Reflection of video conference with Dr. Bette Gray, Director of School Technology Branch

I was thrilled to meet with Dr. Gray today to discuss the nature of how Alberta's education policies are put into place and what this means for us as IT leaders. Essentially Dr. Gray outlined how three streams or perspectives help to determine policy. 3 streams: problems, political, and policy.
Convergence windows occur where the 3 streams come together and policy is impacted.
Windows can open if there is a change in the political stream or because a new problem catches the government’s attention.

She discussed some of the initiatives that Alberta Education has implemented to keep Albertans in the loop.
- Inspiring Education – conversations with Albertans about what it means to be educated 20 years from now.
- Setting the direction for Special Education – what do we want for our children?

One of ideas that Dr. Gray brought up really struck a chord with me and has huge implications as we delve into our leadership roles. She indicated that sometimes when the answer or problem seems obvious one needs to re-frame the problem. How a problem or solution is defined can have a huge difference.

To examine the policy stream, I think of this example: Everyone has lots of possible solutions. Your task as a leader is to couple a solution with a well defined problem.

The political stream involves a range of influential people.
- School: trustees, principals, parent council, admin.
- District: superintendent, MLAs, premier, lobby groups, Minister of Education Leaders need to be able to weigh all of the options. You need to be able to look at where can you move into the circle of influence.

Sometimes issues move out of the public eye because the issue becomes a non-issue or players feel that it has been addressed. Sometimes this window closes because the players change and priorities change. Other times there just isn’t a viable option.

As a final thought, Dr. Gray urged us to consider why we want to become leaders - "This is about what is best for student learning." I am so appreciative for the opportunity to have meet with another dedicated, professional, and magnetic leader.

Reflection of presentation by Gary Spence, IT Director/Associate Superintendent of Wolf Creek Schools

There seems to be a common theme among the guest speakers we have listened to over the past week - each demonstrates effective leadership and vision. For today's reflection I thought I would use a jot note format rather than a more narrative approach.
Gary Spence’s presentation seemed to speak to several main ideas as addressed by the readings:
- Technology is pervasive
- Decisions are evaluated based on how they support the vision and if they are technologically relevant and feasible
- Technology is an accelerator (Fullan)
- Basic literacy – meaning is shaped, purposeful, dynamic, flexible, involves interaction

To help meet the goals or outcomes of the division, Mr. Spence has created a team of professionals.
- Assistant Superintendent (oversees ever thing!) = Mr. Spence
- Tech integration director (keeps an eyes on the pedagogy)
- Network admin
- Admin assistant (paid same as tech)
- Network systems analyst (technical work)

Spence’s hierarchy of effective tech integration
- Reliable connectivity
- Reliable hardware and software
- Operational skills
- Integration skills (pedagogy)
- Desired outcome

Mr. Spence highlighted the need for balance between educational needs and technical requirements. Technical staff cannot work in isolation of educational staff. Ex: fantastic learning, but unreliable infrastructure. Focus groups bring people from different sectors together to discuss realities, needs, and how to improve student learning.

Through his presentation, several leadership characteristics became evident. Mr. Spence also explicitly addressed the components of an effective leader from his point of view.
- “reasonable people given all the information will come to the same conclusion.” (DEMOCRATIC PROCESS)
- Keeps the big picture in mind (finances, technical aspects, etc), must promote student learning
- Forethought about where to go in 5 years
- Communicating effectively – every voice is important
- Knowledge of the technology
- "The more efficient I can make people for the administrative tasks, that is money well spent"
- Delegating responsibility = delegating authority (may not happen the way you want them to)
- Commitment – to kids, staff, integrity, hard on ideas, soft on people
- Visionary – know where you are going and why
- Be humble – recognize your success is the result of many others, you can’t know it all, give others credit (often!), rely on your peers
- Technical savvy – keeps you from being mislead, learn what you don’t know (or find out who does)
- Pedagogy – up to date on research, keep teaching in perspective
- Be practical, technology can be good or bad, be transparent (document!), be collaborative, sometimes you need to make the tough decisions, strong negotiator, highly organized, good manager (finances, etc).

