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Critical Questions for Leadership

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Let's use this page to wordsmith and suggest alternate questions. Think of which questions would best be used in a school leadership group for assessing their own program and process. Avoid questions that require a simple yes of no.--Albert

  1. How does the school regularly evaluate its use of technology to support its mission, goals, and program?
    1. Who is responsible for making sure this happens?
    2. Does the school ever draw onWhat components of the technology program need the objective expertise of an outside consultant?
    3. Is How is technology integrated into the strategic plan or school renewal process?
    4. What are the best metrics to determine the success of educational technology initiatives?
    5. What components of the school’s mission, goals and program reflect the best of 21st century learning and education? (cwb)
    6. What measures are used to evaluate learning outcomes related to the implementation of educational technology and do these measures reflect the evolving nature of 21st century knowledge? (cwb)
  2. How are school heads, curriculum leaders, and professional development leaders actively involved in the development, implementation, and evaluation of technology integration goals?
    1. Who is responsible for insuring efficient and effective implementation of technology goals within the curriculum? (cwb)
    2. Are curriculum coordinators and department heads responsible for integration of[the developing and evaluation of] technology goals within the curriculum? Is it confusing to use "integration" in this context?-Albert What role do curriculum coordinators and department heads play in developing and implementing evaluation of effective use of technology in learning environments related to technology goals and curriculum? What measures are taken to insure they understand effective use of technology in learning environments? (cwb)
    3. Is professional development for technology integration included in the school's overall approach to professional development?
    4. How are technology goals in curriculum and professional growth evaluated?
  3. How has school leadership articulated the rationale for educational use of technology and built widespread consensus for its adoption?
    1. Do the faculty and parents know what technology is used and why it is used at the different grade levels?
    2. In what ways do the technology goals complement or conflict with the school's mission and its pedagogical approach?
    3. In what ways does the school’s professional development program reflect the need for life-long learning in the art of teaching in the 21st century? What accountability measures are built into the professional development program?
  4. How has school leadership incorporated technology considerations into strategic planning and created a sustainable financial model for school technology commitments?
    1. Has does the school's technology spending compare to that of similar schools?
    2. Is the funding for technology evolution part of the school's regular budget cycle?
    3. How effectively does the school leverage existing technology resources currently owned by the school?
  5. How does the staff member responsible for the technology program contribute leadership to the school's administrative team?
    1. By what regular means is the technology leader given an ear and an voice in the administration?
  6. How does the school provide faculty, staff, and students with equitable access to technology?
    1. What kind of access does each teacher have to a computer?
    2. What kind of access does the school provide for students who do not own a home computer or who do not have internet access?
    3. How does financial aid change/grow/compensate if the school requires technology purchases or leases?
  7. In what ways does the school recognize that advancing technology integration often requires significant support for risk taking, time for faculty planning, and adjustment in the allocation of instructional time?
    1. How has the integration of technology changed in the length of the class period or the scope of the curriculum? (I think this makes assumptions about technology use taking up more time or curriculum that are not universally true- Peter) Suggest: Does allocated class time support the integration of technology?
    2. What support is given to the teacher who pioneers technology initiatives?
    3. What time and or compensation are provided for teachers to build curriculum that meaningfully integrates technology?
  8. How does the school leadership model and embrace their own use of technology for educational and administrative uses?
    1. In teaching, do key administrators use smartboards, create Web pages, maintain blogs or demonstrate proactive use of technlogy? OR What technologies do the faculty observe the key administrators using? OR How do administrators model expertise in the effective use of technology?
    2. In professional work, do key administrators go past the mundane (e-mail and word processing) to use more sophisticated tools (spreadsheets, graphs, blogs, Web pages, Inspiration) for modelling organizational and communication tools that are "beyond the basics"
  9. How does the school leadership encourage and personally embrace administrative professional development around technology?
    1. In what ways is technology proficiency included in the staff's yearly evaluation?
    2. In what ways do budget and calendar encourage technology growth?

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