Leaders Who Make a Difference: Expanding Your Influence in Technology Education
Listen and learn : Lecture
Monday, June 24, 2:30–3:30 pm
Location: Independence Ballroom, Marriott
Dr. Dan Shepherd
Most educational technologists are not trained in leadership, yet their positions demand significant ability to influence others. I'll present research-based leadership principles viewed through an educational technology lens. I'll focus on the development of vision, relationships and character as essential for technology leadership in schools.
|Audience:||Coaches, Teachers, Technology coordinators/facilitators|
|Attendee devices:||Devices not needed|
|Topic:||Educational policy and leadership|
|ISTE Standards:||For Administrators:
Challenge: Modern leadership research includes three foundational principles that will assist any leader - regardless of experience - achieve greater effectiveness in influence over stakeholders. Unfortunately, most teacher-leaders in technology were selected because of their skill in working with technology, and most have not been trained in leadership theory or practice. This session attempts to provide a quick but practical introductory information about leadership basics for the technology teacher-leader.
1. First, teacher-leaders in educational technology absolutely must be able to communicate a clear and consistent vision. By the session end, attendees will have written a clear one-sentence summary of the vision for their educational technology program or setting.
2. Second, they must be able to develop meaningful professional relationships with those they seek to have greater influence over. By the end of the session, attendees will have developed a brief plan for improving a professional relationship with one vital stakeholder they need greater influence with.
3. Finally, the best teacher-leaders lead with unquestioned integrity. By the end of the session, attendees will have written a summary plan for the improvement of their own perceived integrity. Perhaps they will identify one task that has been promised by not completed and will state what must happen for that promise to be fulfilled in upcoming days.
Strategies: As a long time educational leader of 20 years, the session will include numerous practical and real world examples of leaders who achieved or failed in the three primary focuses. The presentation will include a highly visual (low word count) slideshow augmented with powerful online videos. Attendees will also have opportunity to interact with peers and the presenter about the session's core topics.
Evidence of Success: Each attendee will briefly share his or her assigned tasks related to the objectives presented above: vision sentence, relationship builder, and character task.
1. First, teacher-leaders in educational technology absolutely must be able to communicate a clear and consistent vision. Individuals must be connected to this vision, and they must be provided sufficient resources to implement the vision. When vision is introduced but not implemented, apathy results. When vision simply does not exist, disconnectedness results. When vision, though, is correctly implemented, its influence is greater than obstacles, personal preference, and personal identity. Visionary leaders are those who are future oriented, who take risks, and who connect others to the vision with them.
2. Second, they must be able to develop meaningful professional relationships with those they seek to have greater influence over. These relationships, according to the research, are built best on empathy and warmth but can also be fostered with sincerity, encouragement, and personalization. Relationships suffer when selfishness prevails, when standards are low, when ambiguity is prevalent, and where trust is not present.
3. Finally, the best teacher-leaders lead with unquestioned integrity. Character in educational technology leadership is paramount. Trust, in an organization, is defined as "doing what you say you will do" and possessing consistent stated beliefs and observed behaviors. The benefits of trust in an educational technology organization include higher job satisfaction, less turnover, increased stakeholder commitment, and greater perceived justice.
Time: Each core element listed above will receive about 1/4 of the session's time. The remaining 1/4 will be used for establishing the direction of the session (introduction) and for completing the assessment (attendee reporting).
Process: The presenter is an experienced speaker who has keynoted educational conferences both nationally and internationally. Attendees will be engaged and inspired by his energy and skills. In addition, there will be periodic moments throughout the presentation where individual reflection and peer-to-peer interaction will be provided. Finally, there will opportunities for attendees to ask questions of the presenter and each other and to present their intentions based on the session's main ideas.
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