School Administrator S Technology Leadership Self-Assessment Survey: Leading Instruction

School Administrator’s Technology Leadership Self-Assessment Survey: Leading Instruction with

New Technologies (Chapter 2)

Directions: Please respond to each item by circling a number from 1 to 5, where 5 = strongly agree; 4 = agree; 3 = neutral; 2 = disagree; 1 = strongly disagree.

This survey is based on National Education Technology Plan (NETP) Goals 1 and 2

(NETP 1.0 to 1.4 and NETP 2.0 to 2.5) and National Educational Technology Standards and

Performance Indicators for Administrators (NETS.A) Standard 2 (NETS.A 2.a, 2.b, 2.c, 2.d, 2.e).

5 = strongly agree (SA); 4 = agree (A); 3 = neutral (N); 2 = disagree S A N D SD (D); 1 = strongly disagree (SD) A

1 I empower students to be meaningful participants in a globally 5 4 3 2 1 networked society (NETP 1.0).

2 I encourage my state’s department of education to use technology in 5 4 3 2 1 implementing standards in all content areas (NETP 1.1).

3 Universal Design for Learning (UDL) principles are the basis for 5 4 3 2 1 technology-based learning resources (NETP 1.2).

4 I support the availability of online and blended online/in-class courses 5 4 3 2 1 for all students (NETP 1.3). 5 = strongly agree (SA); 4 = agree (A); 3 = neutral (N); 2 = disagree S A N D SD (D); 1 = strongly disagree (SD) A

5 I encourage the use of digital age tools to improve the science, technology, engineering, and mathematics (STEM) skills of all students in 5 4 3 2 1 my school or district (NETP 1.4).

6 In our district or school, we assess “what matters” in order to improve 5 4 3 2 1 instruction (NETP 2.0).

7 In our district or school, assessment data is used to give “timely and 5 4 3 2 1 actionable” feedback on student performance (NETP 2.1).

8 We use technology in our school or district to improve both formative 5 4 3 2 1 and summative assessments (NETP 2.2).

9 In order to motivate learners in our school(s), we use “embedded assessment technologies,” (NETP 2.3) such as: (a) simulations; 5 4 3 2 1 (b) virtual worlds; 5 4 3 2 1 (c) augmented realities; 5 4 3 2 1 (d) gaming; 5 4 3 2 1 (e) cognitive tutors; 5 4 3 2 1 (f) online collaborations. 5 4 3 2 1

10 Universal Design for Learning (UDL) principles are the basis for many 5 4 3 2 1 assessments of what all students need to learn (NETP 2.4).

11 Student privacy is ensured when assessment data is shared with key 5 4 3 2 1 stakeholders in order to improve learning (NETP 2.5).

12 I empower my teacher colleagues to take risks with technology in order 5 4 3 2 1 to improve instruction (NETS.A 2.a)

13 As I model the use of emerging technologies in my school or district, I 5 4 3 2 1 also promote their use in learning (NETS.A 2.b). 5 = strongly agree (SA); 4 = agree (A); 3 = neutral (N); 2 = disagree S A N D SD (D); 1 = strongly disagree (SD) A

14 Instruction in our school or district is enhanced by advances in technology in order for it to be (NETS.A 2.c): (a) learner centered; 5 4 3 2 1 (b) differentiated; 5 4 3 2 1 (c) fully accessed by special education students; 5 4 3 2 1 (d) fully accessed by students in rural areas; 5 4 3 2 1 (e) fully accessed by students in low socio-economic households; 5 4 3 2 1 (f) fully accessed by English language learners (ELLs); 5 4 3 2 1 (g) fully accessed by gifted students. 5 4 3 2 1

15 I ensure that new technologies are researched and implemented where 5 4 3 2 1 appropriate across the curriculum (NETS.A 2.d).

16 I practice digital age collaboration by participating in professional online learning communities (NETS.A 2.e): (a) locally; 5 4 3 2 1 (b) statewide; 5 4 3 2 1 (c) nationally; 5 4 3 2 1 (d) globally. 5 4 3 2 1

V. E. Garland and C. Tadeja, 2012