Appendix

Course Title of Teaching and Learning Beyond ISTE Standards for Coaches
Assignment(s) Boundaries Proficiencies

EDTC605 Class Website Teaching for Learning 4.1 Change Agent

• Proficiency 1-1: The candidate
knows subject matter deeply and
makes interrelated connections
across disciplines, guiding
students to understand content
critically and in-depth.
• Proficiency 1-2: The candidate
integrates knowledge of students
and their backgrounds to teach for
student success.
• Proficiency 1-3: Through
scaffolding student learning, the
candidate moves students
increasingly toward complex
understandings.
• Proficiency 1-4: To ensure that all
students learn well, the candidate
employs various types of
presentation and response modes,
as well as accommodations and
instructional differentiations.
• Proficiency 1-5: The candidate
organizes group learning
structures to promote critical
thinking and problem solving
while nurturing individual student
participation.
• 4.1.b- Facilitate equitable
use of digital learning tools
and content that meet the
needs of each learner.
4.3 Collaborator
• 4.3.a- Establish trusting and
respectful coaching
relationships that encourage
educators to explore new
instructional strategies.
• 4.3.d- Personalize support
for educators by planning
and modeling the effective
use of technology to
improve student learning.
4.4 Learning Designer
• 4.4.a- Collaborate with
educators to develop
authentic, active learning
experiences that foster
student agency, deepen
content mastery and allow
students to demonstrate their
competency.

Technology Integration and Digital

Citizenship
• Proficiency 3-1: The candidate
uses a variety of technologies that
empower students to learn
effectively within and beyond the
boundaries of the face-to-face
classroom.
• Proficiency 3-2: The candidate
uses technology to promote
student-centered learning that is
both assistive and differentiated
to meet individual learning needs.
EDTC610 Systems of Teaching for Learning
Equations • Proficiency 1-1: The candidate
Digital Unit knows subject matter deeply and
makes interrelated connections
across disciplines, guiding
students to understand content
critically and in-depth.
• Proficiency 1-2: The candidate
integrates knowledge of students
and their backgrounds to teach for
student success.
• Proficiency 1-3: Through
scaffolding student learning, the
candidate moves students
increasingly toward complex
understandings.
• Proficiency 1-4: To ensure that all
students learn well, the candidate
employs various types of
presentation and response modes,
as well as accommodations and
instructional differentiations.
• Proficiency 1-5: The candidate
organizes group learning
structures to promote critical
thinking and problem solving
while nurturing individual student
participation.
Technology Integration and Digital
Citizenship
• Proficiency 3-1: The candidate
uses a variety of technologies that
empower students to learn
effectively within and beyond the
boundaries of the face-to-face
classroom.
• Proficiency 3-2: The candidate
uses technology to promote
student-centered learning that is
both assistive and differentiated
to meet individual learning needs.
EDTC630 Technology Teaching for Learning
Budget Plan • Proficiency 1-1: The candidate
knows subject matter deeply and
makes interrelated connections
across disciplines, guiding
students to understand content
critically and in-depth.
4.1 Change Agent
• 4.1.b- Facilitate equitable
use of digital learning tools
and content that meet the
needs of each learner.
4.3 Collaborator
• 4.3.a- Establish trusting and
respectful coaching
relationships that encourage
educators to explore new
instructional strategies.
• 4.3.d- Personalize support
for educators by planning
and modeling the effective
use of technology to
improve student learning.
4.4 Learning Designer
• 4.4.a- Collaborate with
educators to develop
authentic, active learning
experiences that foster
student agency, deepen
content mastery and allow
students to demonstrate their
competency.
4.7 Digital Citizen Advocate
• 4.7.b- Partner with
educators, leaders, students
and families to foster a
culture of respectful online
interactions and a healthy
balance in their use of
technology.
4.1 Change Agent
• 4.1.b- Facilitate equitable
use of digital learning tools
and content that meet the
needs of each learner.
• 4.1.e- Connect leaders,
educators, instructional
 • Proficiency 1-2: The candidate
integrates knowledge of students
and their backgrounds to teach for
student success.
• Proficiency 1-4: To ensure that all
students learn well, the candidate
employs various types of
presentation and response modes, • 4.3.b- Partner with educators
as well as accommodations and
instructional differentiations.
Technology Integration and Digital
Citizenship
• Proficiency 3-1: The candidate
uses a variety of technologies that
empower students to learn
effectively within and beyond the
boundaries of the face-to-face
classroom.
• Proficiency 3-2: The candidate
uses technology to promote
student-centered learning that is
both assistive and differentiated
to meet individual learning needs.
support, technical support,
domain experts and solution
providers to maximize the
potential of technology for
learning.
4.3 Collaborator
to identify digital learning
content that is culturally
relevant, developmentally
appropriate and aligned to
content standards.
• 4.3.c- Partner with educators
to evaluate the efficacy of
digital learning content and
tools to inform procurement
decisions and adoption.

