This portfolio was created during my
graduate work at Johns Hopkins in 2005 in order to highlight my
educational experience with technology. Since then, much of my time has
been spent on leadership and "change management" within school culture,
especially around one-to-one computing initiatives and professional
development. Over the years I've done various
consulting projects and accreditation visits for independent
schools around the country (e.g. Berwick, Bush, Dana Hall,
Potomac, Ravenscroft, Walnut Hill, and Westtown) focusing on
educational management and leadership of
technology. My experience with networking (both people and wires) has
also grown greatly. I have not yet added all of these
highlights to my portfolio. I am an ardent proponent of portfolio
assessment and am proud to offer my own portfolio as an example of this
The portfolio uses ISTE's Technology Standards for Administrators1
as a framework with five strands ranging from leadership to digital
citizenship. I offer interpretations with examples for each strand
below. (Please expand each strand and explore the links embedded within
the text. The example articacts open in new brower popup windows -
please close those windows to return here. Some links may have rotted
Click to play or stop
Administrators inspire and lead development and implementation of a
shared vision for comprehensive integration of technology to promote
excellence and support transformation throughout the organization. a. inspire and facilitate among all stakeholders
a shared vision of purposeful change that maximizes use of digital-age
resources to meet and exceed learning goals, support effective
instructional practice, and maximize performance of district and school
b. engage in an ongoing process to develop, implement, and communicate
technology-infused strategic plans aligned with a shared vision.
c. advocate on local, state and national levels for policies, programs,
and funding to support implementation of a technology-infused vision
and strategic plan.
Achieving comprehensive integration of technology requires skilled
leadership, serious professional development, and student/parent
buy-in. The Chief Information Officer is responsible for setting
strategy, engaging talent within the institution, creating operational
efficiency, and generating an educational return on the investment. The
CIO should communicate a concrete vision for improving learning and
institutional operations, and be able to build collaborative
relationships among key stakeholders. Being grounded in the intricacies
of both teaching and technology is critical. Understanding research and best practices is important,
as is familiarity with
leaders and theorists
in the discipline. Evaluating and drawing on the demonstrated successes
of other schools saves time and money. The key elements for leadership
success are: vision, planning, budgeting, stakeholder buy-in, effective
professional development, data-driven decision-making, and ongoing
Articulating Vision Leaders must articulate a concrete vision of goals and
objectives so stakeholders can understand and work towards the institutional
mission. I developed this slide-show of technology integration examples
in order to show real examples of the "seamless integration of
technology" that we are working towards in our one-to-one tablet
computing initiative at Battle Ground Academy and at my previous
position at Norwood School. Various slides illustrate differentiated
instruction from upper school down to kindergaten with unique tablet
capabilities, multimedia engagement, and educational software. I have
presented this vision for trustees, faculty, and civic groups. I also
created online videos of teachers talking about the tablet initiative, in order for stakeholders to better understand our educational goals. When I was working at the Norwood School I wrote a
"Day in the Life" scenario as part of our technology plan to
describe a vision of how technology becomes an integral part of the educational
Planning Technology & Documenting Processes At
Battle Ground Academy there was virtually no technology planning,
budgeting, or infrastructure documentation when I arrived. I
implemented the use of a wiki to document our plans, goals, meetings,
and all processes. It grew into a comprehensive site that includes all
critical information on annual processes. This screen-shot of our private wiki
shows its table of contents. Besides being collaborative, the wiki
allowed us to hyperlink between relevant documents. I also
established the use of a server share
for our department to have a central location for internal files which
related to the entire department (rather than having each individual
keep their own documents that no one else could access.) Based on a
similar document from Norwood School, I developed our network
documentation, the table of contents of which is viewable here. I also oversaw the virtualization of our core servers and ensured the integrity of our back-up processes. I also facilitated consultants in analyzing our network to improve throughput.
the educational integration of the one-to-one tablet program at Norwood
School gave me extensive experience with curricular integration and
professional development. This technology plan
from 2004 shows how we approached using technology, long-term goals,
and overall vision. I worked with all departments and the
curriculum and professional development committees to implement the
technology plans. Having widespread stakeholder involvement was a
critical factor for success.
