“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” (ISTE 2011).
b. Contribute to the planning, development, communication, implementation and evaluation of technology-infused strategic plans at the district and school levels (ISTE 2011).
A successful school technology program begins with “the planning, development, communication, implementation and evaluation of technology-infused strategic plans at the district and school levels” (ISTE 2011). Technology coaches can support this effort by initiating a program evaluation with the goal of developing a 3-year plan for technology integration.
As a Technology Integration Specialist, I had the opportunity to work with an outside consultant to perform a program evaluation during the first full year of our new technology program roll-out. The experience was illuminating. We engaged all stakeholders (administration, teachers, students, parents) with professionally composed surveys, followed by focus groups to solicit both more granular and anecdotal data. The consultant also mined budget data from our business office and infrastructure and inventory data from our IT department. All of the data was shared with the school’s Technology Task Force, and was used to build a 3-year strategic plan for technology integration that included projected expenses, predicted infrastructure and device updates, and recommendations for ongoing professional learning.
This experience with technology program evaluation, as well as my Seattle Pacific University Digital Education Leadership Master’s Degree program coursework, allowed me to be of service to a local elementary school. I performed a technology program evaluation that focused on collecting data from teachers about their current technology integration efforts and identifying opportunities for growth. I met with the school’s principal, the technology teacher leader, and the technology team in order to determine this focus prior to collecting data. I prepared a report that presented the data, and offered narrative interpretation, as well as recommendations. The principal and school technology team can use this report to guide them in future technology program planning.
Technology integration often goes hand-in-hand with related programming, such as information literacy. I had the opportunity to engage in a peer coaching relationship with a school librarian. For this project, I coached the school librarian (teaching role) through an information literacy program evaluation in order to meet one of the academic goals of the school’s strategic plan: to develop and implement a whole-school information literacy curriculum. Our Peer Coaching Plan details our work, which included developing a teacher survey, collecting student information literacy data, and piloting a digital citizenship & information literacy curriculum with one grade level.
Whether operating on a macro (whole school technology program evaluation) or micro (peer coaching relationship)-level, technology coaches “contribute to the planning, development, communication, implementation and evaluation of technology-infused strategic plans at the district and school levels” by aligning all technology integration efforts with these plans (ISTE 2011).
- International Society for Technology in Education (ISTE; 2011). Standards for Coaches.