ISTE Standards Coaches
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.
Technology coaches must be able to envision what is not yet apparent and inspire others to participate in the development and implementation of technology integration in the instructional environment. The promotion of excellence and transformational change can only happen when a shared vision is achieved and implemented by the community.
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
This is a blog that discusses improved communication between school librarians and technology coaches. The technology coach and librarian can work together to achieve a shared vision for comprehensive technology use in the library for for all students. The technology coach supports the librarian in the implementation of digital-age education with tools such as digital books.
Evidence 1.A
b. Contribute to the planning, development, communication, implementation, and evaluation of technology-infused strategic plans at the district and school levels
This is a part of the standard I am still working towards fully achieving. I did get the opportunity to shadow a technology coordinator at the Bloomington Project School who showed me examples of how he contributes to planning, development, implementation, and evaluation of technology infused strategic plans in the charter school. I attached my reflection that I blogged as evidence towards this standard, I discuss his many contributions in the post.
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
This past year I got the opportunity to practice writing a hypothetical grant for a school wereI had done field teaching. In my grant, I made an argument for why a particular classroom deserved funding for a one-to-one program. I advocated for specific policies and programs that would be implemented with the one-to-one devices in this hypothetical grant. I also included in this document specific technology needs along with the demographics of the school.
Evidence 1.C
d. Implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms
For this substandard I evaluated a new technology tool, Chrome Web Apps for education. To evaluate this tool I considered cost, safety, effectiveness, engagement, efficiency, and the existing technology necessary to use this tool.
Evidence 1.D
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
Technology coaches do not just teach technology they implement technology within in the existing or new frameworks of instructional methods. An effective technology coach helps teachers implement the best tools for assessing student learning, differentiating instruction, and creating learning experiences within each teachers specific classroom context. Technology coaches also must keep in mind when assisting teachers that they are helping create learning experiences that are rigorous, relevant, and capture the interest of all students. It is always about student learning, not about technology for technology's sake.
a. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards
This is a social studies unit I did in a fourth grade classroom, I helped the teacher to find the best tools to help enhance the lesson. For this unit, students gathered research on different Civil War events and people. The students then shared their findings in blogs. Students also used a video creation app to make a presentation about their topic. In order to help the teacher in designing the unit I first had her choose the content and student technology standards she wanted to focus on then we discussed how the students would demonstrate understanding. Once the teacher knew she wanted to students to do a culminating project displaying all their work we simply found the best technology tools to fit.
Evidence 2.A
b. I coached teachers by modeling design and implementation of technology. This addressed the diverse needs and interests of all students by enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools.
This is a video I helped to create about problem based learning. Problem based learning is an instructional strategy that teachers can use to help make learning experiences more student centered. A variety of technology tools can be used with problem based learning. One of the technology tools that I coached a fourth grade classroom teacher to use was iRubric, this is an assessment that can be viewed digitally. The teacher could use this tool to address the diverse needs and interests for all students by grading and sending students immediate feedback and also by creating a rubric that measure students' work in problem or project based learning situations.
Evidence 2.B
c. Coached 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
This is a critique of a book about an online learning activity. Here I suggest a way that the lesson could be enhanced to improve learning that other teachers could easily implement. Students will learn how to sort through online news topics and discover how to critically and professionally portray current events ocurring in their school and community in digital media. The teacher could have his/her students make free Weebly sites with the current events that could be shared with family, friends, and classrooms around the world. The students collaborate by collectively creating and designing the website. The students assume professional roles by delegating tasks and positions like a real news agency. The product is useful and meaningful to a wide audience because news worthy information is relevant to everyone lives and helps inform people to make decisions.
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)”
This is a website I helped to create on Wordpress this site is explores differentiation and how it relates to learning and the brain. This site could be used to help guide teachers using technology to enhance learning experiences. Chapters are included that cover creativity and higher-order thinking skills. The site is about the brain and woven throughout are mental habits of the mind and how they can best be utilized in classroom situations and learning activities.
