THE IMPACT OF LEADERSHIP ON TRANSFORMING TRADITIONAL

CLASSROOMS

Kathryn Martin, PhD: Associate Director of Professional Learning martin@sandiego.edu/@KatieMTLC

Andria Shook, PhD: Research Associateashook@sandiego.edu/@Andria_Shook

United States Public School System

• United States Department of Education– Decentralized: Supports states to ensure

equal access– Provides financial assistance– Approximately 49.5 million K-12 students

• State- Governed– Standards, curriculum, funding, etc.– States comprised of school districts

Southern California School District Background

• Highly Resourced K-6 school district

• Six schools: 3000 students• Approximately 500 iPad/iPods

sporadically deployed in 2011-2012

• All classrooms had an iPad/teacher & apple TV

• Teachers participating in technology pilot received Professional Development

Research Questions

• How does site based leadership impact the implementation of a 1:1 district initiative to integrate technology?

• What are the key factors that influence the transformation of learning and teaching?

MethodologyQualitative Interviews & Focus Groups

Spring 2013

District Instructional Service Team Members

Principal Interview

Principal Interview

Principal Interview

Principal Interview

Principal Interview

Principal Interview

Teacher Focus Group

Teacher Focus Group

Teacher Focus Group

Transformational Leadership • VISION Empowering & inspiring followers to achieve

success, & lead with vision, confidence, and a greater sense of purpose.

• CULTURE OF LEARNING: Providing opportunities for continuous learning that are cyclical, participatory & reflective.

• RECIPROCAL ACCOUNTABILITY: Developing a systems to ensure instructional decisions have the desired impact on teaching and learning.

To effectively integrate technology, teachers must shift from transmitters of knowledge to: 1.Designers of powerful learning experiences

2.Sources of human, social, and decisional capital in the learning experience

3.Partners in learning with students, accelerated by technology

Fullan & Langworthy, 2013

Learner-centered Technology Integration

•  

Perceptions of learning and teaching with technology differed across schools based on:– school leadership’s clarity and

communication of the vision – expectations for the transformation of

teaching and learning– culture of learning– access to technology– the systems for support, professional

learning, and accountability

Considerations for Future Research

• Scalability of findings• The role of the leaders in – Centralized vs decentralized systems– Small vs large districts

• Professional learning and support that impacts technology integration for leaders and teachers