Perspective: School board leadership in a 1:1 district
By:
Mark Pullen
Published: June 28, 2012
Mark Pullen has been an elementary teacher for 13 years, currently teaching third grade in a 1:1 classroom in East Grand Rapids, Michigan.
School boards around the country are currently making the move to make the school districts they represent 1:1 districts, where each student is provided with some sort of computing device. Yet the results so far from existing 1:1 districts have been varied—some districts have been very pleased with their initial results, while others have been far less successful. What makes the difference?
Certainly, teacher training has a huge impact on the successful implementation of any 1:1 program, but the single most important factor in a 1:1 program’s success is the manner in which that program is rolled out. As a result, some of the most important people in ensuring a district’s success with 1:1 computing are not the students, parents, or staff members in a given district—instead, they are the school board members who have the opportunity to set the tone for a district’s rollout process. Here are three key things school board members can do to be proactive and ensure their district’s 1:1 program succeeds.
Budget for everything: One huge mistake many districts make is simply budgeting for the initial purchase of computers (or netbooks, tablets or other devices) and not accounting for the other costs of starting and maintaining a 1:1 program. School boards should plan not only for the cost of computers, but also for things like:
- Added personnel costs to hire extra tech supportBack-end costs like increased bandwidth and server space
- Janitorial/electrician costs to rewire classrooms and provide additional outlets if needed
- Costs of purchasing a significant number of spare computers to be used as loaner devices while students’ computers are being repaired
- Accessories like carrying cases, extra computer batteries and replacement cords
- Professional development costs for the first three or more years of the program’s existence
One school district recently approved a districtwide 1:1 program for all sixth- through 12th-graders, and the total cost budgeted for the program’s first five years was $6.8 million—yet less than $1.9 million of that money went to the actual netbooks being purchased!
Over 72 percent of this district’s costs tied up in its 1:1 program went to things other than the purchase of the actual computers. This district was wise; many districts budget a far smaller amount for the non-computer purchases related to a 1:1 rollout, often to their own detriment. Budgeting conservatively helps to ensure that key district constituents are not surprised later when costs exceed their expectations.
Give it time: While it’s true that 1:1 computing can revolutionize education, it takes time for students and teachers to adjust to this new style of teaching and learning. Although it’s tempting (especially considering the costs involved), it isn’t fair for school boards to demand instant results as soon as a 1:1 program is initiated. School board members need to be doing just the opposite, actually: They must make sure that all stakeholders involved understand that although the expectations are high, everyone should allow plenty of time for this initiative to bear fruit.
Understand that 1:1 isn’t just about test scores: Finally, it’s important for school boards to communicate to the constituents they serve that the most important gains made because of the introduction of a 1:1 program—things like improved student morale and improvement in 21st century skills such as collaboration and critical thinking—are not always reflected on multiple-choice standardized tests. It is critical that school boards work with administrators, teachers and community members to devise additional sources beyond just standardized test scores (such as parent, student and teacher feedback) to truly assess whether a 1:1 program is working. Anyone expecting a new 1:1 program to instantly boost lagging test scores will quite possibly be disappointed, so it’s important for school boards to anticipate this line of thinking and prevent it through the use of additional forms of data collection and feedback.
Following these three suggestions will help any school district to begin a more successful 1:1 rollout!