Visionary Leadership
Standard 1: Visionary Leadership
Candidates demonstrate the knowledge, skills, and dispositions to inspire and lead the development and implementation of a shared vision for the effective use of technology to promote excellence and support transformational change throughout the organization.
Candidates demonstrate the knowledge, skills, and dispositions to inspire and lead the development and implementation of a shared vision for the effective use of technology to promote excellence and support transformational change throughout the organization.
- Element 1.1 Shared Vision - Candidates facilitate the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership.
- Element 1.2 Strategic Planning - Candidates facilitate the design, development, implementation, communication, and evaluation of technology-infused strategic plans.
- Element 1.3 Policies, Procedures, Programs & Funding - Candidates research, recommend, and implement policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in the school, district, state, and federal technology plans and guidelines. Funding strategies may include the development, submission, and evaluation of formal grant proposals.
- Element 1.4 Diffusion of Innovations & Change - Candidates research, recommend, and implement strategies for initiating and sustaining technology innovations and for managing the change process in schools.
FRIT 7335:Classroom Website Utilizing Weebly
An early assignment for FRIT 7335 was to develop a website using a template based web design software, such as wix, pbworks, or Weebly. After evaluating each of the services briefly, I quickly came to favor Weebly. The interface was very simple to understand and the media that could be included was very simple to embed and customize.
As a dance teacher, I teach a wide variety of subjects throughout a single week. Through research and development, I found that creating a page for each of the classes and utilizing class specific submission forms allowed students to submit assignments and make-up assignments digitally. The benefits were immediate. The submissions were sent to a designated email address organized by class with a definitive time stamp on all work. An external link to the New York Times Dance Section accompanied the make up work submission form, greatly broadening the dancer's horizons as to current dance events.
Parents of each class were able to see several sample videos of their children performing small sections of dances, uploaded and embedded via You Tube, giving them a virtual snapshot of their child's progress. These videos were updated monthly per the recommendation of the course text.
As a result of this ease of use and digitally streamlining all of my assignment dissemination and submission, my colleagues Christine Shawl, and Christine Shawl began to develop their own Weebly class sites using my layout and hierarchy as a template.
The website home page is shown in the screenshot below, but you can access the normal functioning page at the following external link: http://saajernigandanceeducation.weebly.com
As a dance teacher, I teach a wide variety of subjects throughout a single week. Through research and development, I found that creating a page for each of the classes and utilizing class specific submission forms allowed students to submit assignments and make-up assignments digitally. The benefits were immediate. The submissions were sent to a designated email address organized by class with a definitive time stamp on all work. An external link to the New York Times Dance Section accompanied the make up work submission form, greatly broadening the dancer's horizons as to current dance events.
Parents of each class were able to see several sample videos of their children performing small sections of dances, uploaded and embedded via You Tube, giving them a virtual snapshot of their child's progress. These videos were updated monthly per the recommendation of the course text.
As a result of this ease of use and digitally streamlining all of my assignment dissemination and submission, my colleagues Christine Shawl, and Christine Shawl began to develop their own Weebly class sites using my layout and hierarchy as a template.
The website home page is shown in the screenshot below, but you can access the normal functioning page at the following external link: http://saajernigandanceeducation.weebly.com
Standards Achieved
Elements 1.1, 1.2, 1.3
Classroom Websites 2013-2014
I chose to continue my class website the next calendar based on the coursework from FRIT 7335. Using the Nondesigner's Web Book as a guide I updated the color scheme from the prior example to give it an edgier look. I chose to beef up the information available on each page of the site incorporating a course document repository containing all syllabi, pacing guides, benchmarks, goals/objectives in a common place accessible to students and parents year round. All assignments are now submitted digitally and we no longer accept hand written or printed documents. . External links have been increased to include New York Times Dance Section, Savannah Arts Academy Home Page and Dance Department Home Page. As a result of complete digitization students have not only become more in control of their assignment submissions, but their organizational skills have seen definitive improvement in accordance with the time stamping of their work. Students have become much more self sufficient in managing their responsibilities and assignments. The amount of paper consumed departmentally has decreased exponentially, while lost assignments have decreased to zero.
