Claire Mracek

1.1 Shared Vision

Candidates facilitate the development and implementation of a shared
vision for the use of technology in teaching, learning, and leadership.
(PSC 1.1/ISTE 1a)
Reflection
This Vision Paper was developed to outline my schools vision for
technology integration in education. Though I developed this paper
individually, I analyzed our schools Vision for Learning, as well as
interviewed administrators to gather information. At Lovett, we strive
for our students to thinking critically, communicate effectively, engage
creatively, and collaborate purposefully in all that they do (Lovett, p. 1,
2013). This project outlines not only the schools vision, but also
identifies the role that teachers, students, administrators, and
stakeholders play in creating the shared vision.
Standard 1.1 states that candidates will facilitate the development
and implementation of a shared vision for the use of technology in
teaching, learning, and leadership. This artifact demonstrates my
ability to facilitate and develop a shared vision for the use of
technology in teaching, learning, and leadership because it required
me to assess my schools Vision for Learning from various perspectives
and develop a clear outline as to what role its members play in
meeting this vision. As a technology teacher, I have implemented this
shared vision by coaching teachers through meaningful technology
integration strategies. I have also gathered teacher feedback and
provided monthly professional development sessions based on teacher
needs and best practices in education (Creighton, p. 48, 2003). I have
worked alongside teachers in their own classrooms when trying new
activities to provide motivation and assistance when needed.
Analyzing my schools Vision for Learning was an extremely meaningful
experience because it placed our vision at the forefront of my mind
and allowed me to identify the specific role that I play in this vision.
Prior to this assignment, I had not considered specific perspectives, like
administrators and stakeholders, as they pertain to our Vision for
Learning. This project gave me a well-rounded understanding of our
schools vision, the role of each member, and specific goals needed to
meet this vision.
This artifact directly impacted school improvement, faculty
development, and student learning because it clearly outlined the
schools vision and the responsibilities that teachers, administrators,

students, and stakeholders have in effort to meet the schools vision. In

developing this artifact, I had many conversations with administrators
and teachers to dissect the schools vision and begin to clearly
articulate specific roles and responsibilities. These conversations were
extremely meaningful because they opened lines of communication
and allowed analysis on the current state of our school, our vision, and
how we will meet our vision in the future. The impact can be assessed
in evaluation of the schools technology uses throughout each year to
analyze the effectiveness of the integration. One of the most
meaningful assessment tools would be the implementation of goal
setting programs that are connected directly to our schools Vision for
Learning.
Resources
Creighton, T. (2003). The principal as technology leader. Thousand
Oaks, CA: Corwin Press.
Lovett School, The. (2013). Vision for learning. Retrieved from
http://www.lovett.org/page.cfm?p=4663