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 Most technology leaders can share horror stories about times when district leadership failed to involve them in key discussion, planning or implementation stages of a technology–infused project until it was too late to save it or effectively regroup. With the growing emphasis on leveraging technology to maximize instructional and administrative efficiency, making sure that you, the technology leader, have a seat at the decision-maker’s table is central to both improved outcomes and ongoing support.
Why Sit At The Table? In most fields, the recipe for advancing upward requires mentoring relationships, shared organizational lore and simple, shrewd observation. Historically, however, education has followed a different process. Acquiring representation at a senior level has meant either incremental steps through administration or a direct appointment to the office of superintendent. Educators, in most cases, have not had the luxury of working with the formal and informal networks and social power structures businesses commonly use to get and hold an audience with senior-level leadership. Despite the fact that they can be dull and lifeless affairs, district-level strategy meetings influence and guide plans across all areas—administrative, personnel, financial, and operational—making them a big draw for technology directors. Choosing Your Seat While every organization is different, there are some basic strategies common to becoming a valued member of the district leadership cabinet: Understand all areas of the district, especially the district and department goals/objectives.
The more you know about the district, the more aligned and focused your support and plans can be to help that district achieve its goals. Being able to discuss how technology can address those goals during meetings will show that you recognize the complexity of the district and have already analyzed how your department could assist. Make sure your department is healthy and well run.
It is hard to justify your place at the table when your department fails to complete evaluations, is late with paperwork, never attends required (or encouraged) meetings, or shows other signs of disorganization or disconnection. Further, poor responses (both time wise and socially) to work orders and users’ needs doesn’t build confidence and trust. Understand and articulate how technology adds value to the organization.
Advocating for your department and its effects on the district is not “apple polishing” or “kissing up.” Frankly, it’s about survival and the fight for resources. Demonstrating value and communicating your impact to the district shows you understand your area and role, emphasizes why technology is more than just keeping computers repaired and having a district Web page. Focus on people and personalities.
The old joke of the nerdy computer geek with poor social skills is not only unfunny but unproductive. Marketing yourself and your staff as accessible, approachable and understanding, especially when your users are already in a crisis due to an outage or user error, is key to gaining the respect of district leadership. No one wants to feel belittled or scared to ask for technical help — or worse, feel they must hide the problem until a bigger one evolves because technical staff are perceived as neither helpful nor supportive. Ask for what you need.
While you know your climate better than anyone, a direct approach can be a useful strategy. Ask your superintendent about getting involved, helping with planning and decision-making for the district. Don’t assume superintendents know you are interested and how you can help; they are often preoccupied with a thousand and one other issues and would no doubt welcome your help right away. For technology leaders, getting a seat at the school district decision-maker’s table can open many doors for students and staff trying to incorporate technology into daily practice. Having a voice in decisions that involve your department and staff very well may help provide for more successful outcomes . Regardless, greater input and conversation about technology and its application at the district leadership level continues to give credence to the importance of technology in any district strategy.  Lane B. Mills, Ph.D., is an Associate Professor in the Educational Leadership program at East Carolina University. A former Assistant Superintendent for Accountability and Technology for a North Carolina school system, Dr. Mills was a 2004 Technology and Learning Ed Tech Leader of the Year finalist.
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