A. Hilliard

Bowie State University (UNITED STATES)
Our world today is technologically driven. In the field of educational leadership there is a need to use technology to further the skill development of leaders in education. Technology can be used as a tool in the planning, organizing, implementation, monitoring and evaluating of all aspects of professional development for educational leaders. The major focus of this research will include the vision, mission, issues, planning, modeling, evaluating, accountability and research use in professional development of a typical organization using technology as a support tool.
By looking at the vision cited by the leader, professional development activities should be drafted to address the leader’s attributes, skills and knowledge. If there are needs cited by an acceptable instrument about the leader, then appropriate professional development could be established perhaps in such areas as problem solving/commit to innovation for what is best for students and teacher development. There is always a need to analyze data, implement an appropriate action plan (long-term and short-term when appropriate), and use best practices and research in improving academic achievement for all students.
There is a need to create a structure to engage the leader and members of the team to operate with a purposeful and prescribed direction for the organization by keeping the mission in mind or updating the mission by using technology. The leader needs to continue to secure input from others for problem-solving and meaningful decisions for organizational improvement and keeping in mind the role and responsibilities in policies, procedures and budget to have a healthy organization.
Members of the local organization are the key team members to recognize need and address professional development issues. All key members must agree on key priority issues when they are planning for organizational improvement through professional development. There must be a clear explanation for the need for professional development, models to use and the implementation for incentives to be given when appropriate. The guiding principles for addressing professional development issues should be known by the professional learning community with the organization. The professional development activities must be incongruent with the pedagogy desired in developing leaders who will then be able to help teachers in determining what is desired in the classroom for higher student achievement. Leadership practices must be grounded in classroom practice facilitated by the teacher. The professional development for the leadership team within the organization that works should be appropriate and timely, training friendly, technologically driven and leadership-type tasks in management and instruction.
The best model for professional development growth in the positive direction should come from reviewing policies, regulations and agreements through a needs analysis. Place members of the leadership system and other leaders with a demonstrated record of success in charge of professional development. Look at professional development models for the leader on a broader scale by placing more emphasis on technology that can support professional development. Remembering that one model might not fit the needs of the leader. Focus directly on the use of technology that can enhance the curriculum and goals or needs of the leader.