ISTE Standards for Coaches
Standard 1. Visionary Leadership:
Technology Coaches inspire and participate in the development and implementation of a shared vision for the comprehensive integration of technology to promote excellence and support transformational change throughout the instructional environment.
a. Contribute to the development, communication, and implementation of a shared vision for the comprehensive use of technology to support a digital-age education for all students
The Technology Initiative page of my e-portfolio showcases my stance on technology in the classroom and how to achieve proper use of technology in the classroom using the SAMR model.
Evidence 1.A
b. Contribute to the planning, development, communication, implementation, and evaluation of technology-infused strategic plans at the district and school levels.
I am still working to fully achieve this standard. While I have not had the experience to work as a tech-coach or director at the district and school levels, I have created professional development workshops that guide educators to implement technology in their classrooms.
Evidence 1.B
c. Advocate for policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in the school and district technology plans and guidelines
In the past year, I was given the opportunity to write a hypothetical grant to a corporation to fund the development of acquiring a high-quality Green Screen and video editing software in a school district.
Evidence 1.C
d. Implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms.
For this standard I evaluated the effectiveness of integrating a Green Screen into a school’s media room. I evaluated the outline and course of action that would take place in each of the classrooms.
Evidence 1.D
Standard 2. Teaching, Learning, and Assessments:
Technology Coaches assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students
a. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards
During a professional development meeting in the school that I did my student teaching, I led a brief overview of the classroom app Classkick. I helped teachers visualize how students could solve problems and collaborate with one another through use of the app.
Evidence 2.A
b. Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students
The evidence was met through standard 2.A
Evidence 2.B
c. Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience
I have collaborated with other teachers to help them meet the goal of creating lesson plans that incorporate technology that will serve as meaningful learning experiences that connect to real world problems. I guided teachers in using the app Newsela for kids.
Evidence 2.C
d. “Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (e.g., critical thinking, metacognition, and self-regulation)”
My e-portfolio features sample lesson plans that uses the “backwards by design” model in creating the lesson plan. All objectives are met using higher level thinking skills.
Evidence 2.D
e. Coach teachers in and model design and implementation of technology-enhanced learning experiences using differentiation, including adjusting content, process, product, and learning environment based upon student readiness levels, learning styles, interests, and personal goals.
I conducted a Flipping The Classroom Interview with a high-school physics teacher and asked questions about his experiences with flipping his classroom and how other teachers can flip their classrooms as well.
Evidence 2.E
f. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences.
I created a YouTube video using the iPad app Explain Everything to instruct teachers how to use the SAMR model when creating technology-enhanced learning experiences.
Evidence 2.F
g. Coach teachers in and model effective use of technology tools and resources to continuously assess student learning and technology literacy by applying a rich variety of formative and summative assessments aligned with content and student technology standards.
Using the app TenMarks, I helped teachers learn how to gather formative assessments to help understand where the majority of students were in their learning for the unit and how to drive instruction based off that data.
Evidence 2.G
h. Coach teachers in and model effective use of technology tools and resources to systematically collect and analyze student achievement data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
During my student teaching experience, I coached teachers on how to use the information from the app Front Row to take the formative data to track how their progression would grow on standardized tests such as NWEA.
Evidence 2.H
Standard 3. Digital age learning environments:
Technology coaches create and support effective digital age learning environments to maximize the learning of all students.
a. Model effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources and access to technology-rich learning environments
I have done seminars during my experience in the Computer Educator Licensing program at Indiana University by leading a discussion about the effect of Class Dojo in the classroom.
Evidence 3.A
b. Maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning environments
I use and promote a variety of tools and apps that can be used in the classroom. This includes: Educreations, Front Row, Newsela, SMART Board, ClassKick, TenMarks.
Evidence 3.B
c. Coach teachers in and model use of online and blended learning, digital content, and collaborative learning networks to support and extend student learning as well as expand opportunities and choices for online professional development for teachers and administrators.
Use of school-wide twitter accounts and hashtag usage. During my student teaching experience I demonstrated how twitter can be used as a way to expand professional development experiences.
Evidence 3.C
d. Select, evaluate, and facilitate the use of adaptive and assistive technologies to support student learning
This is a standard that I am still working on achieving. I have not had the experience as a Tech-Coach to evaluate and facilitate the use of adaptive and assistive technologies. In the general classroom I do try to find apps that can be differentiated based on the students’ level of learning.
Evidence 3.D
e. Troubleshoot basic software, hardware, and connectivity problems common in digital learning environments
I regularly helped students when they had trouble with their iPads. I have regularly look to Google and other search engines to help trouble shoot issues when I have questions about the technology in the classroom.
Evidence 3.E
f. Collaborate with teachers and administrators to select and evaluate digital tools and resources that enhance teaching and learning and are compatible with the school technology infrastructure
I have shown administrators in the school that I did my student teaching at how to use Google Docs to have a record of student work linked to their proficiency in that standard.
