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Superintendents |
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Superintendents who effectively lead the integration of technology typically perform the following tasks. Effective superintendents:
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ensure that the vision for use of technology is congruent with the overall district vision. (I) |
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engage representatives from all stakeholder groups in the development, implementation, and ongoing assessment of a district technology plan consistent with the district improvement plan. (I) |
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advocate to the school community, the media, and the community at large for effective technology use in schools for improved student learning and efficiency of operations. (I) |
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provide equitable access for students and staff to technologies that facilitate productivity and enhance learning. (II) |
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communicate expectations consistently for the use of technology to increase student achievement. (II) |
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ensure that budget priorities reflect a focus on technology and its relationships to enhanced learning and teaching. (II) |
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establish a culture that encourages responsible risk-taking with technology while requiring accountability for results. (III) |
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maintain an emphasis on technology fluency among staff across the district and provide staff development opportunities to support high expectations. (III) |
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use current information tools and systems for communication, management of schedules and resources, performance assessment, and professional learning. (III) |
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provide adequate staffing and other resources to support technology infrastructure and integration across the district. (IV) |
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ensure, through collaboration with district and campus leadership, alignment of technology efforts with the overall district improvement efforts in instructional management and district operations. (IV) |
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engage administrators in using district-wide and disaggregated data to identify improvement targets at the campus and program levels. (V) |
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establish evaluation procedures for administrators that assess demonstrated growth toward achieving technology standards for school administrators. (V) |
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ensure that every student in the district engages in technology-rich learning experiences. (VI) |
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recommend policies and procedures that protect the security and integrity of the district infrastructure and the data resident on it. (VI) |
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develop policies and procedures that protect the rights and confidentiality of students and staff. (VI)
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District Program Director |
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District program directors who effectively lead integration of technology typically perform the following tasks. Effective program directors:
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assure that program technology initiatives are aligned with the district technology vision. (I)
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represent program interests in the development and systematic review of a comprehensive district technology plan. (I) |
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advocate for program use of promising practices with technology to achieve program goals. (I) |
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participate in developing and providing electronic resources that support improved learning for program participants. (II) |
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provide rich and effective staff development opportunities and ongoing support that promote use of technology to enhance program initiatives and activities. (II) |
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ensure that program curricula and services embrace changes brought about by the proliferation of technology within society. (II) |
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use technology and connectivity to share promising strategies, interesting case studies, and student and faculty learning opportunities that support program improvement. (III) |
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model, for program staff, effective uses of technology for professional productivity such as in presentations, record keeping, data analysis, research, and communications. (III) |
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use online collaboration to build and participate in collaborative learning communities with directors of similar programs in other districts. (III) |
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implement technology initiatives that provide instructional and technical support as defined in the district technology plan. (IV) |
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determine financial needs of the program, develop budgets, and set timelines to realize program technology targets. (IV) |
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continuously monitor and analyze performance data to guide the design and improvement of program initiatives and activities. (V) |
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employ multiple measures and flexible assessment strategies to determine staff technology proficiency within the program and to guide staff development efforts. (V) |
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involve program participants, clients, and staff in dealing with issues related to equity of access and equity of technology-rich opportunities. (VI) |
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educate program personnel about technology-related health, safety, legal, and ethical issues, and hold them accountable for decisions and behaviors related to those. (VI) |
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inform district and campus leadership of program-specific issues related to privacy, confidentiality, and reporting of information that might impact technology system and policy requirements. (VI)
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Principal |
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Principals who effectively lead integration of technology typically perform the following tasks. Effective principals:
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participate in an inclusive district process through which stakeholders formulate a shared vision that clearly defines expectations for technology use. (I) |
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develop a collaborative, technology-rich school improvement plan, grounded in research and aligned with the district strategic plan. (I)
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promote highly effective practices in technology integration among faculty and other staff. (I) |
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assist teachers in using technology to access, analyze, and interpret student performance data, and in using results to appropriately design, assess, and modify student instruction. (II) |
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collaboratively design, implement, support, and participate in professional development for all instructional staff that institutionalizes effective integration of technology for improved student learning. (II) |
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use current technology-based management systems to access and maintain personnel and student records. (III) |
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use a variety of media and formats, including telecommunications and the school website, to communicate, interact, and collaborate with peers, experts, and other education stakeholders. (III) |
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provide campus-wide staff development for sharing work and resources across commonly used formats and platforms. (IV) |
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allocate campus discretionary funds and other resources to advance implementation of the technology plan. (IV) |
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advocate for adequate, timely, and high-quality technology support services. (IV) |
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promote and model the use of technology to access, analyze, and interpret campus data to focus efforts for improving student learning and productivity. (V) |
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implement evaluation procedures for teachers that assess individual growth toward established technology standards and guide professional development planning. (V) |
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include effectiveness of technology use in the learning and teaching process as one criteria in assessing performance of instructional staff. (V) |
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secure and allocate technology resources to enable teachers to better meet the needs of all learners on campus. (VI) |
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adhere to and enforce among staff and students the districts acceptable use policy and other policies and procedures related to security, copyright, and technology use. (VI) |
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participate in the development of facility plans that support and focus on health and environmentally safe practices related to the use of technology. (VI)
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