It is clear that technology permeates everything that Wolf Creek believes in. They plan to integrate several new technologies over the next year or within the past year.
- VOIP: increases school to home comm., increase prof collaboration, increased emergency response, ease of use (dial by name with QWERTY keyboard – great way for people to keep in touch)
- Define problems that you want to address and look for ways to solve using technology. (prob: mobile teachers use virtual extensions – you keep until you move boards or retire)
- Rapid Web Designer: consistent look and feel to all WCPS websites
- Automated major formatting components (keeps a consistent look)
- Content is easily updated with basic document skills
- Putting content posting ability in many hands
- Videoconferencing: Highschool instruction – enhancing program offering in our small schools, the ABE Alliance (utilize the strengths of each school to develop a common schedule)
- Teachers do some face to face with the children, provide sub time and transportation
- Mentorship for teachers (3 years)
- Classroom enhancement opp (NASA, Alaska Marine Station)
- Professional learning and collaboration
- Access to specialists (multi-point conference unit to allow more than one location)
- The EXfiles: - data warehouse, any artefact that it is integral to the function of the board
- Why? information is secure, contains special ed data, accessible to anyone with clearance, supports collaboration, captures and archives all of the knowledge resources, way to share knowledge, all transactions are monitored, only one person can modify at the same time
- 1 to 1 mobile computing:
- 24-7 access to computers for all jr highs in 2 schools, filtering by going through our proxy server.
- SaaS (Software as a service): allows students to access school software at home
- NAC (Network Access Control): using private devices to access board network.

When I asked Mr. Spence to speak specifically about his experiences in leadership, he explained that he was extremely lucky in his career and was fortunate to work with great people.

Reflection of presentation by Larry Jacobs, Superintendent of Wolf Creek Schools

We had the pleasure of meeting another senior level administrator today. This approach has proved to be a very effective exercise in understanding different models of leadership and how each board was able to take an approach that worked for them. As with the previous superintendents, Larry Jacobs spoke to the need to have a centralized vision. He strongly emphasized that you need to have buy in from all levels, otherwise there is just compliance but not commitment.

Wolf Creeks's vision highlights student learning as the first priority. Dr. Jacobs explained that this overarching goal was to be accomplished through developing assessment for learning and instructional design. Technology is embedded in everything. He spoke to how technology is ubiquitous and that we need to prepare the students not to be lifelong learners, but "learners for life." Dr. Jacobs quantified this by giving the analogy of a tidal wave bombarding our learners throughout the course of a lifetime versus giving children the skills they need to access knowledge throughout their lifetime.

Dr. Jacobs's presentation was geared more toward the organizational structure of the school board and less toward leadership per se. However, several characteristics were evident:
- Dr. Jacobs strives to immerse himself in the technology and led by example. In fact, today was his first experience with video conferencing.
- He is a strong believer in that how the organization functions is an equation of how well it is set up.
- He is a strong proponent of professional development and consistency, providing a list of titles that each principal was meant to read.
- He works with a group of third year teachers in a mentorship capacity.
- He has a strong grasp of current research and best practice. He highlighted the example of how they created their vision statement graphic using Marzano's principles of information retention.

Dr. Jacobs briefly discussed how Wolf Creek moved away from their previous system of leadership to allowing principals and teachers greater input into how to implement the vision. The vision was created in collaboration with principals and teachers. He explained in all honesty that teachers were really reluctant to get involved in these meetings, but eventually there was a line up to be a part of them.

"We don't have a technology vision, we have a learning vision." - Larry Jacobs

Reflection of presentation by John Percevault – Director of Technology, School District 51ohn Percevault,

Today we met with another outstanding IT leader, Mr. John Percevault. Mr. Percevault has worked in IT for over 20 years in various capacities and has made a tremendous impact in every district he has worked in. Before moving to Lethbridge, Mr. Percevault worked in the Grande Yellowhead School Division to bring them into the 21st century and create an enviable videoconferencing network.

Upon his arrival in District 51, Mr. Percevault noticed several trouble spots -
They had an outdated evergreen plan; they needed the right people in the right positions; there was a huge discrepancy between the new modern schools and older, outdated schools; each school was committed to doing what worked for them, rather than working from a central, unified vision. He explained that he was hired to fix 2 main problems – replace the Novell server with a Microsoft version and build a technology vision. As he states it, "I was hired to be a change agent."

