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, Undergraduate Lab Assistant: W200

communication, and implementation of a
shared vision for the comprehensive use of
technology to support a digital-age education
for all students
b. Contribute to the planning, development,
communication, implementation, and
evaluation of technology-infused strategic
plans at the district and school levels
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
Computers in Education
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Integrating Technology K-12
Undergraduate Lab Assistant: W435 Using
Computers in Education
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d. Implement strategies for initiating and Professional Development Blog

sustaining technology innovations and Professional Development Plan
manage the change process in schools and Professional Development Powerpoint
classrooms

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
b. Coach teachers in and model design and
implementation of technology-enhanced
Mrs. Publow Field Experience: While
students were working on their assignments, I
would work with Mrs. Publow to help her
develop different technology skills that she
could implement in her classroom. For
example, I helped her create and understand
QR codes and how to use youtube for her
classroom.
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Mrs. Publow Field Experience: While
students were working on their assignments, I
learning experiences using a variety of would work with Mrs. Publow to help her
research based, learner-centered instructional develop different technology skills that she
strategies and assessment tools to address the could implement in her classroom. For
diverse needs and interests of all students example, I helped her create and understand
QR codes and how to use youtube for her
classroom.
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c. Coach teachers in and model engagement CCC Lesson Plan
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)
iMovie lesson- The students used iMovie to
create their own learning by creating a video
that displayed their knowledge on the 3
branches of government. The students
assessed themselves by watching their videos
during class time.

e. Coach teachers in and model design and QR codes: During field experience, QR codes
implementation of technology-enhanced were used to help differentiate student
learning experiences using differentiation, readiness levels.
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 1:1 Best Practices: Dr Leftwich’s PPT
of research-based best practices in
instructional design when planning
technology-enhanced learning experiences

g. Coach teachers in and model effective use EdPuzzle- A video was uploaded into
of technology tools and resources to EdPuzzle and questions were added
continuously assess student learning and periodically throughout the video to test their
technology literacy by applying a rich variety knowledge on the topic.
of formative and summative assessments
aligned with content and student technology
standards

h. Coach teachers in and model effective use Student Teaching Experience

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

a. Model effective classroom management Mrs. Publow Field Experience: I managed

and collaborative learning strategies to
maximize teacher and student use of digital
tools and resources and access to technology-
rich learning environments
b. Maintain and manage a variety of digital
tools and resources for teacher and student
use in technology-rich learning environments
Mrs. Publow’s classroom in a way that
promoted the use of digital resources. The
students were able to use their iPads for all
lessons but were expected to follow specific
rules that would ensure that the iPads were
being used for educational purposes.
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c. Coach teachers in and model use of online K-5 Computer Science Code.Org
and blended learning, digital content, and Professional Development
collaborative learning networks to support Digital Citizenship Training
and extend student learning as well as expand
opportunities and choices for online
professional development for teachers and
administrators

d. Select, evaluate, and facilitate the use of Dyscalculia Poster

adaptive and assistive technologies to support
student learning

e. Troubleshoot basic software, hardware, and W220 Raspberry pi

connectivity problems common in digital
learning environments

f. Collaborate with teachers and CCC Lesson Plan

administrators to select and evaluate digital Twitter Chat
tools and resources that enhance teaching and
learning and are compatible with the school
technology infrastructure

g. Use digital communication and Publisher Microteaching

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.

a. Conduct needs assessments to inform the Professional Development Survey: Lakeview

content and delivery of technology-related Elementary
professional learning programs that result in a Pre-Shadowing Blog
positive impact on student learning

b. Design, develop, and implement Professional Development PPT: Janet Liao

technology rich professional learning Professional Development Plan
programs that model principles of adult
learning and promote digital age best
practices in teaching, learning, and
assessment

c. Evaluate results of professional learning ICE Conference 2016 Reflection

programs to determine the effectiveness on Code.org Professional Development
deepening teacher content knowledge, Reflection
improving teacher pedagogical skills and/or
increasing student learning

Standard 5. Digital citizenship Technology coaches model and promote digital citizenship.

a. Model and promote strategies for achieving Student Teaching Experience

equitable access to digital tools and resources
and technology-related best practices for all
students and teachers

b. Model and facilitate safe, healthy, legal, Digital Citizenship Blog

and ethical uses of digital information and Cyberbulling Poster
technologies

c. Model and promote diversity, cultural Digital Citizenship Blog

understanding, and global awareness by using Cyberbulling Poster
digital age communication and collaboration
tools to interact locally and globally with
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.
a. Engage in continual learning to deepen Digital Citizenship Training Certificate
content and pedagogical knowledge in K-5 Computer Science Code.Org
technology integration and current and Professional Development
emerging technologies necessary to Twitter
effectively implement the Standards•S and Blog
Standards•T

b. Engage in continuous learning to deepen Digital Citizenship Training Certificate

professional knowledge, skills, and K-5 Computer Science Code.Org
dispositions in organizational change and Certification Professional Development
leadership, project management, and adult
learning to improve professional practice

c. Regularly evaluate and reflect on their E-Portfolio

professional practice and dispositions to Blog
improve and strengthen their ability to
effectively model and facilitate technology
enhanced learning experiences