Evidence 3.F
g. Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community
Directing teachers and administrators to use the functions on the software database that they use for posting grades, school updates etc. to efficiently communicate with parents and the community in one place.
Evidence 3.G
Standard 4. Professional development and program evaluation:
Technology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning.
a. Conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning
Evidence 4.A
b. Design, develop, and implement technology-rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning, and assessment
I have not developed a technology-rich professional learning program thus far in my work as a technology coach.
Evidence 4.B
c. Evaluate results of professional learning programs to determine the effectiveness on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning
I am continuously growing my teaching website and portfolio to ensure that I am helping educators meet their goals in improving teacher pedagogical skills and increasing student learning. I also have developed a professional development sample workshop that could be used in a school or school district to increase student learning and teacher pedagogical skills
Evidence 4.C
Standard 5. Digital citizenship
Technology coaches model and promote digital citizenship.
a. Model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers
My YouTube video about the SAMR model promotes how to address using technology as a digital took in education.
Evidence 5.A
b Model and facilitate safe, healthy, legal, and ethical uses of digital information and technologies
This is seen on the Glogster that I created. This could be posted around the school to help raise awareness about the danger and effects of cyber-bullying.
Evidence 5.B
c. Model and promote diversity, cultural understanding, and global awareness by using digital age communication and collaboration tools to interact locally and globally with students, peers, parents, and the larger community
Using Google Hangouts as a way to communicate with students, peers, parents and the larger community to be able to connect face to face rather than typing messages behind a computer screen.
Evidence 5.C
Standard 6. Content knowledge and professional growth:
Technology coaches demonstrate professional knowledge, skills, and dispositions in content, pedagogical, and technological areas as well as adult learning and leadership and are continuously deepening their knowledge and expertise.
a. Engage in continual learning to deepen content and pedagogical knowledge in technology integration and current and emerging technologies necessary to effectively implement the Standards.
Using the video that I created using Explain Everything, teachers can understand how to deepen content using Bloom’s Revised Taxonomy.
Evidence 6.A
b. Engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change and leadership, project management, and adult learning to improve professional practice
Creating Job Aids to lead others professionally in how to use a technology-related tool or device in improving professional practices.
Evidence 6.B
c. Regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology enhanced learning experiences
This is achieved through my experiences that are showcased on my e-portfolio goal section page.
Evidence 6.C
Standard 1. Visionary Leadership:
Technology Coaches inspire and participate in the development and implementation of a shared vision for the comprehensive integration of technology to promote excellence and support transformational change throughout the instructional environment.
a. Contribute to the development, communication, and implementation of a shared vision for the comprehensive use of technology to support a digital-age education for all students
The Technology Initiative page of my e-portfolio showcases my stance on technology in the classroom and how to achieve proper use of technology in the classroom using the SAMR model.
Evidence 1.A
b. Contribute to the planning, development, communication, implementation, and evaluation of technology-infused strategic plans at the district and school levels.
I am still working to fully achieve this standard. While I have not had the experience to work as a tech-coach or director at the district and school levels, I have created professional development workshops that guide educators to implement technology in their classrooms.
Evidence 1.B
c. Advocate for policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in the school and district technology plans and guidelines
In the past year, I was given the opportunity to write a hypothetical grant to a corporation to fund the development of acquiring a high-quality Green Screen and video editing software in a school district.
Evidence 1.C
d. Implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms.
For this standard I evaluated the effectiveness of integrating a Green Screen into a school’s media room. I evaluated the outline and course of action that would take place in each of the classrooms.
Evidence 1.D
Standard 2. Teaching, Learning, and Assessments:
Technology Coaches assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students
a. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards
During a professional development meeting in the school that I did my student teaching, I led a brief overview of the classroom app Classkick. I helped teachers visualize how students could solve problems and collaborate with one another through use of the app.
Evidence 2.A
b. Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students
The evidence was met through standard 2.A
Evidence 2.B
c. Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience
I have collaborated with other teachers to help them meet the goal of creating lesson plans that incorporate technology that will serve as meaningful learning experiences that connect to real world problems. I guided teachers in using the app Newsela for kids.
Evidence 2.C
d. “Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (e.g., critical thinking, metacognition, and self-regulation)”
My e-portfolio features sample lesson plans that uses the “backwards by design” model in creating the lesson plan. All objectives are met using higher level thinking skills.
Evidence 2.D
e. Coach teachers in and model design and implementation of technology-enhanced learning experiences using differentiation, including adjusting content, process, product, and learning environment based upon student readiness levels, learning styles, interests, and personal goals.
I conducted a Flipping The Classroom Interview with a high-school physics teacher and asked questions about his experiences with flipping his classroom and how other teachers can flip their classrooms as well.