Mr. Percevault admits that it can be difficult to implement change when you first move to a place and people don't know or trust you. However, Barry Litun had paved the way and he trusted Mr. Percevault to make the right decisions and put together a team of talented people. Mr. Percevault is the first to admit that this was not a one man job and re-iterated Barry's point about hiring the right people. He graciously gave credit to the many people that worked with him to form an advisory committee.

Through a democratic process, and by utilizing the skills of the team and networking with his previous contacts, Mr. Percevault was able to move District 51 into the 21 century in only 2 short years - a tremendous feat! One of the points that both Mr. Percevault and Barry mentioned was the importance of networking. You never know when you might need to call upon a previous contact.

Mr. Percevault described the process that catapulted District 51 into one of the frontrunners (in my opinion) of the technological school reform. He identified 7 main events or key decisions that occurred in District 51 from June, 2007 to now:
- Develop a clear mandate from the Superintendent that speaks to the importance of IT
- Create a clear vision that ensures everyone is on the same page
- Integrate the 3 goals into AISI projects, School Education Plans, etc. Make these goals the absolute focus for all schools in the board - 21st Century learning environments, Differentiated Instruction, and Assessment FOR learning
- Develop a workable financial framework and take advantage of any available grants
- Build multimedia classrooms by ensuring equitable access to computers, projectors, etc.
- Embed Professional Development into your vision and modify the school calendar to make it happen
- Hire the right people and provide incentive for them to stay

Mr. Percevault exhibits many qualities of an effective leader, but what really struck me is his passion. He genuinely cares about public education. He believes, without a doubt, that utilizing technology in our schools is best practice. And he has the dedication and vision to make it happen. Amazing things are happening in District 51!

I think that the main similarity that I recognize between Barry Litun, Don Knezek, and Mr. Percevault is their ability to connect with the right people, build relationships, and inspire the people around them to do what is in the best interests of education.

Reflection of presentation by Don Knezek, ISTE CEO

Today, we continued our introduction of exemplary 21st century leaders. We had the pleasure of speaking with Don Knezek, CEO of ISTE (International Society for Technology in Education) via video conference. Dr. Knezek spoke to the qualities of an effective leader in the context of how administrators applied the ISTE standards. Not surprisingly, these qualities are very similar to what the previous speaker, Barry L. also hallmarked as characteristics of strong leaders.

In his mind, effective leaders are visionary, innovative, and inspiring. They create a positive culture, look for ways to transform student learning, and model digital citizenship.

Dr. Knezek is a visionary himself. He is committed to improving student learning through the promotion of the ISTE standards and conditions, teacher professional development and appropriate assessment. Much to his credit, Dr. Knezek explained that over his lengthy career he encountered some roadblocks, but that he was committed to going the distance. He outlined how ISTE was working with many districts and countries to implement their own standards. He expressed a need to create ISTE documents, websites, and resources in multiple languages to reach a greater audience. As an organization, "ISTE advances excellence in learning and teaching through innovative and effective uses of technology. "
Dr. Knezek explained that, in his opinion, the best way to change current thinking is to work at the school level - almost a grass roots movement. He expressed a disconnect with the beliefs of teachers and school based administration, and senior leaders and government officials. The people on the front lines recognize the paradigm shift from utilizing technology as a mere communication tool to using the digital tools as a means to create and innovate. Dr. Knezek believes that the work of the ISTE is the vehicle for educational change.

“It is not the strongest of the species that survives, nor the intelligent; it is the one that is most adaptable to change.” – Charles Darwin

