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Cites Framework Fieldguide

Leadership

Cover Page Image of the CITES Framework Field Guide Leadership. This content was developed under a grant from the US Department of Education, #H327T180001. However, the contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer: Anita Vermeer, M.Ed. Except where otherwise noted, the CITES website content is licensed under a Creative Commons Attribution 4.0 International License.

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Cites Framework Fieldguide: Leadership 2

Table of Contents

3 Welcome

3 Who should use the CITES Field Guide?

3 About CITES

3 About the CITES Framework

4 How to Use the Field Guide

5 CITES Framework

5 Family Engagement

5 Create a Community-Wide Vision and Aligned Goals

7 Develop a Strategic Technology Implementation Plan

9 Measure Progress for Continuous Improvement

10 Develop Clear Outcomes for Professional Learning

12 Take Ownership of Infrastructure Development

15 Appendix

15 CITES Self-Assessment for District Leaders

15 Logic Model Template

15 Resources

16 Supporting Research

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Cites Framework Fieldguide: Leadership 3

Welcome

Welcome to the Center on Inclusive Technology & Education

Systems (CITES) Framework Field Guide. The Field Guide is

a practical roadmap to help districts implement the CITES

Framework. The Field Guide is designed for district leaders

involved with or overseeing technology in the areas of assistive

technology (AT), educational technology (EdTech), or information

technology (InfoTech). No matter your sphere of influence in a

district, the CITES Field Guide will help you start where you are

with creating inclusive technology systems.

Who should use the CITES

Field Guide?

• District and Building

Administrators

• Assistive Technology Leads

• Directors of Education

Technology

• Directors of Teaching and

Learning (Curriculum)

• Chief Information Technology

Officers

• Anyone interested in

learning more about inclusive

technology systems

About CITES

The CITES project, funded by the US Department of Education,

Office of Special Education Programs, aims to assist school

districts to create and sustain inclusive technology ecosystems

that foster intentional collaboration between educational

technology (EdTech), assistive technology (AT), and information

technology (InfoTech) to benefit students with disabilities and

all students. CITES collaborates with partners and districts to

achieve three main goals:

• Build the capacity of school districts to use an evidence-based framework to develop, implement,

and refine comprehensive, equitable technology ecosystems that include AT, EdTech, and InfoTech;

• Increase the knowledge of educators of how to apply principles of Universal Design for Learning

(UDL) and evidence-based practices to maximize integrated use of technology throughout

instruction; and

• Support more effective and inclusive implementation of AT, EdTech, and InfoTech for the benefit of

all students, including students with disabilities and their families.

About the CITES Framework

CITES uses an iterative, design-thinking process to create the Framework over the course of the

project (2018 - 2023). The CITES Framework is based on current research and understanding gained

from the project’s Knowledge Development Districts. Knowledge Development Districts serve as an

exemplar in one or more areas of inclusive technology implementation.

CITES tests and refines the Framework practices in collaboration and co-development with

Framework Development Districts. The Framework Development Districts made a long-term

commitment with CITES to try out evidence-based practices and provide cyclical feedback on what

works to build an inclusive technology ecosystem. What is learned together informs the development

of the CITES Framework.

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How to Use the Field Guide

The CITES Framework Field Guide offers a systematic process

of creating and sustaining an inclusive technology ecosystem.

The CITES Framework practices can be approached as a step- by-step process or as a “just-in-time” resource that focuses

on specific areas most needed in the district. Each Framework

practice offers a video training tutorial and a comprehensive

self-assessment and goal-setting tool. CITES has incorporated

district case stories and vignettes, resources, and research

to support the district’s journey toward a more inclusive,

collaborative technology ecosystem.

The following are foundational questions to contemplate before beginning the process:

• Does the district have a commitment to diversity, equity, and inclusion?

• Does the district have a technology plan, or is it considering developing a technology plan? Is the

district ready and committed to that plan reflecting an inclusive technology system?