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
This is a website I helped to create on Wordpress this site is all about differentiation and how it relates to learning and the brain. The site covers many topics relating to differentiation and could be used to help teachers adjust content to make learning more relevant and interesting based on the needs and interests of individuals students. The teacher can differentiate instruction so that students all have the same learning outcome but may get there by different processes. This allows teachers to meet students at their instructional level. Another evidence I cited was an blog I wrote coaching teachers about flipped classroom learning, this instructional method can be a great way to adjust the learning environment to cater to student readiness, learning styles, interests, and personal goals.
Evidence 2.E
f. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences.
This is a blog that I wrote comparing two research-based best practices concerning instructional design and technology integration. These two models for technology integration in the learning environment present different options, therefore teachers can choose from best practices in each model and apply them to their individual classroom as they see fit.
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
This is a standard I am still developing, I have not yet had the opportunity to coach many teachers in the use of a variety of assessment strategies and tools. I have however had to opportunity to use many different assessment tools that I would be able to coach teachers in the use of going forward. The first tool in the evidence is iRubric, this a site where teachers can build and share rubrics for both summative and formative feedback that relate to both content and student technology standards. The next tool is Flipgrid, this is a site where a teacher can post a question to check for understanding or discussion and students can verbally respond via video to the question. Another tool listed is a form created on Google, where students can write feedback on certain topic or answer specific questions.
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
I included my experience job shadowing at The Bloomington Project School, during this experience I shadowed the technology coordinator for the school and we discussed the narrative feedback that the school uses for summative assessment of student learning. The narrative feedback required the school to submit a special forum to their system Skyward so that the school could collect and analyze student achievement and keep long-term records. Any administrator can access the system to interpret results of individual students and groups of students. This method of narrative feedback has been shown by research to encourage the most student growth because students are not worried about "points" or a number summarizing what they are capable of or can do. Teachers are able to view their data in order to see where they need to make changes to make the instruction more effective for all students. This feedback informs teaching practices. I also included in my evidence a professional development workshop that I helped develop that would coach teachers on how to best use a learning management system in their own classroom. When a learning management system is used most effectively it can help teachers to systematically collect and analyze student achievement data and also can be used to carry out the necessary instructional changes to maximize student learning.
Evidence 2.H
3. Digital age learning environments: Technology coaches create and support effective digital age learning environments to maximize the learning of all students.
Technology Coaches play an important role in creating and supporting the digital age learning environments that function within schools. Technology Coaches must consider workflows in the school and which technology tools would best maximize the learning of all students. Technology Coaches must also share the framework and principles for effective digital age learning so that teachers independence and ownership in their own applications of technology within smaller digital learning environments.
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
This is professional development workshop I helped create to coach teachers on how to best use a learning management system in their own classroom. A learning management system is a great way to effective management a classroom digitally and also encourage a variety of collaborative learning situations. Students and teachers also have set digital workflows on the LMS to maximize the use of digital tools and resources. The LMS helps students and teachers to access the technology-rich learning environment each day with less confusion.
Evidence 3.A
b. Maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning environments
This is a mock classroom website I created with a variety of digital tools and resources for teacher and students. This website very easily be added to and modified to meet the needs of the classroom.
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
This is an online activity critique from a book about online learning activities models use of blended learning, digital content, and collaborative learning networks. Also included in the critique file is a model of a lesson plan that utilizes online and blended learning with digital content created by the students in collaborative work environments. I also linked a site where I have done much of my digital learning, this site is called Lynda.com, on this site their are instructional videos and quizzes over a variety of topics. Lynda.com is not free but it is a very affordable option when compared with other professional development for teachers and administrators.
Evidence 3.C
d. Select, evaluate, and facilitate the use of adaptive and assistive technologies to support student learning
This is a chart I made of different assistive technology applications on the iPad that would help to support student learning. I evaluated the applications on whether they were efficient, effective, and/or enhancing to the learning environment or activity. I have also had opportunities during my student teaching to facilitate the use of these different applications within a fourth grade classroom.
Evidence 3.D
e. Troubleshoot basic software, hardware, and connectivity problems common in digital learning environments
This is a video I created about the Indiana University Education Technology Services and their best practices for troubleshooting basic software, hardware, and connectivity problems common in the School of Education which is similar to many digital learning environments. This video covers best practices applicable to many technology troubleshooting situations.