Reflection on presentation of Barry Litun, Superintendent of District 51

Today, we were fortunate to speak with Mr. Litun, a superintendent about how he has worked over the last 3 years to move his school district forward technologically, how he has improved communication amongst schools, and what processes he implemented to ensure a smooth transition. As Mr. Litun indicated, “Technology is here to stay. From my perspective, you need to ensure that each student has equitable access to technology.” He identified 3 cornerstones of his district to ensure a quality, equitable learning experience for all students: Differentiated instruction, assessment for learning, and 21st Century schools (technology).
To meet these ends, Mr. Litun seeks to ensure that technology is dependable and user friendly, it is up to date, safe and secure, and that there is a back-up system in case of software or hardware failure. He also expressed the importance of creating the opportunity for parents to interact and communicate with schools using technology and to ensure the district maintains a central vision to create equity.
As I listened to Mr. Litun speak, the work of Fullan (2001); Carey (2005); Kouzes & Posner (2002); Leithwood & Duke (1999), and my assessment of Gord H, my previous assistant principal, several key points come to mind. Mr. Litun exemplifies the characteristics of an effective leader. He highlighted the importance of building trust and relationships, opening the lines of communication, and creating a clear vision of how to fix the district’s deficits.
Essentially, Mr. Litun is a humble person; he does not claim to know it all. Rather, he created a team of talented, people and used them to help formulate his vision. I appreciated his advice as we embark upon our own leadership journeys.
1) You might have the best solution, but you need to convince others. Build relationships; get the lay of the land.
2) The most important job in administration is to hire/connect the right people. Take every opportunity to NETWORK. Your name and reputation creates opportunities.
3) You need a vision and a clear plan in order to justify the expense. Be strategic!

“Leadership is communicating to people their worth and potential so clearly that they come to see it in themselves.” - Stephen Covey

The Nature of Effective IT leaders

An effective leader models the behaviour they expect from others, visualizes the changes necessary for success, searches for opportunities to innovate and improve, fosters collaboration, and builds a climate of trust and appreciation (Kouzes & Posner, 2002, p. 13). When I think of a leader from my own experiences that demonstrates these virtues and leads in a manner that promotes these outcomes, Gord H, my assistant principal comes readily to mind.
Gord has played two separate roles in my teaching career. First as an AISI (Alberta Initiative for School improvement) Learning Leader in guiding schools in inquiry based instruction and assisting with building technological capacity. A few years later, Gord became the assistant principal at the school where I teach.
As a teacher, Gord modelled effective problem solving skills and delved into inquiry based projects with his students. As a leader, he continues to model these skills. His passion for technology inspired me to collaborate on an inquiry project which required the students to program a Lego NXT robot. “I do not have all the answers, but I am willing to find out,” he modestly responded when I praised him on his wealth of knowledge. I had never used these robots before, but I thought if Gord, whom I respect and admire, did not know all the answers then I did not need to either. He continuously works to improve his leadership capabilities through professional development and dialogue.
In addition, Gord endeavours to build capacity among the staff. He realizes that one person cannot successfully manage the school. It takes a team of experts and willing participants. Leithwood and Duke (1999) stress that in the case of participative leadership “authority and influence are available potentially to any legitimate stakeholder in the school based on their expert knowledge, their democratic right to choose, and/or their critical role in implementing decisions” (p. 51). Gord trusts in his staff’s strengths and allows us opportunities to take risks or make mistakes. We make every effort to rise to the challenge.
At a recent staff meeting, Gord explained that his mission while at our school was to build a climate of trust where teachers feel safe to takes risks without fear of reprisal. He spoke about the need to build a positive school culture and how crucial it is for staff to take ownership over their work. Lewin and Regine (as cited in Fullan, 2001, p.52) elucidate that individuals want “to feel they are part of a greater whole, a web of connection.” To this regard, Gord encourages the teachers through a simple high five, a quick email, or recognition at our weekly staff meeting. He asks about our weekend plans, remembers our spouse’s names, and tells jokes. He strives to make each person feel appreciated and respected as a professional. Carey (2005) calls this “relationship building” (p. 6). Kouzes and Posner (2002), assert that it is “part of the leader’s job to show appreciation for people’s contributions and to create a culture of celebration” (p. 19). People are willing to go the extra mile because they feel valued.
Gord leads teachers to do their best work and motivates them to explore innovation and best practice – qualities of an effective leader.


References

Carey, D. (2005). Some Reflections on Leadership. CIO Canada, November 13 (11), 6.
Fullan, M. (2001). Leading in a Culture of Change. San Francisco: Wiley and Sons. p. 1-135.
Kouzes, J. & Posner, B. (2002). The Leadership Challenge. San Francisco: Jossey-Bass.
Leithwood, K. & Duke, D. (1999). Chapter 3: A Century’s Quest to Understand School Leadership. In Murphy, J. & Louis, K. (Eds.), Handbook of Research on Educational Administration (pp. 45-72). San Francisco: Jossey-Bass.