• Is the district able to create a collaborative leadership team? Is the leadership team empowered to

make administrative decisions? The key to “making it happen” instead of “letting it happen” includes

accountability for developing the support systems, resolving issues that arise, and monitoring and

achieving positive results.

Check out the CITES “Five Things”

article series about what EdTech,

AssistiveTech, and District Leaders

need to know about inclusive

technology systems.

Find it on the UDL Center Blog.

medium.com/udl-center

Reflect on the foundational questions.

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CITES Framework

The CITES Framework is being developed in phases. The current version of the Framework Field Guide

begins with leadership. Why start with leadership? Leadership is one of the most critical determinants

of the success of creating an inclusive technology ecosystem. Leaders set the tone, create the culture,

and can motivate internal and external stakeholders to move toward a vision of inclusion. The CITES

leadership practices promote the development of a balanced and inclusive technology infrastructure that

examines AT, EdTech, and InfoTech as part of a technology ecosystem.

CITES leadership practices include:

• Create a community-wide vision and aligned goals.

• Develop a strategic technology implementation plan.

• Measure progress for continuous improvement.

• Develop clear outcomes for professional learning.

• Take ownership of infrastructure development.

Learn more by watching the Leadership Overview video on

the Leadership Overview section of the CITES website.

cites.cast.org/leadership/intro-leadership-netp

Family Engagement

Students and families are at the

center of any technology initiative.

Leaders establish opportunities

for families to be co-creators of

technology programs and services

so that all students can participate

in and benefit from the technology

ecosystem. Involving parents and

caregivers in opportunities to learn

about AT and EdTech empowers

them as critical parts of teaching

and learning. Leaders establish

opportunities to obtain feedback

regarding the extent to which

families feel engaged and use this

feedback to improve communication

and participation.

Create a Community-Wide Vision and Aligned Goals

An essential role of leadership in education is to work with

staff, students, families, and the community to create a vision

for a system that helps students reach their potential. One

way to move toward the inclusive technology vision we are

discussing is to build a team that includes people who offer

a variety of perspectives. There are internal stakeholders

involved with technology, such as educational or instructional coordinators, assistive technology

coordinators, and those who work in information technology. And general and special education

teachers, parents, and students can also offer important perspectives on inclusive technology. Finally,

don’t forget about external stakeholders–business leaders, community nonprofits, and agencies–

including the wider community ensure that everyone is working towards a vision they can support.

List the members of your technology leadership team and the roles they play. Who else might need to

be included and why? Who are the external stakeholders to include?

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How an Inclusive Technology Ecosystem Supported the Shift to Remote Learning

Tomball (TX) Independent School District (TISD) recognized the need for an inclusive technology

ecosystem long before the COVID-19 crisis. It brought together

leadership and staff from EdTech, InfoTech, AT to collaboratively

plan for technology to meet the needs of all students. Although the

team acknowledged the challenges of responding to school-building

closures during the COVID-19 pandemic and identified areas for

improvement, it credited the leadership practices implemented as

instrumental in supporting the district’s transition to remote learning.

Read TISD’s full case story

Learn more by watching the Creating a Community-Wide Vision and Aligned Goals video on the CITES

website. cites.cast.org/leadership/create-vision-goals

Actions that lead to a shared vision and aligned goals include:

• Engage a leadership team of internal and external stakeholders.

• Create a shared vision and identify goals that align with the vision of a balanced and inclusive

technology ecosystem.

• Communicate the shared vision and goals in ways that promote a positive learning climate and

culture, foster collaborative relationships, and model accessible and inclusive technology practices.

Poway Unified’s Story

Poway Unified School District serves approximately 36,500 students

in San Diego, California. During the 2017-2018 academic year, the

district developed a 3-year strategic plan for technology based on the

Future Ready Framework. In order to build a community-wide vision

and shared goals for technology, district leaders knew that they would

need early and meaningful engagement with stakeholders to create

opportunities for improved collaboration, both internally and externally.

