1. EDUCATIONAL LEADERSHIP IN TECHNOLOGY:
PREPARING SCHOOL ADMINISTRATORS FOR A
DIGITAL AGE
BY
VIRGINIA E. GARLAND AND CHESTER TADEJA
Chapter 3: Teacher Supervision and Professional Development

2. CHAPTER 3: SYNOPSIS
• NETP Goal 3: “Teaching: Prepare and Connect”
• Professional development
• Teachers
• Administrators
• Parents
• Connected teaching
• Online learning communities
• Teacher supervision with technology
• Leader survey for Chapter 3 skill sets
• Discussion questions

3. CHAPTER 3: LEADER REFLECTION
Key points in this case study from a dean of students in a
Maine high school:
• Advantages of one laptop per student state initiative
• Professional development to implement an online student
management system for teachers
• Workshops for parents to learn technology skills
• Embedding technology in learning is a “cultural change”

4. CHAPTER 3: INTRODUCTION
• Explanation of NETP Goal 3
• Collaborative practices in professional development for
administrators, teachers, students, and parents
• Emerging technologies in teacher supervision
• Connected teaching models including the use of
Professional Learning Communities (PLCs)
• Connected learning opportunities for professional
development
• Technology-enhanced participatory decision-making

5. NETP GOAL 3: “TEACHING: PREPARE
AND CONNECT”
School principals, technology coordinators, and central
office administrators have a key role in providing
meaningful technology in-service activities in order to
train, retain, and reduce the isolation of teachers and
other student-support staff members
Effective professional development:
• Out-dated and ineffective past practices are “top-down,” “one-
shot,” “sit-and-get” workshops performed by outside experts
• Effective professional development is collaborative, with in-house
support and training in emerging technologies
• In their own professional development efforts, administrators
themselves need to learn the technology that best applies to
their profession

6. NETP GOAL 3: “TEACHING: PREPARE
AND CONNECT” (CONTINUED)
Connected teaching models:
• Professional Learning Communities (PLCs) enhance the
collaboration between school principals and teachers in
improving student learning with technology-enhanced instruction
School leaders and teacher trainers must “leverage social
networking” technology tools in order to enhance
professional practice:
• Digital natives and digital immigrants
• Net generation
• Online communities of educators
• Online learning opportunities for underserved populations

7. NETP GOAL 3: “TEACHING: PREPARE
AND CONNECT” (CONTINUED)
1. Good teaching matters. The design
of quality learning activities is important
for all delivery methods.
Each medium has its own aesthetic;
therefore, professional design is
important.
2. There is no “super-technology.”
Each has its strengths and
weaknesses. An integrated mix of
technologies is most effective.
In addition to new media-rich
technologies, these four media should
still be available for teachers and
learners: print, audio, television, and
computers with high speed Internet
access.
3. Balance variety with economy.
Using many technologies makes
design more complex and expensive.
New technologies are not necessarily
better than old ones. Limit the range of
technologies in any given learning
activity.

8. 4. Teamwork and student interaction
are essential in traditional and virtual
learning situations.
Not one person has all the skills to
develop and deliver effective distance
learning. Subject matter experts,
instructional designers, and media
specialists are key to online course
success.
5. Teachers need training to use
technology effectively.
Professional development is critical.
The choice of medium will depend
greatly on the number of learners
reached over the life of a course.
6. How and what learners learn is the
goal of instruction and technology.
Learning is essential, but so is the
thinking process. Technology, if used
wisely, enhances students’ cognitive
development and problem-solving
skills.
NETP GOAL 3: “TEACHING: PREPARE
AND CONNECT” (CONTINUED)

9. CHAPTER 3: TECHNOLOGY LEADERSHIP
SELF-ASSESSMENT SURVEY
• Self-scoring survey
• Based on National Education Technology Plan (NETP)
Goal 3 (NETP 3.0 to 3.5)
• Ratings of 1 or 2 indicate areas of needed professional
growth
• Assessment can also be used to create an
individualized e-portfolio

10. CHAPTER 3: TIPS FOR LEADERS
1. Vary the types of professional development opportunities;
they can be in-service days, workshops, conferences, and
online Professional Learning Communities.
2. Consider technology training for parents of students in your
school district, especially if you have a one-on-one laptop
initiative.
3. Try such emerging technologies as “bug-in-the-ear” for
teacher supervision and Ether-pad for conducting interactive
staff meetings.
4. For greater teacher participation in decision-making, use
sites such as Poll Everywhere.

11. CHAPTER 3: TIPS FOR LEADERS
5. Use emerging technologies for more effective observations of
instruction, such as new “apps” on the iPad, or new data
collection programs, such as Teachscape Walk.
6. Use five minutes in faculty meetings to have those who use
Web 2.0 tools explain how they can engage the iGeneration of
learners.
7. Be aware of the differing needs of both “digital immigrant”
veteran teachers and administrators, and the more “digital
native” younger teachers or administrators.
8. Provide professional development opportunities with
technology-enhanced environments, including online or blended
online/offline courses and online professional learning.

12. CHAPTER 3: TIPS FOR LEADERS
9. Encourage teachers to assign user-generated content in which students
apply blogs, wikis, and other social networking tools in learning activities.
10. Give your mathematics teachers professional development with online
mentoring programs, such as Math Forum, in order to improve student
learning in one of the key science, technology, engineering, and mathematics
(STEM) subject areas.
11. Determine if your state has standards for the teaching of online courses
and if you should encourage the teachers of hybrid or online classes in your
school district to complete any certification programs that meet those state
standards.
12. Model the effective use of emerging technologies in your own practice by
using such digital-age tools as managerial “apps” on your Smartphone or
new presentation and communication tools on your laptop.
13. Use real-time collaboration technologies, such as iEther Pad, in teacher
teams to create and refine lessons online.

13. CHAPTER 3: DISCUSSION QUESTIONS
1. In the leader reflection piece for this chapter, Andrew Korman, dean of
students at Maine’s Noble High School, concludes: “While the cultural change is
never smooth and simple, there will be bumps, seen and unseen, along the way,
there must also be a dedication and perseverance to the utilization of technology
within the school in order for it to succeed.” Explain how you might successfully
meet the challenges ahead in the “cultural change” to the use of digital-age tools
in your school or district.
2. The authors give several examples of the use of emerging technologies for
conducting classroom observations, ranging from the use of customized
applications on Smartphones to the implementation of Teachscape Walk and
“bug-in-the-ear” devices. Discuss how you would compare these classroom data
collection techniques with the ones you are currently using in your supervisory
practices.
3. How might you improve the professional development opportunities in the use
of emerging technologies for teachers and administrators in your school or
district? Describe the circumstances in which you might encourage teachers or
administrators to participate in online mentoring programs or networked
Professional Learning Communities.

14. CHAPTER 3: DISCUSSION QUESTIONS
4. What are the challenges in teaching online or hybrid online
courses? Does your state have certification requirements distance-
learning teachers? If so, how effective are the programs that certify
those teachers? Analyze how specific obstacles to “cyber classes” can
be met, such as student isolation or the lack of face-to-face
interactions.
5. How do you model the effective use of emerging technologies in
your own practice, such as in conducting staff meetings or in
communicating with teachers and parents?
6. Based on your responses to the self-assessment for Chapter 3,
what are the next steps you might take in more effective teacher
observations or greater professional development opportunities in
your school or district? What technology resources would you need in
your own professional e-portfolio in order to assist you in achieving
your goals?

15. CHAPTER 3: DISCUSSION QUESTIONS
continued