Budgeting Technology: ROI vs. TCO In
my current position I manage all aspects of the technology budget.
Based on a spreadsheet created by Susan Stadnik at Norwood
School, I developed this
budgeting spreadsheet to
accurately track technology spending in all areas, and to forecast
expenditures three years out. [If you are interested in using an Excel
version of this PDF file, please contact me.] I research and select
vendors, make purchasing decisions, track invoices, and reconcile
spending with the general ledger. The budget is split between operating
costs [administrative software, network software, non-capitalized
hardware, maintenance agreements, website, and telecommunications] and
capital costs [infrastructure, cabling, servers, PCs, network switches,
and other hardware assets]. Analyzing the total cost of ownership
of equipment and initiatives is critical to long-term planning and
execution. Weighing the TCO against return on investment is more
challenging in education than business because educational "returns"
are less tangible.
Managing Employee Teams
At BGA I supervised an eight-person technology team
which included the network administrator, imaging specialist, hardware
repair specialist, help desk staff, educational technologists, and
computer instructors. I also facilitated the technology-related
professional development of 120 teachers and staff. In leading the
technology department I believe it is crucial to establish a
service-oriented, team-based approach. Each individual has an area of
expertise, goals, and objectives. We meet weekly to communicate issues,
set priorities, make decisions, and solve problems. Facilitating this
team-effort requires significant organizational and interpersonal
skills. I believe in managing by objectives, establishing clear
expectations, open lines of communication, and positive approaches to
employee assessment. I also help interview and train new teachers and
staff members. I helped write our staff evaluation instruments, and
have incorporated technology goals into each employee's professional
Mentoring "Teachers of the Future" Since 2008 I have been serving as the
mentor for the National Association of Independent Schools "Teachers of
the Future" project. Yearly cohorts of teachers are selected from
across the country to help seed a new online community for NAIS. Each
teacher is doing innovative work and achieving excellence in his/her
classroom. The Teachers of the Future website includes a collaborative blog
and profiles of each teacher with embedded videos. It is intended to
share these teachers' knowledge and experience more broadly. I mentor
the teachers through email, phone, and online conferencing.
Leading this project has given me new insight into building
online community, and working with teachers integrating technology
in a variety of school settings.
Administering Apple Computers I was the technology
coordinator for North Country School & Camp Treetops in Lake
Placid, NY from 1995-2000. In that role I was responsible for all aspects
of that institution's technology on an Apple-Macintosh platform. This list
of the major projects I executed in that position. For example, I
successfully applied for and secured eRate funding over multiple years. That process includes
technology plan development and approval, vendor RFP and
selection, eligibility determination, receipt, and invoicing of
services. The extensive website which I built for NCS was used from 1996 until
2006. It is accessible from the Archive.org site. The current website can be viewed
Administrators create, promote, and sustain a dynamic, digital-age
learning culture that provides a rigorous, relevant, and engaging
education for all students.
a. ensure instructional innovation focused on continuous improvement of digital-age learning.
b. model and promote the frequent and effective use of technology for learning.
c. provide learner-centered environments equipped with technology and
learning resources to meet the individual, diverse needs of all
d. ensure effective practice in the study of technology and its infusion across the curriculum.
e. promote and participate in local, national, and global learning
communities that stimulate innovation, creativity, and digital-age
I have worked with teachers in every subject area, planning and
implementing technology-enhanced lessons to support core curricula to
maximize student learning outcomes. The challenge in managing a
classroom of students, each with a computer, is to channel their
engagement with the technology into effective learning experiences. Our
students often work on multimedia projects to address learning
objectives in diverse ways. As students engage in this creative process
they make decisions, solve problems, and synthesize information to
achieve project goals. Well-designed educational applications and
lessons deliver differentiated instruction by allowing students to take
divergent and self-paced paths to success. We strive towards active
learning, collaboration, and knowledge-construction with an emphasis on
higher-order thinking skills. I develop a strong understanding of each
teacher's goals and curriculum, and then support and bolster these
goals through the use of educational technology. Digital-age learning
tools extend and enrich the instructional process, enabling new ways of
delivering content, demonstrating learning, and assessing performance.