Early in the development of the plan, the leadership team invited

stakeholders from across the district to participate in the planning

process. A total of 55 district stakeholders were engaged, including

teachers, parents, students, community members, and school board

members. Through multiple meetings with stakeholders over the course of approximately six months, the

district planning team was able to build a vision for technology that reflected the goals of the community.

This shared vision and a culture of collaboration further supported Poway as they moved from planning

to the implementation of technology initiatives and programs.

Regular meetings between district-level leaders from information technology, assistive technology (AT),

and the Technology and Innovation department (EdTech), ensure that staff collaborates to address

challenges specific to the use of assistive technology, as well as other technologies that support

Girl using a tablet computer

city image of San Diego, California

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the needs of students with disabilities. The three departments working together have streamlined

technology integration and improved efficiency in the delivery of support for teachers and students.

Prior to this collaborative shift, many existing technology tools and supports were underutilized, and AT

staff were frequently inundated with requests for support with technology tools. Working from a shared

commitment to equitable learning opportunities for every student, the three departments collaborate

to identify existing resources that provide needed supports and to provide training for teachers on the

accessible technology supports available in the classroom.

Develop a Strategic Technology Implementation Plan

A strategic technology implementation plan is the mechanism to shift practice toward a more inclusive

technology ecosystem. A district’s strategic technology plan is a roadmap that establishes goals,

objectives, and actions for synergizing the work of AT, EdTech, and InfoTech teams while assuring that

each entity fulfills its primary duties.

Leaders foster a team of internal and external stakeholders involved in all areas of plan development.

This includes technology funding, device and materials selection and acquisition, classroom technology

integration, maintenance of technology, and ongoing evaluation of effectiveness. A strategic plan to

establish an equitable, balanced, and inclusive technology ecosystem creates intentional connections

across internal departments and emphasizes community and family engagement.

Key planning questions to consider are:

• How does your technology plan explain how AT, EdTech, and InfoTech departments work together?

• Does your district technology plan’s budget reflect an inclusive system?

• What improvements could be addressed through the budget?

Notes on key planning questions:

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Learn more by watching the Develop a Strategic Technology Implementation Plan video on the CITES

website. cites.cast.org/leadership/develop--strategic-technology-implementation-plan

Actions that lead to a strategic technology implementation plan include:

• Create a comprehensive technology plan in which AT, EdTech, and InfoTech are balanced throughout

the plan.

• Create goals, benchmarks, timelines, and responsibilities that move toward achieving the vision of an

inclusive technology ecosystem.

• Communicate all aspects of the technology plan to key stakeholders across the district, including

families and the community.

Terminology

The terminology regarding technology can be confusing and overwhelming. Some terms such as

“accessible” have different meanings across district departments and in the general public Therefore,

it is imperative when developing a technology plan to try to come to a common understanding of the

terms used. The technology vocabulary has a significant impact on the plan for moving toward an

inclusive technology system. This common understanding may be achieved in formal ways, such as

the development of a districtwide glossary, or in informal ways, such as consistent usage of terms.

At CITES we define the three overarching categories of technology the following ways:

• Instructional technology or educational technology is the use of technologies, such as devices,

computers, and software applications, that help facilitate learning. CITES uses EdTech as a

comprehensive term for learning technologies.

• Informational technology–which we call InfoTech–is an overarching category of technology, also

called information and communication technology or infrastructure technology, that encompasses

the components of computers, networking hardware, and software that provides the backbone to

deliver educational technology.

• Assistive technology, also called AT, is technology used by an individual with a disability to help

increase, improve, or maintain their functional capabilities. The definitions of assistive technology

devices and assistive technology services are codified in several federal statutes, including the

Individuals with Disabilities Education Act (IDEA).

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Intermediate District 287’s Story

Intermediate District 287 serves 11 member districts in the West Metro area of Minneapolis, providing

unique programming to meet the needs of students with disabilities. “Accessible from the start,” serves

as a guiding principle for District 287 and is a critical element of their strategic planning for technology.

