Vision Paper

Newton County Theme School

Schools Vision:
Technology at the Newton County Theme School is to be used on a daily basis and to be
implemented by not only teachers, administrators and stakeholders by modeling, but by students
engaged in rigorous technology lessons. Students and teachers alike will collaborate in
motivating students in a technology rich environment that prepares them for future learning and
life beyond school. The use of programs and resources will be understood, monitored as well as
reviewed by teachers, parents and district members in order to increase the use of technology
across all grade levels and promote the use of affective technology usage among all.
Administrator Roles:
Todays rapidly changing environment requires the principal as technology leader to
become involved in discovering, evaluating, installing, and operating new technologies of all
kinds, while keeping teaching and student learning as the guide and driving force behind it all
(Creighton, 2003). A leader who understands the school culture can be able to help teachers to be
transformational leaders who can initiate and lead change (Msila, 2011). By looking at the
school demographics, administration will consider what best technologies can be implemented
easily not only as school but also possibly could be implemented at home with smooth transition.
Administration should be the center hub for understanding the types of technologies chosen. The
administration will assign a technology leader that can accord a team of technology leaders, one
from each grade level that will serve as the schools technology team and leading go to person
for technology help. This will strongly help create unity and shared vision between
Stakeholders at every level empowered to be leaders in effecting change (Essential Conditions,
2009). Professional learning will take place on a regular basis that empowers teachers to feel
confident in using technology on a regular basis.
Technology Coachs Role:
The school technology coach will be a chosen teacher that can effectively select a team of
teachers that facilitate professional learning of technology with the help of the administration as
well as district level technology leaders. Educators, support staff, and other leaders skilled in the
selection and effective use of appropriate ICT resources (Essential Conditions, 2009). The
technology coach must help the principal in evaluating teacher usage of technology as well as
resources that are being used. The coach must provide a plan to each teacher to increase
technology usage that promotes rigor and project-based learning. The technology coach will be
the leader of a team of teachers, one from each grade level, where technology-related
professional learning plans and opportunities with dedicated time to practice and share ideas.
Teachers Role:
While still following state standards, teachers must create rigorous, project-based
learning that uses a wide variety of technologies to create authentic learning and collaboration
among students. The administration and technology coach will help in educating teachers, as
well as establish a head teacher for every grade level that can help in implementing and increase
technology usage. [Teacher will be] planning, teaching, and assessment centered around the
needs and abilities of students while teaching content standards and related digital curriculum
resources that are aligned with and support digital age learning and work (Essential Conditions,
2009). Teachers will also understand equitable access for all students and will prepare aided
technology for those who are in need. Teachers will use widely used Web 2.0 tools as well as
new and emerging technologies. Teachers will assume the role as the class facilitator and guide
during authentic lessons and help with technology usage. In addition to the many resources
teachers use on a regular basis, to increase test scores and understand deficits, teachers will use,
in association with the Promethean White Board and Thinkgate, the Student Response Systems
to collect data on each student year-round and use this data to remediate when necessary.
Students Roles:
Students will assume the role as explorer, investigator and producers of knowledge with
the help of their teacher being the facilitator of each lesson. Students [will] use digital media and
environments to communicate and work collaboratively, including at a distance, to support
individual learning and contribute to the learning of others (NETS-S for Students, 2007).
Students will do this by completing lessons through various technology resources. WebQuests,
class blogs, simulations, ePals, as well as other Web 2.0 tools will be used to increase not only
technology usage but engagement among students. Students [will also] use critical thinking
skills to plan and conduct research, manage projects, solve problems, and make informed
decisions using appropriate digital tools and resources (NETS-S for Students, 2007). Students
will reflect not only their work but the affective implementation of technology used in each
lesson by their teacher to create an environment that will promote more effective technology
usage.
Parents Roles:
Parents will be there to support not only their child, but also their childs school in the
implantation of technology at home and at school. The parents will be the teachers backbone in
supporting the usage of various types of technology so that sound digital citizens are being
prepared for future jobs.
District and Community Member Goals:
The school board and community members will create partnerships and collaboration
within communities to support and fund the use of ICT and digital learning resources (Essential
Conditions, 2009). Working together, community members may be able to help out financially
or professionally in assisting with technology application.
Works Cited
Creighton, T. (2003). The Principal as Technology Leader. Thousand Oaks: Corwin Press.
Essential Conditions. (2009). Retrieved from International Society for Technology in Education:
http://www.iste.org/docs/pdfs/netsessentialconditions.pdf
Msila, V. (2011). Changing and Leading School Culture: The School Principal's Role in the Implementation
and Adoption of Information Technology. International Journal of Technology, Knowledge and
Society, 120-131.
NETS-S for Students. (2007). Retrieved from International Society of Technology in Education:
http://www.iste.org/standards/standards-for-students/nets-student-standards-2007