Mentoring Matters for Superintendents: December
This month’s leadership-life fit continues to address our need to focus. See how focusing our attention in three different ways can build leadership efficacy, according to emotional intelligence guru, Daniel Goleman.
Maximizing Your Technology Integration/Implementation:
What is the extent of your district’s implementation of technology? This summary (and access to the full article) provides insights regarding how to diagnose your current level of implementation and how to move along the continuum toward highest levels of quality implementation.
The Challenge: Gene Hall describes the discrepancy in the use of technology from one classroom where the teacher uses the interactive whiteboard to share his/her content and students use laptops when they’ve completed their work to another classroom where students generate content using the laptops and the whiteboard, and technology is highly integrated to activate and facilitate student learning. Students’ widespread use of technology outside of school contributes to an ever-widening gap. The challenge, notes Hall, is knowing what teachers need to implement and integrate technology fully.
The Response: Getting to widespread and effective implementation of technology necessitates an understanding of the change process and an acknowledgment of the complexity of technology innovation. Change is not an event; it is a process, and people move through the process at different rates. Once change is recognized as a process and technology innovation is accepted as complex, then a district can focus on the following four questions to guide their analysis of implementation and direct their future implementation focus:
To diagnose the current state of use of each implementer, Hall identifies 8 levels of use/non-use that can be used to plan and design learning to move the teacher to the next stage of use. The goal for all users is routine use, and to attain this level when beginning as a non-user can take on average 3-5 years and longer in some cases. Read more about specific interventions for each Level of Use in the full text of the article: Technology’s Achilles heel: Achieving high-quality implementation.
Innovation Configurations support school leaders and teachers in cultivating a common vision for how the technology is and can be used. Such information helps leaders (both teacher leaders and administrators) to know what to look for when they observe innovation in use.
A final aspect to consider when implementing technology (or other change) is the social/emotional component. Hall offers the following chart to help leaders diagnose where staff members are regarding their Stage of Concern about the innovation.
Crucial to any change effort is the leadership. Hall explains the impact of three leadership styles on implementation of innovation:
Studies show initiators and managers have greatest implementation success with trends showing initiator principals as having the most success. However, each style has different implications for facilitation of change and all can be successful.
Read the full text by linking below:
6 Key Board Conversations for Collective Success:
A retired superintendent shares six targeted discussions he initiated with his board that led to sustained success in this month’s School Administrator.
Whether your board members are new or veteran, Enoch notes that revisiting these six discussions contribute to successful leadership and enrich the relationship of the superintendent to the board.
Enoch, S. (2013). Conversing courageously with your board. School Administrator, 70(11), 11.
Question stems to process issues you face and help arrive at a solution.
December/January Monthly Checklist:
These lists are intended as a guide and are likely not all-inclusive! Process in your mentor-mentee team to identify other items that need to be addressed.