The+21st+Century+Instructional+Leader

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Connected Learning Communities



PLNs



H.E.A.T. stands for //Higher-order thinking//, //Engaged learning//, //Authentic Connections//, and //Technology use//. The H.E.A.T. Framework measures the integration of these four factors in classroom instruction. >>
 * Higher-Order Thinking Look-Fors
 * Students taking notes only; no questions asked
 * Student learning/questioning at Remembering level
 * Student learning/questioning at Understanding level
 * Student learning/questioning at Applying level
 * Student learning/questioning at Analyzing level
 * Student learning/questioning at Evaluating/Creating levels

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 * Engaged Learning Look-Fors
 * Students report what they have learned only
 * Students report what they have learned only; collaborate with others
 * Students given options to solve a teacher-directed problem
 * Students given options to solve a teacher-directed problem; collaborate with others
 * Students collaborate to define the task, the process, and/or the solution
 * Students collaborate to define the task, the process, and/or the solution; collaboration extends beyond the classroom

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 * Authentic Connections Look-Fors**﻿****﻿****﻿****﻿**
 * The learning experience is missing or too vague to determine relevance
 * The learning experience provides no real world application, or represents a group of connected activities
 * The learning experience provides limited real world relevance
 * The learning experience provides extensive real world relevance
 * The learning experience provides real world relevance and opportunity for students to apply their learning to a real world situation
 * The learning experience is directly relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students


 * Technology Use Look-Fors**﻿****﻿**
 * No technology use is evident
 * Technology is used only by the teacher
 * Student technology use appears to be an add-on and is not needed for task completion
 * Student technology use is somewhat connected to task completion
 * Student use is directly connected to task completion with shared or limited resources
 * Student technology use is directly connected to task completion with one-to-one or unlimited resources





@https://docs.google.com/View?id=ah8n38hnwpnq_620dq9ffsfm
 * Self Rubric for a Powerful Conversation**

ISTE NETS for ADMIN

**1. Visionary Leadership** > Educational Administrators inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization. Educational Administrators: > || b. || engage in an ongoing process to develop, implement, and communicate technology-infused strategic plans aligned with a shared vision. || > || c. || advocate on local, state and national levels for policies, programs, and funding to support implementation of a technology-infused vision and strategic plan. || > Educational Administrators create, promote, and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students. Educational Administrators: > || b. || model and promote the frequent and effective use of technology for learning. || > || c. || provide learner-centered environments equipped with technology and learning resources to meet the individual, diverse needs of all learners. || > || d. || ensure effective practice in the study of technology and its infusion across the curriculum. || > || e. || promote and participate in local, national, and global learning communities that stimulate innovation, creativity, and digital-age collaboration. || > Educational Administrators promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources. Educational Administrators: > || b. || facilitate and participate in learning communities that stimulate, nurture and support administrators, faculty, and staff in the study and use of technology. || > || c. || promote and model effective communication and collaboration among stakeholders using digital-age tools. || > || d. || stay abreast of educational research and emerging trends regarding effective use of technology and encourage evaluation of new technologies for their potential to improve student learning. || > Educational Administrators provide digital-age leadership and management to continuously improve the organization through the effective use of information and technology resources. Educational Administrators: > || b. || collaborate to establish metrics, collect and analyze data, interpret results, and share findings to improve staff performance and student learning. || > || c. || recruit and retain highly competent personnel who use technology creatively and proficiently to advance academic and operational goals. || > || d. || establish and leverage strategic partnerships to support systemic improvement. || > || e. || establish and maintain a robust infrastructure for technology including integrated, interoperable technology systems to support management, operations, teaching, and learning. || Educational Administrators model and facilitate understanding of social, ethical and legal issues and responsibilities related to an evolving digital culture. Educational Administrators:
 * a. || inspire and facilitate among all stakeholders a shared vision of purposeful change that maximizes use of digital-age resources to meet and exceed learning goals, support effective instructional practice, and maximize performance of district and school leaders. ||
 * 2. Digital Age Learning Culture**
 * a. || ensure instructional innovation focused on continuous improvement of digital-age learning. ||
 * 3. Excellence in Professional Practice**
 * a. || allocate time, resources, and access to ensure ongoing professional growth in technology fluency and integration. ||
 * 4. Systemic Improvement**
 * a. || lead purposeful change to maximize the achievement of learning goals through the appropriate use of technology and media-rich resources. ||
 * 5. Digital Citizenship**
 * a. || ensure equitable access to appropriate digital tools and resources to meet the needs of all learners. ||
 * b. || promote, model and establish policies for safe, legal, and ethical use of digital information and technology. ||
 * c. || promote and model responsible social interactions related to the use of technology and information. ||
 * d. || model and facilitate the development of a shared cultural understanding and involvement in global issues through the use of contemporary communication and collaboration tools ||
 * Self Evaluation Rubric for a Powerful Conversation**

ISTE NETS for Teachers
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers: Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
 * 1) **Facilitate and Inspire Student Learning and Creativity**
 * promote, support, and model creative and innovative thinking and inventiveness
 * engage students in exploring real-world issues and solving authentic problems using digital tools and resources
 * promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes
 * model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
 * 1) **Design and Develop Digital-Age Learning Experiences and Assessments**
 * design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
 * customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources
 * provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
 * 1) **Model Digital-Age Work and Learning**
 * demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
 * collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
 * communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
 * model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
 * 1) **Promote and Model Digital Citizenship and Responsibility**
 * advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
 * address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
 * promote and model digital etiquette and responsible social interactions related to the use of technology and information
 * develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools
 * 1) **Engage in Professional Growth and Leadership**
 * participate in local and global learning communities to explore creative applications of technology to improve student learning
 * exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others
 * evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
 * contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

NETS for Students = = =Resources= 21st Century Walkthrough [|ADMIN 2.0] http://www.delicious.com/tag/plptools http://www.delicious.com/tag/plpresearch http://www.delicious.com/tag/plparticles http://www.connectedprincipals.com/
 * Tools**
 * Research**
 * Articles**
 * Connected Principals**