Not only does the coaching model benefit principals and teachers, it retains veteran educators who have spent most of their professional lives honing their teaching craft. Not all educators want to climb the administrative hierarchy, and the coaching model gives this group the opportunity to become teacher leaders who pass on their insight to the next generation.
I was beginning to think Foucault’s writings on the “disciplinary society” were becoming irrelevant. But then my niece started the 5th grade. Her teachers add and subtract behavioral points in an app shared with her mom. Note that she lost a point for using the restroom today. pic.twitter.com/3nXJ9Mdbyo
According to the authors of a newly published report, at least 10 state education agencies—Arkansas, Connecticut, Delaware, Florida, Louisiana, Rhode Island, South Carolina, Tennessee, Texas and Washington—have launched official microcredential pilots. And another five states—Illinois, Maryland, Montana, New York, and Wyoming—are experimenting with microcredentials in some way.
sponsored by the non-profit Digital Promise, the report argues that we’ve reached a kind of tipping point in the evolution of the “emerging micro-credentialing ecosystem,”
Reports from early adopters (among them, the NEA, the country’s largest teachers’ union) have been promising, and the potential market for such programs is potentially huge. According to Digital Promise, nearly three out of four U.S. teachers are currently engaged in some type of informal professional development or learning.
Since edtech varies from district to district and state to state, it’s unlikely that an IT candidate will be up-to-speed on the current system in use. Alabama solves this problem by offering the Alabama Chief Technology Officer certification program.
It is critical for those in K-12 IT leadership to understand the unique customer service needs of the education industry. When technology doesn’t work, it throws a wrench into an entire day of learning. Educators need a fast fix and responsive service. Effective tech leaders will delegate by teaming up with tech-savvy teachers who can serve as school tech leaders. This strategy allows for an on-site tech expert to step in to put out fires before the tech expert arrives.
Former teachers can also make strong chief technology officers because they understand both tech and education. This allows them to build trust with the staff, which is a critical component to launching new technology initiatives.
Research from the Center for Higher Education CIO Studies (CHECS) has been transferred to EDUCAUSE, including a report on the role of the Chief Academic Technology Officer and its differences and similarities to other higher ed IT tech executives.
The Center for Higher Education CIO Studies (CHECS) was a nonprofit organization founded by Dr. Wayne A. Brown, dedicated to the education and development of technology leaders in higher education. CHECS produced the CIO Study, the Technology Leadership (TL) Study, the Chief Information Security Officer (CISO) Study and the Higher Education Chief Academic Technology Officer Study.
The Chief Information Officer (CIO) study provides information about higher education CIOs’ attributes, education, experience and effectiveness. The CIO study was conducted from 2003 to 2018. Find all the CIO reports here.
The Technology Leadership (TL) study surveyed those in the next organizational layer down from the CIO. The TL study examines the demographics of the TL, where they have worked, and the activities they are undertaking to prepare themselves to become CIOs. The TL study was study was conducted from 2009 to 2018. Find all the TL reports here.
The Chief Information Security Officer (CISO)study examines the demographics of the higher education CISO, the career route they have taken to their role, and the activities and attributes needed for a CISO according to the CISO and the CIO. The CISO study was study was conducted from 2014 to 2017. Find all the CISO reports here.
interviewed administrators at systems across the United States for a wide look at how the landscape is shifting.
The University of Missouri System last year signaled plans to increase its total enrollment from 75,000 to 100,000 by 2023. Administrators pointed to online education as a key driver of future growth.
In other ways, the Missouri system’s approach could look similar to Massachusetts’. Administrators in Missouri are pondering the creation of a separate entity within the system that would offer online programs to adult learners.
Senior administrators and board members at Louisiana State University began looking at online education in the early 2010s.
From 2016 to 2018, Sasha Thackaberry served as assistant vice president of academic technology, course production and alternative learning models at Southern New Hampshire University. Louisiana State hired her in February 2018 to lead its online growth; three months later, she was promoted from associate vice provost to vice provost of digital and continuing education.
When Kristina Johnson became chancellor of the State University of New York system in 2017, she challenged administrators to consider a wide range of possibilities for growing online capabilities. According to Tod Laursen, SUNY’s senior vice chancellor and provost, the system has just wrapped up an information-gathering process that will inform a soon-to-be-released request for proposals. Johnson has slated for this fall a major online learning initiative, the details of which are still being ironed out.
Colorado State University Online serves as an online program manager for the state system — distinct from Colorado State University Global, which has a separate faculty and governance structure, and tends to serve adults at an average age in their 30s. CSU Online, by contrast, tends to serve “less seasoned” students between 24 and 34 years old, according to Amy Smith, senior director of CSU Online.