One of my professional goals as an educator is to inspire culturally and digitally responsive life-long learners.
I graduated with a Masters of Arts in Teaching in 2002, and yet I feel that my graduation was just the beginning of a life-long journey of learning. Since then, I have participated in various teacher professional development sessions, read different books on teaching and learning, conducted my own informal research, and reflected deeply upon my skills, performance, and outcomes. My desire for continued development, driven by a strong passion to improve, as well as to model, inspire, and support others during their journey of continued professional development, led me to pursue a Masters in Education Digital Education Leadership program at Seattle Pacific University.
By the end of Spring 2022, I would have completed the graduation requirements for the Digital Education Leadership program, and yet I feel this is just the beginning of a new journey as an Digital Educator and Instructional Technology Coach.
One of the graduation requirements includes a portfolio that demonstrates my understanding and proficiency of the ISTE Standards for Coaches. These standards serve as a “roadmap to the characteristics, activities, philosophies and dispositions of today’s instructional technology coaches.”
In this new role as a leader in Digital Education, my goal is to improve as a change agent, a connected learner, a collaborator, a learning designer, a professional learning facilitator, a data-driven decision-maker, and a digital citizen advocate.
This ePortfolio includes supporting evidence that demonstrates my understanding and proficiency in the ISTE Standards for Coaches, and their corresponding performance indicators.
ISTE Standards for Coaches
Coaches inspire educators and leaders to use technology to create equitable and ongoing access to high-quality learning.
- 4.1.a. Create a shared vision and culture for using technology to learn and accelerate transformation through the coaching process.
- 4.1.b. Facilitate equitable use of digital learning tools and content that meet the needs of each learner.
- 4.1.c. Cultivate a supportive coaching culture that encourages educators and leaders to achieve a shared vision and individual goals.
- 4.1.d. Recognize educators across the organization who use technology effectively to enable high-impact teaching and learning.
- 4.1.e. Connect leaders, educators, instructional support, technical support, domain experts and solution providers to maximize the potential of technology for learning.
Coaches model the ISTE Standards for Students and the ISTE Standards for Educators, and identify ways to improve their coaching practice.
- 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.
Coaches establish productive relationships with educators in order to improve instructional practice and learning outcomes.
- 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.
Coaches model and support educators to design learning experiences and environments to meet the needs and interests of all students.
- 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.
- 4.4.b. Help educators use digital tools to create effective assessments that provide timely feedback and support personalized learning.
- 4.4.c. Collaborate with educators to design accessible and active digital learning environments that accommodate learner variability.
- 4.4.d. Model the use of instructional design principles with educators to create effective digital learning environments.
Coaches plan, provide and evaluate the impact of professional learning for educators and leaders to use technology to advance teaching and learning.
- 4.5.a. Design professional learning based on needs assessments and frameworks for working with adults to 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.
Coaches model and support the use of qualitative and quantitative data to inform their own instruction and professional learning.
- 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.
Coaches model digital citizenship and support educators and students in recognizing the responsibilities and opportunities inherent in living in a digital world.
- 4.7.a. Inspire and encourage educators and students to use technology for civic engagement and to address challenges to improve their communities.
- 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.
- 4.7.c. Support educators and students to critically examine the sources of online media and identify underlying assumptions.
- 4.7.d. Empower educators, leaders and students to make informed decisions to protect their personal data and curate the digital profile they intend to reflect.