The video portion of the page omits the student snapshot videos from the prior year sites, based upon non utilization by students or seldom viewing by parents. They have been replaced with several instructional videos. Upon being appointed director of Ballet, the students needed more instruction on formal practices and proper technique sewing pointe shoes, proper hair, and warm-up procedures. After evaluating several instructional videos on this subject matter, I chose to include materials from the Anaheim Ballet. The west coast ballet company has a very well developed technology based publicity campaign, and have been considered the leaders in developing supporters/fan base via their You Tube channel for the last half decade. Features of their campaign include high quality interesting and often humorous accounts of a dancer's life and tribulations when working professionally. The student body of my department possess a very rose colored ideal of what professional life will resemble. By utilizing the various media from Anaheim Ballet into the web site, students are more willing to listen to the message when delivered in a highly polished entertaining package.
As a result of the prior years success in the Weebly pages, my colleague Christine Shawl and I have aligned the web addresses to allow easier student/parent/guardian recognition and access. Her page has an identical address with shawl taking the place of jernigan in the URL.
My current class website homepage is shown in the screenshot below, but you can access the normal functioning page at the following external link:http://saadancejernigan.weebly.com/.
The video portion of the page omits the student snapshot videos from the prior year sites, based upon non utilization by students or seldom viewing by parents. They have been replaced with several instructional videos. Upon being appointed director of Ballet, the students needed more instruction on formal practices and proper technique sewing pointe shoes, proper hair, and warm-up procedures. After evaluating several instructional videos on this subject matter, I chose to include materials from the Anaheim Ballet. The west coast ballet company has a very well developed technology based publicity campaign, and have been considered the leaders in developing supporters/fan base via their You Tube channel for the last half decade. Features of their campaign include high quality interesting and often humorous accounts of a dancer's life and tribulations when working professionally. The student body of my department possess a very rose colored ideal of what professional life will resemble. By utilizing the various media from Anaheim Ballet into the web site, students are more willing to listen to the message when delivered in a highly polished entertaining package.
As a result of the prior years success in the Weebly pages, my colleague Christine Shawl and I have aligned the web addresses to allow easier student/parent/guardian recognition and access. Her page has an identical address with shawl taking the place of jernigan in the URL.
My current class website homepage is shown in the screenshot below, but you can access the normal functioning page at the following external link:http://saadancejernigan.weebly.com/.
Standards Achieved
Elements 1.1, 1.2, 1.3
FRIT 8132:Curation
As part of the Web 2.0 series of FRIT 8132, I have utilized several curation tools including Thing link, symbaloo,and List.ly and others, . After using several platforms to feature identical information, I found that my students grades 9-12 had a more enthusiastic response to List.ly. When interviewed for justifications, they cited the list format helped contain all the information in an orderly fashion, while the highly customizeable graphics seem to appealed to many. The short description within each posting let them know immediately if they were interested in seeing further information about the specified component.
The below example contains information on Summer Dance Intensives and are organized by dance technique. The full list is accessible at the following link. http://list.ly/list/55B-summer-dance-intensives?feature=search
The below example contains information on Summer Dance Intensives and are organized by dance technique. The full list is accessible at the following link. http://list.ly/list/55B-summer-dance-intensives?feature=search
Over the last year, I have not only incorporated Listly into my own teaching but have required students to begin utilizing curational tools in order to synthesize and digitally share their own knowledge. This was evidenced by the department wide institution of the Dancer Improvement Plan.
Dance is a physically rigorous arts discipline, therefore, it is imperative students train and condition their bodies for each and every performance or season differently. The Dancer Improvement Plan is subdivided into sections including Flexibility, Strength, and Stamina. Students utilized List.ly in order to curate and share their own personal fitness goals and means quarterly for each subject.
At the end of the year, students will use the quarterly data to create their own comprehensive physical conditioning regimen. Quarterly and annual pre and post analysis of their strengths and weaknesses are included in written reflections chronicling success and/or failures as well as recommended revisions their programs must undergo to comply with the desired results.
As are result there has been a positive increase in the number of students creating and achieving healthy fitness goals while developing a realistic appropriate self image. In this time of constant photoshopped advertising, adolescents are in dire need to understand the difference between reality, hyper reality, and healthy.
The student example below exhibits quarterly data of fitness programs for flexibility and strength. A fully functional version of the two student List.ly can be found at the following links.
http://list.ly/list/6lA-flexibility-programs-for-madeline-kelso?feature=search
http://list.ly/list/CAL-strengthening-exercise-for-madeline-kelso?feature=search
Dance is a physically rigorous arts discipline, therefore, it is imperative students train and condition their bodies for each and every performance or season differently. The Dancer Improvement Plan is subdivided into sections including Flexibility, Strength, and Stamina. Students utilized List.ly in order to curate and share their own personal fitness goals and means quarterly for each subject.