Rather than a strategic plan that is developed, but rarely referred to, their plan drives every aspect of

their work from budget decisions to communications with the community to agendas for staff meetings.

In practice, this means that Intermediate District 287 takes explicit steps to both implement their

strategic plan and to ensure that resources are allocated to support it. For example, during each budget

cycle, decisions about the budget are conducted through the lens of the identified strategic priorities.

Budgetary requests from the superintendent are directly aligned and support the strategic plan. This

process is mirrored in staff and team meetings throughout the district. For example, agenda items and

discussions are organized around strategic priorities reflected in communications with the community.

The District credits their success in creating a shared community-wide vision for technology and a

culture of sustainability with their adherence to a well-developed strategic plan.

Measure Progress for Continuous Improvement

Measuring the impact of a balanced and inclusive technology plan is critical to ensuring equitable

learning opportunities for all students, including those with disabilities. District leaders collect, analyze,

and use data gathered across a system as part of a continuous improvement cycle. Ongoing data- collection activities enable leaders to shift and realign implementation strategies and resources to better

support teaching and learning.

Though every technology plan is different and evaluation is conducted for different purposes,

most evaluations will generally follow the same basic steps that lead to using the results to make

improvements to programs. One basic step is to be clear on the questions the district is trying to

answer. A logic model is a helpful graphic representation of what you hope to accomplish, showing

relationships among project goals, activities, outputs, and outcomes. Creating a simple logic model can

serve as a starting point and help focus the questions, which in turn will lead to clarifying what data will

be needed to measure the effectiveness of the technology project’s implementation and outcomes.

Reflect on the district data collected about AT, EdTech, and InfoTech. What actions can be taken

based on the data analysis?

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Learn more by watching the Measure Progress for Continuous Improvement video on the CITES

website. cites.cast.org/leadership/measure-progress-continuous-improvement

Actions that lead to measuring progress for continuous improvement include:

• Create a data collection plan that is robust and aligned to the district’s goals and timelines.

• Analyze the data to determine equitable technology access and use for all students.

• Take actions based on the data to ensure that all student populations have the opportunity to

participate and benefit from technology for learning.

• Communicate the results of data collection and analysis through effective mechanisms for sharing

results and progress.

Tomball ISD’s Story

Tomball Independent School District serves approximately 18,000 students

in Tomball, Texas. The district has grown rapidly in recent years, with

shifts in district demographics and student needs. To address changing

student needs, the district’s vision focuses on technology tools with built- in accessibility feature that can benefit students throughout the district, in

both general and special education.

The district’s technology implementation plan began as a pilot study when

a review of data found that students who were not currently identified

with an IEP or a 504 plan were struggling and had limited access to

resources that could support them. The AT department put together a proposal for a joint project that

brings together general education, special education, instructional technology, related services and ESL

teachers to conduct a needs assessment and identify primary barriers from multiple perspectives. Data

collected during the pilot demonstrated improved outcomes and increased student access, so the team

moved forward with district-wide implementation the following year. Goals and related data points were

identified within the district strategic plan and plans for each school building to ensure that training was

embedded in the professional development schedule, as well as in parent meetings, open house and

personalized trainings. Data collection included requests for support, tool usage by campus, number

of trainings, relationship between integration and hours of PD received, and student outcomes by tool

usage. Throughout the process, the district used data to drive improvement to the implementation. Initial

barriers identified during the pilot study were addressed during full implementation; data collected during

full implementation were then used to identify additional needs to provide scaffolding for students.

Develop Clear Outcomes for Professional Learning

Leaders develop clear outcomes for professional learning aligned with their vision. Well-chosen

professional learning opportunities enable leaders to cultivate a culture of equitable, inclusive, and

accessible teaching and learning. By establishing and communicating clear outcomes for professional

learning, leaders can support a vision of learning for each and every student by honoring each and every

adult learner.

A Tomball Independent School District buidling

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It starts with clarity. Learning is strengthened when there is clarity about expectations and outcomes.

