Professional Growth Plan

My Inspiration (updated as of 2022)

“People evolve a language in order to describe and thus control their circumstances, or in order not to be submerged by a reality that they cannot articulate” (Baldwin, 1979).  This quote represents my inspiration to be an educational technology leader because it speaks to the power of innovation and social justice. As technology evolves, we must integrate technologies in schools so that all students are actively engaging with digital tools and building a readiness for future opportunities. Unfortunately, not all students have equal access to technology-enabled learning environments and motivated teachers who creatively use technology to transform learning experiences. But this can change. I aspire to activate research, disrupt inequitable practices, and enrich technology use for all. 

Educational Technology Leadership Philosophy

A symbol that defines my educational leadership philosophy is an ecosystem. To illustrate, imagine an interdependent and collaborative community that generates collective strength and wisdom. Individuals are empowered by others and serve each other. For these reasons, I identify with qualities of servant, transformational, and situational leadership. I believe in the power of humility as a strength to uplift others which is how servant leadership is described by Northouse: “In becoming a servant leader, a leader uses less institutional power and control while shifting authority to those who are being led” (2013, p 221). Shifting authority is a way to empower others. Another quality I exhibit aligned to servant leadership is listening and building community. I often take a listening stance as a way to understand context and empathize. I try to “inspire the fire” in my messaging which connects to the inspirational aspect of transformational leadership. I feel responsible to make connections with and see the potential in everyone in the community. Northouse calls this a “process whereby a person engages with others and creates connection that raises the level of motivation and morality in both the leader and the follower” (2013). Lastly situational leadership is how I approach my role as an instructional leader. Depending on a teacher’s needs, I adjust my approach and behaviors to meet them where they are. I also think of this approach as being culturally responsive 

Diversity, equity, and inclusion are values necessary to dismantle oppressive systems and shift culture to support identity safe spaces so that all community members can access their full potential. I understand that it involves acknowledging and learning the ways racism and systems of oppression impact our working environment. I have worked to address how perfectionism and a sense of urgency show up in my leadership by incorporating practices such as meditation, research and reading on historically unjust policies, and building project plans through the lens of realistic time frames. To further undo perfectionism, it has become part of my coaching practice to start feedback with praise or gratitude.

The vision I lead and teach with is one in which students own their stories and write their lives forward to make the world a better place. This vision is grounded in equity; and by equity I mean centering, understanding, celebrating, and expressing the value that all kids can. As a symbol, I see an ecosystem grounded in relationships and accelerated with technology to innovate and participate in the global community. I believe in learning experiences that engage students towards building independence and ownership, honors their identities, backgrounds, and aspirations, cultivates community, and promotes transferability and higher order thinking through discourse. My role is to ensure that conditions are in place or that barriers are removed so that students have access and opportunities to succeed. There is a quote from Angela Davis’ autobiography that presents a metaphor that helps visualize the impact I intend to have in any role I assume: “Walls turned sideways are bridges” (1974). 

My Goal Statement

My mission is to facilitate conditions that coordinate change towards a more just educational system. My career goal is to obtain a position as a Director of Instruction, Technology and Programs for either a K-12 district or EdTech related company. In this role, I plan to be a change agent in how technology is used, educators are trained, and students develop 21st century skills. My second career goal is to gain a position as professor in higher education to support the preservice experiences of new teachers. My third career goal is to develop a consulting and professional development company that provides empowering training to educators and assists in the integration of technology in schools. through teacher training, technology integration, culturally responsive pedagogy, and research. My personal goal is to advance the role technology plays in strengthening the instructional core and eliminating the opportunity gap especially for students who may have been misrepresented, misunderstood, and left out.  My mission and personal goals guide my professional aspirations.  

References

Baldwin, J. (1979). If Black English Isn't a Language, Then Tell Me, What Is?. New York Times. https://archive.nytimes.com/www.nytimes.com/books/98/03/29/specials/baldwin-english.html?source=post_page

City, E.A., Elmore, R. F., Fiarman, S. E., Teitel, L. (2009). Instructional Rounds in Education. Harvard Education Press.

Davis, A. Y. (1974). Angela Davis: An autobiography.

Hammond, Z. (2015). Culturally Responsive Teaching and the Brain. Corwin.

Northouse, P. G. (2013). Leadership: Theory and practice (6th ed.). Sage.

Reiser, R. (2001). A History of Instructional Design and Technology: Part 1 A Historical of Instructional Media. Educational Technology, Research and Development.