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
This a analysis presentation that I made when the Google Chrome store and applications were first rolled out. I evaluated Google Chrome Apps based on a criteria that took into consideration enhancement, student learning, and compatibility with the technology present in many schools and also the price of said digital tools and resources. I also included my blog from when I visited the Indiana University Cyber infrastructure building, during this visit I was able to test new digital tools and I included some of my commentary in this blog.
Evidence 3.F
g. Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community
This is my Google+ page (feel free to add me) this is a place where I network and collaborate with other educators on a local and global level. I can also use this page to communicate with students, parents, and the larger community in a professional manner. You can also see Google Hangouts on education topics that I have done and shared on my page.
Evidence 3.G
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.
As a Technology Coach we are in part responsible for effective program implementation by our colleagues. Technology coaches are responsible for creating a systematic process or assessment to help determine the "gaps" or so called needs for improvement in the way a program or technology tool is being implemented. Technology coaches are also responsible for creating and implementing professional development whether it be in response to a alarming needs assessment or in response to rapidly changing technological environment schools operate within today. Student learning is the most important measures of how successful an instructional practice is. Technology Coaches must search for and implement reliable measures of this student learning in order to help inform teaching.
This is a professional development seminar that I developed with a small team, the seminar is designed to provide school leaders apply a personalized evaluation method for allocating resources and funding in technology related programs and tools. The seminar is broken down into more specific goals for the participants, first being that they will learn the steps of an evaluation process on the effectiveness of their school technology usage. Participants will learn how to create a rubric and evaluation system that will be used to evaluate data collection. Participants will learn about different types of data collection and data collection strategies and how they affect the evaluation process. Participants will apply data collection to evaluation criteria to make informed decisions that positively impact student learning. This seminar fulfills this substandard on multiple levels, first and foremost we formulated needs assessments with evaluation questions and rubrics that can be transferred to a variety of situations. This seminar gives school leadership the tools they need to effectively inform content and delivery of technology-related professional programs to achieve improved 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
This is one I am still working towards developing. I did include a summary I did about "fixed" and "growth" based learning mindsets, the first is someone who believes talent alone is what leads to success. The second mindset strives to keep growing and learning and applauds the successes of others. I believe having a growth based mindset when it comes to learning is essential to effectively modeling principles of adult learning. When I design, develop, or implement technology-rich professional programs I am always considering whether I am encouraging fixed or growth mindset learners. As digital age best practices in teaching, learning, and assessment evolve the attitude towards technology and learning will be what will stay constant. To further develop this substandard I plan on creating my own mission/vision statement in the field to help guide future action relating to this substandard.
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
This is another substandard that I do not feel that I have yet fully achieved but I have already taken steps working towards it. In the evidence I included a Google survey with from a professional development workshop with questions probing at how deeply the participants understood content knowledge, improved pedagogical skills, and/or found the workshop to have useful takeaways. I still working on developing another form of evaluation as to the effectiveness of a professional learning program, this may likely be done by collecting and analyzing data.
Evidence 4.C
5. Digital citizenship; Technology coaches model and promote digital citizenship.
Technology Coaches must lead by example in order to effectively model and promote digital citizenship. A Technology Coach can help to promote digital citizenship by making available materials for teachers to share with students are parents with ease.
a. Model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers
This is a presentation that I created surrounding the topic of "digital divides," these are divides or social inequities within our nation and global community that limit a persons access to digital tools and resources. I believe part of modeling and promoting strategies for equitable access is first spreading awareness to both teachers and students of the digital divide present and then working together to find a solution. It is key that students and teachers are involved in the deciding what equitable access will look like and what will best support the needs of the community.
