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Running Head: SHARED VISION & RATIONALE

Shared Vision and Rationale

Andrea Radford

ITEC 7410: Instructional Technology Leadership

Summer, 2021

Dr. Angela Bacon

Keywords: shared vision, technology, cooperative, collaborative, comprehensive

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Shared Vision and Rationale

Shared Vision Statement

The Cobb County School District’s vision statement is “a school district of

excellence where all students succeed” (Cobb County School District, n.d.). To be in
alignment with the district vision, the Hillgrove High School vision statement is
“preparing students with knowledge and values to become productive citizens” (Cobb
County School District, 2018). To achieve these visions, stakeholders must be
cooperative by including students and parents on technology and school advisory boards
with teachers and administrators, collaborative by using problem-solving learning
strategies with integrated technology across all subject curriculum, and comprehensive in
all areas by implementing accessible technology for all. Cooperative in planning and
strategic organization, collaborative in the learning environment, and comprehensive in
providing equity in all opportunities of learning is a shared vision for the entire Hillgrove
High School community. Bringing these three elements together will ensure the success
of students as they become global citizens.

Rationale

Reflection and analyzation of both the district and school’s mission and vision
statements as well as the district’s technology plan and the school’s improvement plan
(SIP), prompted a deeper analysis with a SWOT evaluation. Through the SWOT
conclusions and recommendations, the areas of improvement and focus to achieve the
shared vision are evident. One area is planning and organization. In organization, the SIP
Committee needs to be expanded to include teachers, parents, and community members.
This will provide an expanded view of the school and provide more ideas for actions to
achieve the goals. By working collaboratively with the Technology Committee, the SIP
Committee will include technology in the SIP goals/actions. The Technology Committee
should be expanded to include the TTIS, a teacher from each department, students, and
parents. The committee’s responsibilities should be expanded from spending the
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Technology budget to assessing the current reality of technology and its usage by
teachers and students. After this need’s assessment, the committee creates a Technology
plan for the school and shares the plan with all stakeholders. To align with the district
Technology plan, the school technology plan should include steps for teachers to achieve
Microsoft Innovative Educator certification and it should include the creation of a
Microsoft Showcase School committee to begin that process (Cobb County School
District, n.d.). These changes to committees and their responsibilities are supported by
many of the ISTE Essential Conditions such as Shared Vision, Engaged Communities,
Assessment and Evaluations, Empowered Leaders, Skilled Personnel, and Ongoing
Professional Learning (ISTE, 2021). The most impactful of the Essential Conditions is
Empowered Leaders due to the inclusion of stakeholders, the collaboration, and the trust
built by including and expanding the leadership teams (ISTE, 2021). Expanding
leadership and responsibility is critical for school change or reform; without it the
effectiveness of the purpose and goal is reduced to another passing trend (Dufour et al.,
2013).
Another area for improvement in the shared vision is to incorporate more
problem-solving learning opportunities in all subject areas. To achieve this, professional
learning and collaboration is supported by TTIS professional learning sessions in
problem-based learning with integrated technology, teacher collaborative teams sharing
best practices with other subject areas, and students working collaboratively and sharing
the results. Professional learning can be department and collaborative team focused
covering topics of culturally relevant lessons and problem-solving activities for students.
Collaborative learning will be promoted by collaborative teams and students saving and
sharing the lessons and activities in the district provided cloud storage (S Adams Becker
et al., 2017). This student-centered project or problem-solving focus will provide students
with confidence and willingness to address real-world problems and issues (Edutopia,
2008). Creating the learning environment for students to become global citizens is
aligned with the district Technology plan (Cobb County School District, n.d.) and the
school SIP (Cobb County School District, 2018). These actions are also supported by the
ISTE Essential Conditions of Ongoing Professional Learning, Student-Centered
Learning, and Curriculum Framework (ISTE, 2021).
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The last area that addresses the shared vision is being comprehensive in providing
technology skills and access equity for all stakeholders. Being comprehensive in offering
basic technology skills, digital citizenship, Cobb Teaching and Learning System (CTLS)
skills, reading skills, and math skills for teachers, students, and parents addresses the
school SIP (Cobb County School District, 2018) and the district Technology plan (Cobb
County School District, n.d.). Specialized sessions can be conducted before, during, and
after school hours. Sessions can take place in the Media Center and computer labs before
and after school or during Hawk Hour (a one-hour support or enrichment session that
takes place during the school day) every week. The administrators, media specialists and
the TTIS will collaborate to plan and conduct the sessions. Teacher leaders can lead
student and parent sessions. To increase access equity, funding can provide more laptops
and computer labs. For access equity, student session topics will include BYOD since
most students have a device with them every day and the Media Center will offer laptops
for overnight checkout. Providing technology skills and access equity is supported by the
ISTE Essential Conditions of Equitable Access, Ongoing Professional Learning, Skilled
Personnel, and Engaged Communities (ISTE, 2021). According to Roblyer (2016), basic
technology skills provide collaboration and sharing of documents, improvement of
document appearance, and support of language and writing skills. These are skills
addressed in the vision and needed by our future global citizens.