Developing a professional learning plan that clearly establishes expectations around the use of not

just technology, but inclusive technology (including AT!) can reinforce inclusive pedagogy. Clearly

establishing and communicating these expectations has a powerful impact.

Professional learning can model equity by offering a range of just-in-time, job-embedded activities that

empower educators to be fluent users of both AT and EdTech. Once fluent, educators can grow into

creative and collaborative problem solvers who are able to work together to address the opportunities

and challenges encountered during teaching and learning. Differentiated learning opportunities equip

all stakeholders with the knowledge and skills needed to fulfill their technology-related roles and

responsibilities.

Key questions to consider to develop clear outcomes for professional learning in an inclusive

technology ecosystem are:

• Does professional learning in the district support implementation AT, EdTech, and InfoTech to

improve student learning?

• Do district AT, EdTech, and InfoTech departments collaborate and communicate well?

How District Leaders Enhance Staff Capacity to Build an Inclusive Technology Ecosystem

That Improves Outcomes For Every Learner

Bartholomew Consolidated School Corporation (BCSC), in Columbus,

Indiana, has developed and implemented a technology plan that

supports a vision of deeper learning for all students. In order to create

an inclusive ecosystem that brings together EdTech, InfoTech and

AT, the leadership team in BCSC has focused on providing ongoing

coaching and support to help all teachers understand and implement

the wide range of assistive and accessible technology supports

available to them. They also aim to deepen teachers’ understanding of

how AT and EdTech can support the UDL framework, which is their

guiding principle for instruction.

Read BCSC’s full case story

School bus

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Learn more by watching the Develop Clear Outcomes for Professional Learning video on the CITES

website. cites.cast.org/leadership/develop-professional-learning-outcomes

Actions that lead to the development of clear outcomes for professional learning include:

• Prioritize professional learning support for an inclusive technology ecosystem.

• Build capacity through varied and collaborative learning opportunities.

Bellevue’s Story

Bellevue Public Schools is a suburban district south of Omaha, Nebraska

serving approximately 10,000 students. The seeds for the district’s

technology vision and planning were planted years ago with a goal of

moving towards a 1:1 model district-wide that is are now moving forward

with this vision as part of a 5-year strategic plan. Before initiating their

implementation efforts, the district leadership team conducted considerable

research on which technology tools would be best for both students and

staff. They recognized that their technology implementation efforts that

focused on “handing out devices” would not succeed and focused on

planning for innovative use, sustainability, and ongoing professional development and training.

To support the 1:1 initiative, the district’s professional development model includes six full days

of training on blended learning with technology; ongoing classroom-based coaching; and built-in

collaboration time for teachers to work together to share ideas, experiences, challenges and successes.

The Bellevue team noted that a critical part of their success has been a focus on sustainability and

continuous improvement. Building capacity and growing teacher leaders is a primary goal of all

professional development in the district. These teacher leaders work to keep the vision going even in the

event of staffing changes and turnover. Bellevue places an emphasis on continuous training and coaching

for all teachers. The readers recommend that other districts recognize that this is an attainable process

that requires a “go slow to go fast” approach and that it requires time in planning and implementing.

Take Ownership of Infrastructure Development

A comprehensive technology infrastructure supports learning wherever and whenever it takes place. In

a balanced, inclusive technology ecosystem, powerful learning devices and high-quality digital learning

materials are available and usable by the broadest range of learners possible. These considerations

include the interoperability of AT and EdTech. It takes a collective commitment by leaders to ensure the

accessibility of learning materials and technologies.