Evidence 5.A
b Model and facilitate safe, healthy, legal, and ethical uses of digital information and technologies
I created two presentations that together model use of digital information and technology in a safe, healthy, legal, and ethical way. The first presentation is about cyberbullying, a topic that is becoming more and more prevalent in schools. In this presentation I have provided students and teacher the information they need to identify, prevent, and stop cyberbullying from happening in their community. The other presentation I created is about digital reputations and footprints, this is both relevant to students and teachers in this day and age. It is important that students are teachers are interacting with digital tools and technologies in way that is both legal and ethical. Digital misconduct can now follow a person for the rest of their professional life so it is incredibly important that students and teachers have the knowledge they need to make the right choices. In both presentations I aim for students and even teachers to always find a healthy balance in their digital space by taking ownership for their actions and how they expect to be treated. I am still working toward the facilitating aspect of this substandard, this is something I plan to develop as I work in the field by working administrators to create effective policies and codes of conduct and also by sharing information with students, teachers, and the community in an interesting and relevant way.
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
I included a presentation that I did discussing Ken Robinson's Ted Talk on "How to escape education's death valley" he explains the three principles needed for the mind to flourish, creativity, individuality, and curiosity. Ken's principles combine create an attitude that best models and promotes diversity, cultural understanding, and global awareness. One must have curiosity, individuality, and creativity in the use of communication and collaboration tools interactions with local and global communities, without these principles we are left with the status quo. Another resource that guides how I model this substandard effectively is the book, The Tipping Point by: Malcolm Gladwell, this resource has helped me to consider how a trend, belief, or information spreads across a community to make a real impact. In order for me to promote diversity, cultural understanding, and global awareness to students, peers, parents, and the larger community I must consider the means by which I spread this message. According to Gladwell when spreading a message we must consider the power of the context, the stickiness factor, and the law of the few. By utilizing Gladwell's principles the promotion of diversity, cultural understanding, and global awareness by way of digital communication and collaboration tools will have a better chance of reaching all the desired audiences in a meaningful way.
Evidence 5.C
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.
Technology Coaches must be a the forefront of education and technology in its many different areas so that they can demonstrate the knowledge and skills necessary to inform their decision making. Technology Coaches also must dispositions in content, pedagogical, and technological areas to display competence in their area of expertise. Technology Coaches act as coaches to other educators for this reason they must always be deepening their understanding of adult learning and leadership which are equally as important as their understanding of technology and instructional practices.
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•S and Standards•T
I included my professional resources presentation on a Ted Talk that I find extremely useful in my continual deepening of content and pedagogical knowledge in technology integration. There are a variety of Ted Talks all relating to technology and education that I can access to stay at the forefront of current issues swarming education so I can most effectively implement the standards for students and teachers. I also included one of my course completion certificates that I earned from completing a Lynda.com training. Lynda.com is an incredibly powerful learning tool that has in depth and well organized courses on a variety of tools and topics, this is a site that I can use to help me continually learn about current and emerging technologies that may be useful for teachers and students.
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
This is a broad substandard so I provided multiple evidences that all contribute to different portions of the substandard. First I included a blog entry from an experience I had job shadowing a technology coordinator in a local charter school. During my experience I got an opportunity to see and discuss this mans various roles throughout the school, he serves both the schools technical needs and helps direct instructional practices with technology. From this experience I gained a deepened understanding of the many rolls a school technology leader can serve and how he acquired the skills necessary to be effective in his position. From my professional development workshop I learned engaged in the learning experience of project management, this was a big task and it took clear objectives and direction to achieve the desired outcome, this was accomplished by delegating small tasks to team members and making sure each part got accomplished in the time allocated. The professional development workshop also gave me an opportunity to construct adult learning opportunities that improve professional practice. I also included a blog I wrote on a site visit to Center Grove School, this was interesting to compare to how the smaller charter school operates, the organization and leadership looks much different, this gave me and opportunity to consider the dispositions in the community and add what I learned to my professional knowledge. Lastly, I included an Armstrong Panel I attended, this was valuable learning experience that focused more on classroom teaching and best practices. The Armstrong Panel is still something that I can relate directly back to my leadership role as a technology coach within a school where classroom learning is the ultimate focus.
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 still something I am working on developing, creating this portfolio has in some ways offered me an opportunity to evaluate and reflect on my professional practices and dispositions and see how I have grown and what I still need to work on. I included a participant survey from a professional development workshop that I help orchestrate, this allowed me to get valuable feedback and make changes to the content and delivery of the workshop. My hope is that the professional development that I participate in and actively seek out will offer me an opportunity to evaluate and reflect on my current practices.
