Reflective Journal: Technology Implementation
Jennifer Alexandre
EDAS-743 Executive Leadership in Curriculum and Instruction
Dr. Tony D. Ryff
Author Note
Jennifer Alexandre
I have no known conflict of interest to disclose. Correspondence concerning this article should
be addressed to Jennifer Alexandre. Email: jalexandresteadman@liberty.edu
The text The Superintendent’s Field book: A Guide for Leaders of Learning states that
“principal encourages leadership throughout the organization, like a leader of a jazz combo
expects her or his musicians to solo”. This example if perfect when comparing teacher and
soloist. When chosen teachers are expected to know their craft just like a soloist. The principal
chooses the teacher during the interview because that teacher knows his or her craft and be ready
for changes. When Principals ask for teachers to be ready at a moment notice they are hoping
that teachers continue to work on their professional development. Using authoritarian style to tell
teachers implement technological instruction will not go well within the school.
A leader should display the vision/mission statement of the district. The superintendent’s
expectation for schools to implement technological instruction, therefore they should give
principals a roadmap on how the implementation should take place. Using authoritarian style to
will upset your teachers. An authoritative style to implement technology will lead to half
hazardous use of the technology.
As an educator the best way to address the issues with such an implementation will be to
meet with administration. Each grade level has a grade level chair during the grade level meeting
express your concerns so that it can be brought up during the administration meeting. If that does
not work schedule a meeting with your principal. Most principals have an open-door policy,
talking to them will not hinder your job. Explain to the principal that instead of telling the staff
they must implement, have a professional development day to ensure the expectations. When
teachers know and understand the expectation it is easier for them to implement. Teachers will
also feel heard. Stakeholders have the expectation that school staff work together. Working
together ensures building success.