Ensuring that purchased technologies, resources, and educational materials are widely usable and

accessible to all is a critical part of infrastructure development. Creating policies that include accessibility

standards, specifically Section 508 of the Rehabilitation Act, help establish critical standards for the

adoption of technologies and content. Web designers, developers, and publishers can use the Web

Content Accessibility Guidelines, also referred to as WCAG, to ensure the content being created meets

the federal specifications laid out in Section 508. Ensuring all procured items meet or exceed these

guidelines is a great start at developing an inclusive technology infrastructure.

city image of Omaha, Nebraska

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District policies can enhance the procurement process by offering guidance on procuring high-quality

digital learning content that meets accessibility criteria and for testing accessible content for its

compatibility with AT used in the district. Developing and implementing these policies as part of an

infrastructure process can support the development of inclusive technology infrastructure. Ideally, leaders

will share decision-making authority, as accessibility and interoperability decisions permeate across all

areas of infrastructure, from funding to classroom use.

Key questions to consider about infrastructure are:

• Is there a shared responsibility for creating an inclusive technology ecosystem?

• Are the roles and responsibilities regarding AT, accessibility, and technology procurement well

defined?

• How do all the key stakeholders give input and participate in decision making regarding technology

infrastructure?

Notes on key infrastructure questions:

Learn more by watching the Take Ownership of Infrastructure Development video on the CITES website.

cites.cast.org/leadership/infrastructure-development

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Actions that lead to a shared ownership of infrastructure development include:

• Define ownership of the district technology plan.

• Develop technology procurement policies that include interoperability and accessibility considerations.

Bethlehem’s Story

Bethlehem Central School District is a suburban district of approximately

5,000 students in Delmar, New York. The district has worked

collaboratively to implement a vision for technology that ensures that all

voices are involved in planning as part of building an inclusive AT and

EdTech infrastructure supported by information technology. The district

recognized that effective technology implementation to support the needs

of all students requires a strong technology infrastructure of hardware,

software, and broadband capacity. Working to “de-silo” departments and

created shared ownership for technology infrastructure has been a critical

part of building a successful and sustainable technology ecosystem in the district.

This culture change did not happen overnight–the expectation for collaboration has taken considerable

time and dedication to build. For example, the district created a network technician position within the

special education department. The establishment of this role allowed the district to (1) build internal

capacity to support specialized hardware and software needs of teachers and students and (2) ensure

that the information technology team understood both the working of the technology systems and how

best to meet the needs of special education students. The involvement of both voices in infrastructure

planning has helped the district avoid unintended consequences in policy and system changes that may

impact the customized setups for individual students and their AT supports.

Summary

AT, EdTech and InfoTech are here to stay. While all of them fill increasingly

important roles in the landscape of education, COVID-19 demonstrated

significant inequities of technology availability and accessibility for students with

disabilities. The “siloed” nature of AT, EdTech and InfoTech departments, in far

too many cases, contributed to disproportionate impacts of the pandemic on

students with disabilities and their families. CITES partner districts and other model districts, however,

demonstrated that they can better respond to uncertainty when their leaders focus on inclusive

technology systems that collaborate and coordinate across AT, EdTech, and InfoTech.

The time is now to transform our educational technology systems. District technology leaders, in

collaboration with families and the community, can increase the inclusive use of technology to enable and

improve learning at all levels, in all places, and for students of all backgrounds. The CITES Framework

offers a “how to guide” to build district capacity to create inclusive technology systems that ultimately

support a district’s vision of diversity, equity, and inclusion.

city image of Delmar, New York

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Appendix

CITES Self-Assessment for District Leaders

The purpose of the CITES Self-Assessment and Goal Setting tool is to enable districts to collect data as

part of a continuous improvement process. Baseline data established by the self-assessment can be used

to inform district goals and to measure progress toward reaching those goals.

Print the Self-Assessment All-in-One Guide (PDF)

Alternative versions:

• Self-Assessment Tool All-in-One (MS Word)

• Self-Assessment Tool All-in-One (Google Doc)

Logic Model Template

Resources

4 Ways That Leadership Teams Create Conditions for Success in Schools (Bill & Melinda Gates

Foundation)

Are Your Technology Initiatives Working? (AIR/Center on Technology and Disability)

Building on a Firm Foundation: Supporting Students with More Intensive Support Needs in UDL

Environments (AEM Center at CAST)

The logic model template shows Goals, Inputs, Outputs (Activities, Participants, Process Measures), and Outcomes (Short, Medium, Long, and Outcome Measures).

