EDUC 5373 Innovative Leadership: Blog 2

 Blog 2: EDUC 5373

When developing a digital leadership plan, I will focus on two areas. The first is the technology integration plan, and the second is the leadership model. Both Triple E Framework and National Association of Secondary School Principals’ (NASSP) Leading Success Model provide key insights for successfully implementing a technology integration plan by prioritizing student equality and student success. Both of these resources are set to appropriately involve all stakeholders when implementing digital leadership. Stakeholders include students, teachers, administrators, and community members. The first stakeholders I’d need to contact would be my campus and district administrators to see what factors need to be considered when implementing our technology integration plan. These stakeholders each bring their own viewpoints that work together to create the most successful outcome for all involved. When students, educators, and community members work together, the most effective outcomes can be achieved. 


Liz Kolb’s Triple E Framework is a great resource that clearly explains the benefits of integrated technology. The Triple E Framework’s mission is to use technology to engage, enhance, and extend learning. (Kolb, 2020, home). Developed with considerable credibility based on educational theory, Triple E focuses on learning goals and how to integrate technology to meet these goals. Pillared in engagement, enhancement, and extension, this framework provides an overview of how to utilize technology effectively in the classroom. Engagement ensures the priority is on the task, enhancement provides a sophisticated understanding of the content, and extension creates new learning opportunities (Kolb, 2015, Triple E). In the same way, Anna ISD’s Mission is “Invest in Academic Excellence, Instill Values, and Inspire Students (Anna, 2025). Both organizations’ three pillars of engage, enhance, and extend and invest, instill, and inspire focus on creating a well-rounded student who is proficient in technology and digital literacy and is ready for the real world.


To implement specific strategies, I will follow NASSP Modules 4 and 8. Module 4: Building an Inclusive School Culture focuses on meeting the needs of every learner to help them reach their full potential (NASSP, 2024). Fairness and equity within learning and technology integration are paramount as students should be provided with an equal playing field. Module 4 includes equity through intervention, teaching acceptance, and creating systems of support for each student (NASSP, 2024). In the same manner, Module 8: Personalizing the School Experience is about differentiating the learning environment for each student. This module prioritizes a culture of personalization, student support and accountability, and community engagement (NASSP, 2024). This model effectively keeps in mind the effects of the digital divide. Part of creating a culture of equity and inclusion is remembering that not all students have access to the same opportunities, and it’s the educator’s job to work to repair this inequality. These modules allow the implementation of Triple E to be focused on both student equity and student success. 


In order to develop my digital leadership plan and implement my technology integration plan, it’s important to have logistical factors implemented as well. Triple E and NASSP Modules are wonderful tools, but they require time and specific plans to work effectively. To receive feedback, gather and analyze data, and combine resources, I will utilize my campus’ already existing PLC schedule. Once a month, I would use PLC time to give and receive feedback, updates, and future action steps. Teachers would begin to understand how to implement Triple E Framework within their classrooms by classroom observations, professional development, and available resources. These sessions would result in outcomes that would lead to a better practice moving forward. When developing digital leadership skills, it’s important to keep the most important stakeholders in mind; the students’ success should be at the forefront of every decision made. Implementing Triple E and modules from NASSP allow educators to create an inclusive and supportive digital learning environment for all students. 



References 


Anna ISD Mission, values, and vision. (n.d.). https://www.annaisd.org/about-us.

Leading success. (2018, February 2). NASSP. https://www.nassp.org/leading-success/#:~:text=Leading%20Success%20is%20a%20free,examples%20of%20school%20improvement%20strategies.

Triple E Framework. (n.d.). Triple E Framework. https://www.tripleeframework.com/ 

Comments

  1. Trecia GeniusMarch 29, 2025 at 4:43 PM


    Haylee

    It is commendable to incorporate the National Association of Secondary School Principals' Leading Success Model when implementing the technology integration plan. The Triple E framework serves as an effective model for integrating technology into instructional curriculum, maximizing students' learning experiences while engaging with content that enhances their critical thinking abilities.

    The outcomes mentioned for providing feedback on your plan are essential factors that will undoubtedly inform decision-making.

    ReplyDelete
  2. Carissa GMarch 30, 2025 at 4:48 PM

    Haylee,

    I also chose Kolb's Triple E Framework. I really liked how it focuses on learning goals. It sounds like you have a good start to your plan by using the existing PLC schedule. That would be an effective way to get feedback from teachers.

    ReplyDelete
  3. Mr. ClarkMarch 30, 2025 at 8:01 PM

    Haylee,
    Excellent work on this week's blog entry. Being structured with your NASSP modules is likely to lead to success. I also like Kolb's Triple E framework. It's straightforward and could likely be addressed by educators through the PLC process. From what I've read, and through my technology needs assessment survey, teachers would also like direct training and professional development around technology integration. I think it can be daunting to know where to start so some extra direction could be well received. Good luck!

    ReplyDelete

Post a Comment

Popular posts from this blog

EDUC 5313: Week 1

Introduction Hello, all. My name is Haylee Cannon, and I currently teach 8th grade ELAR in Anna, Texas. I find the middle school kiddos are entertaining, chaotic, and full of fun. I find they bring a unique sense of joy and laughter to most situations. In my current role, my main priority is to teach students to think both critically and empathically. If they can do both of those things by the time they leave my room, I feel my job has been accomplished. In addition to teaching, I am fortunate to have other leadership opportunities within my campus and district that align with my future goals. I serve as Department Chair of the English team and am a member of the District Technology Integration Leadership Team. Both roles allow me to work with and lead adults as well as teach students. These opportunities have given me practical experience with leadership, collaboration, and professional development. These skills will help with my future career goals as I’m hoping to obtain a leadershi...
Read more

EDUC 5313: Week 3

Image
  Blog 3   Haylee Cannon          Three major points from chapter four of How People Learn II: Learners, Contexts, and Cultures (2018) are executive function , self-regulation of learning, and memory. These three concepts are central to student learning, making them key factors in curriculum design. It's important that educators design lessons in a way that will be most effective when it comes to student learning.             Executive functioning is centered around “the abilities to hold information in mind, inhibit incorrect or premature responses, and sustain or switch attention to meet a goal ” (National Academies of Sciences, Engineering, and Medicine, 2018). These tasks are key to success in the classroom as they are markers of a student who can not only memorize information but retain it as well. Essentially , executive functioning is a student’s ability to control their thinking. This concept is importan...
Read more

EDUC 5313: Week 2

       Authentic Intellectual Work is built on the idea that students learn things that will be relevant to them in the real world outside of the classroom. This method of learning is achieved through a combination of several measures such as high rigor, building student interest, in depth teacher content knowledge, and preparing students for the real world ( Newmann et al., 2007 ). The focus switches from memorization to the specific skills students will need to succeed in their future careers. The goal of Authentic Intellectual Work is to mirror the student’s learning to necessary future skills. This switch differs from traditional approaches by prioritizing critical thinking and real-world skills instead of short-term learning to take a standardized assessment. Overall, learning needs to be meaningful and relevant instead of superficial and standardized to increase a student’s proficiency in critical skills necessary for life.         Th...
Read more