Creativity, Innovativeness, and

Adaptability
• Proficiency 4-1: The candidate
provides learning environments
for students to explore,
experiment, and achieve novel
solutions and outcomes.

Instructional Leadership
• Proficiency 6-2: The candidate
advocates for the needs of
students with other school
professionals, and for resources
needed to help students succeed.
• Proficiency 6-4: The candidate
engages other educators, parents,
and community members in
activities and partnerships that
support student learning.

EDTC625 Accessibility Teaching for Learning 4.1 Change Agent

Interview and • Proficiency 1-1: The candidate • 4.1.b- Facilitate equitable
Case Study knows subject matter deeply and use of digital learning tools
makes interrelated connections and content that meet the
across disciplines, guiding needs of each learner.
 students to understand content
critically and in-depth.
• Proficiency 1-2: The candidate
integrates knowledge of students
and their backgrounds to teach for
student success.
• Proficiency 1-3: Through
scaffolding student learning, the
candidate moves students
increasingly toward complex
understandings.
• Proficiency 1-4: To ensure that all
students learn well, the candidate
employs various types of
presentation and response modes,
as well as accommodations and
instructional differentiations.
EDTC640 District Analysis, Reflection, and Continuous
Technology Improvement
Training Plan • Proficiency 2-1: The candidate
and Online reviews student performance data
Professional from multiple sources, analyzes
Development strengths and weaknesses, and
Website plans for re-teaching or varying
the teaching strategies.
• Proficiency 2-3: The candidate
reviews professional literature,
online resources, and technology
tools to expand professional and
pedagogical knowledge relevant
to the situation.
• Proficiency 2-4: The candidate
creates and implements
improvement plans, procedures,
desired learning outcomes, and
continues the process of
professional learning through the
continuous improvement process.
Technology Integration and Digital
Citizenship
• Proficiency 3-1: The candidate
uses a variety of technologies that
empower students to learn
effectively within and beyond the
• 4.1.e- Connect leaders,
educators, instructional
support, technical support,
domain experts and solution
providers to maximize the
potential of technology for
learning.
4.3 Collaborator
• 4.3.b- Partner with educators
to identify digital learning
content that is culturally
relevant, developmentally
appropriate and aligned to
content standards.
• 4.3.d- Personalize support
for educators by planning
and modeling the effective
use of technology to
improve student learning.
4.3 Collaborator
• 4.3.a- Establish trusting and
respectful coaching
relationships that encourage
educators to explore new
instructional strategies.
• 4.3.b- Partner with educators
to identify digital learning
content that is culturally
relevant, developmentally
appropriate and aligned to
content standards.
• 4.3.c- Partner with educators
to evaluate the efficacy of
digital learning content and
tools to inform procurement
decisions and adoption.
• 4.3.d- Personalize support
for educators by planning
and modeling the effective
use of technology to
improve student learning.
4.5 Professional Learning
Facilitator
• 4.5.a- Design professional
learning based on needs
assessments and frameworks
for working with adults to
 boundaries of the face-to-face
classroom.
Creativity, Innovativeness, and
Adaptability
• Proficiency 4-1: The candidate
provides learning environments
for students to explore,
experiment, and achieve novel
solutions and outcomes.
• Proficiency 4-2: The candidate
models and facilitates unique
responses, ideas, designs, and
products.
Instructional Leadership
• Proficiency 6-1: The candidate
promotes a vision of active,
continuous and engaged learning
in the classroom.
• Proficiency 6-3: The candidate
promotes and implements the
professional development of
educators to improve student
achievement.
support their cultural, social-
emotional and learning
needs.
• 4.5.b- Build the capacity of
educators, leaders and
instructional teams to put the
ISTE Standards into practice
by facilitating active
learning and providing
meaningful feedback.
• 4.5.c- Evaluate the impact of
professional learning and
continually make
improvements in order to
meet the schoolwide vision
for using technology for
high-impact teaching and
learning.
4.6 Data-Driven Decision-Maker
• 4.6.a- Assist educators and
leaders in securely collecting
and analyzing student data.
• 4.6.b- Support educators to
interpret qualitative and
quantitative data to inform
their decisions and support
individual student learning.
• 4.6.c- Partner with educators
to empower students to use
learning data to set their own
goals and measure their
progress.