Evidence 2.E
f. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences.
I created a YouTube video using the iPad app Explain Everything to instruct teachers how to use the SAMR model when creating technology-enhanced learning experiences.
Evidence 2.F
g. Coach teachers in and model effective use of technology tools and resources to continuously assess student learning and technology literacy by applying a rich variety of formative and summative assessments aligned with content and student technology standards.
Using the app TenMarks, I helped teachers learn how to gather formative assessments to help understand where the majority of students were in their learning for the unit and how to drive instruction based off that data.
Evidence 2.G
h. Coach teachers in and model effective use of technology tools and resources to systematically collect and analyze student achievement data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
During my student teaching experience, I coached teachers on how to use the information from the app Front Row to take the formative data to track how their progression would grow on standardized tests such as NWEA.
Evidence 2.H
Standard 3. Digital age learning environments:
Technology coaches create and support effective digital age learning environments to maximize the learning of all students.
a. Model effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources and access to technology-rich learning environments
I have done seminars during my experience in the Computer Educator Licensing program at Indiana University by leading a discussion about the effect of Class Dojo in the classroom.
Evidence 3.A
b. Maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning environments
I use and promote a variety of tools and apps that can be used in the classroom. This includes: Educreations, Front Row, Newsela, SMART Board, ClassKick, TenMarks.
Evidence 3.B
c. Coach teachers in and model use of online and blended learning, digital content, and collaborative learning networks to support and extend student learning as well as expand opportunities and choices for online professional development for teachers and administrators.
Use of school-wide twitter accounts and hashtag usage. During my student teaching experience I demonstrated how twitter can be used as a way to expand professional development experiences.
Evidence 3.C
d. Select, evaluate, and facilitate the use of adaptive and assistive technologies to support student learning
This is a standard that I am still working on achieving. I have not had the experience as a Tech-Coach to evaluate and facilitate the use of adaptive and assistive technologies. In the general classroom I do try to find apps that can be differentiated based on the students’ level of learning.
Evidence 3.D
e. Troubleshoot basic software, hardware, and connectivity problems common in digital learning environments
I regularly helped students when they had trouble with their iPads. I have regularly look to Google and other search engines to help trouble shoot issues when I have questions about the technology in the classroom.
Evidence 3.E
f. Collaborate with teachers and administrators to select and evaluate digital tools and resources that enhance teaching and learning and are compatible with the school technology infrastructure
I have shown administrators in the school that I did my student teaching at how to use Google Docs to have a record of student work linked to their proficiency in that standard.
Evidence 3.F
g. Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community
Directing teachers and administrators to use the functions on the software database that they use for posting grades, school updates etc. to efficiently communicate with parents and the community in one place.
Evidence 3.G
Standard 4. Professional development and program evaluation:
Technology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning.
a. Conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning
Evidence 4.A
b. Design, develop, and implement technology-rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning, and assessment
I have not developed a technology-rich professional learning program thus far in my work as a technology coach.
Evidence 4.B
c. Evaluate results of professional learning programs to determine the effectiveness on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning
I am continuously growing my teaching website and portfolio to ensure that I am helping educators meet their goals in improving teacher pedagogical skills and increasing student learning. I also have developed a professional development sample workshop that could be used in a school or school district to increase student learning and teacher pedagogical skills
Evidence 4.C
Standard 5. Digital citizenship
Technology coaches model and promote digital citizenship.
a. Model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers
My YouTube video about the SAMR model promotes how to address using technology as a digital took in education.
Evidence 5.A
b Model and facilitate safe, healthy, legal, and ethical uses of digital information and technologies
This is seen on the Glogster that I created. This could be posted around the school to help raise awareness about the danger and effects of cyber-bullying.
Evidence 5.B
c. Model and promote diversity, cultural understanding, and global awareness by using digital age communication and collaboration tools to interact locally and globally with students, peers, parents, and the larger community
Using Google Hangouts as a way to communicate with students, peers, parents and the larger community to be able to connect face to face rather than typing messages behind a computer screen.
Evidence 5.C
Standard 6. Content knowledge and professional growth:
Technology coaches demonstrate professional knowledge, skills, and dispositions in content, pedagogical, and technological areas as well as adult learning and leadership and are continuously deepening their knowledge and expertise.
a. Engage in continual learning to deepen content and pedagogical knowledge in technology integration and current and emerging technologies necessary to effectively implement the Standards.
Using the video that I created using Explain Everything, teachers can understand how to deepen content using Bloom’s Revised Taxonomy.
Evidence 6.A
b. Engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change and leadership, project management, and adult learning to improve professional practice
Creating Job Aids to lead others professionally in how to use a technology-related tool or device in improving professional practices.
Evidence 6.B
c. Regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology enhanced learning experiences
This is achieved through my experiences that are showcased on my e-portfolio goal section page.
Evidence 6.C