Those concerns fall into two distinct categories of privacy and security; first, the privacy policies that govern who is entitled to access information about a student and two, the technical security measures utilized by the district to minimize data breaches from outside attacks. Districts face the same challenges as other agencies and businesses that are charged with protecting the data of both staff and students from outside attacks. Board members are encouraged to learn about their own district’s preventive measures to provide security and to encourage the proactive development of a crisis management plan should a data breech occur. Knowledge of that information can help ease concerns.

The support of local and regional school board members is essential for superintendents and school leaders to effectively implement digital learning. NSBA identifies the core skills that effective school boards need to ensure student achievement, one of which is the relationship between the school boards and the superintendent. NSBA asserts that both the school board and the superintendent have essential leadership roles that are interconnected but different. Through collaborative leadership, school boards have an excellent opportunity to support the transition to digital learning environments. Board policies and budget decisions can greatly impact learning opportunities–from decisions to providing Wi-Fi campus-wide or on buses to identifying resources for a district provided device program. NSBA addresses effective collaboration between stakeholders in their College and Career Toolkit, as well as, On the Same Page 2.0, a guide for the design and implementation of a teaching and learning environment. The guide is intended to spark conversation and suggestions among stakeholders and emphasizes the importance of information flow for continuous improvement and ownership by all stakeholders. Learn more about the school board and superintendent relationship.

School board members are community leaders, working to develop strong relationships with other community members to ensure that all stakeholders are vested in successful schools. Through advocacy and strategic community engagement, school boards can generate public and parental support for digital learning. As districts and schools transition to digital, school board members can be effective allies to increase community awareness about the successful impact digital learning can have on student achievement and college and career readiness. School board members can meet and work with local business leaders to:

• Learn about what workforce skills they need
• Provide information about how technology based learning opportunities can help support these workforce goals
• Connect with local area businesses on purchasing and funding options
• Gain insight from industry experts

The Professional Standards for Education Leaders 2015, which govern the principal’s practice, prominently assert that “effective educational leaders develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being.” Technology plays a crucial role in building that professional capacity. To build capacity, principals need to support teachers in accessing digital tools and resources, in learning how to leverage them effectively, and in modeling their appropriate use. Current tools offer the opportunity for teachers to become more collaborative and extend learning beyond the classroom. Educators can create learning communities composed of students; fellow educators in schools, museums, libraries, and after-school programs; experts in various disciplines around the world; members of community organizations; and families. With these digital professional learning options where teachers are not necessarily taking a class, principals should consider adjusting how they provide credit for professional learning. Traditional seat time requirements do not take into account informal collaborations, such as Twitter chats. As the new Every Student Succeeds Act acknowledges, professional learning programs should have a solid research foundation. Yet, the most effective professional learning is not an event, but an ongoing experience of ideating, experimenting, reflecting, and sharing.

Principals are community leaders, working to develop strong relationships with community members to ensure that all stakeholders are vested in successful schools. In a 2014 Poll by the Center for American Progress, in fact, 82 percent of respondents identified principals as someone they trust in the community when speaking on educational matters. Through advocacy and strategic community engagement, principals can generate community support for digital learning. As districts and schools incorporate more digital learning options, principals can be effective allies to increase community awareness about the successful impact digital learning can have on student achievement and college and career readiness. Hosting a technology fair where students can showcase projects and/or Transforming Digital Learning is one way that principals can share with the community. Engaging with the local library to promote awareness around the need for digital tools and resources and internet access for students outside of school is another outreach option. Richland District Two, South Carolina partnered with a local internet provider to offer internet hot spot devices to families with filtered internet broadband. When providing the devices to the family, the district explained that it was not only for students to complete homework, but also for the entire household to use to access community resources. In Utah, the industry demand for robotics technicians locally is high. Local businesses approached the district to establish a robotics class where students learned to repair and program robots on a day-to-day basis. This initiative expanded to neighboring districts and the districts worked together to develop a robotics program and create degree opportunities for students.