1.2 Strategic Planning
Candidates facilitate the design, development, implementation, communication, and evaluation of technology-infused strategic plans. (PSC 1.2/ISTE 1b)
Artifact: Current Reality Report / SWOT Analysis
Standard 1.2 Reflection: Current Reality Report / SWOT Analysis
The Current Reality Report / SWOT Analysis artifact was created for the Instructional Technology Leadership course. The purpose of the assignment was to analyze my school and determine its strengths, weaknesses, opportunities and threats to the current status of technology at Buford Elementary. The task of completing the SWOT Analysis involved gathering data on school practice and performance and drawing comparisons to each of ISTE’s fourteen Essential Conditions. By doing so, the SWOT Analysis revealed internal and external threats that can cause weakness that could potentially hinder meeting the Essential Conditions. Conversely, the SWOT Analysis also illuminated strengths in the technology program that could serve future strategic plans. Included in the SWOT Analysis artifact are detailed analyses of current practices at Buford Elementary.
The artifact is aligned with and demonstrates mastery of Strategic Planning Standard 1.2. Through careful analysis of the school’s technology initiatives, technology policies, school profile, improvement plan, and culture I was able to synthesize findings into recommendations towards meeting stronger Essential Conditions in my school. By doing so, I gained the knowledge, skills and dispositions necessary to facilitate, design and develop the beginning frameworks of a school-level strategic plan to leverage greater technology use within the school. Through the development of this artifact, the specific skill of synthesizing strengths, weaknesses, opportunities and threats into a detailed gap analysis and strategic plan is now a task that I am confident in executing.
The exercise of completing the SWOT Analysis was invaluable for many reasons. By facilitating and completing a SWOT analysis, I had to take a multi-faceted look at all aspects of technology within in the school. The completion of the project and the artifact illustrate that I have the knowledge, skills and dispositions necessary to facilitate a thorough evaluation of technology, which will serve me well in the future. In retrospect, regretfully the scope of my SWOT analysis didn’t stay confined to the walls of my school. One key mistake that I made, which I feel is largely due to the small size of my school system, is that I included source materials from the central office and high school. If I could redo things, I would keep the scope of the analysis confined to the walls of my school and not wander into analysis of technology as whole in the Buford City School System.
One of the great pieces of the SWOT Analysis instrument is that many strengths can rise to the surface in the Gap Analysis. In particular, the SWOT Analysis called for the continued emphasis on skilled personnel and ongoing professional learning essential conditions. My recent work developing, facilitating, and implementing a new paraprofessional PLC series centered on ALISON is meeting both essential conditions and is a direct reflection of abilities to facilitate positive change. My work on the ALISON PLC series implementation is directly impacting professional learning at Buford Elementary as well as Buford Academy. The success and impact of the paraprofessional PLC series will be assessed and reflected in end of the year personnel surveys and can already be assessed by the fact that the system’s sister schools are adopting the program for their professional development needs. Finally, since the completion of this artifact, my school has had a change in leadership. My hopes are that the new administration will continue to use and benefit from the strategies communicated in the SWOT Analysis.
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The Current Reality Report / SWOT Analysis artifact was created for the Instructional Technology Leadership course. The purpose of the assignment was to analyze my school and determine its strengths, weaknesses, opportunities and threats to the current status of technology at Buford Elementary. The task of completing the SWOT Analysis involved gathering data on school practice and performance and drawing comparisons to each of ISTE’s fourteen Essential Conditions. By doing so, the SWOT Analysis revealed internal and external threats that can cause weakness that could potentially hinder meeting the Essential Conditions. Conversely, the SWOT Analysis also illuminated strengths in the technology program that could serve future strategic plans. Included in the SWOT Analysis artifact are detailed analyses of current practices at Buford Elementary.
The artifact is aligned with and demonstrates mastery of Strategic Planning Standard 1.2. Through careful analysis of the school’s technology initiatives, technology policies, school profile, improvement plan, and culture I was able to synthesize findings into recommendations towards meeting stronger Essential Conditions in my school. By doing so, I gained the knowledge, skills and dispositions necessary to facilitate, design and develop the beginning frameworks of a school-level strategic plan to leverage greater technology use within the school. Through the development of this artifact, the specific skill of synthesizing strengths, weaknesses, opportunities and threats into a detailed gap analysis and strategic plan is now a task that I am confident in executing.
The exercise of completing the SWOT Analysis was invaluable for many reasons. By facilitating and completing a SWOT analysis, I had to take a multi-faceted look at all aspects of technology within in the school. The completion of the project and the artifact illustrate that I have the knowledge, skills and dispositions necessary to facilitate a thorough evaluation of technology, which will serve me well in the future. In retrospect, regretfully the scope of my SWOT analysis didn’t stay confined to the walls of my school. One key mistake that I made, which I feel is largely due to the small size of my school system, is that I included source materials from the central office and high school. If I could redo things, I would keep the scope of the analysis confined to the walls of my school and not wander into analysis of technology as whole in the Buford City School System.
One of the great pieces of the SWOT Analysis instrument is that many strengths can rise to the surface in the Gap Analysis. In particular, the SWOT Analysis called for the continued emphasis on skilled personnel and ongoing professional learning essential conditions. My recent work developing, facilitating, and implementing a new paraprofessional PLC series centered on ALISON is meeting both essential conditions and is a direct reflection of abilities to facilitate positive change. My work on the ALISON PLC series implementation is directly impacting professional learning at Buford Elementary as well as Buford Academy. The success and impact of the paraprofessional PLC series will be assessed and reflected in end of the year personnel surveys and can already be assessed by the fact that the system’s sister schools are adopting the program for their professional development needs. Finally, since the completion of this artifact, my school has had a change in leadership. My hopes are that the new administration will continue to use and benefit from the strategies communicated in the SWOT Analysis.
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