Assessing Technology Skills for Educational Leaders By Doug Johnson and Eric Bartleson Subject: Any Audience: Administrators, school and district personnel, technology coordinators, library/media specialists, teacher educators Grade Level: K 12 (Ages 5 18) Technology: All Standards: TSSA I VI (www.iste.org/standards) The Self-evaluation Rubrics for Basic Administrative Technology Use is an original creation of Johnson and Bartleson but is in the public domain. These rubrics were also published as part of an article, Technology Literacy for Administrators, in the April 1999 issue of the American Association of School Administrators School Administrator journal. We ve put the cart before the horse when it comes to developing technology skills in schools. By helping school leaders become computer literate, we are putting the horse back before the cart with informed decision making, not technology itself, leading technological change. It s amazing how computer technology has come into the schools during the past 20 years or so. As thoughtful educators, we first gave computers to students. Labs of Apple IIs peppered many a school before computers showed up in school offices or in individual classrooms. Kids started learning how to program in BASIC, write with Bank Street Writer, and travel the Oregon Trail. After a few years, we figured out that if students were going to take maximum advantage of these powerful devices, they needed teachers who could show them how to use computers as productivity tools. Teachers began teaching kids desktop publishing, spreadsheet design, multimedia production, and online research skills. Suddenly, we saw computers in classrooms, libraries, and on teachers desks with formal staff development programs to help teachers master these more sophisticated computer skills. Until very recently, one group of educators has had little attention given to its computer skill acquisition and use: administrators. These school leaders superintendents, principals, and directors have some serious overall educational responsibilities including: 42
Self-evaluation Rubrics for Basic Administrative Technology Use Helping create a shared vision and philosophy for the school. Communicating regularly and effectively to staff, parents, and community. Directing long- and short-term planning efforts. Creating and controlling budgets. Selecting personnel. Evaluating programs and staff. Each of these areas of responsibility requires either the use or knowledge of technologies. A long-term technology goal for any school district should be to use technology to improve administrative effectiveness through efficient communication, planning, and record keeping. Just this year, the Collaborative for Technology Standards for School Administrators (TSSA) has issued an articulated consensus on what PK 12 administrators should know about and be able to do to optimize benefits of technology use in school. (Editor s note: Find the TSSA URL and others under Resources at the end of the article.) Six standard statements with corresponding performance indicators form the core of the TSSA document. This badly needed set of standards is a good start in helping to ensure all school leaders are technologically proficient. But standards are not enough by themselves. Tech Leaders Role What is the role of media and technology departments in helping leaders acquire technology skills? We can do a variety of things: Set examples of good communication, planning, and record keeping using technology. Involve our administrators in all technology staff development activities. Provide technical support and individualized training. Provide clear teacher and student information literacy and technology competency goals. Serve on building leadership teams. Serve on district staff development planning teams. Help administrators understand what they need to know. Like any large organization, schools can use technology to improve daily operations. Administrative software packages keep student records, figure payroll, generate state reports, and schedule classes. Telephones, voice mail, e-mail, intranets, and Web sites use the power of networking to collect, distribute, and update information. Web pages, desktop published documents, and video productions inform our communities about school activities. Administrators can use brainstorming and organizational technology tools to more effectively plan and lead. The rubrics (See Self-evaluation Rubrics for Basic Administrative Technology Use, beginning at the right and continuing on p. 44), modeled after teacher computer-use rubrics (Johnson, 1998) and correlated to the TSSA, can serve two purposes. By asking administrators to complete an anonymous selfassessment using the rubrics before a Rubrics continued on page 56. Included here are both the instructions to administrators for completing the self-assessment and the rubrics themselves. Please feel free to use and modify the rubrics for your district s specific needs and as technology changes. Each of the 10 rubrics has three levels: Level 1 indicates minimal use Level 2 indicates mastery Level 3 shows advanced use. Prior to training, we assume most administrators will be at Level 1, and training efforts should be designed based on that assumption. By the end of the training, administrators would be at Level 2 or 3 in most skill areas. You can also find the rubrics on the Web. Directions Please judge your level of achievement in each of the competencies. Circle the number that best reflects your current skill level. (Be honest, but be kind.) At the end of the training program, you will be asked to complete the same set of rubrics, which will reflect your skill level at that time. This tool is designed to help measure the effectiveness of our training efforts, and to help you do a self-analysis to determine the areas in which you should continue to learn and practice. Keep a copy of these rubrics to refer to during any formal training program you may be taking. October 2001 Learning & Leading with Technology 43