Diversity Considerations

Several student groups are impacted by this shared vision. During the pandemic, it
became evident that more students and households needed devices and internet access.
Low SES students and households will be provided digital equity by students checking
out devices from the Media Center and low SES students attending technology skills
Hawk Hour sessions. During these sessions, students will learn how to use BOYD to
provide access during school hours. Office 365 sessions will also be used to teach
students how to use these technology tools to improve their work and to share their work.
Administrators, the TTIS, and Media Specialists can create instructional videos and
resources for BOYD and Office 365 and share them in Office 365, through the school
website and teachers’ blogs. Teachers will include basic technology skills in student-
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centered activities. According to Boss (2016), educating parents that are low SES in the
use of technology skills will improve their students’ technology usage so before school
and evening technology skills sessions for parents will be offered. To provide internet
access to low SES residential area, the school can purchase portable wi-fi devices for
check out and the school can work with a local internet provider to form a Partners in
Education relationship to provide low cost or free internet to low SES.
Another group of students who will be a focus for this vision is based on gender.
Girls will be included in providing digital equity by teachers learning techniques such as
allowing girls to take laptops from the cart before the boys, calling on girls for discussion
before calling on all the boys and giving them time to respond (Ring, 2008). A club for
girls and technology will give girls more opportunity for access and to raise their
confidence (Ring, 2008). Female community members can conduct Hawk Hour sessions
to model females and their use of technology. According to Ring (2008), professional
successful females inspire female students to pursue technology classes. The Hillgrove
High School vision is to prepare all students and with these actions that vision will come
true.
Stakeholder Roles

Stakeholders working together will bring this shared vision to a reality. All the
school stakeholders hold the student at the center of the shared vision. With true
cooperation and clear communication, the collaborative environment will success. The
following stakeholders have difficult and challenging roles and responsibilities but with
the collaborative effort, the goals of the shared vision will be reached.

Administrators
The administrators hold expectations for teachers and students that support the shared
vision. Administrators are the support system that leads by modeling and answering
questions without blame.  Administrators use transparency in their communication to
gain trust from the other stakeholders. Administrators work with teachers and department
chairs for department or individualized professional learning by observing classes and
collaborative team meetings. Administrators lead school change and success by allowing
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teachers to take risk.

Teachers
For Teachers to be successful in the shared vision, they need to be open to new methods
and learning styles. Teachers should be open to change and dedicate themselves to being
lifelong learners. Teachers are active contributors to the collaborative team and use data
to drive instruction. Students should remain the teachers’ center of attention and teachers
allow students to oversee their own learning.

TTIS
The TTIS is very involved in the shared vision. She is the district provided resource to
help and support in the work to the goal. The TTIS provides professional learning
sessions to teachers based on adult learning strategies and she conducts departmental
focused professional learning sessions. The TTIS is the resource for CTLS and shares
CTLS information in a precise and understandable language. The TTIS collaborates with
the Media Specialists to create professional learning sessions and resources to share with
all stakeholders.

Media Specialists
The Media Specialists are a support role for all the stakeholders. They have high
technology skills and are up to date on new technology tools. They collaborate with all
staff and students. They are open to teaching classes and creating technology-based
lessons for all subject areas.

Students
Students at Hillgrove know they are expected to reach high set goals. They approach
goals in a positive attitude and are not afraid to ask for help. Students feel safe in the
positive learning environment, and they will request help or feedback from any
stakeholder when needed. Students are proud of their learning and share the results will
all stakeholders.
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Parents
Parents will stay connected with the shared vision by supporting the student and teachers.
Parents will use CTLS Parent, email, the school website, ParentVue, and other school
communication to be aware of school and classroom activities. Parents can develop
connections to the student and school by attending parent sessions and volunteering for
PTSA and the Hillgrove Foundation. Parents feel secure and safe to contact other
stakeholders for help and advice. Parents are welcome at the school and take ownership
of the school.
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References

Boss, S. (2016). Engage Parents as Partners to Close the Digital Divide. Edutopia.

https://www.edutopia.org/blog/engage-parents-partners-close-digital-divide-suzie-

boss

Cobb County School District. (n.d.). Cobb County School District. Www.cobbk12.org.

https://www.cobbk12.org/page/285/the-district

Cobb County School District. (2018). Hillgrove High School - Home.

Www.hillgrovehighschool.org. https://www.hillgrovehighschool.org/

Dufour, R., Fullan, M., & Solution Tree Press. (2013). Cultures built to last: Systemic

PLCs at work. Solution Tree Press, Cop.

Edutopia. (2008, February 29). Why Teach with Project-Based Learning?: Providing

Students With a Well-Rounded Classroom Experience. Edutopia; George Lucas

Educational Foundation. https://www.edutopia.org/project-learning-introduction

ISTE. (2021). Essential Conditions | ISTE. Www.iste.org.

https://www.iste.org/standards/iste-essential-conditions

Ring, S. (2008). Tech gURLs: Closing the Technological Gender Gap. Edutopia.

https://www.edutopia.org/computer-science-technology-gender-gap

Roblyer, M. D. (2016). Integrating educational technology into teaching. Pearson.

S Adams Becker, M Cummins, Davis, A., Freeman, A., C Hall Glesinger, V

Ananthanarayanan, & New Media Consortium. (2017). NMC Horizon report:

2017 Higher Education Edition. New Media Consortium.