Teaching Online With Elluminate Teaching online requires new skills
and competencies of both the instructor and the students. This
2-minute video clip shows me facilitating an online
classroom. It is from one of my synchronous online classes
for Johns Hopkins. It illustrates some of the capabilities
of the Elluminate software which include: video of the
instructor, participant feedback, audio, whiteboard,
PBL Unit on Media Bias
instructional unit plan which I wrote uses a problem-based-learning
approach to engage teams of students in exploring the
issue of media bias from both liberal and conservative
perspectives. As with all of my instructional materials,
students learn by actively participating with the content
material in collaboration with other students. The teacher
is the facilitator of this process, and utilizes Gagné's Nine Events of Instruction.
Administrators promote an environment of professional learning and
innovation that empowers educators to enhance student learning through
the infusion of contemporary technologies and digital resources.
a. allocate time, resources, and access to ensure ongoing professional growth in technology fluency and integration.
b. facilitate and participate in learning communities that stimulate,
nurture and support administrators, faculty, and staff in the study and
use of technology.
c. promote and model effective communication and collaboration among stakeholders using digital-age tools.
d. stay abreast of educational research and emerging trends regarding
effective use of technology and encourage evaluation of new
technologies for their potential to improve student learning.
The growth of "web 2.0" tools has allowed "communities of professional
practice" to grow and prosper online.
facilitate the use of these websites as communications hubs and knowledge-management systems to
synthesize educational-technology information and to promote professional
development. I work with state
and national associations to address technology needs and
professional development of
independent school educators.
National Networking Site for Educators In 2007 I created the "Independent School Educators" ning site
as a way to connect with other technology using educators across the
country and around the world. This site has grown to over 2700 members
in the past two years. The site includes discussion boards, blogs,
twitter, and much more. There are teachers, administrators, and heads
of schools on this network. It includes "groups" for each subject area
and for each grade level and administrative function.
In 2006 I began working with the NAIS
21st century curriculum
task force. In 2007 we published a national guidelines document titled "Principles
of Good Practice" for technology use at independent schools. I led
the team in collaboratively using the School Computing wiki to brainstorm and edit through five iterations of this document. We are currently working on a project to provide guidance for schools moving towards online instruction.
I served for four years on the technology committee of the Association of
Independent Maryland Schools - AIMS. One of the
main functions of the committee was to plan an annual 3-day conference for professional development
2006] . Some of the keynote
speakers whom we've featured include: Kathy Schrock, Tim Magner, Jim Moulton,
and David Warlick. As part of my work with AIMS I served on several accreditation committee teams doing the ten-year
to Maryland schools. The team visits the school for three days to
evaluate all aspects of its curricula, program, and
governance to determine whether the school is
accomplishing its mission.
Technology Help Site I created
based on common questions that people ask, in order to provide
"just-in-time" performance-support for my school community. It also
links directly to Atomic Learning online tutorials for each of our
software applications. At my previous school I set up a help site to address similar issues.
Administrators provide digital-age leadership and management to
continuously improve the organization through the effective use of
information and technology resources. a. lead
purposeful change to maximize the achievement of learning goals through
the appropriate use of technology and media-rich resources.
b. collaborate to establish metrics, collect and analyze data,
interpret results, and share findings to improve staff performance and
c. recruit and retain highly competent personnel who use technology
creatively and proficiently to advance academic and operational goals.
d. establish and leverage strategic partnerships to support systemic improvement.
e. establish and maintain a robust infrastructure for technology
including integrated, interoperable technology systems to support
management, operations, teaching, and learning.
I take an organized approach to systemic improvement using data and
organizational tools to implement policy and vision. In my current role
I work on improving both the hardware and the "human-ware" of the
school. In other words, I work on both the network infrastructure and
also the professional development of faculty and administrators.
Supporting and managing school technology has become very demanding as
it includes complex voice, data, and security networks. Our
infrastructure includes an extensive network of servers with 1,000
wired and wireless clients requiring constant monitoring. The
educational environment is more taxing on technology infrastructure
than corporate environments because we have buildings full of roaming
clients in a dense wireless environment, and a user-base of students
and faculty who require flawless performance and extensive support. Our
technology infrastructure enables the school's day-to-day
operations by providing integrated communications and information on
Professional Development Database
to track and assess professional development in educational technology
for all faculty and staff at Norwood School. Data include technology
training/workshops, self-reported goals, notes from meetings,
proficiency level indicators, degree info, etc. I sort and analyze the
data to identify strengths & weaknesses and to guide planning for
future professional development. I develop relationships based on
shared goals. This collaborative approach allows me to work with each
individual to improve practice and productivity.