At the end of the year, students will use the quarterly data to create their own comprehensive physical conditioning regimen. Quarterly and annual pre and post analysis of their strengths and weaknesses are included in written reflections chronicling success and/or failures as well as recommended revisions their programs must undergo to comply with the desired results.
As are result there has been a positive increase in the number of students creating and achieving healthy fitness goals while developing a realistic appropriate self image. In this time of constant photoshopped advertising, adolescents are in dire need to understand the difference between reality, hyper reality, and healthy.
The student example below exhibits quarterly data of fitness programs for flexibility and strength. A fully functional version of the two student List.ly can be found at the following links.
http://list.ly/list/6lA-flexibility-programs-for-madeline-kelso?feature=search
http://list.ly/list/CAL-strengthening-exercise-for-madeline-kelso?feature=search
Student Listly
This very student sustained a debilitating ankle injury during the second quarter of the school year rendering her unable to dance for quite some time, as an additional self guided assignment, she developed a Listly detailing her rehab exercises. Her intent for completing the assignment was to create a digital resource that documented her recovery in case of a relapse, but for other dancers that may be suffering from a similar injury. She has received several digital communications from dancers her age expressing their gratitude to finally have a young dancer's perspective on rehab and care. The artifact has been included to exhibit student synthesis of knowledge utilizing previous knowledge to create new completely self directed digital resources and sharing with others.
The screen shot of the injury rehab List.ly is shown below and a fully functional version can be found at the following link:
http://list.ly/list/7dS-rehab-exercises-for-dancers?feature=search
The screen shot of the injury rehab List.ly is shown below and a fully functional version can be found at the following link:
http://list.ly/list/7dS-rehab-exercises-for-dancers?feature=search
Standards Achieved
Element 1.4
FRIT 7739: Technology Program Administrator
The artifact below from FRIT 7739 demonstrates the media center/technology center report. Its information includes a concise history, physical dimensions and digital attributes of the center located at Savannah Arts Academy of Savannah Chatham Public Schools. The report also contains data from several student surveys revealing a very bleak non-inviting stigma surrounding the center and its faculty. In fact many students cease to go to the center in their upperclassmen years. Statistically stating a drop off of about 33 percent. As a result, the report also includes recommendations for making the center not only more functional, but also a more viable part of a student life.
Standards Achieved
Element 1.2, 1.3, 1.4
Self Directed: 2013 Innovation Grant Proposal
I first began at Savannah Arts Academy three years ago, finding the state of technology unacceptable. The department of dance still relied upon media carts from the library, small insufficient audio amplification and one dedicated class room computer that was non functional.
Since then, through my guidance the department has added several instructional components including, large screen televisions, DVD players, full PA systems, a traveling PA system for large outreach performances, a small battery powered boom box for smaller engagements,and a high powered MAC workstation for generating publicity and performance materials.
In the spring of 2013, I wrote a small grant that resulted in the acquisition of three ipods and a high quality digital SLR in order to increase the professionalism of our publicity source materials. In the fall of 2013, I wrote a full grant in an attempt to obtain a student data center that would allow our students to have complete control over their technologically creative future. In fact, it would have allowed them have the technological ability to take and edit photos, edit videos, manage You Tube channels and ultimately begin to develop online web portfolios, all on site. Unfortunately, we did not get the grant, but students have made major advances in their ability to create and utilize technology to promote not just their work, but themselves as artists.
Since then, through my guidance the department has added several instructional components including, large screen televisions, DVD players, full PA systems, a traveling PA system for large outreach performances, a small battery powered boom box for smaller engagements,and a high powered MAC workstation for generating publicity and performance materials.
In the spring of 2013, I wrote a small grant that resulted in the acquisition of three ipods and a high quality digital SLR in order to increase the professionalism of our publicity source materials. In the fall of 2013, I wrote a full grant in an attempt to obtain a student data center that would allow our students to have complete control over their technologically creative future. In fact, it would have allowed them have the technological ability to take and edit photos, edit videos, manage You Tube channels and ultimately begin to develop online web portfolios, all on site. Unfortunately, we did not get the grant, but students have made major advances in their ability to create and utilize technology to promote not just their work, but themselves as artists.
Standards Achieved
Elements 1.1, 1.2, 1.3, 1.4