Transcript Block3MeasuringInvestment - 2016 NAIS Annual Conference

Measuring Your Investment
in Technology
In the rapidly changing world of technology, schools struggle to
measure the success of current initiatives while planning for necessary
upgrades and new acquisitions. Discover a series of essential questions
designed to assess a school’s investments in technology and to help
plan strategically for the future.
PRESENTED BY David
Chottiner, Shady Side Academy (PA); James Garcia, The Webb
School (TN); Susan Kearney, St. Paul’s School (MD); Patricia Marshall, Ranney School
(NJ); Matt Sigrist, The Peck School (NJ)
Essential Questions
1. Does this initiative advance our mission?
2. Does this initiative enhance our learning
goals?
3. Have we effectively planned a rollout
strategy?
4. Do we have adequate support in place?
5. How do we measure success?
Does this initiative advance
our mission?
Mission Centered Purpose;
Technology as an Accelerator of
Message
1. Defining unique purpose of
independent schools, (mission centered)
2. Defining our schools’ unique purpose
3. Pathways to meet mission;
students/people, tradition, vision, values
tools and facilities (marketing leverage)
David Chottiner, Academy Director of Programs
Shady Side Academy (founded in 1883)
Pittsburgh, Pennsylvania
Enrollment, 936 (Junior, Middle and Upper Schools)
Faculty, 117
Student-Faculty Ratio, 8: 1
Average Class Size, 13
Shady Side Academy Mission
Shady Side Academy offers an exceptional PK-12 academic and
balanced educational experience by challenging each student to
realize his or her potential in a stimulating and nurturing environment.
James Garcia, Dean of Students/Director of Residential Life, English Dept.
The Webb School, (founded in 1870)
Bell Buckle, TN
Enrollment, 300 Day/Boarding students
Faculty, 47
The Webb School Mission
Our mission is to turn out young people who are tireless workers, and
who know how to work effectively; who are accurate scholars; who
know the finer points of morals and practice them in their daily living;
who are always courteous.
Susan Kearney, Head of Institutional Initiatives
St. Paul’s School (founded in 1849)
Baltimore, Maryland
Enrollment, 755 (Lower, Middle and Upper Schools)
Faculty, 110
Student-Faculty Ratio, 8:1
Average Class Size, 15-17
St. Paul’s School Mission
Seek truth, knowledge and excellence; live by faith, compassion and
integrity
Patricia Lee Marshall, Associate Head of Academic Administration/Lower School Head
Ranney School (founded in 1960)
Tinton Falls, NJ
Enrollment, 820 (Lower, Middle and Upper Schools)
Faculty, 93
Student to Faculty Ratio, 9:1
Average Class size, 13
Ranney School Mission
Ranney School provides students with an exemplary, well-rounded
education, one that promotes the development of every child’s intellectual,
personal, creative and moral promise. By serving a diverse community that
values a rigorous, wide-ranging program of study, Ranney students are
inspired to reach their full potential. Guided by dedicated and
compassionate professionals, the Ranney experience is distinguished by
the heartfelt bond between student and teacher — the hallowed principle
celebrating the unique nature of every child. In an environment with
contemporary learning resources, students learn the value of contributing to
their local and global communities through leadership and service. The
school’s motto — Knowledge, Vision, Honor — is as much an aspiration as
it is a social imperative, one that informs the thinking and actions of our
students. Awakening students’ intellectual potential and encouraging them
to communicate with confidence in their own unique voice remains
fundamental to the Ranney experience. The ultimate success of our
Matt Sigrist, Head of the Upper School
The Peck School (founded in 1893)
Morristown, NJ
Enrollment, 337 students, k-8
Faculty, 56
Student to Faculty Ratio, 6:1
The Peck School Mission
We believe that, in life, knowledge must be guided by values. Through
a commitment to character formation and a rigorous and inspirational
academic program, The Peck School strives to build in each student
the capacity for disciplined learning and consideration of others. With
dedicated faculty and families, we prepare our students to succeed in
secondary school and to lead healthy, productive, and principled lives.