Rubrics Personal Productivity (TSSA III.B, III.D) Level One: I do not use a computer or other related information technologies, nor do I expect my office staff to use such technologies. I am not aware of ways that technology can improve my productivity or the productivity of my office staff. Level Two: I use a computer to keep a calendar to which my secretary has access; to track addresses and phone numbers of professional contacts; and to compose professional correspondence. I use technology to do routine tasks more effectively and efficiently, which gives me more time for work with staff and on long-term goals and major projects. Level Three: I not only use technology to increase my productivity, but encourage my office staff to do so as well. All correspondence from my office looks professional. All building/district leaders use a shared calendar system for easy scheduling of meetings. Information Systems Use (TSSA IV.A, V.A, V.C) Level One: My office staff uses a standalone student information system to keep track of basic student data and information needed for district and state reports. Networked access is not given. Level Two: My office uses a system to accurately track student information including parental contact information, grade reports, discipline reports, and health records. The system is used to build a master class schedule. Selected building personnel and I can access the system through the network and use it for decision-making purposes. The system is secure and back-up procedures are in place. Level Three: Appropriate student information is used by all staff as well as by building leaders. The system is integrated with a district census database that is also tied to finance, transportation, and personnel/payroll records. I use the philosophy of the Schools Interoperability Framework (SIF) as a criterion when selecting new or upgraded information systems. The district information plan has these attributes: No information is entered manually more than once. All databases allow for easy importing and exporting of information into spreadsheets, graphic packages, word processors, and other databases. Electronic data replaces paper when possible, including forms and seldom-used or often-modified documents, such as policy manuals and curriculum guides. All staff members have the skills and access needed to use the system. Record Keeping and Budgeting (TSSA IV.B, IV.C) Level One: I rely on a district system with paper reports for keeping track of budgets, inventories, and other financial records. I keep track of my budgets in a paper ledger format. Level Two: I use a spreadsheet or simple packaged record keeping system to track my department or building s budget accounts. It is accurate and kept upto-date. I can use my accounting system to cross check the district s financial system if discrepancies arise. Level Three: I use the district s online accounting system to track my budget accounts. I can submit purchase orders electronically. I use networked inventory databases to keep track of my building s textbooks, supplies, and equipment. Data Use (TSSA I.E, III.A, IV.D) Level One: I do not use reports or data that can be produced by information systems in the district to help make operational or policy decisions. Level Two: I can analyze census, discipline, scheduling, attendance, grading, and financial data reports produced by administrative systems to spot trends and highlight problems in my building or department. I can communicate the conclusions to staff, parents, and the community in understandable ways. Level Three: I recognize areas in administration for which additional data are needed for the efficient and effective operation of the building or district and can make recommendations about how that data can be gathered, stored, and processed electronically. I can use data mining techniques to draw conclusions about programs effectiveness. Communications and Public Relations (TSSA I.A, I.C, III.B, VI.B) Level One: I ask that my secretary word process outgoing communications. Telephone messages are handwritten. When I speak to the public, I use overhead transparencies or no audiovisual aids. Level Two: I effectively use a variety of technologies to communicate with students, teachers, parents, and the public. I can use voice mail and the fax machine. I have an e-mail address, check my e-mail on a regular basis, and communicate with building and district staff using e-mail. When speaking, I can use presentation software and the necessary hardware to effectively communicate my message. I use the district s cable television capabilities for public information uses in the school and community. Level Three: I contribute information and policy advice for our school s Web 44
pages. I encourage my staff to use technology to communicate with each other, students, parents, and the public. The public is encouraged to communicate electronically with the school. Online Research and Professional Development (TSSA I.B, I.F, II.A, III.C) Level One: I do not use online resources to gather professional information or research. Level Two: I can effectively search and extract information from online resources such as educational journal databases, ERIC, and the Internet. I subscribe to electronic journals and newsletters of professional relevance. I subscribe to electronic mailing lists (listservs) to gather information and problem solve with fellow professionals. I have participated in satellite-delivered educational forums. Level Three: I understand and can use online interactive communications (chat or messaging) and have taken classes using the Internet or interactive television. Teacher Competencies (TSSA I.F, II.E, V.B, V.D) Level One: I cannot identify any specific skills that teachers in my school or district should have in order to use technology effectively. Level Two: Our school or district has a set of technology skills that teachers are expected to master correlated to the NETS or other national standards. A formal staff development program that offers teachers a range of staff development opportunities in technology and a means for assessing the effectiveness of those opportunities is in place. Technology and training in its use for teachers has a high funding priority in my school/district. Level Three: All teachers are expected to use technology to increase their pedagogical effectiveness and integrate highlevel technology