Reflection: Erica Cedillo

1. What would be your approach to leading this initiative, considering your leadership philosophy?

My approach to leading this initiative would be a blend of collaboration with transformational leadership. Collaboration means making sure teachers, students and parents all have a voice in shaping the program, so it meets real needs. The transformational side will focus on inspiring everyone to see the bigger picture. For example, how 1:1 device can transform teaching, expand opportunities and close equity gaps. My role would be to set a clear vision while creating an environment of trust and support. I want all teachers, staff, students and parents to feel ownership in making the program successful.

2. What challenges do you expect, and what strategies will you use to handle them?

As expected, there will be many bumps along the way. The biggest challenge will be teacher readiness and mindset, shifting from traditional instruction to technology-rich learning can feel overwhelming. To support them, I would make professional development hands-on and ongoing and not just a one-time workshop. Building in coaching, peer support and even teacher-led sessions where colleagues share success stories can build confidence and show that devices are a tool to enhance and not replace teaching. Another challenge will be student misuse of devices; they will need clear policies and digital citizenship training. Financial sustainability is another challenge since devices are not a one-time expense. I would have to work with the district to explore grants, create partnerships that will help keep the program alive long-term. Lastly, equity, not all families have reliable Wi-Fi so we would need solutions like hotspots and community partnerships.

3. How would you involve and assist teachers, students, and parents throughout the process?

Teachers would be at the center of this plan. They would need time, training, and support to make the devices more than just digital worksheets. I would want to create spaces for teachers to collaborate, share what’s working, and learn from each other. For students, I think training in digital citizenship and responsible use is important. Parents are just as important. Many may not feel confident with technology, so offering parent nights, short guides, and a consistent communication channel would help build trust. If parents understand the “why” and “how” behind the program, they will be the strongest supporters for their kids.

4. What methods would you use to assess the program’s success?

Many districts focus on test scores and data, to me, success is not just about the test scores. It’s about ensuring that students are more engaged and better prepared for the future. I would look at both data and stories. On the data side, we could track student achievement, device usage and equity of access across the schools. I would like regular feedback from teachers, staff, students and families about how the program is changing learning. Classroom observations and focus groups could tell us whether devices are being used in meaningful ways, not just for compliance. In the end, I would want this to be more than a rollout of devices, it should be a shift in culture, where technology is a bridge to equity, opportunity, and readiness for life beyond school.