Not Every Leader Needs an Office: Technology Leadership Teams

In schools, we sometimes act like the only way to “be a leader” is to get a new title, a parking spot, or at least a slightly fancier email signature. The reality? There are only so many department chairs, coaches, and admin jobs to go around. But if we want young teachers to flourish, we can’t just sit back and wait a decade for those opportunities to open up. We need to give them chances to lead now—without pulling them out of the classroom.

That’s where something like our Vanguard Educational Technology Team comes in. Picture this: short, voluntary 45-minute meetings where teachers gather (no one’s forcing them) to learn about meaningful instructional technology. I plan the sessions based on their requests, their building goals, or what’s buzzing in the hallways. But here’s the twist: I don’t hog the mic. I highlight their experiences and then put them on stage to rock out and share what they’re doing. Sometimes administrators join in, which adds real power, but often it’s just teachers talking to teachers about practical ways to design for engagement and make learning more impactful.

It’s simple, but it’s huge. Teachers grow their practice, build confidence, and flex their leadership muscles—all while staying in the classroom where they’re needed most. If you want to grow leaders in your school, you don’t need to hand out new job titles. Just create a space like this, give them the mic, and watch what happens. Turns out, the best leaders don’t always need an office—they just need an audience. And the best news of all — these teachers are already sitting within your building, just waiting for an opportunity to share, grow, learn, and lead.

Same Tools… New Tricks?

I’ve been at this for a while now—23 years in the edtech world, 16 of them in my current role—and I’ve noticed something that makes me chuckle (and maybe makes me feel just a little old). When I first started as an instructional technology advocate, it felt like every week there was some shiny new tool to try. Everything was fresh, different, exciting. Fast forward two decades, and here I am…still talking about the same tools.

Now, don’t get me wrong—there’s a reason they’ve stuck around. Great tools stand the test of time. Padlet, for example, has been part of my toolkit forever. But the Padlet I was showing teachers back in the day is not the Padlet we have now. It’s evolved, borrowed from other platforms, absorbed the features of things like Flip and Jamboard, and is even dabbling in AI. It’s less a “new tool” at this point and more of a “Swiss Army knife that just keeps adding more gadgets.” (At this rate, I’m expecting Padlet to start brewing coffee.)

The funny part is that it leaves me in this strange spot. On one hand, it’s a win—teachers don’t have to feel like they’re on a hamster wheel of constant change. They can get good at a tool and keep using it for years, even as it adapts. That’s stability, and that’s rare in technology. On the other hand, I sometimes wonder: am I missing something? Are there truly no brand-new tools out there, or have we simply reached a point where the old guard is flexible enough to do everything we need?

Of course, AI is the one big exception. That’s the genuinely “new new” right now—different, disruptive, and not just another feature tacked on to an existing platform. But outside of AI, the pace of new tools has slowed, and that’s got me asking: are we in a golden age of mature, reliable edtech, or is there space waiting for the next big thing?

Either way, I guess the irony is that after 23 years of “keeping up,” I’m still standing in front of teachers, excitedly sharing…Padlet. Maybe the tools aren’t what’s new anymore—it’s the ways we keep using them. Or maybe I really am just getting old. (Let me know if you see Padlet adding a rocking chair feature.)

How I Became a CETL (With a Little Help From AI)

I did it—I became a Certified Education Technology Leader (CETL). For me, this wasn’t just another professional checkbox. After 15 years in the edtech world, it felt like the right moment to test myself, to prove that the vision, leadership, and strategy I’ve been pouring into schools really do align with the national standards for this work. What I didn’t realize at first was just how much of a journey the studying itself would become.

It started with a study group—an incredible group of colleagues who showed up week after week to learn together. We weren’t just running through the exam blueprint; we were sharing stories from the field, trading experiences, and laughing through the stress of it all. I can’t overstate how much I learned from those sessions, and how grateful I am for the people who were part of that community. It reminded me that leadership isn’t a solo sport—it’s about leaning on others, giving back, and growing together.

But eventually, it was time for me to sit down and face the exam prep solo. And here’s where things took a turn I honestly didn’t expect: I recruited ChatGPT as my study partner. Sounds funny, right? But here’s the thing—I didn’t just ask it to spit back definitions. I had it grill me with practice questions, reframe scenarios into “what would you do if you were the CTO” case studies, and even throw me curveballs just to see if I could think through them. I remember saying to myself, this is wild—an AI was helping me sharpen my leadership thinking for a certification exam that I absolutely did not want to fail (especially with the not-so-small financial cost attached).

In the end, signing into that exam room, I felt ready. Not because I had memorized a stack of flashcards, but because I had lived the content—through the wisdom of my study group and the relentless drills with my AI “coach.” Passing the CETL was an incredible relief, but more than that, it was a moment of affirmation. After 15 years in this field, I still love learning, I still love stretching myself, and I still believe this work matters deeply. And now, with the affirmation that I am recognized by COSN as ready to lead in the educational technology sphere, I feel more energized than ever to keep leading, keep innovating, and keep finding new ways—human and AI alike—to spark what’s next in education.