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June 15, 2002
Leadership and No Child Left Behind
By John Bailey
The U.S. Department of Education's director of technology outlines the pivotal role of administrators in implementing the new bill.
When President Bush signed into law the No Child Left Behind Act last January, he did more than just put his name to a piece of historic legislation-he provided a portfolio of bipartisan reforms to help close the achievement gap. The bill's 1,250 pages make it clear that student achievement is the goal but that it cannot be done without school district leadership. This belief is reflected in the following ways.
Local decision making
One of the most significant changes brought about by No Child Left Behind is an increased responsibility for state and local leaders to direct federal funds and to be held accountable for what results from that investment. Federal priorities such as teacher quality, reading, and technology push the decision making to the local level. The $700 million state-administered technology grant, Enhancing Education Through Technology, provides the opportunity for leaders to align the federal funds with their own priorities and initiatives.
Professional development
The new legislation expands many professional development programs to include not only teachers but also principals, superintendents, and school administrators. The Enhancing Education Through Technology program also requires that applicants spend at least 25 percent of their technology funds on professional development. These programs help build the capacity of school leaders as they direct technology, reading, math, and accountability strategies.
Data-driven decision making
New technology tools such as data warehousing and analysis services are providing opportunities for leaders to make decisions based on real-time information. Student assessment data can be combined with other indicators and information to provide a more comprehensive analysis of achievement. These tools help educators identify trends, track progress, and direct resources to the areas that need the most assistance. The challenge is equipping leaders with the skills needed to understand what the information means and how it can be used to guide decision making.
Transferability
The idea behind transferability is to allow local school leaders the flexibility to transfer a portion of funds from certain federal programs to other specified programs. This level of authority with federal funds for superintendents is new and has generated concern among some in the educational technology community that many may transfer funds out of technology into other areas. The challenge lies in increasing the capacity of leaders to understand how technology can support their educational and administrative goals.
Moving from access to use
As the country continues moving toward a technology agenda based not just on access to technology but use of technology, leadership becomes pivotal. Technology is just a tool, and as such its value is derived from how it is used. Leaders assign technology its purpose by aligning the appropriate tools with the appropriate goals in order to overcome specific challenges. Without this alignment, technology will simply be another "add-on" that tinkers around the edges of the classroom, instead of empowering teachers and students.
Leadership's challenge to successfully integrate technology with the many levels of education goals and standards might be seen as analogous to a conductor with an orchestra. The conductor relies on well-trained musicians to use the right instruments at the right time in order to make music instead of noise. If we as a nation are going to make "music" instead of "noise" from our technology tools, it will require strong leaders who are coordinating the appropriate technology tools with well-trained teachers to solve real educational challenges.
For more information, visit the No Child Left Behind site.
John Bailey is director of educational technology for the U.S. Department of Education and formerly Pennsylvania's first director of educational technology.
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