of technology. Once I had received the results from both the survey and diagnostic tool, I analyzed the results to complete the SWOT analysis. Then I communicated the results with our local technology team, which includes the surveyed stakeholders. We reviewed the results and began implementing changes, such as applying for district grants, training teacher leaders, and researching new technology. Based on the suggestions of Creighton (2003) for why technology plans fail, we developed and implemented ongoing professional development, an extended technology support plan and team, and assessment measures. We shared the changes with the entire school community through the school website, learning management system, social media, and electronic newsletters.
From this experience I have gained valuable knowledge and skills. I understand the importance of creating and implementing a strategic plan that incorporates feedback from all stakeholders. I am familiar with the ISTE essential conditions (ISTE 2012) necessary for successful technology implementation. I am able to evaluate objectively a school's technology plan using the SWOT analysis and ISTE diagnostic tool. I used this information to develop and implement a technology plan, as evident in the artifacts. If I were to complete this assignment again, I would increase the amount of communication I had with the community. If I could gain more feedback throughout the community, I would have a better understanding of the school’s opportunities and threats, which would improve the SWOT analysis.
The suggestions resulting from the completion of this experience have brought about successful changes in my school. Teachers feel more confident in implementing technology due to the increase in staff development. Both of these items will result in improved classroom instruction, which in turn will improve student engagement and achievement. Increased student achievement should be seen on our test scores and the CCRPI. Also we will collect data from classroom observations, student performance, and surveys to evaluate the strategy continuously.
Creighton, T. (2003). The principal as technology leader. Thousand Oaks, California: Corwin Press, Inc.
ISTE (2012). Essential conditions: Necessary conditions to effectively leverage technology for learning. Retrieved from http://www.iste.org/standards/essential-conditions
ISTE (2012). Lead and Transform Diagnostic Tool. Retrieved from http://www.iste.org/lead/lead-transform/diagnostic-tool