Digital Leadership Week 5

I did not include internet access as a part of my plan because of my anecdotal experience of being here.. Unfortunately South HS is so predominantly in poverty that talking about your struggling situation is not uncommon. I have heard often of cell phone plans being cut off, but never internet in the home. I think this is because not only can you get almost all of your entertainment via wifi, but you also pay a lot of bills through internet access. I have a unique perspective on nation wide broadband. My hometown of Ponca City had “Ponca City Free Wifi” from the late 2000’s to present. You could definitely do something like pay an online bill with it, but you could not do any learning or entertainment with it. I felt like at that point, you could just go to a local hotspot like the library or Mcdonalds. The people who would need this the most would be the very last people to get it which would be the extremely rural and remote areas. This specifically is not really much of an equity issue for my school specifically because of the fact that we have no computers to send home and no homework sent home.

As an intervention specialist, accessibility is always at the forefront of my thinking. I will admit, probably think about it less when thinking about technology. One thing I really liked from Crossland et al (2018) was their thoughts on UDL and that it is for everyone and not just people with disabilities. I think this is something I did inadvertently in my technology intervention plan. One of my goals is that all class readings in core class be able to be read effectively with a screen reader (no pdfs). While this will help the students on my caseload, it will also help everyone else. Around two-thirds of the students in my school are reading below grade level, while one-third are on IEP’s. This middle third will have access, as well as anyone else who might simply do better with reading and listening. I definitely learned alot from the reading on title IV-A from ISTE (2018). I know there is no additional funds for us in Columbus City Schools as we just cut over fifty-million in budget. However, some funds could be reallocated to something that pertains to the goals of my TIP. Being budget conscious, I think reaching out to our large district and finding someone with extensive canvas skills could be paid supplementally to lead a training on improving our use of canvas at South HS.

For my situation I think our best option would be reallocating title IV-A funds from the every student succeeds act. This requires no new funds, simply removing something we might not find as helpful. To be able to do this I would need to know what these title IV-A funds are currently used on. I asked my principal, and she said she thought it was mostly used for PD of principals and coaches. We are losing all of our coaches next year, so it could be that we have extra money in this pot already next year. This would prevent having to argue that this new thing is more effective than something I already don’t really experience.

I extensively looked through our district website went through a lot to try to find this information at (CCS, 2026).  I went through our district budget, south high school, general fund, high school, general operating, and supplies. Within supplies, the general supplies were registering but technology was listed at $0. I know this isn’t accurate, but it was what was on the website. This worried me because I think having accurate numbers on budget is important to knowing what is important enough to spend money on.

Columbus City Schools. (2026). Open budget: South High School—general fund supplies (FY2026). Columbus City Schools Open Budget

Crossland, A., Gray, T., and Reynold, J. (2018). ESSA and digital learning: Closing the digital accessibility gap. American Institute for Research. ED602482.pdf 

ISTE. (2020). Using ESSA to fund Edtech: Getting the most out of the Title IV-A. [2020 UPDATES] USING ESSA TO FUND EDTECH.pdf

Digital Leadership Week 4

     One thing that I think is important to keep in mind when talking about professional development for technology in my school district is our location. Teaching in Columbus City Schools means that we are located in the same city as McGraw Hill headquarters. McGraw Hill does about 3 full days of training on their softwares per school year. This is a very specific and organized structure that CCS is currently doing. I think they do a great job with teaching math teachers how to integrate their software into the "I do". Science and Social Studies are more geared towards the "You do". While ELA training seems to be best used as more of a we do. With that being said, it is often falling on the deaf ears of teachers without student technology available to them. At the heart of these trainings, they feel like a curriculum push that just so happens is using technology as its medium.

    When looking through a few of the available readings, two seemed to be more helpful than others when planning how to incorporate PD into my plan. The first is Tan et al's (2025) paper on artificial intelligence. A lot of teachers, especially young teachers, have figured out how to use AI to make their job easier. One thing I would like to do with vision is to lean into training teachers into how use it to make them actually better at their profession. Tan et al's (2025) thoughts on how to use AI to do things like track and read analytics to increase teacher data literacy to make more informed instructional decisions. The other one I enjoyed was Shi et al's (2025) paper about how we can use technology as a means of inclusion. I enjoyed the emphasis of intentionality here and believe that would fit in well with my goals. Shi et al (2025) do a good job at emphasizing that use of assistive technology has a lot to do with teacher bandwidth and skills to implement.

