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LeAD

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by

Bradford Saron

on 24 March 2012

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Transcript of LeAD

LeAD 1. Visionary Leadership
a. inspire and facilitate among all stakeholders a shared vision of purposeful change that maximizes use of digital-age resources to meet and exceed learning goals, support effective instructional practice, and maximize performance of district and school leaders.

b. engage in an ongoing process to develop, implement, and communicate technology-infused strategic plans aligned with a shared vision.

c. advocate on local, state and national levels for policies, programs, and funding to support implementation of a technology-infused vision and strategic plan. 2. Digital Age Learning Culture
a. ensure instructional innovation focused on continuous improvement of digital-age learning.

b. model and promote the frequent and effective use of technology for learning.

c. provide learner-centered environments equipped with technology and learning resources to meet the individual, diverse needs of all learners.

d. ensure effective practice in the study of technology and its infusion across the curriculum.

e. promote and participate in local, national, and global learning communities that stimulate innovation, creativity, and digital-age collaboration. 3. Excellence in Professional Practice a.allocate time, resources, and access to ensure ongoing professional growth in technology fluency and integration.
b.
facilitate and participate in learning communities that stimulate, nurture and support administrators, faculty, and staff in the study and use of technology.

c.promote and model effective communication and collaboration among stakeholders using digital-age tools.
d.
stay abreast of educational research and emerging trends regarding effective use of technology and encourage evaluation of new technologies for their potential to improve student learning 4. Systemic Improvement
a.
lead purposeful change to maximize the achievement of learning goals through the appropriate use of technology and media-rich resources.

b.collaborate to establish metrics, collect and analyze data, interpret results, and share findings to improve staff performance and student learning.
c.
recruit and retain highly competent personnel who use technology creatively and proficiently to advance academic and operational goals.

d.
establish and leverage strategic partnerships to support systemic improvement.

e.establish and maintain a robust infrastructure for technology including integrated, interoperable technology systems to support management, operations, teaching, and learning. 5. Digital Citizenship a.
ensure equitable access to appropriate digital tools and resources to meet the needs of all learners.

b.
promote, model and establish policies for safe, legal, and ethical use of digital information and technology.

c.
promote and model responsible social interactions related to the use of technology and information.

d.
model and facilitate the development of a shared cultural understanding and involvement in global issues through the use of contemporary communication and collaboration tools.
a. allocate time, resources, and access to ensure ongoing professional growth in technology fluency and integration.

b. facilitate and participate in learning communities that stimulate, nurture and support administrators, faculty, and staff in the study and use of technology.

c. promote and model effective communication and collaboration among stakeholders using digital-age tools.

d. stay abreast of educational research and emerging trends regarding effective use of technology and encourage evaluation of new technologies for their potential to improve student learning.
a. lead purposeful change to maximize the achievement of learning goals through the appropriate use of technology and media-rich resources.

b. collaborate to establish metrics, collect and analyze data, interpret results, and share findings to improve staff performance and student learning.

c. recruit and retain highly competent personnel who use technology creatively and proficiently to advance academic and operational goals.

d. establish and leverage strategic partnerships to support systemic improvement.

e. establish and maintain a robust infrastructure for technology including integrated, interoperable technology systems to support management, operations, teaching, and learning.

a. ensure equitable access to appropriate digital tools and resources to meet the needs of all learners.


b. promote, model and establish policies for safe, legal, and ethical use of digital information and technology.


c. promote and model responsible social interactions related to the use of technology and information.


d. model and facilitate the development of a shared cultural understanding and involvement in global issues through the use of contemporary communication and collaboration tools The 21-page CoSN document, first released in 2008, describes five imperatives for superintendents:
(1) modeling the use of new technologies in communicating to students, teachers and the general public;
(2) ensuring that technology becomes integral to teaching 21st-century skills from critical thinking and problem solving to collaboration and information literacy in the classroom;
(3) boosting Web 2.0 applications and tools as key components of student learning;
(4) offering professional development in these technologies and deploying the online tools that help teachers create learning communities among themselves; and
(5) requiring better balanced assessments of student work—including project-based learning enhanced by technology tools—in an age driven by NCLB-oriented testing and better use of data from the assessments to help students improve their performance. 1. Personal Learning Network Digital 2. Professional Learning Community 3. Digital Learning Community RSS Feeds RSS Feeds Social Bookmarking Twitter Re-Think AUPs and Edtech Integration 1. How does technology help schools and society tap human resources of talent, goodwill, and productivity?


2. How does embracing new media allow us to explore highly engaging but low cost opportunities?


3. In what ways does new media allow society to aggregate talent and effort, producing a dramatically different social, working, and learning environments?


4. To what extent has access to information significantly changed the landscape of learning, working, and socializing? To what extent have the boundless
opportunities to produce information changed the landscape of learning, working, and socializing?


5. What responsibility to we have to students to help them prepare for “workplace 3.0”?


6. How does our limitless capability to communicate change our notions of collaboration, contribution, space and time, and authority?


7. To what extend does the media culture of re-tweeting, re-scripting, re-combining, cut and paste, embedding, sharing, and open source challenge or complement
copyright, academic rights, plagiarism, publication credit, and permissions to reproduce materials?


8. How can we create an environment of inquiry (or of problem-based learning) that engages the learner and optimizes learning through technology?


9. How does the use of digital-age tools amplify other educational initiatives, such as RTI, reading literacy, differentiation, etc.?
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