Technology Standards for School Administrators
Introduction and Context
The Collaborative for Technology Standards for School Administrators
(TSSA Collaborative) has facilitated the development of a national consensus
on what P-12 administrators should know and be able to do to optimize
the effective use of technology. This consensus is presented by the Collaborative
(November 2001) as Technology Standards for School Administrators (TSSA).
The Collaborative believes that comprehensive implementation of technology
is, in itself, large-scale systemic reform. Leadership plays a key role
in successful school reform. The Collaborative's standards, therefore,
focus on the role of leadership in enhancing learning and school operations
through the use of technology.
These standards are indicators of effective leadership for technology
in schools. They define neither the minimum nor maximum level of knowledge
and skills required of a leader, and are neither a comprehensive list
nor a guaranteed recipe for effective technology leadership. Rather, these
standards are a national consensus among educational stakeholders of what
best indicates accomplished school leadership for comprehensive and effective
use of technology in schools. The standards challenge almost every school
administrator in some areas, yet each individual standard is attainable
by the professional educational leader. Although a national consensus,
in no way should these standards inhibit new development, innovation,
or progress for schools or for school leadership.
The TSSA Collaborative and the many professionals who contributed to
this effort realize the wide range of roles administrators play in schools,
even when titles are similar. School and system size, degree of site-based
governance, community characteristics, and strengths of individual administrators
are but a few of the parameters that may cause variations in actual job
roles. For this reason, wise consumers of these standards will apply this
national resource in a way that acknowledges the local context of school
leadership.
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A rich array of expectations exists for use of these standards.
They will find application in:
- administrator preparation and professional development program
design
- assessment and evaluation
- role definition and job descriptions
- individual and system accountability
- accreditation of schools and of administrator preparation programs
- certification (credentialing) of administrators
- self-assessment and goal setting
- design of technology tools for school administrators
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The audiences for these standards also are varied. School boards, administrators,
human resources staff, staff developers, higher education personnel, and
state education agencies will make use of this resource. Others include
state and federal policy-makers, industry representatives and service
providers, professional organizations, parents, taxpayers, and other community
constituents. This places priority, then, on clarity and simplicity of
language, free from specific education jargon. The document speaks to
a variety of audiences, and it encourages accomplished leaders to stay
abreast of current strategies and accepted principles as these evolve.
An underlying assumption to these standards is that administrators should
be competent users of information and technology tools common to information-age
professionals. The effective 21st Century administrator is a hands-on
user of technology. Much of the benefit of technology is lost for administrators
who rely on an intermediary to do their e-mail, manipulate critical data,
or handle other technology tasks for them. While technology empowers administrators
by the information it can readily produce and communicate, it exponentially
empowers the administrator who masters the tools and processes that allow
creative and dynamic management of available information.
Administrators who recognize the potential of technology understand that
leadership has a responsibility to ensure digital equity. They must also
know that technology can unlock tremendous potential in learners and staff
with special and diverse needs. Administrators are responsible for incorporating
assistive technologies that enable a school system to more comprehensively
serve its constituents.
Highly successful school districts carefully align educational initiatives
to address district priorities. Leaders must acknowledge this need for
alignment as technology is integrated across the district. The shared
vision for technology must be consistent with the district's overall educational
vision, and technology plans must smoothly integrate with overall planning
for school effectiveness.
The vision of the TSSA Collaborative is that the Technology Standards
for School Administrators identify knowledge and skills that constitute
the “core”—what every P-12 administrator needs regardless of specific
job role—and, then extends the core to include the specific tasks of
administrators in each of three job roles: (1) superintendent and executive
cabinet, (2) district-level leaders for content-specific or other district
programs, and (3) campus-level leaders, including principals and assistant
principals. This phase of the effort does not address role-specific standards
for business officers or technology directors.
The TSSA Collaborative recommends the standards be communicated as six
standards statements along with a corresponding set of performance indicators
for each. In addition, there are three sets of role-specific technology
leadership tasks describing different expectations in three distinct administrative
job roles. Also included are illustrative scenarios of practice corresponding
to each job role. For clarity and brevity, performance indicators and
leadership tasks that correspond to more than one standard are listed
with the most closely aligned standard.
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“Integrating technology throughout a school system
is, in itself, significant systemic reform. We have a wealth of
evidence attesting to the importance of leadership in implementing
and sustaining systemic reform in schools. It is critical, therefore,
that we attend seriously to leadership for technology in schools.”
Don Knezek, Director
TSSA Standards Project
ISTE
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Copyright © 2001 by the TSSA Collaborative. All rights reserved.
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