uses into their classes. Student Competencies (TSSA I.F, II.A, II.B. II.C, II.D, V.D) Level One: I cannot identify any specific skills students in my school or district should have in order to use technology effectively after graduation. Level Two: My district has a wellarticulated and well-taught information literacy curriculum that integrates technology into a problem-solving research process. Students have a wide-variety of opportunities in nearly all classes to practice the use of technology in meaningful ways. Benchmarks for student technology proficiency are written and understood by the staff and public. Our curriculum is based on national standards such as NETS or AASL s Information Literacy Standards for Student Learning. Level Three: I serve on curriculum committees comprised of both educators and community leaders that help identify the skills and competencies future graduates will need to successfully participate in society. I can clearly articulate how technology use affects student achievement. Envisioning, Planning, and Leading (TSSA I.A, I.B, I.C, I.D, V.D) Level One: I let others in my district or school create technology plans. We purchase equipment, software, and technical support on an as needed basis. Level Two: I use software to facilitate brainstorming activities, to plan and conduct meetings, and to create decision-making models. I take an active leadership role in building and district technology planning efforts helping make decisions about hardware acquisition, staff development in technology, and integration of technology into the curriculum. Our school and district have a model long-range plan and short-term goals for technology use that are regularly assessed and updated. For Tech Leaders Level Three: I have a leadership role in my professional organization that stresses the effective use of technology in education. I write and speak for my fellow practitioners on technology issues. Ethical Use and Policy Making (TSSA VI.A, VI.B, VI.C, VI.D) Level One: I am not aware of any ethical or policy issues surrounding computer use. Level Two: I clearly understand copyright and fair use issues as they apply to information technology resources. I understand the school board policy on the use of copyrighted materials. I demonstrate ethical usage of all software and let my staff know my personal stand on legal and moral issues involving technology. I know and enforce the school s technology policies and guidelines, including its Internet Acceptable Use Policy. I am aware of the issues as technology relates to student safety and security and the physical health and environmental risks associated with technology use. I have a personal philosophy I can articulate regarding the use of technology in education. Level Three: I am aware of other controversial aspects of technology use including data privacy, equitable access, and free speech issues. I can speak to a variety of technology issues at my professional association meetings, to parent groups, and to the general community. October 2001 Learning & Leading with Technology 45
Rubrics continued from page 43. learning opportunity and again after that opportunity, the district can judge the effectiveness of its staff development efforts. These opportunities might include classes, professional growth plans, or workshops. Simple graphs showing the percentage of training participants at each level pre- and posttraining can be constructed. These results can then be shared with the staff development committees and other decision makers. The rubrics can be used as a tool in the selection process when hiring new administrators. Candidates for administrative positions can be asked to complete a self-assessment of their technology skills using the rubrics, and the results can be used as one factor in determining who is selected. But more important, the rubrics also serve to provide a road map for practicing superintendents, principals, and directors wanting to improve their own technology skills. By examining the specific skills described, administrators know in which areas they need to continue to seek additional training or practice. The expectations and stresses on educational leaders are greater than they have ever been and seem to be increasing each year. Accountability for student achievement, attracting and keeping top-flight teachers, and dwindling budgets challenge all of us. But, instead of looking at technology as just another problem to be added to the list of those we already face, we must harness its power and use it as a powerful ally. By purposely and continuously improving our administrative technology skills, guided by the TSSA standards and rubrics such as the one suggested in this article, we can lead with technology, not be lead by it. Resources Doug Johnson s site: www.dougjohnson.com rubrics, articles, and more TSSA: http://cnets.iste.org/tssa Find the current standards. Reference Johnson, D. (1998). The indispensable teacher s guide to computer skills. Worthington, OH: Linworth Publishing. Doug Johnson (djohns1@ isd77.k12.mn.us) has been the director of media and technology for the Mankato Public Schools since 1991 and has served as an adjunct faculty member of Minnesota State University, Mankato for the past 12 years. His teaching experience has included work in Grades K 12 in schools both in the United States and Saudi Arabia. He is the author of two books. His regular columns appear in three journals, and his articles have appeared in more than 20 books and magazines. Doug has presented and conducted workshops and given presentations throughout the United States and in Malaysia, Kenya, Thailand, and Canada. Dr. Eric Bartleson (ebartles@ isd861.luminet.net) is the superintendent of the Winona (Minnesota) Area Public Schools. His 35 years of education experience include positions of associate professor in educational leadership, superintendent, principal, service center director, community resources coordinator, and classroom teacher. What you ll find @ www.iste.org/l&l Featured article available to all readers Article supplements and archives available to ISTE members Article submission guidelines Editorial calendar Permissions information Web resources from all articles 56