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.