I can see a parallel between Barry’s successes in his school district and the indicators of success as outlined in the ISTE NETS FOR ADMINISTRATORS. Barry’s collaborative approach to decision making fostered relationships within the community, built trust and created avenues for on-going communication. His strong passion for relationship building and the positive results this networking can achieve are echoed in Fullan’s (2001) work as well.
Barry demonstrated a passion and commitment for improving student learning by providing consistency for equitable access to technology for all students. His work involved three key corner stones: 21 rst century learning, differentiated instruction, and assessment for learning,
I think Barry’s humility, his strong commitment for collaboration, and his honest approach allowed him to foster essential relationships and gain trust resulting in great successes in IT in his district. By posing the initial question “how do we determine where to go?” he was able to create an open dialogue among important stakeholders (community members, parents, administration, staff and students) bringing people on board at a grassroots level. The information gathered by the Advisory Committee provided direction and substance for funding proposals, and brought validity and a sense of urgency to the for-front. Purposeful planning for current and future technology issues allowed them to be efficient with their budget and has been very effective. This work will have long-term sustainability and through common PD opportunities staff will have the opportunity to develop the necessary skills so this equipment will actually be used for its intended purpose to improve student learning.
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