STATEMENT OF PURPOSE

By Angela Clark
As an instructional technology leader and coach, I believe all six NETS-C standards are critical elements
in 21st century learning environments. For my statement of purpose, I will focus on Visionary
Leadership, Digital-Age Learning Environments, and Professional Development & Program Evaluation
because these are the areas that I have the most experience.
Visionary Leadership
Using technology for learning and professional development has changed drastically since my early
years as a teacher. My interest in educational technology began in the late 90's when four PC's with
Internet access were installed in my classroom. I immediately began exploring Web resources that my
students could use to learn and find information. Since that time, the quality of digital tools, computer
programs and hardware, and the sheer amount of available information has increased greatly. My vision
for the future of education includes initiating conversations about digital learning, listening to teachers
ideas and concerns, foreseeing obstacles to implementation, and connecting with instructional
technology leaders who share a 21st century vision.
Currently, I am an active member of my districts Technology Committee and often participate in the
presentations and discussions with members of that team. Together we formulate our mission and goals
related to both the school learning environment and how we will reach out to the different communities
that make up our school district. I know how limited funding is for all systems in our state, but I
continually advocate for our teachers and students to have access to the best digital resources and
professional development opportunities. I have worked on the implementation of products like
Edmodo, Moodle, and Google Apps for Education to bring these digital tools to teachers to utilize with
their students.
In my 20 years as an educator, I have witnessed many changes and incredible growth in how teachers
utilize technology in the classroom and how students use technology to learn. My classroom teaching
experience and the opportunities I have had as a technology resource teacher have inspired my vision
for 21st century teachers and learners. Even though I work at the district level and impact students
indirectly, I continue to hold the belief that every student deserves a safe and nurturing environment in
which to learn and develop their own skills and talents. As we work to improve access to technology for
all students and teachers, we increase our ability to provide high-impact learning opportunities and
develop life-long learners.
Digital-Age Learning Environments
Traditional classrooms are gradually shifting towards a more dynamic and collaborative learning
environment. Teachers must make important decisions about how to balance traditional pedagogy with
digital strategies like blended instruction and flipped lessons while ensuring that student needs are
addressed and learning is adequately assessed. As a guide for building a 21st century environment, I
encourage the use of the SAMR model which identifies levels of integration Substitute, Augment,
Modify, Redefine that show how technology impacts teaching and learning.
Valuable time and effort go into creating the most effective learning environment for students. I work
with teachers in groups and on an individual basis at times to provide the guidance and support they

need to successfully implement digital learning strategies and activities. Recently, I worked with a 5th
grade teacher to create a QR code scavenger hunt and brought in iPads for her students to participate in
the activity. I connected her 5th grade science standards to digital tools and online content and created
an engaging and fun way for students to learn. Other 5th grade teachers can replicate this activity for
their students with the materials and resources I developed initially. This type of co-teaching is just one
way I model digital-age learning.
Social media is drastically changing the way teachers communicate and collaborate. I have been a part
of several discussions on which types of social media we allow to be open in our system and what
specific guidelines we provide to our teachers. When administrators and teachers want to use sites like
Twitter, Sites, or a blog, I advise them on the proper use of these sites and share our district
expectations for social media. I believe social media sites provide teachers with professional connections
that previously weren't possible and give instant access to tons of valuable resources. I am now an avid
Twitter user and recently created an account for my district to promote our technology blog posts and
useful digital tools. I co-write a technology blog, Shelby County Tech Treats, with my colleagues, and we
send out updates throughout the year for the teachers in our schools. This digital media has replaced
the paper newsletter we used to develop and print out. This type of adaptation is often necessary for
technology coaches, so I remain open to learning about more creative ideas for communication and
collaboration that best fit the needs of our district and community.
Professional Development & Program Evaluation
As a technology coach, I make a concentrated effort to model and promote effective use of technology
for learning on a daily basis. Throughout the year, I work with administrators to guide their decisions on
purchasing technology, collaborate with school technology coordinators to build a plan for instructional
technology that fits their school goals, and develop professional development classes that encourage
innovation. In the planning phase of professional development, I send out a needs assessment survey to
teachers at the schools to collect data about topics to offer and types of learning teachers want most. I
analyze this data with my co-workers, and we use the results to plan training for each semester. In the
past two years, we have started offering webinar-style sessions in addition to the face-to-face classes in
an effort to meet our teachers needs and bring the learning to them on their own devices.
One new strategy I have used this year is to follow up with teachers I have trained within a week of the
class. Based on verbal feedback during the session and written evaluations they turn in, I compose an
email to those teachers to provide additional ideas, address any questions, and to offer encouragement
as they venture out and try a new and innovative activity or digital tool. Often this leads some of the
teachers to communicate back with me about their tech-infused lessons and how it impacted their
students learning experience.
Staying on top of the latest technology trends and their implications for education is a critical part of my
responsibilities as a 21st century educator. Each year it seems to become more challenging to implement
current technologies and purchase digital devices with limited funding and factors that seem to take
priority. It is now possible to learn anywhere, anytime and connect globally from our cell phones. I
believe educators can make that possibility work to transform the learning experience for all students
and for themselves. My goal is to meet teachers where they are and provide programs of learning that
inspire them to create a technology-enhanced learning environment for maximizing student learning.