2. Teaching, Learning & Assessments

Artisan: Noun: a worker who practices a trade or handicraft : craftsperson a skilled artisan

“Technology coaches assist teachers in using technology effectively for assessing student learning, differentiating instruction and providing rigorous, relevant and engaging learning experiences for all students” (ISTE 2011).

As a teacher, my core values are hard work, “pride of craft” and believing in the possibilities (Palmer 2007; Bacon). My goal is to help my students to become independent readers, writers, and creators whose confidence in their skills in these areas allows them to continue to grow in whatever future learning environment they may encounter (from my Digital Education Leadership Mission Statement).

To read more about my experiences with this standard, please click on a performance indicator, below.

a. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards.

b. Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students.

c. Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others and produce products that are meaningful and useful to a wide audience.

d. Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes and mental habits of mind (e.g., critical thinking, metacognition and self-regulation).

e. Coach teachers in and model design and implementation of technology-enhanced learning experiences using differentiation, including adjusting content, process, product and learning environment based upon student readiness levels, learning styles, interests and personal goals.

f. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences.

g. Coach teachers in and model effective use of technology tools and resources to continuously assess student learning and technology literacy by applying a rich variety of formative and summative assessments aligned with content and student technology standards.

h. Coach teachers in and model effective use of technology tools and resources to systematically collect and analyze student achievement data, interpret results and communicate findings to improve instructional practice and maximize student learning.


Works Cited

  1. Bacon, F. On the idols, the scientific study of nature, and the reformation of education. In Robert C. Scharff and Val Dusek (Eds.; 2014) Philosophy of technology: The technological condition. John Wiley & Sons, Inc.
  2. International Society for Technology in Education (ISTE; 2011). Standards for Coaches.
  3. Palmer, P.J. (2007). Introduction and The heart of a teacher. In The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Josey-Bass.

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