2. Teaching, Learning, & Assessments

ISTE coaching standard 2 sets out expectations for technology coaches in working to provide rich technology-enhanced learning experiences.  Specifically, a “rich technology-enhanced learning experience” in this case requires differentiated learning and use of data and assessments to inform instructional design and practice.

To demonstrate my competency in achieving this standard I reflected on and provided evidence for each performance indicator.  In my reflection I share the goals that I have set out for myself as a digital education leader and include my learning on the essentials of establishing an environment for peer coaching.  I also include commentary on how the SAMR model can be used to redefine learning with digital tools and share some of my favorite tools for collecting and analyzing student growth data.  One other highlight from this reflection is my artifact on how professional development can be differentiated with adult learning principles in mind.

To view my detailed reflections for each performance indicator, click the link below or use the menu at the top of the page.

a. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards.
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.
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.
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).
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.
f. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences.
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.
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.