In 1989, Swift Current School Division in Saskatchewan, Canada, initiated the Chalk, Chips, and Children technology project. Saskatchewan Futures Corporation and various corporate partners provided funding for the project, which focused on using information technology to enhance teaching and learning for middle-level students and staff members.
An advisory committee that included representatives of provincial university communities, teachers' and trustees' organizations, corporate partners, and local and provincial governments, as well as parents, guided the development of the project. I became the principal of the project middle school, and thus began my own professional transformation.
Rethinking the Principal's Role
During the last decade, the role of the principal has evolved from instructional manager to transformational leader. Transformational leadership focuses on building a shared vision, improving communication, and making decisions collaboratively. It places special emphasis on the principal's role in leading other leaders, in school-based management, and in acknowledging the changing relationships between the principal and the staff, parents, and community members (Begley 1994, NAESP 1991). It fosters a collaborative change process that results in a more responsive and innovative environment (Silins 1994).
Begley (1994) has developed a profile of contemporary school leadership in Canada. He suggests the key leadership dimensions of manager, instructional leader/program facilitator, school-community facilitator, visionary, and problem solver. My work during our technology project included all of these dimensions.
The political and economic climate in Saskatchewan prompted our school district to undertake a major restructuring effort concurrently with the Chalk, Chips, and Children project. Some schools were closed, and grade structures were reorganized within the remaining schools. The challenge was almost overwhelming. Our teachers were learning how to integrate technology into their classrooms. At the same time, they were expected to deal with renovation-related construction and to begin working with such relatively unfamiliar middle school structures as interdisciplinary teaming, advisory programs, exploratory activities, and new curriculum.
The staff for our new school came from two different junior high schools and three different elementary schools. We quickly realized that it was important for us to build a new culture for the school, rather than attempt to function as we had in our previous schools. Thus, our first year was spent in a multitude of meetings where we decided how to handle every minor issue that occurred. With the building in shambles and no rules to follow, it is amazing that we survived the initial year without a revolt. However, staff members pulled together, moved their students from room to room, worked with the building contractors, and began implementing the middle school philosophy.
With just two part-time administrators, we needed a great deal of assistance simply to survive. To that end, we created opportunities for all staff members to develop leadership skills. We also devised flexible structures that would allow staff members to plan collaboratively for instruction and professional development.
We recognized the importance of creating a balance between our concern for technology and our regard for people; of including all staff—not just teaching staff—in developing our school culture. Thus, we focused on the individualized consideration that typifies transformational leadership. We worked at creating an environment in which everyone could risk new ways of working with technology and with one another.
Rethinking Staff Development
It was not easy for our experienced staff to integrate new technologies into their classrooms. They had to learn new skills and applications, explore alternative approaches to the planning and delivery of curriculum, and use problem-solving techniques within a new context. They also had to reconsider personal beliefs about their roles as educators and to reflect on their vision for technology in society, schools, and their own lives (Bennett 1994).
Because our staff members had little experience with computers, staff development became a priority. We gave teachers Macintosh computers and printers they could use at home as well as at school. Initially, we followed the traditional staff development format: Technology consultants came to the school and lectured the staff as a group. Even though they were sitting in front of their own individual computers, staff members remained intimidated or frustrated by the technology. And they were bored with the training. They did not develop enough confidence to transfer their new technology skills to the classroom.
Recognizing that we needed a different approach, we began providing a variety of conference and site visit opportunities so staff could see what was currently in use in Canada and the United States. Teachers began using their team planning meetings to share successful computer applications. And we initiated two innovative staff development formats that we called technology in-school sabbaticals and technology mini-conferences.
In-school sabbaticals could last anywhere from a half day to several months. We required teachers who applied for sabbaticals to outline the hardware and software they would need, tell who had agreed to provide expert assistance to them, indicate how much time they would need, and describe how they would use their new skills at school. The school staff development committee considered the requests for short-term sabbaticals, while the district leaves and awards committee handled the requests for longer sabbaticals. The district also made funds available for sabbaticals for support staff.
We required teachers who were on sabbatical to do their work at school while substitute teachers covered their classes. At times, individuals who had similar needs formed small learning groups. Staff members could request expert assistance when necessary, although we found that such assistance generally was required only at the beginning of the sabbatical.
Mini-conferences were organized in the same format as regular conferences, with two exceptions: sessions were limited to 20 minutes each, and each session audience was limited to three persons. Our first technology mini-conference was held in March 1992, as part of a Chalk, Chips, and Children advisory committee meeting. Our intent was to provide committee members with an overview of staff and student progress during the first phase of the project.
Advisory committee members attended a variety of sessions that showcased how we were using technology at our school. We encouraged staff and student presenters to make their sessions as interactive as possible, and we encouraged participants to try out the technology. Because the feedback from both participants and presenters was very positive, we organized additional technology mini-conferences for the school board, the community advisory committee, the regional department of education staff, the district staff, and parents.
Together, our in-school sabbaticals and mini-conferences helped to promote the integration of technology. The sabbaticals used the cognitive apprenticeship terms described by Wilson and Cole (1991), and provided a format to allow for modeling, coaching, scaffolding, and exploration. The mini-conferences provided opportunities for articulation, reflection, and further exploration. Both formats provided a supportive, collegial atmosphere for authentic learning and adequate opportunities for skill practice.
To ensure across-the-board staff involvement, we eliminated the position of technology coordinator and discussed how all staff members could use technology effectively with their students. We began to develop teams of technology experts to work through specific issues and share their wisdom with the rest of the staff. Technology responsibilities also were shared with students; they became our tour guides and conference presenters.
Rethinking Leadership Competencies
As a result of my experiences during this project, I began to reconsider the leadership competencies necessary in an information technology context. When our project began, I realized that I had to become comfortable with the technologies used in our school. I also realized that it was impossible to learn on my own all that I needed to know about technology. My telephone use quadrupled as I began to contact people across North America for answers when I could not find sufficient technical expertise in our small city.
On the advice of our project advisory committee, we continued to seek external support for our project. Assistance came in the form of funds, trial versions of software, and personnel to assist with installation, inservice, and evaluation. I discovered that grant- writing skills and the ability to organize ethical educational partnerships were necessary leadership competencies. And I learned the importance of being responsive to our community. Partners were most committed to the project when they benefited from their involvement.
Perhaps the most important leadership competency was my desire to continue learning along with our staff, students, and community members. It was important for students and staff members to see me learning to work comfortably with technology as a model for their own learning.
Our technology project provided the opportunity for me to rethink my leadership perspectives and practices. After many exhausting hours and frustrating experiences, I realized that I personally could not know everything there was to know about technology and schooling. When I was able to make the shift from viewing my role as a principal who was also a teacher to that of a learner who also taught and occupied the principal's office, I became less frustrated. And I now understand that what I learn today is merely a link to the information technology I will need to use tomorrow.
