Goal Four - Leadership: Educational leaders will create transformational, equitable, technology-rich environments supporting a vision for personalized learning.

Strong leadership is essential to shaping a vision: transformational leaders have the ability to inspire people to change, improve and contribute to the cause (Northouse, 2001). Transformational leaders of learning in the 21st century build understanding of new learning ecosystems that shift how, when, and where learning occurs, who is engaged in supporting students, and how results are measured. They hold themselves and colleagues accountable for implementing a vision, and creating systems of support required to move the vision to reality. Strategic transformational leaders move beyond their immediate sphere to connect with regional, state, and national initiatives that align with their vision and offer financial, human capital, and other assets. They help staff identify and leverage expertise and interest directed toward common goals. The leadership goals and objectives of MI Roadmap aim to support transformational leadership in Michigan schools. They empower leaders to support teachers and students in the implementation of personalized learning wherein every student reaches his/her potential. 

a)Model the utilization and integration of technology for leading, teaching, learning, and assessing.

b)Partner with leadership organizations to implement a transformational learning model, and monitor and evaluate its impact.

a.Foster relationships among state technology and instructional leaders to explore emerging educational technologies and remove barriers to their use.

b.Facilitate professional learning that builds a shared understanding of personalized learning and the research-based frameworks that support technology-enhanced instruction (i.e. TPACK, SAMR).

c.Leverage local, regional, and statewide PLNs to support leaders.

d.Support leaders in aligning the technology shared vision with the school/district improvement plan and consolidated grant application.

e.Create a communication plan with feedback loops and resources for stakeholders.

c)Create the conditions in which schools may implement a competency-based approach to learning; showcase examples of schools implementing competency-based education; and examine data to explore the impact on student learning and growth.

d)Support leaders in developing effective partnerships among stakeholders that remove barriers to accessing technology and provide resources.

a.Facilitate the development of a consistent, shared understanding of research-based personalized learning.

b.Develop a database of local, state, and global partnership opportunities to engage students.

c.Promote use of Open Educational Resources.

e)Encourage a culture of success by acknowledging leadership and growth.

a.Develop consistent criterion for identifying promising practices and transformational leadership.

b.Engage partners in developing a process for recognizing exemplary programs and individuals.

c.Celebrate success measures reflected in the annual review of MI Roadmap progress.

f)Advocate for policy and legislation that supports personalized learning. 

a)Ensure the infrastructure is in place to equip teachers to serve as educational designers and facilitators, supporting students in their personalized learning.

b)Collaborate with professional associations to provide leaders with high-quality professional learning focused on transformational leadership to ensure successful implementation of the resources, practices, and procedures for personalized learning.

a.Encourage leaders to participate in professional learning designed to address the cultural shifts necessary to support increased student voice and choice in the design of learning activities, and the means of demonstrating learning.

b.Involve stakeholders in collaborative opportunities to design guidelines, policies, practices, and methods to ensure effective integration of technology to personalized student learning.

c.Collect and analyze data to drive decisions and ensure continuous improvement that supports personalized learning.

a)Assist in developing a thorough understanding of the robust infrastructure supports available, and encourage technology staff to access these resources.

b)Develop plans for securing appropriate resources and funding to sustain technology-enabled teaching and learning.

a.Conduct a needs assessment/gap analysis to identify gaps and ineffective use of resources.

b.Develop strategies to address needs assessment/gap analysis findings, and set high expectations for transformation at all levels.

c.In conjunction with school improvement plans, develop an implementation timeline with associated budget; ensure year-round supports for implementation; monitor progress; and adjust plans at one-year intervals.

c)Work with stakeholders to develop plans that address infrastructure needs, including beyond the campus to the home and the community.


a)Engage leaders in building understanding of new learning ecosystems that shift how, when, and where learning occurs, and in developing teacher competencies to transform learning.

a.Develop face-to-face, online, and blended personalized professional learning opportunities.

b.Provide collaborative experiences for leaders to explore and practice technology skills with other educators.

c.Promote free online technology skill assessment tools available through TRIG, REMC Association, EduPaths, and ISTE