4.2 Connected Learner EDTC6107 ISTE Standard for Coaches ISTE Standards for Educators ISTE Standards for Students

Connected Learner

Photo by Rami Al-zayat on Unsplash

ISTE Standard for Coaches 4.2, The Connected Learner, states: “Coaches model the ISTE Standards for Students and the ISTE Standards for Educators, and identify ways to improve their coaching practice.”

Performance indicators:

  • 4.2.a. Pursue professional learning that deepens expertise in the ISTE Standards in order to serve as a model for educators and leaders.
  • 4.2.b. Actively participate in professional learning networks to enhance coaching practice and keep current with emerging technology and innovations in pedagogy and the learning sciences.
  • 4.2.c. Establish shared goals with educators, reflect on successes and continually improve coaching and teaching practice.

Supporting evidence for ISTE Standard 4.2:

I regularly pursue professional learning that deepens my expertise in the ISTE standards (ISTE Standard 4.2.a). One example is a subscription to My Basic Membership offers professional development opportunities, an online community where members can connect, many resources and savings on online courses, the ISTE conference, and books. This membership has been especially helpful in learning about ISTE standards and research on technology in education.

To keep current with emerging technology and innovations in pedagogy and the learning sciences (ISTE Standard 4.2.b), I am active in the following Professional Learning Networks:

  • PLC at the school where I work
  • The following Facebook groups: iFLT/NTPRS/CI Teaching, AP Spanish Language and Culture Teachers, & Tech for World Language Teachers
  • Twitter
  • The Commons, a forum where ISTE members connect, share and learn from each other.

I am also a member of Washington Association for Language Teaching (WAFLT). Being a member of this association offers resources, ongoing professional development and networking. Often, new strategies on teaching/learning and digital technology are shared by practicing professionals. These conferences offer opportunities to share with and learn from other educators, see examples of their work, ask questions and share ideas.

To deepen expertise in the ISTE Standards for Students and Educators, I strive to improve the curriculum by incorporating ISTE standards and 21st century skills. For example, ISTE standard for Educators is addressed in my blog post Fitting Problem-Based Learning in the Traditional School System where I present the research on the effectiveness of Problem-Based Learning and the importance of teacher collaboration to improve student achievement (ISTE Standard for Educators 2.4).

Another example is my blog post “Teaching ISTE standards and 21st Century Skills through scholastic journalism” serves as a model for designing authentic lessons with learner-driven activities and accommodates learner variability (ISTE Standard for Educators), and with 21st Century Learning and ISTE Standards for Students.

Planning and engaging in the Peer Coaching project allowed me to establish shared goals with educators, reflect on successes and continually improve my coaching and teaching practice (ISTE Standard 4.2.c). After each meeting, I took time to reflect on what went well, and what could be improved. The reflections were directly related to meeting our previously established goals. Were students’ experience and learning outcomes as we expected? Based on our experiences, how can we improve the lesson further? My coaching partner and I met to discuss these reflections. We later met with the principal to share our successes, discuss needs, and next steps.

As an additional evidence on how I reflect to continually improve my coaching and teaching practice (ISTE Standard 4.2.c), I have included a small random sample of reflective entries regarding my teaching and coaching experience in the following Reflective Journal.


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