Evidence 6.C
Technology coaches must be able to envision what is not yet apparent and inspire others to participate in the development and implementation of technology integration in the instructional environment. The promotion of excellence and transformational change can only happen when a shared vision is achieved and implemented by the community.
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
This is a blog that discusses improved communication between school librarians and technology coaches. The technology coach and librarian can work together to achieve a shared vision for comprehensive technology use in the library for for all students. The technology coach supports the librarian in the implementation of digital-age education with tools such as digital books.
Evidence 1.A
b. Contribute to the planning, development, communication, implementation, and evaluation of technology-infused strategic plans at the district and school levels
This is a part of the standard I am still working towards fully achieving. I did get the opportunity to shadow a technology coordinator at the Bloomington Project School who showed me examples of how he contributes to planning, development, implementation, and evaluation of technology infused strategic plans in the charter school. I attached my reflection that I blogged as evidence towards this standard, I discuss his many contributions in the post.
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
This past year I got the opportunity to practice writing a hypothetical grant for a school wereI had done field teaching. In my grant, I made an argument for why a particular classroom deserved funding for a one-to-one program. I advocated for specific policies and programs that would be implemented with the one-to-one devices in this hypothetical grant. I also included in this document specific technology needs along with the demographics of the school.
Evidence 1.C
d. Implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms
For this substandard I evaluated a new technology tool, Chrome Web Apps for education. To evaluate this tool I considered cost, safety, effectiveness, engagement, efficiency, and the existing technology necessary to use this tool.
Evidence 1.D
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
Technology coaches do not just teach technology they implement technology within in the existing or new frameworks of instructional methods. An effective technology coach helps teachers implement the best tools for assessing student learning, differentiating instruction, and creating learning experiences within each teachers specific classroom context. Technology coaches also must keep in mind when assisting teachers that they are helping create learning experiences that are rigorous, relevant, and capture the interest of all students. It is always about student learning, not about technology for technology's sake.
a. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards
This is a social studies unit I did in a fourth grade classroom, I helped the teacher to find the best tools to help enhance the lesson. For this unit, students gathered research on different Civil War events and people. The students then shared their findings in blogs. Students also used a video creation app to make a presentation about their topic. In order to help the teacher in designing the unit I first had her choose the content and student technology standards she wanted to focus on then we discussed how the students would demonstrate understanding. Once the teacher knew she wanted to students to do a culminating project displaying all their work we simply found the best technology tools to fit.
Evidence 2.A
b. I coached teachers by modeling design and implementation of technology. This addressed the diverse needs and interests of all students by enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools.
This is a video I helped to create about problem based learning. Problem based learning is an instructional strategy that teachers can use to help make learning experiences more student centered. A variety of technology tools can be used with problem based learning. One of the technology tools that I coached a fourth grade classroom teacher to use was iRubric, this is an assessment that can be viewed digitally. The teacher could use this tool to address the diverse needs and interests for all students by grading and sending students immediate feedback and also by creating a rubric that measure students' work in problem or project based learning situations.
Evidence 2.B
c. Coached 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
This is a critique of a book about an online learning activity. Here I suggest a way that the lesson could be enhanced to improve learning that other teachers could easily implement. Students will learn how to sort through online news topics and discover how to critically and professionally portray current events ocurring in their school and community in digital media. The teacher could have his/her students make free Weebly sites with the current events that could be shared with family, friends, and classrooms around the world. The students collaborate by collectively creating and designing the website. The students assume professional roles by delegating tasks and positions like a real news agency. The product is useful and meaningful to a wide audience because news worthy information is relevant to everyone lives and helps inform people to make decisions.
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)”
This is a website I helped to create on Wordpress this site is explores differentiation and how it relates to learning and the brain. This site could be used to help guide teachers using technology to enhance learning experiences. Chapters are included that cover creativity and higher-order thinking skills. The site is about the brain and woven throughout are mental habits of the mind and how they can best be utilized in classroom situations and learning activities.