Mission, Marketing, Message
Technology as Accelerator
•
•
•
•
•
Values and outcomes (enduring overtime)
Curriculum (“the competitive edge”)
Teachers as Experts (modern and relevant)
Students (shaping young people for
tomorrow)
Facilities and Programs (state of the art and
cutting edge)
Does this initiative enhance
our learning goals?
of Technology in the
Classroom
- Identifying Goals for Implementation
- Support school’s mission/curriculum
- Latest technology
- Appease parents
- Admissions
- Educating our Students
-“Our students know more than we do.”
- Classroom time
- Special programming
Impact of Technology on Students
How do we measure the educational impact of technology on our
students? Is it possible?
What skills are we trying to teach?
- Research
- Management
- Publishing
- Communication
Impact of Technology on Policy
What school policies need to change?
- Acceptable Use Policy
- School’s Responsibilities
- Honor Code
Have we effectively planned a
rollout strategy?
Strategic Rollout - Context
How can we coordinate the rollout of this initiative with others to ensure they
work in tandem and avoid conflict or initiative fatigue?
•
Initiative Fatigue: Tech Initiatives vs. Major Institutional Change
•
TECH ON TECH Conflict:
•
Cognitive Overload - Have you equipped employees with the mental
models to understand the functionality of the technology?
Strategic Rollout - People
Role Definition:
Software/Hardware maintenance
Training
Cheerleading
Feedback and Adjustments
It’s the people, not the Technology!
• Teachers willing to collaborate
• Teachers willing to commit to professional development
• Teachers willing to coach/mentor other teachers
• Teachers willing to share and encourage others to learn from their experiences
Strategic Rollout - Communication
•
•
Must be Intuitive and Focused on Added Value:
Student learning
Work-flow efficiency
Modeled with commitment and consistency from Admin and
Faculty Leaders
Feedback Loops
To change is to improve,
to be perfect is to change often
Winston Churchill
Strategic Rollout - Costs
Have all costs been accounted for?
● Capital Expenditures
○ hardware, software, hidden vendor costs
● Support and Ongoing Maintenance ○ technology ops v. academic tech
● Professional Development
Do we have adequate support in place?
Design and commit to support for faculty professional
development
•
Communicate priority - mandates from leaders, tie to evaluation
•
Create time - late start, professional days, blow up schedule
•
Invest money- substitutes, off site training, trainers/integrators, evaluate
spending ratios (ie PD v. tech)
•
Assign responsibility - PD and Academic Technology support
How do we measure success?
ROI v. VOI
Business model v. education model
Investment in tech v. investment in people
Data/scores v. creativity and innovation
student learning Costs v. value proposition
Essential Questions
1. Does this initiative advance our mission?
2. Does this initiative enhance our learning
goals?
3. Have we effectively planned a rollout
strategy?
4. Do we have adequate support in place?
5. How do we measure success?
Resources
Forget ROI, Here’s the 5-Step Tech Investment Plan Districts should be using”, Keith Krueger, CoSN,
6/30/13
Are Schools Getting a Big Enough Bang for Their Education Technology Buck? Ulric Boser, Center for
American Progress, 6/4/13
Transforming Classroom Practice: Professional Development Strategies in Educational Technology,
Arlene Borthwick and Melissa Pierson, ISTE, 2008.
Simplified ROI: Measuring What Matters Most. Howard Prager and Susan Vece, Chief Learning Officer,
November 2009.
When Mission and Market Forces Intersect: How Independent Schools Navigated Economic Uncertainty.
Barry Gilmore and Matthew Rush. Independent School, 2011.
The Value of Teaching and Learning Technology: Beyond ROI. Jonathan D. Mott and Garin Granata.
Educause Quarterly, Number 2, 2006.
New Educational Wealth as a Return on Investment in Technology. William H. Graves. Educause,
July/August 2002.
Bright Bytes, a company specializing in tech implementation strategies and survey instruments.
Contact information
David Chottiner, [email protected]
James Garcia, [email protected]
Susan Bond Kearney, [email protected]
Patricia Marshall, [email protected]
Matthew Sigrist, [email protected]
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