1.
1 Shared Vision
Candidates facilitate development and implementation of a shared vision for the use of
technology in teaching, learning, and leadership. (PSC 1.1/ISTE 1a)
ARTIFACT: Shared Vision & Rationale
The “Shared Vision and Rationale” artifact was developed within the ITEC 7410 Instructional
Technology Leadership course. This artifact was designed for Liberty Point Elementary (LPES)
provide a framework for embedding technology within their teaching, learning, and leadership.
Although this was an independent task, it was necessary to collaborate with LPES’
administrative/leadership team to gain a greater perspective of what was needed within their
environment.
With collaboration in mind, this artifact showcased the development and facilitation of a shared
vision in a variety of ways. LPES’ school improvement plan (SIP) was a developed
collaboratively by the principal, assistant principal, literacy coach, bookkeeper, curriculum
support teacher (CST), mathematics coach, instructional support teacher (IST), fourth and fifth
grade teachers, parents, and the family engagement manager. With a focus on personalized
learning, the “Shared Vision” indicated that LPES would provide students with digital
citizenship skills for appropriately navigating digital spaces, use blended learning environments
for higher-order thinking and inquiry opportunities, and use digital assessments to support the
improvement of student literacy.
The “Rationale” included the necessary strategies for achieving the shared vision, as well as
research supporting those methods. Digital citizenship is substantiated with research that
indicated the importance of embedding safe online practices to ensure that students understood
how to appropriately leverage digital technology. To aid the LPES community with the
personalized learning devices they received to support their personalized learning goals, another
strategy within the artifact was the use of a blended learning model. This model aligns student-
centered learning, teacher-student engagement, and opportunities for students to assess and
showcase mastery of content (iNACOL, 2018). This artifact also presented the use of digital
tools, such as SeeSaw, Edmodo, Microsoft Class Notebook, and Google Classroom to support
the implementation of blended learning. Finally, digital formative assessments tools were
offered as a strategy to support LPES’ teachers to align their practices with the needs of students.
The “Stakeholder Roles” portion of the “Shared Vision and Rationale” artifact showcased how
shared responsibilities supports the facilitation and implementation of a shared vision. The
International Society for Technology in Education (ISTE) Standards and Essential Conditions
were used as a framework for establishing the expectations and roles for the stakeholders
involved with executing the shared vision of Liberty Point Elementary. Administrators,
educators, support staff, students, and parent/community members were juxtaposed with the
ISTE Standards/Essential Conditions and implications on how they can support the shared vision
of LPES. The indicated roles created a collaborative space to ensure the shared vision is
successfully implemented within the school.
The development of this artifact provided insight of the nuances that are required of a technology
facilitator. Just as administrators have to navigate the intricacies of their school’s community
they must also understand the value of effectively delegating and collaborating. There are many
facets at play within school environments and this artifact presented the importance of ensuring
all stakeholders are of value and held accountable. This accountability supports school culture
and climate, which is just as important as academics. Although I was able to collaborate with the
principal to support the development of this artifact, I would want to include greater input from
the parents and students of LPES.
This artifact directly correlates with school improvement as it acts as a starting point for
personalizing instruction through technology integration. The inclusion of digital citizenship
connects teachers, students, and families in that its a shared role for leverage technology
effectively and appropriately. Teachers are supported through the professional development and
coaching support they could receive to help with implementing these various tools and strategies.
For instance, as teachers are properly trained of digital assessments such as iRead or IReady,
those tools can be used to support student learning and achievement. Overall, the impact of this
artifact can be assessed through teacher observation and feedback can be provided through
various cycles of coaching.
References
Essential Conditions. (2017). Essential Conditions. Retrieved from
http://www.iste.org/standards/tools-resources/essential-conditions
ISTE Standards. (2017). Retrieved June 30, 2017, from
http://www.iste.org/standards/standardsdr
iNACOL. (2018). What is Blended Learning? Retrieved July 1, 2018, from
https://www.inacol.org/news/what-is-blended-learning/
