Standard 1: Visionary Leadership
Technology Coaches inspire and participate in the development and implementation of a shared vision for the comprehensive integration
of technology to promote excellence and support transformational change throughout the instructional environment.
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Elements:
a. Contribute to the development, communication,and implementation of a shared vision for the comprehensive use of technology to support a
digital-age education for all students
b. Contribute to the planning, development, communication, implementation, and evaluation of technology-infused strategic plans at the
district and school levels
c. Advocate for policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in the school and district technology plans and guidelines
d. Implement strategies for initiating and sustaining technology innovations and managethe change process in schools and classrooms
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Reflection:
The standard outlines a distinct process in the planning of any change related to technology in a school that maps out the process in six sequential steps to assist in implementation. Prior to these planning steps a shared vision must be created in which a variety of staff have a chance to communicate and collaborate as well as review current literature and practices by like minded districts. A technology coach would be involved in each of the strategic planning steps. Once the plan is in motion coaches are also responsible for the advocacy of the program explaining passionately the needs and wants of the district. Once the new plan is in place the coach may enlist teachers, students, parents, and community members to help sustain and manage the program.
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My experience within the standard of visionary leadership stems from my recent work on our school's makerspace committee. Our committee involved administrators, teachers, and parents and was implemented over the course of two years. When I first heard my principal was interested in housing a makerspace in our school I volunteered immediately as I had just had the benefit of attending a full day workshop on effective makerspaces. My role as a teacher within the committee consisted of assessing nearby district's makerspaces, reviewing devices like Dash Robots and Osmos, designing the physical space, decorating and labeling, building a Lego table, training staff and parents, etc. The community was invited in for a makerspace night to help advocate for the program and throughout the successful evening I taught coding through using Dash and Dot robots with iPads. The committee continues to meet quarterly to assess the space, how it is being implemented, and how best to use funds and donations moving forward. We created Google Form questionnaires to track both student and teacher use and fully supported comments and feedback. It is taking time for all staff to familiarize themselves with each aspect of the space, but administration has provided time for teachers to "play" and explore so they feel comfortable bringing their class. Materials, space, and funding are in place and I believe the next step is full implementation across grade levels in the using the space, allocating time, and incorporating it into the pre-existing curriculum.
Artifact 1:
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Above artifact is a link to a Google slideshow I created for parents and staff. The goal was to highlight some of the features of our school's makerspace, but to also present what a makerspace could be for those involved that had little or no background knowledge on makerspaces. The slideshow was also used at the beginning of our first annual "Makerspace Night" for parents and students.
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“If your presence does not make a difference, your absence will not make a difference.”

– A N Rao, SVP, Global Head: Cognizant Academy
Artifact 2:
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This photo gallery captures our makerspace in its first year. I was fortunate to be able to assist in ordering materials, designing the space, and train staff on the technology features including Dash and Dot robots, Osmo games, 3-D printer use, and Cubelets.
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“We have a [technology] skills gap because we have an opportunity gap. We have to create opportunity for the people, the communities and the geographies that have been locked out of education.”
– Arne Duncan, Managing Partner at Emerson Collective, former U.S. Secretary of Education
Williamson, J. (2015). Effective Digital Learning Environments. Eugene, Oregon. International Society for Technology in Education