4) Relying soley on anecdotal evidence and/or district wide standards for evaluation, that may not be based upon classroom use, but is rather based on novice understandings of educational needs is an error that must be eliminated from the school. School principles are increasingly exposed to for profit pulls and tugs of educational programs of technology that utilize standards that are untried and yet toted as "best practices" based on limited real research. Principles must develop appropriate ways to weed through options and opportunities and forward resources toward only those that are driven by real research data and have been proven effective in the kind of school culture where the principle leads. (Mory, 2004, p. 745) Technology is an essential aspect of the future for most children being educated today, and they must have alternatives for learning and growing with in such technology, yet it is also clear that there is a great deal of untested methodology avaible in the technology arena.
The principle is also likely to be the core advocate for technology change and adoption, especially with regard to infrastructural resource development, evaluation and maintenance. (Owen & Demb, 2004, p. 636) the principle needs to research and become aware of how such infrastructural development is supported on a school by school and district wide basis. The principle must be aware of the granting processe where it exists in the district as well as being aware of alternative funding sources that are committed to technology implementation in schools and to utilize such as research to help the school become a climate of high technology learning, be it in a single classroom or computer lab to be utilized as much as possible by all members of the student body, in a library setting or a bank of a few computers in every classroom. The principle must be aware of what is available and what would best serve the school he or she serves.
Lastly, the principle must manage such resources when they are available as best he or she can, seeking to utilize the technology, maintain the technology and supplement the technology with appropriate learning tools. Keeping technology functioning, after significant resources are allocated for it is essential to its effective use, as is supporting tried and true software and programs that speak to students and help them learn and grow. (Burton, Moore & Magliaro, 2004, p. 26)
The development of a principle as an instructional leader is essential to the development of effective accountability standards. When the school runs smoothly it is often seen to be one that it not in need of change, and yet the changing world dictates that this is rarely the case. A principle must be adept at developing, implementing and supervising school wide vision that stresses the importance of change and development, even when such change may not be seen as needed or effective. The development of a standards-based practice and implementation for the creation of and support of a school has therefore become more and more the responsibility of the principle as he or she develops, supervises and maintains the leadership standards of his or her new roles, including but not limited to evaluation of staff, curriculum, standards meeting, exceeding or failing, coaching and mentoring, supervision and the implementation of technology in the school curriculum as an aspect of support for current needs of the student body.
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