I envisioned “Instructional leadership” to mean that I would learn more about what it takes to recognize, understand, evaluate, and recommend research based instructional strategies and tools. First, an instructional leader knows his teachers. He knows their strengths and weaknesses. He is able to foresee problems and hopefully intercept them before they become mountains. The leader also develops professional development unique for the needs of his campus. He has a high level understanding of the district curriculum and exercises that knowledge in meetings while offering suggestions for enrichment or modifications.
Finally, an instructional leader incorporates many tools to foster student success. An instructional leader knows the different tools used by different contents and can make recommendations to teachers who are not fulfilling his expectations. For example, a teacher who refuses to implement these tools should be conferenced and redirected by the instructional leader. This course focused on one instructional tool, which is technology. Technology is a very important tool but it does not replace the foundation of good and effective teaching. Instructional leaders need to see and hear essential questioning techniques along with planned differentiated instruction.
To the extent of my expected outcomes, I received extensive knowledge of the importance of technology along with its pros and cons and how to manage such a challenge in the 21st century. I did not, however, receive the expected outcome of the basics of good and effective instructional techniques and strategies. The enhanced technology knowledge is directly relevant to the work that I perform for the district. The campus I serve knows that I represent the district. I represent the district philosophy and vision and will promote such to the administrators and teachers. Part of this vision deals with technology. Evidence of research for this philosophy and vision are critical for convincing others that it is not just another fleeting moment of grasping the latest trend. The knowledge gained arms me with relevant reasons to push the teachers toward the goal. In fact, today at a meeting I quoted some facts learned from “digital native” and “digital immigrant” thinking as a team told me a story of how they did not know how to get the smart board to do a particular function but the students did. The digital native students guided the digital immigrant teachers on what to do.
One outcome that was not achieved was exposure to essential questioning techniques and what a student centered classroom looks like on a day to day basis for any content. An instructional leader should be able to recognize an engaged classroom for all contents. For example, when I observe math teachers, I will see, hear, and understand things differently than perhaps the appraiser who has a history background. What is preparing me to know what a good and effective history classroom looks like? Perhaps it would have been advantageous for us to observe different contents to determine if we could evaluate instructional success. We could have engaged in discussions on the board about our successful content expectations and practices. I have learned a great deal from those in my group when they write about their personal experiences in the classroom. One such classmate is a librarian and I have found her contributions to be not only interesting but very valuable.
How does one measure success in carrying out course assignments? Is it based on a grade? Or, is it the intrinsic value gained and applied in the current position. If I base success on the grade, that is yet to be determined. If it is based on intrinsic value, the answer is, “Yes, I was successful.” I am an enthusiastic learner. Often times I hear others complain about a certain workshop, how they did not learn anything and that it was a waste of their time. I could not disagree more. Even when a speaker is not interesting or engaging, I still walk away better than when I arrived. One thing I found discouraging about this course was the discussion board reply criteria. While I do understand the importance of collaboration, it is extra challenging in a distance learning program because I do not like putting off my requirements until the day it is due. In fact, I like having my Sundays free to be with family and friends. However, for this course, I often found myself having to check the discussion board late in the week in order to achieve full credit. It can be discouraging feeling like I am at the mercy of someone else’s timing.
This course did teach me a great deal about the pros and cons of technology. It truly impressed me to be cognizant of implementation requirements, technology TEKS, professional development, and the variety of policy concerns such as copyrights and cyber bullies. I see more clearly now how the state expectations influence the district and campus goals through the use of the Long-Range Plan, Start Chart, and Campus Improvement Plan. It was interesting to see how they all affect and fulfill each other. Furthermore, it was fascinating to learn about the positions that support all these efforts. I did not know that some of those positions existed. I am more in tune with what needs to be happening in the classroom with technology as it relates to teachers and students. In my current position of a curriculum leader, I now have more tools to enhance my skills. For example, I have frequented some of the websites that were mentioned in the articles like freeplaymusic.com and have used them in my presentations with movie maker.
One educational value of blogs in the 21st century is the opportunity to converse with a global community. This course allowed me to experience blogging for the first time. I have a few friends who blog about their interest such as family and political views. Until now, I did not see the value in doing that nor did I think it would be a fun activity. One reason I did not think it would be fun was because I did not understand how it worked; I thought it would be a difficult task. Now I know better. As a follower of someone’s blog, I can keep up with great ideas on any item of interest. It was truly enlightening to read my classmates’ entries. I feel as though I know them even if I have never met them face to face. This is an important facet for the 21st century learner as it allows people to become more collaborative and knowledgeable. It also fosters communication skills.
Exposure to inappropriate material on the internet is always a concern for parents and schools. Anyone can blog. On the concern list are issues such as accessibility, privacy, and security. It may be difficult for someone to determine if the blogger is truthful or deceitful with the information posted. Some blog sites do not have any effective regulations in place. We have to be especially careful about what we read. For example, the article about public relations nightmares mentioned a case where a trustee sued an anonymous blogger and Google for false information (Levine, 2008). Bad publicity could be one detriment and other could be parents holding a school responsible for exposing their child to an inappropriate blog. It can be difficult for teachers, too, especially if someone gets a hold of their password. Cyber ethics should be a foundational part of technology TEKS from K-12 with district policy in place for situations that might arise.
Blogging for stakeholder communication has a wide range of applications. Some Web logs are used for collaborative spaces. Students can communicate with each but also with the teacher in evaluating a process or product. Parents can access the blog to determine correct information concerning an objective presented by the teacher. The latest news and events can also be communicated quickly and effectively. For example, power points can be posted to a blog. This allows for a different venue of reading finding out information. Audio files can also be posted through a Web log. This would be especially advantageous for families wanting more exposure to a certain language. Furthermore, stakeholders can obtain instant information regarding news about the district and or campus. This is also an asset to people considering moving into the district. Quick information accessibility is something we have all come to expect. Safe blogging can be another effective communicating tool.
