Create Cultures of Change through Innovative Leadership Practices
Promote leadership that supports deeper learning experiences for students and innovative instructional practices by educators through the use of technology.
Results (What do we want to accomplish?)
- Educational leaders develop a vision for teaching and learning that includes the appropriate use of technology.
- Educational leaders are able to communicate and guide the implementation of division and school goals for teaching and learning that integrate technology and promote innovation.
- Educational leaders model tolerance for risk and experimentation and create a culture of trust and innovation.
- Educational leaders support, secure and advocate for resources to sustain technology initiatives and goals including those designed to support personalized learning environments.
- Educational Leaders promote the use of a variety of innovative instructional strategies and practices developed with current and emerging technology-based resources to support the innovative instructional approaches in the classroom.
- Educational leaders possess the capability to efficiently and effectively use technology in the performance of job duties (data-driven decision making, educator evaluations, communications, and more).
- Technology is included in technical assistance and school improvement resources provided by to educational leaders based upon school and school division needs as determined by criteria such as Accreditation Matrix Performance Levels.
Indicators (What evidence will exist of completion?)
- Types and numbers of professional learning opportunities are documented and recorded.
- Number of professional online courses and resources offered to educators and number of participant completers.
- Current and emerging technology-based resources used by leaders, schools, and/or divisions as indicated by the Technology Usage Survey responses.
Action (What action will be taken?)
- Provide guidelines for qualifications and hiring practices for all school leadership positions that reflect the need to have a deep understanding of the use of technology in learning and school operations.
- Provide opportunities (e.g. pilot projects, requirement waivers, resources, etc.), within or between school divisions to implement and evaluate new technologies and instructional approaches.
- Provide communication on the continued Board of Education work in support of the Profile of a Virginia Graduate, Accreditation Matrix, and the College, Career, and Civic Readiness Index.
- Promote and provide professional learning opportunities regarding educational technology leadership, research, and innovations in education.
- Promote the effective and efficient use of Instructional Technology Resource Teachers.
- Collaborate with other organizations to provide opportunities for leaders to meet, collaborate, and share ideas, resources, and effective practices, and to promote professional learning networks through social networking tools.
- Support the role of technology in statewide systems to collect, monitor, and report achievement to inform practices surrounding continuous improvement efforts.
- Institutions of higher education
- educational stakeholder groups
- professional organizations
- business and industry groups
- local school divisions
Related Resources from VDOE and Elsewhere
- School Quality Profiles
School Quality Profiles are a new way to look at the performance of Virginia’s public schools. School Quality Profiles were developed by the state Board of Education in response to the 2015 Virginia General Assembly, which directed the board to redesign online reports for schools and school divisions to more effectively communicate to parents and the public about the status and achievements of the Virginia’s public schools. School Quality Profiles are available for all schools, school divisions, and for the state.
- Virginia Tiered Systems of Support
The Virginia Tiered Systems of Supports (VTSS) aligns academics, behavior and social-emotional wellness into a single decision-making framework to establish the supports needed for schools to be effective learning environments for all students. VTSS partners with school divisions throughout the commonwealth to support the successful implementation of the framework. Implementing the VTSS requires the use of evidence-based, system-wide practices with fidelity to provide a quick response to academic, behavioral, social and emotional needs. The practices are progress-monitored frequently to enable educators to make sound, data-based instructional decisions for students.
- Principal Preparation
The Wallace Foundation has selected Virginia State University (VSU) to participate in a national $47-million initiative to develop models over the next four years for improving university principal preparation programs and to examine state policy to see if it could be strengthened to encourage higher-quality training statewide. An independent study will capture lessons from the participating universities and their partners to be shared with policymakers and practitioners across the country. Virginia State University, along with district partners and the Virginia Department of Education, will receive in the first year $2.41 million to take on this work.
- Model Policy for Data Sharing Agreement with Vendors
- Grants for Improving Teacher and Principal Quality
For the 2017-2018 school year, the State Council of Higher Education for Virginia (SCHEV) awarded seven competitive awards. The professional development grants will be used to increase the academic achievement of all students by helping Virginia schools and school districts improve teacher and principal quality and to ensure that all teachers are highly qualified in the core subjects they teach. To grants are listed on their 2017-2018 Awards web page.
- Virginia Consortiums
The Southwest Virginia Public Education Consortium (SVPEC) was created by the Virginia General Assembly in 1992 to address disparity between Northern Virginia and Southwestern Virginia. The SVPEC provides assistance to the public school systems of Bland, Buchanan, Carroll, Dickenson, Grayson, Lee, Russell, Scott, Smyth, Tazewell, Washington, Wise, and Wythe Counties and the cities of Bristol, Galax, and Norton. Its objectives are to coordinate the region for joint educational initiatives and address common needs.
- Future Ready Schools
One of the ways schools and divisions can get assistance in planning is through the Future Ready Schools national initiative. A research-based and reality-tested framework provided on the initiative’s web site guides leaders through the process of helping their schools move towards the future. The group also focuses on developing the skills leaders will need in order for them to lead the process successfully. One of the Future Ready partners (EdSurge) has created an online Guide to Becoming a Future Ready Leader.
- Creating a Culture for Improvement
The Canadian educational non-profit, Galileo has created an e-book, Focus on Inquiry. One chapter addresses how to lead the development of a culture for innovation, Creating a Culture of Creativity, Risk-Taking and Innovation.
- Rural Schools Face Special Challenges
Rural divisions have special issues and problems when trying to develop a plan for personalized learning. The Future Ready initiative has developed the document A Guidebook for Success: Strategies for Implementing Personalized Learning in Rural Schools specifically to assist these divisions in moving forward.
- National Perspectives
When developing a plan, it is helpful to have resources to refer to which provide a national perspective. The annual Digital Learning Report is one helpful resource for divisions, as is National Educational Technology Plan.
- Culture of Data Use
The Institute of Education Sciences: Regional Educational Laboratories (IES: REL) has published a Culture of Data Use Workshop Toolkit to help school and divisions apply research to the use of data in education. The workshop is team-based with structured activities to help educators understand how data can effectively be used. The toolkit includes materials that can be used by a facilitator in the division.