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
This is a website I helped to create on Wordpress this site is all about differentiation and how it relates to learning and the brain. The site covers many topics relating to differentiation and could be used to help teachers adjust content to make learning more relevant and interesting based on the needs and interests of individuals students. The teacher can differentiate instruction so that students all have the same learning outcome but may get there by different processes. This allows teachers to meet students at their instructional level. Another evidence I cited was an blog I wrote coaching teachers about flipped classroom learning, this instructional method can be a great way to adjust the learning environment to cater to student readiness, learning styles, interests, and personal goals.
Evidence 2.E
f. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences.
This is a blog that I wrote comparing two research-based best practices concerning instructional design and technology integration. These two models for technology integration in the learning environment present different options, therefore teachers can choose from best practices in each model and apply them to their individual classroom as they see fit.
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
This is a standard I am still developing, I have not yet had the opportunity to coach many teachers in the use of a variety of assessment strategies and tools. I have however had to opportunity to use many different assessment tools that I would be able to coach teachers in the use of going forward. The first tool in the evidence is iRubric, this a site where teachers can build and share rubrics for both summative and formative feedback that relate to both content and student technology standards. The next tool is Flipgrid, this is a site where a teacher can post a question to check for understanding or discussion and students can verbally respond via video to the question. Another tool listed is a form created on Google, where students can write feedback on certain topic or answer specific questions.
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
I included my experience job shadowing at The Bloomington Project School, during this experience I shadowed the technology coordinator for the school and we discussed the narrative feedback that the school uses for summative assessment of student learning. The narrative feedback required the school to submit a special forum to their system Skyward so that the school could collect and analyze student achievement and keep long-term records. Any administrator can access the system to interpret results of individual students and groups of students. This method of narrative feedback has been shown by research to encourage the most student growth because students are not worried about "points" or a number summarizing what they are capable of or can do. Teachers are able to view their data in order to see where they need to make changes to make the instruction more effective for all students. This feedback informs teaching practices. I also included in my evidence a professional development workshop that I helped develop that would coach teachers on how to best use a learning management system in their own classroom. When a learning management system is used most effectively it can help teachers to systematically collect and analyze student achievement data and also can be used to carry out the necessary instructional changes to maximize student learning.
Evidence 2.H
3. Digital age learning environments: Technology coaches create and support effective digital age learning environments to maximize the learning of all students.
Technology Coaches play an important role in creating and supporting the digital age learning environments that function within schools. Technology Coaches must consider workflows in the school and which technology tools would best maximize the learning of all students. Technology Coaches must also share the framework and principles for effective digital age learning so that teachers independence and ownership in their own applications of technology within smaller digital learning environments.
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
This is professional development workshop I helped create to coach teachers on how to best use a learning management system in their own classroom. A learning management system is a great way to effective management a classroom digitally and also encourage a variety of collaborative learning situations. Students and teachers also have set digital workflows on the LMS to maximize the use of digital tools and resources. The LMS helps students and teachers to access the technology-rich learning environment each day with less confusion.
Evidence 3.A
b. Maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning environments
This is a mock classroom website I created with a variety of digital tools and resources for teacher and students. This website very easily be added to and modified to meet the needs of the classroom.
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
This is an online activity critique from a book about online learning activities models use of blended learning, digital content, and collaborative learning networks. Also included in the critique file is a model of a lesson plan that utilizes online and blended learning with digital content created by the students in collaborative work environments. I also linked a site where I have done much of my digital learning, this site is called Lynda.com, on this site their are instructional videos and quizzes over a variety of topics. Lynda.com is not free but it is a very affordable option when compared with other professional development for teachers and administrators.
Evidence 3.C
d. Select, evaluate, and facilitate the use of adaptive and assistive technologies to support student learning
This is a chart I made of different assistive technology applications on the iPad that would help to support student learning. I evaluated the applications on whether they were efficient, effective, and/or enhancing to the learning environment or activity. I have also had opportunities during my student teaching to facilitate the use of these different applications within a fourth grade classroom.
Evidence 3.D
e. Troubleshoot basic software, hardware, and connectivity problems common in digital learning environments
This is a video I created about the Indiana University Education Technology Services and their best practices for troubleshooting basic software, hardware, and connectivity problems common in the School of Education which is similar to many digital learning environments. This video covers best practices applicable to many technology troubleshooting situations.
