Back to the top

ISTE Standard 1

Visionary Leadership as defined by ISTE Standard 1 is a leader who participates and inspires in the development of strategies and policies. As a teacher I have had the opportunity to facilitate development at the school site level and district level. As a leader it is important to know when to lead and when to follow. Ironically, I’m not talking about following administration or teachers, but students. Whatever policy, pedagogy, or strategy you want to implement, it must be appropriate for the students you have.The artifacts below will demonstrate my work with different technology mediums. The example of Reagan Elementary and the work at the district office demonstrate the ability to work with school site and district leadership in fulfilling vision of student-centered instruction. The example of the student-made instructional media demonstrates my capacity to work with students in a self-contained classroom. Furthermore, through my leadership I always advocate for students who have special needs, language learners, and gifted learners. I truly believe the proper technology tools have the capability of letting students across the educational spectrum express there knowledge in ways that are not possible with pencil and paper.  Through technology and with projects, teachers and districts have the opportunity to accelerate the gains of all learners.

Reagan Elementary

At Reagan Elementary I made the recommendations for the purchase and implementation of software/websites including; GoAnimate, SketchUp, Unity, Prezi, PowToons, Layar, and Google Docs. I also facilitated the creation of two standards based film festivals with over 80 participants. One of my biggest and longest organizational projects was Science Monday. For Science Monday I created the lesson plans for the 7th and 8th grade science, math, ELA, and lab courses using the same theme. For example in math on a given day they were measuring velocity and rate, in ELA they were writing about it after watching Bill Nye videos, in their lab they were doing experiments, and in my class they were creating animations and presentations.


Lindsay High School
At LHS I had the opportunity to introduce authentic examples at staff development meetings on using the technology with intervention students. Along with differentiating instruction, I demonstrated how to use video not only for modeling but for student assesment with EL learners. I was also active in implementing the reading intervention pull-out support group for freshman. Most notably, with my students we facilitated small-group instruction with a class via Facetime in teaching them how to use GoAnimate for history.

District Office

For the district office I created the second and third grade informational writing and opinion modules. Lindsay Unified has moved to a 1 to 1 device program and I incorporated technology-heavy lessons that were incorporated into our district. In keeping with our district vision statement, I infused the modules with local themes at the city, county and state level. For example I included a historical writing lesson that toured the city’s murals, a lesson on our  counties’ very own Sequoia Park, and finally lessons on state and national parks. Not only at the district, but also the county level I had learners participate in showcasing their technology skills.
Results and Outcomes with Teachers
The impact these events had on teachers was two-fold. In terms of practical benefits such as engagement it demonstrated the possibilities available to every student with access to technology. The biggest outcome was our student-centered staff development meetings. Using a team of students from our after school program (diverse levels and ages) we had 5 different staff development meetings where the students led teachers in small group instruction. Our sessions were on Prezi, GoAnimate, Blogging, Google Docs, and Google Maps. From these sessions some of our teachers continued to incorporate the instruction from our learners.The most important outcome was the growth of the learners. We directly placed the technology in the learner’s hands and bypassed the teachers; whether teachers were ready or not the technology was now there. Curiously, without planning we created a student-run technology help-desk. Teachers were able to request a certain piece of technology or instruction and I was able to direct a student over for the purpose. For example I had a student create a Powerpoint for the kindergartners to sing along to, a networking issue to solve, or help with posting to a blog.  At other times teachers simply sent students to my science or history class where I had kids lining up to teach them how to make a Prezi.