Evaluation Plan&Research Review
I wrote this evaluation plan ('05) to assess the impact of
ubiquitous computing at my school in its seventh year
of 1:1 laptop computing. In
writing this plan I studied the meaning of "meta-analysis" and created this presentation to share with
classmates in my graduate program. I wrote this research review
to inform decisions regarding the direction of the technology program.
I conducted this extensive literature review to ensure that all choices
would be consistent with research on best practices and evidence-based
Technology Skills Matrix I developed
this matrix of skills based on the
ISTE NETS for
Students, using each standard as a framework for
identifying and placing specific skill sets from grades
K-8. The matrix has helped me communicate the scope &
sequence of these skills to each set of grade level
teachers so that we can assess these skills. As we move forward with curriculum mapping we
intend to map these skills to specific projects that
happen at each grade level.
Curriculum Mapping Database
I worked with all stakeholders to initiate and implement
Norwood School's curriculum-mapping process using the
web-based application Rubicon Atlas. In addition to this database
for curriculum, we implemented a mapping database for
administrative functions to document the procedures and
recurring events of an administrative nature.
In 2005 I concluded a major upgrade to Norwood School's primary
which I planned and managed over 18 months. I developed this
to specify goals and details, and also documented the
design chronology. The website integrated with
Active Directory for user authentication, Exchange
servers for calendaring, athletic system for
scheduling, and our student-information-system. I implemented an e-mail broadcast to all
the school's weekly newsletter which
integrated into the site.
Teachers post all homework assignments by emailing them to
which is a public folder on the Exchange server.
Intranet Organization Organized
access to individual and shared file storage on internal networks
enables more efficient workflow. I worked to establish a consistent and
logical structure so that users can find the resources they seek, and
so that they will take advantage of file-sharing and collaboration
rather than sharing all files via email. In addition to a "My
Documents" directory, each teacher needs access to a department
workspace, archival storage, individual public directory, email
archives, and a shared institutional workspace. Teachers can access
their students' files and save templates and resources for student use.
Students have access to individual and shared grade level workspace. I
also established an organized central repository for digital media and
Administrators model and facilitate understanding of social, ethical
and legal issues and responsibilities related to an evolving digital
a. ensure equitable access to appropriate digital tools and resources to meet the needs of all learners.
b. promote, model and establish policies for safe, legal, and ethical use of digital information and technology.
c. promote and model responsible social interactions related to the use of technology and information.
d. model and facilitate the development of a shared cultural
understanding and involvement in global issues through the use of
contemporary communication and collaboration tools.
digital resources are easy to download, copy, and distribute, it
is important to teach our communities about intellectual property, fair
use, and appropriate use of technology resources. I set policies and
protocols to ensure that students and teachers gather and use
information ethically, and access network resources appropriately. The
safety of children using the Internet is also a key area of concern,
especially in our one-to-one schools with wireless Internet access.
Responsible Use Policy
I collaborated with colleagues to create "Responsible Use"
policies for the schools where I've worked. My goal was to be
comprehensive yet concise, and to use language that was easy to
understand. We also wanted to complement the school's general
expectation for behavior. Inappropriate behavior is governed by these
expectations regardless of whether the behavior occurs in conjunction
with technology use.
Keeping Children Safe Online
I created this area of the Norwood website to educate parents about online safety, and this page
on the BGA website for the same purpose. There are suggestions for
family rules, guidelines for Internet use, tips to help parents
understand risks, and links to good resources on the web.
Copyright & Fair Use Guidelines
I compiled this web page from several sources to assist teachers and
students in learning about intellectual property issues. Part of the
challenge is simplifying information and presenting it in a way that
people can grasp. Too often the key points are buried deep in a web
page. One of my information-literacy skills is the ability to filter out the important pieces, synthesize them, and present them in an easily understandable format.