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Cites Framework Fieldguide: Leadership 16

Creating a Cycle of Continuous Improvement Through Instructional Rounds (National Council of

Professors of Educational Administration (NCPEA))

Communicating Digital Accessibility Requirements (CAST/National AEM Center)

Digital Accessibility Toolkit: What Education Leaders Need to Know (AIR/Center on Technology and

Disability)

Effective Teacher Professional Development (Learning Policy Institute)

Empowered Superintendents Toolkit (Consortium for School Networking (CoSN)

Exploratory Research on Designing Online Communities (Office of EdTech, US Dept of Education)

Facilitating Technology Implementation: Strategic Planning for AT Specialists and Administrators

(PowerUp What Works)

Future Ready District Technology Assessment (Future Ready Schools)

Guide to EdTech Procurement (Digital Learning Now!)

Meaningful Local Engagement Under ESSA: A Handbook for LEA and School Leaders (Council of

Chief State School Officers (CCSSO) and Partners for Each and Every Child)

Research, Technology, & Students With Disabilities: Assessing Progress of Your Technology

Initiatives Guide for State and Local Education Leaders (AIR/Center on Technology and Disability)

Power Up Your Professional Development (PowerUp What Works, AIR)

So You Think You Want to Innovate? Emerging Lessons and a New Tool for State and District

Leaders Working to Build a Culture of Innovation (2Revolutions and The Learning Accelerator)

Strategies for Implementing Personalized Learning While Evidence and Resources Are

Underdeveloped (RAND Corporation)

Vetting for Accessibility (CAST/National AEM Center)

Supporting Research

Anderson, M. (2017). Transformational leadership in education: A review of existing literature.

International Social Science Review, 93(1), 4.

Berglund, T., & Tosh, K. (2020). Educator access to and use of data systems. RAND.

Bertram, R. M., Blase, K. A., & Fixsen, D. L. (2015). Improving programs and outcomes: Implementation

frameworks and organization change. Research on Social Work Practice, 25(4), 477-487.

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Cites Framework Fieldguide: Leadership 17

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development.

Learning Policy Institute.

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge,

confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-

284.

Fischer, C., Fishman, B., Dede, C., Eisenkraft, A., Frumin, K., Foster, B., & McCoy, A. (2018). Investigating

relationships between school context, teacher professional development, teaching practices, and student

achievement in response to a nationwide science reform. Teaching and Teacher Education, 72, 107-121.

Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., Wallace, F., Burns, B., & Chambers, D. (2005).

Implementation research: A synthesis of the literature.

Lange, C., Range, B., & Welsh, K. (2012). Conditions for effective data use to improve schools:

Recommendations for school leaders. International Journal of Educational Leadership Preparation, 7(3),

n3.

Moullin, J. C., Ehrhart, M. G., & Aarons, G. A. (2018). The role of leadership in organizational

implementation and sustainment in service agencies. Research on Social Work Practice, 28(5), 558-567.

Ribeiro, J. (2016). Educational technology decision-making: Technology acquisition for 746,000 Ontario

students. Canadian Journal of Educational Administration and Policy,

Shaha, S. H., Glassett, K. F., & Ellsworth, H. (2015). Long-term impact of on-demand professional

development on student performance: A longitudinal multi-state study. Journal of International Education

Research, 11(1), 29-34.

Smylie, M. A., & Eckert, J. (2018). Beyond superheroes and advocacy: The pathway of teacher leadership

development. Educational Management Administration & Leadership, 46(4), 556-577.

Wayman, J. C., Shaw, S., & Cho, V. (2017). Longitudinal effects of teacher use of a computer data system

on student achievement. AERA Open, 3(1), https://doi.org/10.1177/2332858416685534.

Williams, M. E. (2017). Technology integration support levels for in-service teachers. Journal of Education

and Practice, 8(7), 76-81.