ISTE Coaches Standards Course Outcome
1A. Change Agent
- Create a shared vision and culture for using technology to learn and accelerate transformation through the coaching process.
- Facilitate equitable use of digital learning tools and content that meet the needs of each learner.To meet these standards, I first created a welcome sign to display within my classroom in order to let my students know as well as any parents or visitors in the building what my credentials are as a teacher and what I believe in with my teaching. Within this welcome sign, there is also a QR code that can be scanned that leads to my bitmoji classroom I created a Symbaloo in order to start a curation tool that I can refer to. The resources that were first linked here were resources related to assessment. This helps meet the standard because I found digital learning tools that can apply to my students in multiple ways and could meet the needs of my diverse learners. While moving away from exclusively traditional model of education our focus should be on developing not just technological by a pedagogical aspect of the emerging educational models. We should not only focus on technology itself, but also on ways of deeper engagement and academic quality, supporting collaboration and creativity among students and faculty. The artifact I have for this first standard is on my welcome page. I’ve created an animated banner for my google classroom classes and customized each of them by the content area.
2B. Connected Learner
- Actively participate in professional learning networks to enhance coaching practice and keep current with emerging technology and innovations in pedagogy and learning sciences.
3A – 3B Collaborator
- Establish trusting and respectful relationships that encourage educators to explore new instructional strategies. To meet this standard I've created a list of collaboration tools that I would like to share with my fellow educators. These tools will promote student peer to peer collaboration as well as student to instructor and instructor to instructor connections. (artifact 1)
- Partner with educators to identify digital learning content that culturally relevant, developmentally appropriate and aligned to content standards. To achieve this standard I've created a poster on diversity and successes of our school. (artifact 2)
4A. Learning Designer
Collaborate with educators to develop authentic active learning experiences that foster student agency, deepen content mastery and allow students to demonstrate competency.
In this course I've learned about technologies that can help to create a differentiated and authentic assessment experience.
In this choice board students choose two or more activities to complete. Students are asked to complete enough activities to make at least 50 total points. By design they must complete at least 3 activities of their choice. This form allows for a good degree of flexibility and differentiation. Follow the link to see the choice board: Taxes: who and how?
5A. Professional Learning Facilitator
- Design professional learning based on needs, assessments and frameworks for working with adults to support their cultural, social-emotional and learning needs.
- Recommendations: Tech Tools for Interactive Remote Teaching Webinar, EdTechTeam website Tick Tock app.
6B. Data-driven decision maker
b. Support educators to interpret qualitative and quantitative data to inform their decisions and support individual student learning.
It all begins with the data – taking inventories and assessments, observing reading and writing behaviors, studying writing samples and listening to student talk, we are gathering data. Learning how to take the data and record it in a meaningful way is the beginning of the cycle.
Next, we must take stock in what we have found out. This analysis of the data is an important step in the process. What is this data telling us? We must look for patterns, as well as compare the notes we have taken with writing samples and other assessments. We need to decide what are the strengths and needs of individuals, small groups of students and the entire class. Sometimes it helps to work with others at your grade level to analyze the data.
Once we have analyzed our data and created our understandings, it is time to make informed instructional decisions.
.Artifact 1
b. Support educators to interpret qualitative and quantitative data to inform their decisions and support individual student learning.
It all begins with the data – taking inventories and assessments, observing reading and writing behaviors, studying writing samples and listening to student talk, we are gathering data. Learning how to take the data and record it in a meaningful way is the beginning of the cycle.
Next, we must take stock in what we have found out. This analysis of the data is an important step in the process. What is this data telling us? We must look for patterns, as well as compare the notes we have taken with writing samples and other assessments. We need to decide what are the strengths and needs of individuals, small groups of students and the entire class. Sometimes it helps to work with others at your grade level to analyze the data.
Once we have analyzed our data and created our understandings, it is time to make informed instructional decisions.
.Artifact 1
7B Digital Citizen Advocate
- Partner with educators, leaders, students and families to foster culture of respectful online interactions and healthy balance in their use of technology. Artifact 1
