1. Sharing “ Small Wins”
This presentation is a redesign MATLT that explains the concept of sharing small wins in a change strategy with technology in support of learning through leadership. It describes the change strategy of making informed decisions regarding the use of technology in support of learning and leadership through the small win concept. The win concept also illustrates the benefit of wins, shared values for supported learning, relevant data and results, publicizing the win, and continuous progress. Leadership use the constructivism instructional design principle to focus the learner taking an active part in the lesson. According to Dabbagh, learners build personal interpretation of the world based on experiences and interactions (2006).

2. Introduction
Explaining the process of sharing “ Small Wins” is important to leaders. It provides proof of the progress made in the change plan. Small wins depicts the contents of the strategy plan and illustrates vital steps of the plan.
This presentation explains the concept of sharing small wins in a change strategy. It describes the change strategy and defines the small win concept. The win concept also illustrates the benefit of wins, shared values for the technology, leadership, relevant data and results, publicizing the win, and continuous progress.

3. The Change Strategy consists of;
Leadership Improvement
Improve Pedagogical Methods
Incorporate technology supported
learning
Collaboration of Trainers/
Trainees
The Change Strategy consists of Leadership Improvement by having leaders involved in ensuring their subordinates receive relevant training supported by technology that assist them in providing students with the best products of instructions. Leaders have a need to learn from each other by attending professional training and self development. There is need to improve the teaching methods by applying the best method that fits the learning objective. Everyone benefits from collaboration by sharing their good news stories and different plans of action for improvement based on assessments. Teachers must also be able to apply the technologies in ways that will enrich their teaching and enhance their students’ learning. This unique educational technology literacy is an essential skill set that not only must be acquired but also must be continually updated (Lever-Duffy & McDonald, 2011).

4. Small Win Explanation 80% buy-in of management and participants
Initiated a Pilot Program for each change
80% buy-in of management and participants
90% improve in Leadership and Teaching Methods
The SEG began a pilot program for each of the areas of change. Based upon the results of the proposed problem rubric, there was a small win. The majority of management approved of the change strategy and believed there is benefit to putting the plan into action. Leaders that participated approved of the plan and believed it would provide the learners with relevant and problem based learning initiatives. You must be prepared to adjust your style to increase the readiness of the group. This means that a low readiness group needs high structure, regardless of your preference to let the group decide matters for itself, for example (Spiro, 2011). Leadership displayed high levels motivation and understood that the teaching methods improves overall learning of objectives.

5. Benefits of the Win Achievable More benefits than cost
Tangible and Observable
Achievable
More benefits than cost
Nonthreatening to those who Opposes
The tangible and observable benefits in this win was the results from 10 of 12 leaders who participated in the Pilot program. The participants measured the new plan against the current plan. They provided feedback based upon a survey produced that measured the current methods against the new method. The new method received better results. You need to define specifically what the result will be (a product or a measurable change from X to Y). This will be the proof you present at the deadline to demonstrate that the win was accomplished (Spiro, 2011). The achievable portion of the win is the proof that the change plan benefits the educators and the learner. More benefits than cost comes where individuals receive the benefits of the change plan by actually participating the plan and see first hand how the plan works. The results from participants of the pilot provides information to those who oppose of the change. Another good way to do this is to try to develop an early win in an area that you have identified as exciting relatively fewer passions or greater urgency (Spiro, 2011).

6. Shared Value for Leadership
Symbolic of the Organization’s Culture
Produces leadership improvement
Collaboration among instructors and
learners
The shared value for support of learning and leadership depicts that the change plan has proper alignment symbolic of the Organization’s culture. It is important not to take away from the culture of the organization because too many changes at once causes confusion and attitude problems. It is a reality that needs to be considered when planning activities to gain their active and constructive participation in the change strategy (Spiro, 2011). The leader provides professional guidance to the participants that build confidence in their ability to perform the change tasks. Collaboration between instructors and learners helps increase a shared value for stakeholders. That sort of communications provide stakeholders with information needed to analyze the benefits of the change strategy.

7. Relevant Data and Results
The chart depicts the assessments made before the pilot program and the improvement that produced the small win of the change plan. These results allow the training developers and instructors to work toward improvements. The overall focus is to move in the direction of achieving the desired goal of the change strategy. An effective change leader deliberately plans for small, early wins that demonstrate concretely that achieving the change goal is feasible and will result in benefits for those involved (Spiro, 2011). These results depict the movement of change in a positive direction and the data provides developers with direction for improvement.

8. Publicizing the Win Inform members of the progress
Display data and results
Provide directions for goal
achievement
In publicizing the win, leaders must keep members informed of the progress by conducting meeting. It requires them to display data and other results of the change plan. Keeping individuals informed reduces the amount of rumors and this is especially important when working on something totally new. The data from the tool enables you to decide how much structure you will put into group activities. It also enables instructors to identify the area(s) on which to place greatest emphasis when trying to increase the readiness levels of the group (Spiro, 2011). Providing directions is important to the change process and leaders must provide a process that supports goal achievement.

9. Making Continuous Progress
Schedule In Progress Report (IPR)
meetings
List milestones and deliverables
Show achievements and growth
In Progress Reports (IPR) defines the progress of the change plan and gives all parties information on their specific areas and resources needed. This gives all stakeholders an idea of progress with the plan. By including all stakeholders, the final strategic plan is more likely to fully address everyone’s needs and is more likely to be accepted because everyone has equal ownership of the development process. The strategic planning process typically has several distinct steps, each of which contributes toward focusing the stakeholders and the district or school they represent in a single, clearly articulated direction (Lever-Duffy & McDonald, 2011). Listing milestones and deliverables keeps individuals informed of the progress made in the plan. Depicting achievements and growth allows leaders to recognize those individuals who contributed to extra efforts with the plan.

10. Technology in Support of Learning
Three teams of five instructors with a lead person create a wiki of technologies used in the classroom
Make coordination for collaboration
Leaders provide information to access the site through user name and password
The use of technology in support of learning requires active involvement of the leadership to make informed decisions. Using the Constructivism instructional design principle captures both behaviorism and cognitivism principles by allowing learners to take an active part in learning while the instructors facilitate that learning. According to Dabbagh, learners build personal interpretation of the world based on experiences and interactions (2006). Creating wikis in the classroom allows learners to become creative and take an active approach to the learning.

11. Creating a Wiki Click here to access how to create a wiki
Instructions for creating a wiki and how to embed video
Click here to access how to create a wiki
Click here to access how to embed a video using a wiki
Capturing the use of technology is vital to the support of learning and leadership. This is an example of using the Constructivism instructional principle while incorporating the theory of Knowledge as a Tool. According to Dabbagh, both knowledge and tools are only completely understood through use. Using them can change the way the user sees the world and results in the user adopting the culture in which they are used. It is possible to own a tool without actually knowing how to use it. This is also true of knowledge. For example, a student may memorize an algorithm and use it in math class, but may not be able to apply it when presented with a real world situation (2006). In making an informed decision on of the use technology in support of learning and leadership, this form of technology has the capability of supporting various types of learning.

12. Conclusion
Explaining the process of sharing “ Small Wins” is important to leaders. When individuals understand the process of the change strategy and receive actual results they gain confidence in the change plan. Depicting relevant information aids the overall progress of moving forward by sharing “small wins”.

13. References
Lever-Duffy, J. & McDonald, J. B. (2011). Teaching and learning with technology (4th ed.). Boston, MA: Pearson Education, Inc. /Allyn & Bacon. Spiro, J. (2011). Leading change step-by-step: Tactics, tools, and tales. San Francisco, CA: Jossey-Bass.