Assignment #2 Change

Scheninger writes, "Sustaining change is accomplished not only by dealing with apparent roadblocks as they appear, by also recognizing potential ones before they happen."  I am excited to begin the journey of "leading out loud" with technology in my own school, but  must remember to carefully cultivate a support structure that removes the fear of failure and encourages a risk-taking environment that fuels innovation. To be a change agent who provides digital leadership that continuously improves the my school through the effective use of technology resources I must consider the following frameworks which perfectly align with the national standards for technology leadership and frameworks for school improvement.

Fullan's Six Secrets of Change

1. Love your employees
2. Connect peers with a purpose
3. Capacity building prevails
4. Learning is the work
5. Transparency rules
6. Systems learn

Fullan's Six Secrets of Change provide an excellent framework for new administrators.  Specifically useful guidelines for my leadership practice were Fullan's Change Secret 2: Connecting peers with a purpose and Change Secret 5: Transparency rules.  A potential roadblock to change could be a staff feeling lack of collaboration and ownership in the digital initiative.   As Sheninger reminds, "The why and the how need to be clearly articulated to the staff, and they need to be active participants in the change process."  Far too often change has the perception of flowing top-down, but purposeful peer interaction will allow educators to have a voice and ownership in the initiative.  Leading purposeful and collaborative change helps to ensure the NETS-A standards, specifically 4a, and 4b (see below) are being honored.  Shinger prompts, "empowering teachers to shift their instructional practices and giving them the needed autonomy to take risks and work on effective integration techniques works to intrinsically motivate educators to use technology." Overlapping this concept is the idea of transparency rules. Caution must be taken to become a more transparent administrator and sharing the innovative practices taking place within the walls of my school. Lastly, Fullan's Change Secret #3 :Capacity building prevails reminded me of the idea of forseeability as it relates to change.  Sheninger maintains that "Leaders must continue to develop capacity in all stakeholders while always anticipating the next course of action." As an administrator, an essential task will be to foresee potential roadblocks or areas of opportunity for digital change; trust, cohesion, resources and motivation must be consistently assessed through this cycle of change.

 

The Seven Pillars of Digital Leadership 

1. Communication
2. Public relations
3. Branding
4. Professional growth and development
5. Student engagement and learning
6. Opportunity
7. Learning environment and spaces

Sheninger's Pillars of Digital leadership represent a basis from which new ideas and practices evolve in order to improve schools and professional practices. Specifically powerful pillars for my leadership toolbox were communication and branding.  Communication seems to be an imperative skill to develop with technology.   Social media like Facebook, Twitter and Instagram seem to be convenient and popular ways to connect all stakeholders. A fact I found particularly powerful was the technology survey that indicated 93% of families are on cell phones or computers with Internet access each day, wouldn't it seem natural to capitalize on this potential connectivity?  Embracing technology as a means to create and maintain a brand is an exciting concept. Again, using social media as a tool for targeted communication will resonate throughout the community.  Connecting and engaging the community is a catalyst for change and systemic improvement which align perfectly with NETS-A standard 4a, 4d and 4e (see below). It is crucial that best practices are emphasized, modeled and maintained in order to effectively lead with technology.  Leaders must constantly be establishing partnerships to support systemic improvement; with teachers, with parents and with the greater education community.