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
This a analysis presentation that I made when the Google Chrome store and applications were first rolled out. I evaluated Google Chrome Apps based on a criteria that took into consideration enhancement, student learning, and compatibility with the technology present in many schools and also the price of said digital tools and resources. I also included my blog from when I visited the Indiana University Cyber infrastructure building, during this visit I was able to test new digital tools and I included some of my commentary in this blog.
Evidence 3.F
g. Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community
This is my Google+ page (feel free to add me) this is a place where I network and collaborate with other educators on a local and global level. I can also use this page to communicate with students, parents, and the larger community in a professional manner. You can also see Google Hangouts on education topics that I have done and shared on my page.
Evidence 3.G
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.
As a Technology Coach we are in part responsible for effective program implementation by our colleagues. Technology coaches are responsible for creating a systematic process or assessment to help determine the "gaps" or so called needs for improvement in the way a program or technology tool is being implemented. Technology coaches are also responsible for creating and implementing professional development whether it be in response to a alarming needs assessment or in response to rapidly changing technological environment schools operate within today. Student learning is the most important measures of how successful an instructional practice is. Technology Coaches must search for and implement reliable measures of this student learning in order to help inform teaching.
This is a professional development seminar that I developed with a small team, the seminar is designed to provide school leaders apply a personalized evaluation method for allocating resources and funding in technology related programs and tools. The seminar is broken down into more specific goals for the participants, first being that they will learn the steps of an evaluation process on the effectiveness of their school technology usage. Participants will learn how to create a rubric and evaluation system that will be used to evaluate data collection. Participants will learn about different types of data collection and data collection strategies and how they affect the evaluation process. Participants will apply data collection to evaluation criteria to make informed decisions that positively impact student learning. This seminar fulfills this substandard on multiple levels, first and foremost we formulated needs assessments with evaluation questions and rubrics that can be transferred to a variety of situations. This seminar gives school leadership the tools they need to effectively inform content and delivery of technology-related professional programs to achieve improved 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
This is one I am still working towards developing. I did include a summary I did about "fixed" and "growth" based learning mindsets, the first is someone who believes talent alone is what leads to success. The second mindset strives to keep growing and learning and applauds the successes of others. I believe having a growth based mindset when it comes to learning is essential to effectively modeling principles of adult learning. When I design, develop, or implement technology-rich professional programs I am always considering whether I am encouraging fixed or growth mindset learners. As digital age best practices in teaching, learning, and assessment evolve the attitude towards technology and learning will be what will stay constant. To further develop this substandard I plan on creating my own mission/vision statement in the field to help guide future action relating to this substandard.
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
This is another substandard that I do not feel that I have yet fully achieved but I have already taken steps working towards it. In the evidence I included a Google survey with from a professional development workshop with questions probing at how deeply the participants understood content knowledge, improved pedagogical skills, and/or found the workshop to have useful takeaways. I still working on developing another form of evaluation as to the effectiveness of a professional learning program, this may likely be done by collecting and analyzing data.
Evidence 4.C
5. Digital citizenship; Technology coaches model and promote digital citizenship.
Technology Coaches must lead by example in order to effectively model and promote digital citizenship. A Technology Coach can help to promote digital citizenship by making available materials for teachers to share with students are parents with ease.
a. Model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers
This is a presentation that I created surrounding the topic of "digital divides," these are divides or social inequities within our nation and global community that limit a persons access to digital tools and resources. I believe part of modeling and promoting strategies for equitable access is first spreading awareness to both teachers and students of the digital divide present and then working together to find a solution. It is key that students and teachers are involved in the deciding what equitable access will look like and what will best support the needs of the community.
