ISTE-C Standards Evidence

International Society for Technology in Education - Technology (Linked)

Coach Standards
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.
1.1 Shared Vision: Contribute to the development, communication, and Undergraduate Lab
implementation of a shared vision for the comprehensive use of technology to Assistant: W200 Computers
support a digital-age education for all students in Education
Undergraduate Lab
Assistant: W310 Integrating
Technology K-12
1.2 Strategic Planning: Contribute to the planning, development, communication, Professional Development
implementation, and evaluation of technology-infused strategic plans at the Plan
district and school levels Professional Development
Presentation
Grant Proposal
Acceptable Use Policies
Infographic
Twitter Chat
1.3 Advocacy: Advocate for policies, procedures, programs, and funding strategies Professional Development
to support implementation of the shared vision represented in the school and Blog
district technology plans and guidelines Professional Development
Plan
Professional Development
Presentation
Grant Proposal
Acceptable Use Policies
Infographic
Twitter Chat
1.4 Innovation and Change: Implement strategies for initiating and sustaining Professional Development
technology innovations and manage the change process in schools and Blog
classrooms Professional Development
Plan
Professional Development
Presentation
 Standard 2: Teaching, Learning, & 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.
2.1 Content Standards & Student Technology Standards: Coach teachers in Mrs. Fretwell Field Experience:
and model design and implementation of technology-enhanced learning During my field placement at Clear
experiences addressing content standards and student technology standards Creek Elementary School, I helped
Mrs. Fretwell create QR codes for
math problems around the room as
well as showing her some brain break
activities on GoNoodle.
Professional Development
Plan
2.2 Research-Based, Learner-Centered Strategies: Coach teachers in and model Mrs. Fretwell Field Experience:
design and implementation of technology-enhanced learning experiences using During my field placement at Clear
a variety of research-based, learner-centered instructional strategies and Creek Elementary School, I helped
assessment tools to address the diverse needs and interests of all students Mrs. Fretwell create QR codes for
math problems around the room as
well as showing her some brain break
activities on GoNoodle.
Professional Development
Plan
2.3 Meaningful and Relevant Learning: 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
2.4 Creativity, Higher-Order Thinking, and Mental Habits of Mind: Coach DoInk Field Experience Lesson:
teachers in and model design and implementation of technology-enhanced Students were required to make a
learning experiences emphasizing creativity, higher-order thinking skills and short one minute video over a specific
processes, and mental habits of mind (e.g., critical thinking, metacognition, and continent they were assigned to
self-regulation) conduct research over.
2.5 Differentiation: Coach teachers in and model design and implementation of QR codes: During field experience,
technology-enhanced learning experiences using differentiation, including QR codes were used to help
adjusting content, process, product, and learning environment based upon differentiate student math abilities.
student readiness levels, learning styles, interests, and personal goals
2.6 Instructional Design Principles: Coach teachers in and model incorporation
of research-based best practices in instructional design when planning
 technology-enhanced learning experiences
2.7 Assessment: Coach teachers in and model effective use of technology tools EdPuzzle: Used EdPuzzle in W200
and resources to continuously assess student learning and technology literacy by to make sure college students were
applying a rich variety of formative and summative assessments aligned with understanding the concept of digital
content and student technology standards citizenship.
2.8 Data Analysis: 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

Standard 3: Digital-Age Learning Environments

Technology coaches create and support effective digital age learning
environments to maximize the learning of all students.
3.1 Classroom Management & Collaborative Learning: Model effective Mrs. Smith Field Experience: I
classroom management and collaborative learning strategies to maximize helped introduce her students to use
teacher and student use of digital tools and resources and access to technology- technology as a way to present
rich learning environments information and collaborate with one
another using Explain Everything and
DoInk.
3.2 Managing Digital Tools and Resources: Maintain and manage a variety of Robotics Day Blog Post
digital tools and resources for teacher and student use in technology-rich
learning environments
3.3 Online and Blended Learning: Coach teachers in and model use of online and Professional Development
blended learning, digital content, and collaborative learning networks to support Blog
and extend student learning as well as expand opportunities and choices for
online professional development for teachers and administrators
3.4 Adaptive and Assistive Technologies: Select, evaluate, and facilitate the use Technology for All
of adaptive and assistive technologies to support student learning Presentation
3.5 Basic Troubleshooting: Troubleshoot basic software, hardware, and
connectivity problems common in digital learning environments
3.6 Selecting & Evaluating Digital Tools and Resources: Collaborate with Twitter Chat
teachers and administrators to select and evaluate digital tools and resources
that enhance teaching and learning and are compatible with the school
technology infrastructure
3.7 Communication and Collaboration: Use digital communication and Personal Learning Network
collaboration tools to communicate locally and globally with students, parents,
peers, and the larger community

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.
4.1 Needs Assessment: Conduct needs assessments to inform the content and Pre-Shadowing Blog
delivery of technology-related professional learning programs that result in a
positive impact on student learning
4.2 Professional Learning: Design, develop, and implement technology rich Professional Development
professional learning programs that model principles of adult learning and Plan
promote digital age best practices in teaching, learning, and assessment
4.3 Program Evaluation: Evaluate results of professional learning programs to
determine the effectiveness on deepening teacher content knowledge, improving
teacher pedagogical skills and/or increasing student learning

Standard 5: Digital Citizenship

Technology coaches model and promote digital citizenship.
5.1 Digital Equality: Model and promote strategies for achieving equitable access Technology for All
to digital tools and resources and technology-related best practices for all Presentation
students and teachers
5.2 Safe, Healthy, Legal and Ethical Use: Model and facilitate safe, healthy, Common Core Licensure
legal, and ethical uses of digital information and technologies Digital Citizenship Lesson
Plan
Cyberbullying Presentation
5.3 Diversity, Cultural Understanding, and Global Awareness: Model and Cyberbullying Presentation
promote diversity, cultural understanding, and global awareness by using digital Digital Citizenship Lesson
age communication and collaboration tools to interact locally and globally with Plan
students, peers, parents, and the larger community

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.
6.1 Content, Pedagogical, and Technical Knowledge: Engage in continual Professional Development
learning to deepen content and pedagogical knowledge in technology Plan
integration and current and emerging technologies necessary to effectively Professional Development
implement the StandardsS and StandardsT Blog
Twitter
Blog
6.2 Professional Knowledge: 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
6.3 Reflection: Regularly evaluate and reflect on their professional practice and E-Portfolio
dispositions to improve and strengthen their ability to effectively model and Blog
facilitate technology enhanced learning experiences