December 2004 — Features
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A Vision for a Summit
Panel moderators were selected for their reputations as experts in their field, while panelists and discussion leaders were selected for their role in the district and their area of specialty. This process ensured participation from each school district team, summit sponsor and national education organization, representing some of the most well-known U.S. associations.
A second survey, “The District Technology and Education Reform Profile,” was created by asking district personnel to provide information about the current state of technology within their districts. Questions included: “What are your district’s top five educational reform and/or school improvement initiatives for the next two to three years?” and “What are your district’s top five information technology (IT) initiatives for the next two to three years?”
Responses to these questions showed that among the targeted educational reform and/or school improvement initiatives for the next two to three years, the most common were: (1) small schools and restructuring initiatives, (2) literacy, (3) staff/professional development, (4) curriculum alignment, and (5) student achievement. The major IT initiatives targeted for the next two to three years were: (1) network infrastructure expansion and upgrade, (2) data-driven decision-making, (3) instructional management and student information management systems, (4) data warehousing, (5) single education portal strategies, and (6) enterprise project management.
Again, the program’s agenda was built directly on district input and the prioritization of topics.
Preparation & Paticipation
Essential to every panel presentation and discussion was the impact of technology on 21st century leadership and learning. Prior to the summit, participants were asked to reflect on the following:
- Since technology changes how, when, where and the capacity to learn, what are the new leadership competencies (i.e., skills, knowledge and behavioral attributes) required to create and sustain a high-performing, team-oriented work environment?
- What are the leadership/human resource management approaches, information technology programs, infrastructure, and related costs that enable improved student learning, staff development and leadership effectiveness?
To further prepare participants for the summit, readings were selected in advance and sent to participants as a means to prepare for panel and small-group discussions. Web links and bibliographies were also included. Vendor participation was handled in unique ways as well. From the start, vendors were asked to recommend districts to be invited. They were also able to participate in the Web surveys and, prior to the summit kickoff, participated in a half-day sales briefing session with CELT executives.
Assigned seating at mealtimes was used as yet another means to encourage cross talk among participants. CELT mixed and matched attendees at the tables for each meal by assigning seats according to job title, specialty areas, team membership and random seating. In the end, these combinations proved to be the ultimate “icebreakers” for reflecting on summit presentations and sharing ideas among attendees. As one attendee mentioned, “It’s so easy to get acquainted with someone you’re cracking lobsters with.”