Evidence 5.A
b Model and facilitate safe, healthy, legal, and ethical uses of digital information and technologies
I created two presentations that together model use of digital information and technology in a safe, healthy, legal, and ethical way. The first presentation is about cyberbullying, a topic that is becoming more and more prevalent in schools. In this presentation I have provided students and teacher the information they need to identify, prevent, and stop cyberbullying from happening in their community. The other presentation I created is about digital reputations and footprints, this is both relevant to students and teachers in this day and age. It is important that students are teachers are interacting with digital tools and technologies in way that is both legal and ethical. Digital misconduct can now follow a person for the rest of their professional life so it is incredibly important that students and teachers have the knowledge they need to make the right choices. In both presentations I aim for students and even teachers to always find a healthy balance in their digital space by taking ownership for their actions and how they expect to be treated. I am still working toward the facilitating aspect of this substandard, this is something I plan to develop as I work in the field by working administrators to create effective policies and codes of conduct and also by sharing information with students, teachers, and the community in an interesting and relevant way.
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
I included a presentation that I did discussing Ken Robinson's Ted Talk on "How to escape education's death valley" he explains the three principles needed for the mind to flourish, creativity, individuality, and curiosity. Ken's principles combine create an attitude that best models and promotes diversity, cultural understanding, and global awareness. One must have curiosity, individuality, and creativity in the use of communication and collaboration tools interactions with local and global communities, without these principles we are left with the status quo. Another resource that guides how I model this substandard effectively is the book, The Tipping Point by: Malcolm Gladwell, this resource has helped me to consider how a trend, belief, or information spreads across a community to make a real impact. In order for me to promote diversity, cultural understanding, and global awareness to students, peers, parents, and the larger community I must consider the means by which I spread this message. According to Gladwell when spreading a message we must consider the power of the context, the stickiness factor, and the law of the few. By utilizing Gladwell's principles the promotion of diversity, cultural understanding, and global awareness by way of digital communication and collaboration tools will have a better chance of reaching all the desired audiences in a meaningful way.
Evidence 5.C
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.
Technology Coaches must be a the forefront of education and technology in its many different areas so that they can demonstrate the knowledge and skills necessary to inform their decision making. Technology Coaches also must dispositions in content, pedagogical, and technological areas to display competence in their area of expertise. Technology Coaches act as coaches to other educators for this reason they must always be deepening their understanding of adult learning and leadership which are equally as important as their understanding of technology and instructional practices.
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•S and Standards•T
I included my professional resources presentation on a Ted Talk that I find extremely useful in my continual deepening of content and pedagogical knowledge in technology integration. There are a variety of Ted Talks all relating to technology and education that I can access to stay at the forefront of current issues swarming education so I can most effectively implement the standards for students and teachers. I also included one of my course completion certificates that I earned from completing a Lynda.com training. Lynda.com is an incredibly powerful learning tool that has in depth and well organized courses on a variety of tools and topics, this is a site that I can use to help me continually learn about current and emerging technologies that may be useful for teachers and students.
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
This is a broad substandard so I provided multiple evidences that all contribute to different portions of the substandard. First I included a blog entry from an experience I had job shadowing a technology coordinator in a local charter school. During my experience I got an opportunity to see and discuss this mans various roles throughout the school, he serves both the schools technical needs and helps direct instructional practices with technology. From this experience I gained a deepened understanding of the many rolls a school technology leader can serve and how he acquired the skills necessary to be effective in his position. From my professional development workshop I learned engaged in the learning experience of project management, this was a big task and it took clear objectives and direction to achieve the desired outcome, this was accomplished by delegating small tasks to team members and making sure each part got accomplished in the time allocated. The professional development workshop also gave me an opportunity to construct adult learning opportunities that improve professional practice. I also included a blog I wrote on a site visit to Center Grove School, this was interesting to compare to how the smaller charter school operates, the organization and leadership looks much different, this gave me and opportunity to consider the dispositions in the community and add what I learned to my professional knowledge. Lastly, I included an Armstrong Panel I attended, this was valuable learning experience that focused more on classroom teaching and best practices. The Armstrong Panel is still something that I can relate directly back to my leadership role as a technology coach within a school where classroom learning is the ultimate focus.
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 still something I am working on developing, creating this portfolio has in some ways offered me an opportunity to evaluate and reflect on my professional practices and dispositions and see how I have grown and what I still need to work on. I included a participant survey from a professional development workshop that I help orchestrate, this allowed me to get valuable feedback and make changes to the content and delivery of the workshop. My hope is that the professional development that I participate in and actively seek out will offer me an opportunity to evaluate and reflect on my current practices.
Evidence 6.C