    I believe both of these align extremely well with my goals and vision statement. One important part of my vision statement was leaning into strengths and growing areas of weakness. The only was to be able to do that is to first identify them. Using AI to analyze student data is a great way to be able to do this. As an intervention specialist, naturally two of my three goals had to do with differentiation. Even simply doing trainings on the importance of screen readers for class reading will wildly increase participation in a school that is over 1/3 on an IEP. This increase in teacher learning has a direct path to increasing student learning through additional supports and more zeroed in instruction.

    I think the words that would describe the changes from my TIP would be equitability, thoroughness, and inclusivity. With that being said, I am not sure if really shifts the scales in terms of PISA scores. I co-teach algebra 2 and when I looked over the math section of PISA, I didn't have a lot of confidence. Less than 10% of students in our school passed their math OST last year(Niche, 2024). However, I think data like this is what makes it that much more important to implement something like a TIP. The words I used to describe this TIP are the way crawl out of this hole whether pertaining to technology or any other systems we have.

References:

Niche. (2024). South High School. https://www.niche.com/k12/south-high-school-columbus-oh/

Shi, Y. R., Sin, K. F. K., & Wang, Y. Q. (2025). Teacher professional development of digital pedagogy for inclusive education in post-pandemic era: Effects on teacher competence, self-efficacy, and work well-beingLinks to an external site.. Teaching and Teacher Education, 168, 105230.

Tan, X., Cheng, G., & Ling, M. H. (2025). Artificial intelligence in teaching and teacher professional development: A systematic reviewLinks to an external site.. Computers and Education: Artificial Intelligence, 8, 100355.

Digital leadership week 3

   The first promising practice for Crompton (2023) that I think would support student learning would be data-driven instruction. In Crompton’s (2023) paper, table 4 has it listed as a high school grade level practice. I agree with this because it is important for students at this age to be able to set quantitative goals that they can progress monitor themselves. As the students self-monitor their own goals on learning platforms, Crompton (2023) tells us that this is when we can follow ISTE goal 2.7 of being an analyst. This allows us to access and read data from platforms, sometimes using AI to help us, and then update our instruction to mitigate learning gaps. The second promising practice found in table 4 of Crompton’s (2023) paper is 2.5 learner variability. This would be a huge piece of importance for me in a technology vision. Teachers putting any readings into an LMS in a form that can be digitally read to students is extremely important. Crompton (2023) tells us that this helps our education be more student centered with more independent learners.

    Gonzales (2019) tells us that the first biggest challenge with a one-to-one initiative is budget and sustainability. My school has a very limited budget and number of computers. One way they have combatted this issue is through having no computers leaving the school. We are strictly a chrome book cart school. With this being said, budget is still an issue because we have a very limited number of carts. One goal I am trying to combat this with is that every core class has access to a cart at least twice a week. Through an organized schedule these carts can be shared throughout the school. The second biggest issue that arises through Gonzales (2019) is teacher buy in. If you have never had these carts, you would not have computers built into your curriculum. One solution from the administration in Gonzales (2019) paper was the negotiating of expectations. I think this is important because it allows both teachers and administrators to say their piece and discuss what the actual goal is of chrome book use. The goal I have in my technology vision is that any non-test or quiz assignment worth points is put into canvas to be accessed.

 

   I think the ISTE standards are the perfect thing to have in front of you when bringing these three levels of stakeholders together. The reason for this is because ISTE has different versions of the same standards. On top of this, the essential conditions listed by ISTE are also a good place to start when laying out your goals. When everyone can see how to best play their part, we can be more effective in pushing in the same direction. While the ISTE helps form the general direction to move in, it also helps inform all stakeholders on how to hold up their end of the bargain.

References

• Crompton, H. (2023). Evidence of the ISTE standards for educators leading to learning gains. Journal of Digital Learning in Teacher Education, 39(4), 201-219.   Evidence of the ISTE Standards for Educators Leading to Learning.pdf Download Evidence of the ISTE Standards for Educators Leading to Learning.pdf

• Gonzales, M. M. (2020). School technology leadership vision and challenges: Perspectives from American school administrators. International Journal of Educational Management, 34(4), 697-708. School_technology_leadership_vision_and.pdf 

• International Society for Technology in Education. (2020). ISTE standards. https://iste.org/standards